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1.
The present study examines teachers’ perceptions of organizational changes in their elementary schools. These changes occurred following the implementation of a long-term comprehensive school improvement project (CSIP). One hundred and seventy one teachers who taught in six elementary schools located in two different school districts in Israel responded to a questionnaire both before and after a period of 3 years during which they participated in a CSIP. The teachers, assisted by six professional consultants, one in each school, studied cooperative learning as well as new forms of collaborative staff work. The study addressed two primary research questions: What changes in teachers’ perceptions of their schools’ organizational culture emerged from teachers’ participation in the project? How were the professional relationships between the schools’ supervisors and the teachers in the two districts reflected in the teachers’ perception of school organizational changes? Results indicated that teachers in three schools from one district recorded a significant improvement in their perceptions of their schools’ organizational culture at the end of the project, whereas the teachers from the other district indicated either no change, or a significant decline in their evaluation of their schools’ organizational culture. A cross-validation of the teachers’ data was performed through a content analysis of 500 reports written over the course of 2 years, submitted by six external consultants. The analysis yielded four categories: general difficulties to work with the school’s staff, problems implementing the project, teacher resistance, and cancellations of planned meetings. The analysis provided valuable information as to why the teachers from the two districts differed in their reactions to the project.  相似文献   

2.
In this article, I discuss two areas of Andy Hargreaves’ scholarship, teachers’ identity and biography and the three periods of educational change spanning the 1960s to 1990s, that have influenced my work as a teacher educator and researcher. I describe research projects, including self-studies, in which I have examined the influence of teachers’ identities and biographies on their beliefs and practices of responding to student diversity. I also explore how the topic of teachers’ identity and biography are integrated into the courses I teach. Additionally, I describe how I have related the three periods of educational change—a period of optimism and innovation, a period of complexity and contradiction, and a period of marketization and standardization, along with the monocultural restoration—to corresponding policies and practices of responding to student diversity in the US and Ontario, Canada. Finally, I discuss a current project in which Andy and I are exploring core issues related to educational leadership and diversity.  相似文献   

3.
When participating in a large-scale, web-based professional development program, to what degree do teachers participate? How useful do they find the program? To what degree do they feel supported in their efforts? What are the associations between participation, evaluation of services, and the level of service teachers receive? MyTeachingPartner provides several levels of support to teachers, and each participant’s involvement in the project varies in terms of assigned level, frequency of logging in to the site, and the time she spends on it. This paper compared key data sources, including web navigation logs and teacher survey responses, to describe the relationship between teachers’ perceptions of support, their specific project interactions, and the level of service they receive. We explored ways that a large-scale professional development project such as MTP can benefit from identifying and nurturing those elements that best foster teacher perceptions of support.  相似文献   

4.
This paper explores one district’s attempt to implement a blended science and English Language Development (ELD) elementary program, designed to provide English language learners opportunities to develop proficiency in English through participation in inquiry-based science. This process resulted in blended program that utilized a combined science/ELD lesson plan format to structure and guide teachers’ efforts to use science as the context for language development. Data, collected throughout the first 2 years of the program, include teacher-generated lesson plans, observation notes, and interviews with teachers and principals. The process by which the blended program was developed, the initial implementation of the program, the resulting science/ELD lesson plan format, and teachers’ perceptions about the program and its impact on their students are described.  相似文献   

5.
Every aspect of teaching, including the instructional method, the course content, and the types of assessments, is influenced by teachers’ attitudes and beliefs. Teacher education programs play an important role in the development of beliefs regarding teaching and learning. The purpose of the study was to document pre-service teachers’ views on science, scientists, and science teaching as well as the relations between these views and the offered courses over several years spent in an elementary science teacher training program. The sample consisted of 145 pre-service elementary science teachers who were being trained to teach general science to students in the 6th through 8th grades. The research design was a cross-sectional study. Three different instruments were used to collect the data, namely, the “Draw a Scientist Test”, “Draw a Science Teacher Test”, and “Students’ Views about Science” tests. The elementary science teacher training program influenced pre-service science teachers’ views about science, scientists and science teaching to different degrees. The most pronounced impact of the program was on views about science teaching. Participants’ impressions of science teaching changed from teacher-centered views to student-centered ones. In contrast, participants’ views about scientists and science did not change much. This result could be interpreted as indicating that science teacher training programs do not change views about science and scientists but do change beliefs regarding teaching science.  相似文献   

