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徐惠强 《潍坊教育学院学报》2020,(1):35-42,61
自1995年国家教委提出"双师型"教师概念以来,我国职业教育"双师型"教师政策经历了孕育成形、正名丰富、清晰明确、更严标准等四个阶段。通过分析"双师型"教师队伍建设的多元渠道、"双师型"教师队伍建设的价值转变、持续完善"双师型"教师队伍建设标准、"双师型"教师队伍建设的投入力度不断提升等基本特征,提出明确"双师型"教师认定标准、建立职业教育"双师型"教师系列制度、建立校企共建共育"双师型"教师机制等建议。 相似文献
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新建本科院校转型发展,核心问题不仅是调整专业、改革课程体系,更重要的是要引导专职教师向双师型教师转型发展。目前,不论从教师层面、学校层面,还是从企业层面、政府层面,专职教师向双师型教师转型发展都存在诸多问题。因此,学校要高度重视双师型教师队伍建设,在引进教师时注重其专业工作经历,完善制度,转变观念,建立奖惩机制。 相似文献
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及进革 《张家口职业技术学院学报》2010,23(1):15-16
按照建设“双师型”教师队伍的要求,高职院校引进的实践型教师,要完成向双师型教师的过渡,就应通过不断学习、提高和完善,真正成为合格的“双师型”高职教师。 相似文献
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也谈「双师型」教师 总被引：3，自引：1，他引：2
苇洲 《中国职业技术教育》2004,(26):32-32
笔者曾收到过一篇论述关于职业学校基础课教师也要成为"双师型"教师的文章,作者随后来电话询问是否可发表,并说:其所在学校制定了教师中"双师型"教师的比例指标和对"双师型"教师的倾斜政策,因此,基础课教师也有必要到什么地方学习、进修一番,拿一个"某某师"的证书,成为"双师型"教师.笔者惑然:"双师型"教师可以这样搞吗?! 相似文献
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双师型教师的培养是加强职业院校师资队伍建设的关键。双师型教师队伍建设是高职教育师资队伍建设的方向。文章阐述了双师型教师的含义,论述了向双师型高职英语教师转型的要求,并提出高职英语教师向双师型教师转型的途径。 相似文献
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双师型教师的心理健康状况优于非双师型教师,非双师型教师在向双师型教师转型的过程中内心的压力和冲突是明显的。应用型本科高校在双师型教师培养过程中要关注教师的身心健康,帮助他们认清形势,明确责任,树立职业自信和终身学习的理念;要普及心理健康知识,使教师掌握自我保健的知识和技能;教师要提高自我效能感,树立职业自信,建立和谐人际关系,获得良好的社会支持。 相似文献
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钟意 《湖南大众传媒职业技术学院学报》2010,10(2):110-113
为适应课程改革的新要求,高职院校教师不仅要有先进的教学理念、良好的教学素质、过硬的业务知识和专业能力,更要具备丰富的教学阅历和综合素质。“双师型”教师交流,一方面解决了教师教学经验和教学能力欠缺的问题;另一方面也为教师全面发展、丰富教学阅历提供了机遇。因此,教育主管部门应建立“双师型”教师流动机制,保障“双师型”教师交流的顺利进行。 相似文献
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薄纪康 《宁波职业技术学院学报》2010,14(6):8-11
职业教育改革,关键在于职业教育的师资建设。＂双师型＂教师建设,经历了从＂双师型＂教师到＂双师型＂结构教师团队的曲折历程,当前＂双师型＂结构教师团队建设之中存在着瓶颈问题,应探索一种新型的＂双师型＂结构教师团队的建设管理模式。 相似文献
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斯蒂芬.D.布鲁克菲尔德(Stephen D.Brookfield)教授从批判理论的传统出发来探讨教师的反思。他将反思看作教师不断学习、探究自己教学的方式。当教师开展批判性反思时,他们实际上是对自己作为成人学习者有更清晰的意识;通过反思,教师持续地了解自身,了解他们与同事的关系,了解他们如何对学生施加影响。批判反思型教师不断质疑自己带到教学中的前提假设,尤其是课堂中的权力关系及其相互转换;确保课堂中的权力和权威被负责任地使用从而有助于支持学生的学习,而不是被误用或滥用而使学生感到不公或无益,或者是被胁迫或压制。他提出,每一位教师都可以运用从学生那里收集来的反馈信息、同事的感受、理论学习和对自身经验的反思这四条途径来探查自身的教学假设,寻求教学实践的改善。 相似文献
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Robert M. Danielowich 《Teachers and Teaching》2013,19(3):264-288
Since many studies that use video to support teacher learning are situated in strongly guided contexts and encourage particular kinds of thinking, we still know very little about how more loosely guided contexts can support teachers to think about the dilemmas of practice associated with their own goals by reflecting about video. This study explores how video-based and peer-based reflections about one’s own and others’ practices both indicate and guide the development of teachers’ change-directed thinking when they are sequenced before supervisor feedback. Six secondary preservice teachers reflected about peer-evaluated mini-teaching and videotaped field-based teaching in the prestudent teaching term and then about videotaped teaching alone, with peers, and alone again with supervisor feedback in the student teaching term. These reflections were coded by their subject, degree of reform-mindedness, and tendency toward three foci (player, stance, and source). Patterns in their ‘higher focus’ codes across the three reflective resources during student teaching showed how teachers were developing the goals they espoused in the fall term. Teachers situated their learning in contexts where the degree of scaffolding matched their degree of readiness for change, which was better characterized by their tendency toward subjects and foci that were less ‘one-sided’ than by their tendency toward only reform-minded (standards-based) thinking. While teachers whose reflections were intermediately different from the peer group were better supported by it, most teachers found direct support from the self-video and/or peer-video contexts to advance change-directed thinking associated with their own goals for teaching. The findings reveal not only how goal-related teacher learning can be powerfully supported with loosely guided video-framed contexts, but also how the diversification and/or expansion of teachers’ reflections across the categories used in this study provide robust indicators of both the content and efficacy of their change-directed thinking. 相似文献
