首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 453 毫秒
1.
Bloom's taxonomy was adopted to create a subject‐specific scoring tool for histology multiple‐choice questions (MCQs). This Bloom's Taxonomy Histology Tool (BTHT) was used to analyze teacher‐ and student‐generated quiz and examination questions from a graduate level histology course. Multiple‐choice questions using histological images were generally assigned a higher BTHT level than simple text questions. The type of microscopy technique (light or electron microscopy) used for these image‐based questions did not result in any significant differences in their Bloom's taxonomy scores. The BTHT levels for teacher‐generated MCQs correlated positively with higher discrimination indices and inversely with the percent of students answering these questions correctly (difficulty index), suggesting that higher‐level Bloom's taxonomy questions differentiate well between higher‐ and lower‐performing students. When examining BTHT scores for MCQs that were written by students in a Multiple‐Choice Item Development Assignment (MCIDA) there was no significant correlation between these scores and the students' ability to answer teacher‐generated MCQs. This suggests that the ability to answer histology MCQs relies on a different skill set than the aptitude to construct higher‐level Bloom's taxonomy questions. However, students significantly improved their average BTHT scores from the midterm to the final MCIDA task, which indicates that practice, experience and feedback increased their MCQ writing proficiency. Anat Sci Educ 10: 456–464. © 2017 American Association of Anatomists.  相似文献   

2.
This article examines the reasons for entry, work perceptions, and the future career plans of 272 preservice teachers who entered a highly selective graduate teacher education program in 1987 and 1988. The profile of their job expectations was compared with that of a sample of experienced teachers. The study concludes that these talented students are entering the profession mainly for altruistic reasons and have fairly realistic views of working conditions; however, many plan to remain only if they derive the expected satisfaction from working which children. The findings are compared to labor market forecasting theories which could direct policy makers in their efforts to attract and retain high ability individuals to the teaching profession.  相似文献   

3.
The aim of the study was to understand the development of professional identity of prospective teachers, their ideals and experiences during interactions with their surrounding learning environment, including university studies and pedagogical placement during their 5-year studies. We also aimed at understanding how students with different motivational pathways to teacher education may be supported to explore teaching as a possible career choice. The findings reported in this article emerged primarily from interviews with 13 student teachers at the end of their teacher education programme. Survey responses collected during earlier stages of the study were utilised to provide data about the student teachers’ professional development prior to the point of the interviews. The findings of the study point to various concerns and dilemmas, which in turn suggest that student teachers take different identity development routes. The study identified four possible “identity routes” to becoming a teacher. The implications of different identity routes on teacher education are discussed.  相似文献   

4.
本文采用文献法、问卷调查法、数理统计法等,针对体育教学中师生关系及对学校体育教学的影响,对泉州市3所大学、3所中学和3所小学的300名学生和60名体育教师进行了调查研究。结果表明：体育教学中师生关系总体评价较好;在影响师生关系因素和体育教师的职业认知上体育教师和学生存在差异。建立良好的师生关系是学校体育教学顺利进行的前提。  相似文献   

5.
This study examined and compared the educational perspectives of Korean parents of elementary school students and their teachers. 430 parents and 143 teachers in the New York metropolitan area participated in the survey and 16 teachers, administrators, and parents were interviewed. The findings indicated that the teachers not only misunderstood the parents' perspectives on the goals of schooling, but also underestimated the parents' ways of supporting their children's education. Regarding the current school/teacher practices, the two groups also expressed different perspectives. We discussed the urgency of educators' critical reflection on diverse cultures and the considerations for increasing parents' school involvement.  相似文献   

6.
It is well documented in the literature that relationships influence the lives of young children (birth to second grade). Consequently, it is essential that young children's caregivers and teachers build professional relationships with children's parents, because these relationships influence the children's present and later learning environments both at home and in school. While listening to parents is a well-established value in the field of Early Childhood Care and Education, details about what “listening to parents” means seem less clear in the literature, research, and our own pedagogy as early childhood educators. Incidentally, teacher candidates and advanced teacher students (hereafter referred to as “our students”) sometimes voice concerns related specifically to listening to parents. Yet, answers to such concerns also seem limited in the literature and the research. Therefore, the intent of this reflective position paper is threefold: to provide my fellow teacher educators with three literature-based reasons to share with our students about why it is important to listen to parents; to indentify familiar comments, concerns, and feelings that our students have voiced about listening to parents; and to provide five practical cooperative-learning activities that will potentially influence our students' practices.  相似文献   

7.

