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1.
传统学习观基于现在与未来、学校与社会、手段与目的等对立的二元认识论,窒息个体及其职业的生命发展;时代的进步和人性的觉醒则赋予学习是人之存在和发展的生命属性,学习不仅丰富了人的生命内涵和人生意义,而且彰显着人类向善的美德。因此,教师作为学习者,既是教师之为人的生命写照,也是教师职业专业化的特色所在,其学习者角色是学生学习的内在诉求,也是教学相长的机理所在,更是教师职业伦理的美德。践行学习者专业化发展理念,教师学习的路径包括学习的时空内生于教育实践,学习的老师即"不教之师"--学生,学习的机理则是自我教育。 相似文献
2.
《Africa Education Review》2013,10(2):267-285
Abstract This article reports on the implementation of a teaching approach based on Gardner's theory of multiple intelligences (MI) at a school in the Hammanskraal area in Gauteng, South Africa. The aim was to determine the impact that such an approach would have on teachers, learners and learner performance. This article discusses the implementation process and the impact thereof on learner results and conduct, as well as learners' opinion on the implementation of the MI approach in the classroom. The study showed that the implementation of a new approach should be monitored regularly and that teachers should receive ample support. An MI approach to teaching had a positive influence on learners' conduct and academic achievement. It also made learners more aware of their own strengths and weaknesses and how to overcome weaknesses. Learners indicated that they prefer an MI approach in teaching. 相似文献
3.
This paper explores New Zealand teacher views of multi-level language classes, an increasingly common practice where learners at different curriculum and year levels are combined into a single class due to declining learner numbers. Findings from exploratory qualitative surveys and interviews show that the majority of teachers do not feel supported within their school and have not received professional development for this significant change to their practice which they feel devalues language learning. Teachers feel that multi-level classes are hard work, increase their workload, and negatively impact on their well-being, student learning and assessment grades. 相似文献
4.
This instrumental case study reports on the unique experiences of a secondary school teacher who was a victim of learner cyberbullying. This teacher experienced severe emotional distress, family stress, anxiety, anger, intense humiliation and loss of dignity as a result of cyberbullying. On a professional level he felt unsupported by his teachers’ union, school management team and teaching authorities. Support from his family, his community and the opportunity to share his experience with other teachers influenced his resilience positively while taking action made him feel like a role model for other teachers. This study highlights the effects of aggression in schools and raises concern about school climate and the need for social emotional competence programmes for learners. 相似文献
5.
Milena Valenčič Zuljan 《Educational studies》2007,33(1):29-40
In the first part of this paper, conceptions of trainee teachers are defined, together with their importance for the process of teacher education. Many studies concerning teacher conceptions and models of teacher development show that the conceptions of instruction, knowledge, and teacher and learner roles are a key part of the teacher’s professional equipment. They affect his/her thinking, experiences and actions, and thus directly determine the quality of instruction and the teacher’s professional growth. The Slovene school system has been undergoing many changes in the past decade. The success of the reforms largely depends on the way teachers perceive knowledge and other basic educational categories. The purpose of the present study was to identify the conceptions of knowledge, teacher and learner roles held by the student teachers in primary education at the beginning of their professional training. Numerous categorizations of these conceptions were reviewed to form a four‐tiered hierarchic taxonomy of conception categories, ranging from teacher and content centred to learner and learning centred. The study shows that trainee teachers largely hold conceptions typical of the transmission model of education. The key question arising from this is how to shift the students’ conceptions towards a modern, cognitive‐constructivist model of education, which is an important basis for the didactic reform of the Slovene school system. 相似文献
6.
The Open University has been working with the University of Fort Hare on its Distance Education Project since 1997, helping to develop its innovative distance education programme for primary teachers in the Eastern Cape. Recently the OU has been involved in researching the impact of this programme on teachers’ perceptions of their practice and their classroom practice. This case study explores the context in which the programme was developed, the philosophy that underpinned its development, its structure, materials and the role played by the Open University. Using preliminary findings of teacher‐learner perceptions of the programme, the case study examines the effectiveness of the teacher support and their responses to the programme. Initial findings from questionnaires and semi‐structured interviews highlight the cohesive and holistic impact of the programme. The focus on context and culture in developing the programme is seen as significant by all teacher‐learners in challenging and motivating different ways of thinking about their teaching, learning and their practice. 相似文献
7.
李玉梅 《兰州教育学院学报》2010,26(1):76-78
学生自主自上世纪80年代以来已成为教学培养的目标。在倡导学习自主的同时,没有教师自主作为前提,学习自主将很难顺利实现。自主学习的社会认知理论把学生自主学习的能力分为观察、模仿、自我控制和自主四个层次。教师作为学生学习的重要影响者,其本身自主能力,将直接影响学生自主学习的水平。 相似文献
8.