6.
This paper explores Mexican–American prospective teachers’ use of culture—defined as social practices and shared experiences—as an instructional resource in mathematics. The setting is an after-school mathematics program for the children of Mexican heritage. Qualitative analysis of the prospective teachers’ and children’s interactions reveals that the nature of the mathematical activities affected how culture was used. When working on the “binder activities,” prospective teachers used culture only in non-mathematical contexts. When working on the “recipes project,” however, culture was used as a resource in mathematical contexts. Implications for the mathematics teacher preparation of Latinas/os are discussed.  相似文献   

7.
We explore the potential of dilemma analysis as an assessment tool to reveal student teachers’ thinking and concerns about their practice. For this purpose we analyze the dilemma analyses completed by 22 student teachers enrolled in our science teacher preparation program over a period of four semesters. Student teachers’ dilemmas fall into two main groups: dilemmas about student performance and dilemmas associated with instructional decisions. These dilemmas reveal a variety of concerns that student teachers have about their work. In particular, concerns about lack of student motivation and its consequences on performance and instruction play a central role in student teachers’ thinking. The recognition of common patterns of thought in our student teacher thinking has made us reflect on and re-evaluate important components of the curriculum in our science teacher preparation program.  相似文献   

8.
The Learning to Learn in Schools Phase 3 Evaluation was a four year project across England exploring the concept of Learning to Learn in 33 primary and secondary schools. The project was funded through the UK based Campaign for Learning. One of the key aims of the project was to ensure that the locus of control in terms of development remains with the schools, who decided on the focus of innovation relevant to them under the umbrella heading of Learning to Learn. A team from the Research Centre for Learning and Teaching at Newcastle University then supported and facilitated the teachers in the systematic evaluation of their experiences. As a result we believe that this process supported meaningful professional development about teaching and learning. This paper exemplifies this process through two professional enquiries into pupil talk in the classroom and how it supported learning. The projects were carried out by teachers in two schools, one secondary (11–18 years) and one primary (4–11 years). Both schools decided that encouraging pupil talk about learning best fit with their priorities and the project aims of exploring Learning to Learn. The paper describes the different research methods and findings of the teachers’ research, focusing on the decision making which occurred and how the process of the research has impacted on their professional development. Conclusions are drawn about how the philosophy of Learning to Learn can be as easily applied to the process of professional enquiry through action research and teachers’ learning, as to the more traditional domain of students’ learning and how this might contribute to the development of a successful Learning to Learn school culture.  相似文献   

9.
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10.
The study examines the professional development of junior-high-school teachers participating in the Israeli “Katom” (Computer for Every Class, Student and Teacher) Program, begun in 2004. A three-circle support and training model was developed for teachers’ professional development. The first circle applies to all teachers in the program; the second, to all teachers at individual schools; the third to teachers of specific disciplines. The study reveals and describes the attitudes of science teachers to the integration of laptop computers and to the accompanying professional development model. Semi-structured interviews were conducted with eight science teachers from the four schools participating in the program. The interviews were analyzed according to the internal relational framework taken from the information that arose from the interviews. Two factors influenced science teachers’ professional development: (1) Introduction of laptops to the teachers and students. (2) The support and training system. Interview analysis shows that the disciplinary training is most relevant to teachers and they are very interested in belonging to the professional science teachers’ community. They also prefer face-to-face meetings in their school. Among the difficulties they noted were the new learning environment, including control of student computers, computer integration in laboratory work and technical problems. Laptop computers contributed significantly to teachers’ professional and personal development and to a shift from teacher-centered to student-centered teaching. One-to-One laptops also changed the schools’ digital culture. The findings are important for designing concepts and models for professional development when introducing technological innovation into the educational system.  相似文献   

11.
The geometry textbooks of the new system of secondary education in Iran differed dramatically from the old ones considering the aims, the visions, the content, the approach, and the educational purposes. Four hundred eighty mathematics teachers participated in a nationwide professional development program conducted by the author to facilitate the implementation of the new changes. Based on this program, a research study was designed to investigate the teachers’ beliefs about a new reform in high school geometry as a result of the professional development program. The data of the study were collected through teachers’ reflective writings, project works, group discussions, reflective questionnaires, and oral communications. The purpose of this paper is to draw upon this study and to document mathematics teachers’ beliefs about new changes.  相似文献   