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Mikyung Shin Hyunjoo Lee John William McKenna 《International Journal of Inclusive Education》2016,20(1):91-107
Co-teaching is commonly used to support students with disabilities in inclusive educational settings. However, there is often a gap between the potential effectiveness of co-teaching and actual classroom practice. This study examined preservice teachers’ co-teaching experiences to better understand this gap to identify potential practices for improving teacher training and service delivery. A review of 11 studies revealed that both special education and general education preservice teachers believed that co-teaching practices provided them opportunities to communicate and work collaboratively. Both groups agreed on the significant impact of personality in co-teaching as well as challenges in implementing co-teaching. Furthermore, special education preservice teachers noted that they lacked content knowledge, whereas general education preservice teachers thought they needed more training in the provision of accommodations and modifications. Study limitations, areas for future research, and implications for preservice teacher preparation are discussed. 相似文献
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Teaching is a highly personal endeavor shaped by ‘funds of knowledge’ and beliefs about teaching, learning, and students. This case study examines how one Asian immigrant teacher’s personal expectations and beliefs influenced his expectations of students and the teaching and instructional strategies he employed. His expectations of students’ behavior and their failure to conform to his expectations influenced him to utilize more traditional, didactic instructional practices and responses to classroom management dilemmas. It is generally assumed that immigrant and minority students will benefit from exposure to teachers from similar backgrounds, and that ethnically diverse teachers can better prepare minority students for the multicultural workplace and global economy. This study focuses on the role a teacher’s background and experiences play in development of their beliefs about teaching and learning, their expectations of students, and the instructional decisions they make regarding teaching and learning. This study suggests that teachers draw on their personal histories and cultural understandings to create classroom practices which are molded by microcosms of personal ‘funds of knowledge’ and beliefs about teaching and learning. In contrast to conventional wisdom and unquestioned myths, this study emphasizes the importance of knowing that teachers’ cultural backgrounds do not necessarily qualify them to provide the most appropriate instructional environment for students from similar cultural backgrounds. This study suggests that all teachers need to learn to recognize and negotiate the unique social elements culturally diverse students bring to the classroom. 相似文献
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Teacher intervention is an important factor in stopping bullying. Several studies indicate that teachers who believe they are capable of stopping bullying intervene more often in bullying. But this finding has only been based on hypothetical situations. It remains unclear if these results can be replicated in bullying interventions that the teachers actually performed. In addition, some studies claim that self‐efficacy is only connected to teacher intervention in direct forms of bullying, rather than indirect forms. In the current study, teachers' self‐efficacy in bullying interventions and the probability that they will intervene is investigated using self‐reported real‐life bullying situations in a sample of German teachers. Results show that teachers who feel more confident in dealing with bullying report intervening more often in bullying episodes they observed. Teacher training should include discussions of real‐life experiences to promote teachers' self‐efficacy beliefs and increase the probability of teacher intervention. 相似文献