Cultural differences appeared to establish a communications barrier between this teacher and her student teacher. Perhaps Mrs. Bloom's experiences will be helpful to other supervisors who work with foreign student teachers.  相似文献   

8.
This study was designed to assess, over a seven year period from the commencement of teacher preparation through five years of teaching, the development of teachers' self, impact, and task concerns as formulated by Fuller for a longitudinal sample of teachers (N = 60) and to determine what, if any, personal and academic attributes of teachers might be associated with these teachers' changes in concerns about teaching as postulated by the Fuller model. Statistically significant developmental changes in the teachers' concerns about teaching were identified with concerns about survival as a teacher (self concerns) decreasing and concerns about the task of teaching increasing, as hypothesized by Fuller; whereas the teachers' impact upon pupil concerns were highest in intensity but relatively stable at all four points in career development. Interactions between career stages and teacher characteristics were identified, however, indicating that the self and impact concerns can not be adequately explained by just points of time in career development as also hypothesized by Fuller. Concerns about teaching were found to be related to grade point averages, gender, and personality type but not with basic academic skills, academic majors, family characteristics, ACT scores, and locus of control orientations.  相似文献   

9.
青年教师提升师德水平必须以教书育人为切入点：注重课程的育人功能,促进教学相长;开展科研育人,发展求真的品质和团结协作的能力;解决学生的实际问题,提高“爱”的能力。学校应尽量优化组织环境,以事业发展凝聚青年教师,增强青年教师集体归属感;同时加强制度建设,为青年教师师德建设提供保障。  相似文献   

10.
Second‐career individuals are entering the teaching profession in greater numbers. These older, mature individuals bring diffent experiences to teaching than do younger, traditional preservice and beginning teachers. Lyle, a second‐career teacher, began his first year of teaching in a junior high school, a setting that did not allow him to teach in ways that he believed he should. This paper presents a record of Lyle's struggles as he negotiates the role of teaching and his relationships with students. The conclusions examine some factors that mitigated against Lyles’ smooth transition into the teaching profession and suggest that second‐career teachers such as Lyle may be disadvantaged by traditional teacher education programs, the pressures under which they accept teaching positions, and their sometimes distant perspective of teachers, teacher's work, and students.  相似文献   

11.
教育是心灵的事业,教师职业应当是一种幸福的职业。影响教师获得幸福感的因素很多,其中最重要的是职业成就。教师如果能在和谐的氛围中尽情地展示自身的价值,并获得国家、社会、学校、家长、学生的重视与尊重,就容易产生职业幸福感。教师培训让中小学教师体验到前所未有的快乐与幸福,触动了他们深刻思考的神经,使其增强了对教育事业的责任感、自信心,为自身职业生涯的发展注入了生机与活力。  相似文献   

12.
Case studies of the teacher labor market in the United States reveal that “first wave” teacher reforms of the 1980s will have little positive impact on the career choices of teachers and former teachers as well on the talented college students whom policymakers wish to attract to teaching. While “second wave” reforms offer much promise in solving present teacher quality problems, these reforms may go for naught if policymakers ignore the anachronistic teacher selection processes presently used by public schools. New policies not only must address the motivations and actions of labor market decisionmakers, but also must address the underlying tension between the first and second waves of teacher reform.  相似文献   

13.
The study examines the career decision-making of Swiss academic high school students opting for a career in a non-traditional, gender-typed area of work during the transition to higher education. Based on a longitudinal study, a qualitative study with 11 female students in Science, Technology, Engineering and Mathematics (STEM) and 13 male student teachers was conducted in order to analyse their perceptions of the career decision-making process. They felt supported by their parents and teachers. Women showed a strong sense of identity as future scientists without mentioning specific career goals. Men, by contrast, referred to job security-related considerations and emphasised the importance of role models for their choice. Female students emphasised their status of being ‘unique in a men's world' whereas male student teachers highlighted the role of ‘masculinity in the classroom'.  相似文献   

14.
Kindergarten has undergone dramatic changes since the implementation of No Child Left Behind (NCLB) in 2002. The literature on the challenges facing kindergarten teachers as a result of NCLB focuses primarily on curricular and instructional issues; little attention has been paid to NCLB's impact on the relational aspects of kindergarten teaching, such as partnership with parents and collaboration with colleagues. To address this gap, this article presents findings from a recent qualitative study of two veteran kindergarten teachers' challenges managing their relationships with the first-grade teachers at their school and with their students' parents. Participants demonstrated a range of successful strategies for responding to these difficult relational situations. Because many preschool and primary grade teachers are presently facing similar challenges, this study can contribute to teacher educators' ongoing efforts to ensure our programs prepare students to be effective in today's NCLB–influenced classrooms.  相似文献   