12.
The purpose of this study was to determine if teachers who participated in a professional development program continued to learn about inquiry and inquiry teaching as they implemented inquiry in their classrooms. A qualitative design utilizing inductive analysis was used to investigate teachers’ understanding and classroom implementation of inquiry. Findings are presented as assertions, drawing support from four focal teachers. For each assertion, confirming and disconfirming data are presented. Based on these data, we assert that a) there was little or no change in teachers’ individual understanding of inquiry, and b) professional development enhanced teachers’ ability to design inquiry-based activities – however, classroom implementation did not reflect a high level of inquiry.  相似文献   

13.
Measuring teachers’ content knowledge of language and reading   总被引：1，自引：0，他引：1  
In the context of a longitudinal, four-year study of reading instruction in low-performing, high-poverty urban schools, we surveyed teacher knowledge of reading-related concepts, and established a modest predictive relationship between teachers’ knowledge, classroom reading achievement levels, and teachers’ observed teaching competence. There were significant associations among these variables at the third and fourth grade levels. To obtain this result, measures of teacher content knowledge in language and reading were refined in a three-stage process. Our purpose was to explore the type and level of questions that would begin to discriminate more capable from less capable teachers, and that would have a predictive relationship with student reading achievement outcomes. After experimenting with measurement of K-2 teachers’ content knowledge (Form #1), we piloted a Teacher Knowledge Survey with 41 second and third grade teachers in one study site (Form #2). We then refined and expanded the Survey (Form #3) and administered it to 103 third and fourth grade teachers in both project sites. Teachers’ misconceptions about sounds, words, sentences, and principles of instruction were pinpointed so that professional development could address teachers’ needs for insight and information about language structure and student learning.  相似文献   

14.
In workplaces, innovative products and processes are required to address emerging problems and challenges. Therefore, understanding of employees’ innovative work behaviour, including the generation, promotion, and realisation of ideas as components of this behaviour is important. In particular, what fosters innovation development and what triggers these activities is important for its promotion and adoption in contemporary workplaces. To investigate how and why innovations at work are developed and enacted, an explorative study comprising structured interviews with vocational teachers in the German vocational system was conducted. The teachers reported on activities they undertook during the development of a specific innovation. Furthermore, they provided information on factors that made this innovation necessary and that they were activated by. The study indicates that even when opportunities for innovation development existed in a workplace, the needs and goals of teachers were pivotal for these opportunities to be recognised and teachers’ innovative work behaviour to be triggered. By analysing vocational teachers’ work activities, we found that the development of innovations was a complex, iterative and primarily social process. By encouraging teachers to act on opportunities for change and by establishing a collaborative structure at schools, innovation development can be facilitated. We also found that throughout the development of an innovation, reflection played an important role. If the importance of reflective activities is acknowledged by workplaces such as these participants’ vocational schools, this not only fosters innovations but also the teachers’ professional development.  相似文献   

15.
Few studies deal with teachers’ receptivity in the initiation stage of educational change, especially in a non-western cultural context like Mainland China. This study aims at investigating teachers’ receptivity to the system-wide curriculum reform of the senior secondary education in the initiation stage and understanding the factors influencing teachers’ receptivity in Mainland China. Questionnaire survey with open-ended question (n = 763) is employed to explore teachers’ receptivity in four selected experimental provinces, i.e., the first group of provinces which are selected by Ministry of Education to implement the curriculum reform. Results indicate teachers have positive attitudes and behavioral intentions toward promoting the curriculum reform of senior secondary education, and they consider the reform is valuable but difficult to carry out. The existing theoretical model can explain teachers’ behavioral intentions quite well, but its predicting ability to teachers’ general attitudes is limited, which indicates some new variables that need to be considered, too. Implications of this study and suggestions for future research are also discussed in the article.  相似文献   

16.
Culturally responsive science teaching is using knowledge about the culture and life experiences of students to structure learning that is conducive to their needs. Understanding what teachers need to prepare them to be culturally responsive is a matter of continuous debate. As the focus of multicultural education ventures farther away from its roots, advocating the civil rights of historically oppressed groups, concerns about the gravity of racial inequity on schooling continues. How will this shift in focus influence teachers’ capacity to accommodate students’ needs resulting from racial inequities in this society, particularly African American students? What knowledge is essential to their effectiveness? This qualitative study examined the instructional practices of two effective middle school science teachers deemed culturally responsive by their administrator on the basis of classroom observations, students’ responses and standardized assessment results. Both teachers’ classrooms consisted primarily of African American students. Grounded theory was used to analyze the teachers’ beliefs and practices in order to identify existing commonalties. Critical race theory was used to identify whether there was any influence of the students’ racial identities on the teachers’ beliefs and practices. The analysis reveals that the teachers’ beliefs and practices were informed by their critical awareness of social constraints imposed upon their African American students’ identities. These findings communicate the significance of sociocultural awareness to informing the teachers’ instruction, as well as their strategies for managing the varying dynamics occurring in their classrooms. It can be deduced from the findings that an understanding of racial inequities is crucial to the development of sociocultural awareness, and is the foundation for the culturally responsive dispositions and practices of these middle school science teachers.  相似文献   