Christina M. Norris Julia E. Morris Geoffrey W. Lummis 《International Journal of Science Education》2013,35(18):2292-2308
ABSTRACTAccording to international benchmarks [Thomson, S., Wernert, N., O'Grady, E., & Rodrigues, S. (2017). TIMSS 2015: Reporting Australia's results. Retrieved from Camberwell, Victoria: www.acer.edu.au/timss], Australia’s science education is still in decline and so the need for further investigation into preservice teachers is warranted. Utilising data from a broader mixed methods doctoral study [Norris, C. M. (2017). Exploring the impact of postgraduate preservice primary science education on students’ self-efficacy. Retrieved from http://ro.ecu.edu.au/theses/2040], this paper investigates the type of science learner entering into postgraduate preservice primary teacher education and how different learner types influence teacher self-efficacy and their effectiveness to teach science [Bleicher, R. (2009). Variable relationships among different science learners in elementary science-methods courses. International Journal of Science and Mathematics Education, 7(2), 293–313. doi:10.1007/s10763-007-9121-8]. In this study, data was derived from a modified STEBI-B questionnaire and focus group discussions that provided a deeper insight into the survey data. Participants (N?=?274) were from a one-year Australian Graduate Diploma of Education Primary (GDEP) program. Bleicher’s (2009) research on ‘science learner types’, which included Fearful, Disinterested, Successful and Enthusiastic learners, was used as a theoretical framework to categorise the participants. The study identified a new type of learner (Not Clearly Identifiable, n?=?68), located in the middle of the other four categories, where individuals’ attitudes and beliefs towards science had changed due to life experiences between secondary school and their GDEP program. Statistical analysis showed science learner types did influence participants’ science teaching self-efficacy (STSE), giving suggestions for how this may affect tertiary teacher education courses. 相似文献
9.
大学英语自主学习能力的培养与教师的角色调整 总被引：3，自引：0，他引：3
谢娜 《阜阳师范学院学报(社会科学版)》2006,(2):96-98
实现英语学习者自主学习是英语教学的重要目标,然而我国当前大学生英语自主学习能力却普遍较低,其中一个重要的原因就是教师没有调整好自己的角色。在培养学生自主学习能力的过程中,教师应及时调整传统的教师角色,承担更多更重要的新角色。教师角色的调整需要借助一定的条件和途径才能实现。 相似文献
10.
Teacher perceptions of the goals of effective school reform and their own role in it 总被引：1，自引：1，他引：1
The role of the teacher in the modern school system is increasingly important and complex. A teacher needs a high level of professional knowledge and autonomous decision‐making when faced with professional challenges. The curricular reform in Slovenia has encompassed several areas of teachers’ professional activities. This paper establishes that declarative goals by themselves are not enough for successful introduction of reform, as the achievement of reform goals in practice is highly dependent on teacher perceptions and how actively they are involved in all phases of the reform. The empirical study examined how teachers understand the main aim of the reform, and how they evaluate their own level of competence in areas which have gained in importance as a result of the reform. The study included 468 primary and grammar school teachers. The results show that teachers have a fairly narrow view of the goals of the reform. The categories stressing a more active and responsible role of the learner (in line with modern models of instruction and learner‐centred paradigms of curriculum development) did not rank highly. The study also points at areas where teachers need additional training. The importance of quality teacher education at pre‐service and in‐service levels is stressed as a pillar of effective school reform. 相似文献
11.
学习者自主与教师自主性 总被引：2，自引：0，他引：2
在外语学习中，自主学习观念已经深入人心，但自主性已经不是一个仅仅属于学习者的概念。今天，探讨学习者自主性已经把教师自主性当作一个不可或缺的有机部分。作者在分析两个概念的基础上，探讨了两者的关系：学习者自主依靠教师自主，教师自主发展可促进学习者自主。 相似文献
12.
David B. Paxman 《College Teaching》2013,61(4):158-160
AbstractEnglish language learners (ELL) are students with a primary language spoken other than English enrolled in U.S. educational settings. As ELL students take on the challenges of learning English and U.S. culture, they must also learn academic content. The expectation to succeed academically in a foreign culture and language, while learning to speak and comprehend the language itself, would be a stressful and challenging task for almost anyone. In comparison with non-ELL students, ELL students tend to demonstrate lower levels of academic achievement. The current study examined ELL students' perceptions on teacher power and its' influences on self-perceptions of learner empowerment. Quantitative data was collected measuring perceptions of teacher power use and self-perceptions of learner empowerment. Qualitative data consisted of twenty in-depth interviews with ELL students illuminating their perceptions of teacher power and its relationship to their perceptions of learner empowerment. Differences were found by language in coercive, legitimate, and expert teacher power. Four themes emerged from interviews; what good teachers do, what bad teachers do, what teachers should know, and understanding ELL students. Implications for educators and future research are discussed. 相似文献
13.