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Jason J. Barr 《Educational studies》2011,37(3):365-369
This research examined the relationship between teachers’ empathy and perceptions of their school’s culture. Teachers’ ability to change their school’s culture might be limited by their inability to interpret and respond appropriately to student behaviour. As teachers’ empathic abilities increase, it seems likely that they would be better able to understand and respond appropriately to their students. Teachers’ perspective‐taking was positively associated with their positive perceptions of student–peer relations, school norms and educational opportunities. Teachers’ personal distress was negatively related to student–peer relations. Empathy was unrelated to student–teacher relations. It is postulated that it takes more than just empathy to be able to negotiate the complex relationship between student and teacher. With teacher training programmes currently focusing on teacher dispositions, such programmes need to focus more on training future teachers to recognise and exercise their cognitive and emotional empathic capacities. 相似文献
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Atli Harðarson 《Educational Philosophy and Theory》2013,45(14):1518-1527
Aristotle took practical wisdom to include cleverness, and something more. The hard question, that he does not explicitly answer, is what this something more is. On my interpretation, the practically wise are not merely more knowledgeable about what is good for people. They are also better able to discern all the values at stake, in whatever circumstances they find themselves. This is an ability that good people develop, typically rather late in life, provided they are masters of their own affairs. According to Aristotle, this development is stunted by wickedness and also by wretchedness. It follows from his account that attempts to teach this virtue are not likely to succeed unless teachers have opportunities for developing practical wisdom through their work. Aristotle’s arguments give us reasons to doubt that teachers can help their students to become virtuous and wise, if their own way to earn a living is not conductive to human flourishing. If we take his message to heart, we should, first and foremost, think about how to steer clear of wretched work conditions, where teachers’ moral agency is narrowly circumscribed. 相似文献
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Michael P. Clough 《Clearing house (Menasha, Wis.)》2013,86(1):8-13
Technology has transformed the lives of adolescents, including the ways they bully one another. Variously referred to as electronic bullying, online bullying, or cyberbullying, this new method of bullying involves the use of e-mail, instant messaging, Web sites, voting booths, and chat or bash rooms to deliberately pick on and torment others. To combat cyberbullying, educators need to better understand the nature of it and be aware of actions that they can undertake to prevent cyberbullying in the schools. 相似文献
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美术教师专业化发展是教育发展的需要,也是教师发展的需要。在数码技术高度发达的现代社会,美术教师要注重自我的专业化成长,才能进一步适应社会发展及教育发展的需要,才能在教学过程中更好地引导学生进行美术活动,从而建立高尚的审美品格和正确的人生观、道德观,才能真正促进学生自身素质的发展。美术教师专业化发展体现在教学行为的转变、教学技能的发展、教学领导力的提升、自身文化底蕴的累积、专业技能的扩容和教科研能力的提高等多个方面。 相似文献
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骨干教师是教师队伍中德才兼备的优秀人才,是教师队伍的核心与中坚力量。他们对教育教学理念有自己独特的、创新的见解,有很强的专业敏感性、洞察力和问题解决能力,有较强的教学研究能力和吃苦耐劳精神,能充分利用信息技术提供的网络平台进行交流等自身独特的专业发展特质。同时,骨干教师在教育教学过程中具有示范—辐射、轴心—引领和支撑—促进的作用。基于上述特质与作用,我们可以发挥骨干教师引领示范、榜样带动的作用,重视师徒传授制,以"三课联动"的方式组建学习共同体、发挥辐射作用,同时利用网络资源,进行相互学习等策略来促进教师的专业发展。 相似文献