17.
The Israeli high school biology curriculum comprises the Biomind program, in which students are engaged in an open inquiry learning process. The dynamic features of open inquiry often pose challenges to teachers in implementing the Biomind program. The current qualitative research shows that facilitating students in a dynamic open inquiry process is multidimensional. Teaching practices cover a wide range of methods, from structured inquiry through guided inquiry to open inquiry. An individual teacher’s profile can be elucidated on the basis of this spectrum. In addition, we realised that teachers often encounter several difficulties in implementing open dynamic inquiry: A dearth of teachers’ scientific knowledge, students’ lack of scientific knowledge and skills, and a restrictive time-frame. This study suggests several areas which should be considered while implementing an on going professional development support for teachers who are engaged in open inquiry teaching.  相似文献   

18.
Current reform-driven mathematics documents stress the need for teachers to provide learning environments in which students will be challenged to engage with mathematics concepts and extend their understandings in meaningful ways (e.g., National Council of Teachers of Mathematics, 2000, Curriculum and evaluation standards for school mathematics. Reston, VA: The Council). The type of rich learning contexts that are envisaged by such reforms are predicated on a number of factors, not the least of which is the quality of teachers’ experience and knowledge in the domain of mathematics. Although the study of teacher knowledge has received considerable attention, there is less information about the teachers’ content knowledge that impacts on classroom practice. Ball (2000, Journal of Teacher Education, 51(3), 241–247) suggested that teachers’ need to ‘deconstruct’ their content knowledge into more visible forms that would help children make connections with their previous understandings and experiences. The documenting of teachers’ content knowledge for teaching has received little attention in debates about teacher knowledge. In particular, there is limited information about how we might go about systematically characterising the key dimensions of quality of teachers’ mathematics knowledge for teaching and connections among these dimensions. In this paper we describe a framework for describing and analysing the quality of teachers’ content knowledge for teaching in one area within the domain of geometry. An example of use of this framework is then developed for the case of two teachers’ knowledge of the concept ‘square’.  相似文献   

19.
This study illuminates teachers’ conceptions of gender and science and possibilities to challenge these conceptions. Since 2005, a group of teachers (K-6) in Sweden have met approximately once a month in two-hour seminars to discuss and develop their instruction in science and technology based on a gender perspective. The present data consist mainly of audio-recordings of the teacher seminars and video-recordings of science activities with students. Analysis of the empirical data has been carried out in several stages and was inspired by thematic analysis, the theoretical framework of which is based on Hirdman’s and Beauvoir’s theories of gender. The results show that the teachers’ ideas about gender/equity and science exist on several levels, within which various conceptions are represented. On the one hand, “reasoning around similarity”, where teachers consider that both girls and boys should have the same prerequisites for working with science. In contrast, stereotypical conceptions of girls and boys occur when the teachers evaluate their activities with students, and condescending attitudes toward girls are also observed. The girls’ ways of working with science are not as highly valued as the boys’, and this outlook on children can ultimately have consequences for girls’ attitudes towards the subject. When teachers are allowed to read their own statements about the girls, they get “a glimpse of themselves”, and their condescending ideas about girls are made visible. In this way, the teachers can begin their active work towards change, which may lead to new outlooks on and attitudes towards students.  相似文献   

20.
In this article, we describe the results of a study of chemistry high school teachers’ beliefs (N = 7) of the chemistry curriculum and their roles, their beliefs on the teacher as developer of materials, and their beliefs about professional development. Teachers’ beliefs influence the implementation of a curriculum. We view the use of a new curriculum as a learning process, which should start at teachers’ prior knowledge and beliefs. The results reveal that it is possible to develop a new curriculum in which teachers’ beliefs are taken as a starting point. Promising approaches to prepare teachers for a new curriculum is to let them (co)develop and use curriculum materials: It creates ownership, and strengthens and develops teachers’ pedagogical content knowledge (PCK).
Fer CoendersEmail:
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