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大家都知道自我反思、同伴互助和专业引领是促进教师专业成长的核心要素,而“七课一反思”则充分发挥着自我反思、同伴互助和专业引领的三支力量并使其相互渗透与整合,有效地促进教师专业快速成长。 相似文献
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沈喜云 《四川教育学院学报》2006,22(8):13-14
以校为本的教学研究包含三层含义：“以校为本”，“以教师为本”，“以教学为本”。教师个人的自我反思、教师集体的同伴互助、专业研究人员的专业支持是开展校本教研的三种基本力量。不断学习是教师自我反思的基本前提；宽松和谐的教师文化是教师集体同伴互助的基础；建立平等、对等的对话体系是专业引领的保证。 相似文献
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校本教研是以素质教育为导向,以教师为主体,以学校为现场,以教育行动为主要方式,教师通过自我反思、同伴互助、专业引领,研究和解决教育教学和课程改革实践过程中所面临的各种问题,总结和积累教学经验,改进教法,提高教学质量,促进学生发展的工作方式、研究方式和研究行为。校本教研包括三个要素:自我反思、同伴互助、专业引领。前两个要素涉及的 相似文献
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教师自我反思、同伴互助、专业引领是校本教研的三个核心要素。网络环境下校本教研的模式构建以校本教研的三个核心要素为支架．利用远程学习环境的优势,构建新的校本教研模式,学校可以利用网络丰富的教育教学资源,打破时空限制,构建个体自主发展、群体共同发展、专家引领发展等模式,充分地进行网络交流和学习活动,为校本教研开辟新的舞台,促进自身专业更快发展。 相似文献
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教师自我反思、同伴互助、专业引领是校本教研的三个核心要素。网络突破了时间和空间的限制，为教师自我反思、同伴互助、专业引领提供了有效平台。教师可以利用网络丰富的教育教学资源，以及email、QQ、BBS、Blog等主要网络交流工具，充分地进行网络交流和学习活动，为校本教研开辟新的舞台，促进自身专业更快发展。 相似文献
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校本教研是教师专业成长的重要途径。个人反思、同伴互助和专业引领是校本教研的三种重要方式。由于我县农村初中一般只有一位化学教师,难于开展同伴互助式的校本教研;全县只有一位化学教研员,依靠教研员对全县化学教师进行及时的专业引领显然力不从心,所以个人反思是初中化学学科校本教研的主要方式,同时也是化学教师专业成长的主要方式。 相似文献
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刘笑鹏 《洛阳师范学院学报》2009,28(5):150-152
本文讨论了校本教研的三种基本方式,即教师个人的实践反思、教师集体的同伴互助以及专业研究人员的专业引领.并就三种方式的特征、作用和相互的关系进行了分析. 相似文献
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校本教研活动的实践探索 总被引：1，自引：1，他引：0
校本教研是“为了学校、基于学校、在学校中”的教学研究活动。在坚持“专业引领、自我反思、同伴互助”三个运作层面上,做好做实校本教研：以专业引领带动校本教研活动的开展;以自我反思使每位教师真正成为校本教研活动的主体;利用同伴互助把校本教研活动引向深入。经过实践,推动了校本教研活动的扎实开展,有效地促进了广大教师的专业成长。 相似文献
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Michelle Attard Tonna 《欧洲师范教育杂志》2017,40(1):91-109
Current reforms in the Maltese and Scottish educational contexts can only be fully implemented if teachers radically transform the way they teach. Teacher professional learning is an important mechanism that policy-makers, school leaders and administrators have to achieve this. Teacher professional learning is, above all, situated within the specific social workplace environment of teacher practice. Thus, schools need to be recognised as important sites of professional learning for teachers. In Malta and Scotland teachers were asked about their professional learning to identify how the learning environment within individual schools affects professional learning. In both countries, collaboration and school leadership were key components in determining a school’s learning environment. Data analysis led to the production of examples of expansive and restrictive features. Policy-makers, school leaders and administrators can use these features to examine how schools operate in terms of helping or hindering professional learning in the school environment. 相似文献
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教师主动发展是促进教师的专业成长的关键,是学校的始终思考与追求。邀请课能激励教师把课堂教学的研究与提高当作自己主动发展的目标,激发教师在专业发展中的主动追求,自觉地承担起专业发展的主要责任。在推进邀请课建设的过程中,应该健全机制,重视专家的作用,同时还要区分不同层次的教师,分别予以重视。此外还应该注重校际之间的合作。 相似文献
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20世纪80年代以来,教师合作作为教师发展的一种方式获得广泛的关注,成为国际教师教育研究领域中一大热点问题。本文认为,所谓教师合作,就是教师们为了改善学校教育实践,以自愿、平等的方式就共同感兴趣的问题,共同探讨解决的办法,从而形成的一种批判性互动关系;教师合作有助于激发与强化教师发展意愿、提高教师个体反思能力、促进学校组织学习。 相似文献