Religious Education in a Liberal,Pluralist, Democratic State 总被引：1，自引：1，他引：0
Suzanne Rosenblith 《Religious education (Chicago, Ill.)》2013,108(5):507-510
This study presents the cases of two teachers in a Jewish supplementary school whose experiences as learners in a year-long professional development (PD) program shaped their teaching practice. The PD program, based in a theory of havruta text learning, immersed the faculty in the very pedagogy they were being encouraged to use in their teaching and gave them tools to enact it to meet their classroom learning goals. In one case, the teacher learned to share “control” and give students a direct encounter with biblical texts; in another case, the teacher supported students to engage in interpretive play with the text. This study demonstrates the potential of the pedagogy of havruta learning to harness the religious educator's role as both learner and teacher and how the continuity between these roles can affect teaching practice in multiple ways. 相似文献
14.
E-learning allows learners individually to learn “anywhere, anytime” and offers immediate access to specific information. However, learners have different behaviors, learning styles, attitudes, and aptitudes, which affect their learning process, and therefore learning environments need to adapt according to these differences, so as to increase the results of the learning process. In addition, providing the same learning content to all the learners may lead to a reduction in the learner's performance. Hence, there is a need to classify the learners based on their performance and knowledge level. Learner profiles play an important role in making the e-learning environment adaptive. Providing an adaptive learning environment, catering to the changing needs and behavior of the learner can be achieved by evolving dynamic learner profiles. Navigation logs can be used to analyze learners’ behavior over a period of time. In this work, we propose dynamic learner profiling to cater to changing learner behaviors, styles, goals, preferences, performances, knowledge level, learner's state, content difficulty, and feedbacks. Based on the continuous observation of learner preferences and requirements, the learner profile is dynamically updated. Furthermore, we propose an automatic learner classification to construct the learner profile and identify the complexity level of learning content, using the Bayesian belief network and decision tree techniques. We evaluated our system with two traditional adaptive e-learning systems, using static profiles and behavioral aspects, through our performance evaluation method of different learner types. In addition, we compared the actual learners’ data with the system generated results for various types of learners, and showed the increased interest in their learning outcomes. 相似文献
15.
Current professional development initiatives show a preference for whole school approaches. However, pedagogy related to English language learners (ELLs) is often not widely dispersed in New Zealand primary schools, impacting on teacher efficacy with these learners. This paper discusses findings from a qualitative study which aimed to identify influences shaping the dispersal of ELL-related pedagogy in two schools in contrasting socio-economic areas. Data from semi-structured individual interviews with teachers at different class levels revealed unique patterns for the dispersal of ELL-related pedagogy in each school. Teacher data indicated that these patterns were influenced by the performance of ELLs in national standards testing, as well as the special characteristics of ELLs in each setting and the distinctive nature of each context. The dispersal of ELL pedagogy in each school impacted differentially on opportunities to build a sense of collective teaching efficacy with ELLs in that setting, but also raised questions about whether one size should be expected to fit all. 相似文献
16.
Julie Brown 《Journal of Further & Higher Education》2017,41(1):60-78
This article presents an overview of the findings of a recently completed study exploring the potentially transformative impact upon learners of recognition of prior informal learning (RPL). The specific transformative dimension being reported is learner identity. In addition to providing a starting point for an evidence base within Scotland, the research findings have the potential to enhance future development within the recognition of prior informal learning area, in particular in higher education institutions (HEIs) and across the sector. A qualitative case study using a constructionist approach is utilised to develop contextual understandings of the learner experience of RPL. The study identifies connections between the RPL process and the development of learner identity. Semi-structured interviews with RPL learners provided rich data. This study asserts that learner identity fluctuates throughout learners’ experiences and therefore the development of learner identity is not linear but nonetheless that identity changes as part of the RPL process. A number of issues ultimately impact upon learner identities, including the role of RPL advisors and RPL mechanisms and processes. This research concludes that RPL has the potential to be transformative for some learners and identifies some areas worthy of further exploration. 相似文献
17.
Drawing from social resource-social capital theory, this paper aims to clarify and characterize the role of harmonious learner–instructor and learner–learner relationships in promoting experience and retaining learners in online learning environments. Hypotheses are tested by applying a structural equation model and the data are collected from a survey of online learning website (n?=?539). The results suggest that harmonious relationships have a positive impact on learners’ experience (i.e. perceived performance, enjoyment and social presence), which, in turn, strengthen learners’ continuous intention to use the e-learning platform. And learners’ expertise moderates the relationships between harmonious relationships and learner experience. Based on the analysis results, this study can provide educational institutions with useful tactics to retain learners in the e-learning environments. 相似文献
18.
孙燕 《深圳职业技术学院学报》2008,7(3):89-92
本文通过教师非言语行为和学习者情感因素的表现形式及其各自的作用,分析了彼此之间可能的关系、以及在外语课堂教学中教师的非言语行为对学习者的情感因素可能造成的影响,提出正确地利用非言语行为将有益于增强学习者的学习效果。 相似文献
19.
Learner autonomy,the ability of taking one’s own learning in charge,plays an important role in language learning.The paper reviews the definition and the level of learner autonomy,the characteristics of autonomous learners,the application of learner autonomy in the classroom and out of the classroom and the relationship between learner autonomy and culture.In the paper,the development and the study of learner autonomy in China are also summarized. 相似文献