15.
As the national teacher education institute in Singapore, the National Institute of Education (NIE) prepares all teachers seeking to be employed within the education service in Singapore. In the last decade, NIE's enrolment for initial teacher preparation programmes has grown significantly, with peaks in numbers during the recession years. There is also some evidence of attrition when beginning teachers complete their 3-year bond with the Ministry of Education, which sponsors their teacher education programme. It is thus important to determine empirically the reasons why pre-service teachers join the teaching profession, to see whether this can inform us about measures that can be taken to ensure they stay on in the profession. As part of a longitudinal study on beginning teachers' attitudes towards teaching and professional development, a research survey, the first of three data collections, was administered to whole cohorts of pre-service teachers entering NIE's three main teacher preparation programmes in July 2004. This paper presents the survey findings on pre-service teachers' reasons for choosing teaching as a career and discusses the differences between cohorts of different programmes. The implications of the study are discussed in terms of informing future policy and practice in the areas of teacher recruitment, retention and professional development.  相似文献   

16.
The purpose of this study was to explain teachers' perceived efficacy for teaching in inclusive classrooms by using a sample of 1911 in-service teachers from China, Finland, and South Africa. Bandura's theory of self-efficacy was used as a starting point to develop distinct models for each country. We found that in all countries, experience in teaching students with disabilities was the strongest predictor of self-efficacy, while the predictive power of other variables differed from country to country. Our findings illustrate ways to improve teacher education to respond better to the challenges set by the global inclusive education movement.  相似文献   

17.
ABSTRACT

The purpose of this study was to investigate how three Chinese teachers developed their teacher identities in a reform context. Drawing upon data from a larger social historical study, the work-life narratives of the three teachers at different stages of their careers were used as case studies to showcase three types of teacher identity development trajectories, namely, learning to be both professional educator and subject teaching expert，learning to be subject teaching expert, and navigating to balance between educator and subject teacher. This study also investigated the factors that influence identity development trajectories of teachers and develops a conceptual framework for understanding teacher identity development in China. The framework shows that Chinese teachers’ exertion of their individual agency is embedded in the institutional context. Meanwhile, interpersonal relationships can work as a buffer to alleviate the tension between the institution and individual teachers. The study also shows the ways in which Chinese teachers’ exert their agency when developing their identities. The findings have significant implications for teacher education in terms of how to develop positive teacher identity over the course of a teacher’s career.  相似文献   

18.
The authors investigated the degree to which school-level teacher characteristics and resources are related to the mathematics learning of kindergarten children using a sample drawn from a large US database. Kindergarten-level teacher characteristics were operationalised as collective teacher efficacy, teacher experience and teacher preparation; kindergarten resources were operationalised as efforts that schools make to reach out to parents, classrooms with mathematics manipulatives, and classroom technology. Kindergarten students learned more in mathematics over a year in schools where teachers’ collective efficacy was high. School resources yielded a range of significant yet mixed results in young children’s mathematics achievement. Notably, younger students and students entering kindergarten with lower levels of mathematical skills benefited greatly from classroom resources. Overall, the presence of classroom technology as a school-level resource was positively related with older kindergarten students’ learning. Based upon the findings, organisational and policy implications are discussed.  相似文献   

19.
以北京市455名中小学教师为样本,考察了中小学教师心理韧性的结构与影响因素。结果表明：中小学教师的心理韧性包含三个成份,即对教与学的热爱与奉献、教师自我效能感、工作满足感与乐观,能够比较好地验证教师心理韧性的结构;教师与同事、家长及学生之间的信任关系、学校领导的支持与教龄对教师心理韧性具有显著的正向预测作用,工作负荷对教师心理韧性存在显著的负向预测作用。  相似文献   

20.
Research Findings: The current study examined the moderating effects of gender and teacher–child relationship on the association between shyness and school adjustment (school liking and avoidance, cooperative and independent participation). The sample consisted of 524 preschool students from 3 cities of Shandong province in northern China. Mothers reported children's shyness, school liking, and school avoidance, whereas teachers rated children's cooperative and independent participation and reported perceived teacher–child relationships. Overall, findings indicated that shyness was associated with lower teacher–child closeness, lower school liking, and higher school avoidance. Child gender moderated the relationship between shyness and teacher–child dependency. Moreover, teacher–child relationship and child gender moderated the shyness–adjustment relationships. Practice or Policy: These findings point to the potential for improving teacher–child relationships to facilitate shy preschoolers’ school adjustment and the importance of taking child gender into consideration in such intervention programs.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号