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There is a general doubt on whether teacher evaluation can contribute to teachers’ professional development. Recently, standards-based teacher evaluation has been introduced in many countries to improve teaching practice. This study wants to investigate which teacher evaluation procedural, leadership, and teacher characteristics can stimulate teachers’ feedback utility perceptions and professional learning activities in the context of teacher evaluation. Data were collected in 32 secondary schools from 298 teachers and 32 school leaders, both quantitatively and qualitatively. We put forward a research model which is investigated through path analysis. Results nurture optimism about teacher evaluation indicating that teacher evaluation can stimulate teachers to undertake professional learning activities when they perceive feedback as useful. The important role of the school leader (through both instructional and transformational leadership) is stressed. Teacher participation and teacher collaboration also have a positive influence on teacher evaluation and its outcomes. 相似文献
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Hilary Thornton 《Compare》2006,36(2):181-196
Teacher collaboration and support given from one teacher to another, focused on improving teaching and learning in the classroom, are notable by their absence in secondary schools in Bangladesh. This article identifies a number of constraints to developing a collaborative culture including the difficulty of the curriculum, the perceived low ability of many students, the teachers' own educational background and contextual factors which influence teachers' motivation. It suggests that informal collaboration for mutual support has the potential to increase teacher motivation but that this will only be achieved through building more collaborative ways of working through formal programmes grounded in classroom observation. It questions the validity for Bangladesh teachers of the model of teacher development programmes focused on teacher collaboration which emphasise teaching the ‘perfect’ lesson and suggests that without attention to student learning such programmes are unlikely to lead to increased collaboration or improved teacher practice in schools. 相似文献
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教师专业发展主要存在标准改善型、中小学校改善型和一体化改善型等三种传统模型。此三种模型各有自身的特点与优势,因而具有一定合理性。但其共同的缺陷在于,对于教师的内在冲动、文化境遇、历史经验等生命属性的内容,关注力度不够。生命过程型是对传统教师专业发展模型的继承、反思、整合与超越,它坚守激发教师原始能量、尊重教师历史经验、联结教师文化境遇等理念,倡导冥想、对话、自我探究与终身化学习等教师专业化的行动方案。 相似文献
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教师专业化视野下的教师教育改革 总被引：1，自引：0，他引：1
教师专业化既是教育发展的客观要求,也是教师个体发展的内在需要。当前要真正促进教师专业化发展,就必须进行教师教育改革：一是要建构专业化理念,提升教师专业化发展的意识和能力;二是要以专业化为导向,优化教师教育课程结构;三是要明确专业化标准,提升教师的学历层次;四是要进行整体设计,实现职前职后教育一体化;五是要建立教师专业发展学校,加强理论和实践的结合。 相似文献
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钱晓霞 《浙江教育学院学报》2002,(2)
20世纪80年代中、后期,一场被称为“教师研究”的教育实验运动席卷美国,学校教师(K-12)成为课堂教学研究的主体,这一教育实验运动的成效尤见于语言教学领域。联系到目前我国中学英语教学研究的现状,身处一线的教师虽掌握着课堂教学的第一手资料,却由于缺少学科理论上的指导和研究手段上的训练而无法成为教学研究的主体。教师研究对中学英语教师的职业发展和英语教学效能的提高具有着十分重要的意义,因此在我们的师范教育课程设置中应增强旨在提高师范生和在职培训教师的研究能力的研究型培养模式。 相似文献
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Louise Starkey Anne YatesLuanna H. Meyer Cedric HallMike Taylor Susan StevensRawiri Toia 《Teaching and Teacher Education》2009
Teacher professional development variously supports ongoing skill development, new knowledge, and systems change. In New Zealand, the implementation of major assessment reforms in senior secondary schools provided opportunity to investigate teacher professional development as a function of the particular stage of an educational reform. Multi-method data sources including teacher surveys and school case studies were employed to evaluate professional development during the embedding stage of a standards-based assessment system, revealing a positive relationship between professional satisfaction and teacher involvement in setting priorities for the professional development. Other positive features were networking, personalized learning, and facilitator expertise. This research illustrates the importance of tailoring professional learning to implementation phase of an organizational change. 相似文献