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1.
Rosario Diaz-Greenberg Jacqueline Thousand Maria Cardelle-Elawar Ann Nevin 《Teaching and Teacher Education》2000,16(8):663
The purpose of this paper is to help teachers better understand the struggles that people with disabilities experience in attaining their educational goals and to encourage the development of teaching and learning strategies that help to respect and facilitate the struggle itself. The authors share the generative themes that emerged using a critical pedagogy approach (dialogic interviews) to elicit the voices of adults with disabilities speaking about their public school experiences. In discussing the implications for teachers, the authors show the intersections of educational psychology's concept self-regulation and critical pedagogy's concept conscientization and special education’ s concept self-determination. Why the ‘struggle’ itself is important (from the perspectives provided by conscientization, self-regulation, and self determination) is discussed.The major question is whether or not teachers can structure the awareness process that results in learners becoming aware enough to verbalize, “I have difficulties”. What do teachers do to stimulate the metacognitive thinking processes that makes it possible for students with disabilities to think, “I can monitor myself!”? How can teachers capture the power of the conscientization experience that leads students with disabilities to experience the generative will power “to use the powers that I have to make a difference in my life's situation?” How do adults with disabilities come to these kinds of awareness and how can teachers help facilitate the awareness? 相似文献
2.
Ardra L. Cole 《Teaching and Teacher Education》1991,7(5-6)
In this paper I explore the connection between workplace relationships and teacher development. Using a conceptual framework built on Brim and Wheeler's (1966) ideas on self-socialization and Erickson's (1963) theory of psychosocial development I draw on information gathered in year one of a 2-year qualitative study of teacher socialization to explore the following questions: With whom do beginning teachers form relationships in their new professional contexts? What is the nature of these relationships? What functions do they serve? Are some relationships more important at some times than others? How do certain relationships facilitate or constrain the various aspects of teacher development? Can facilitating relationships be contrived? Can contrived relationships be facilitating? And, finally, what role does context play in all of this?The focus on relationships grows out of a need to understand better the role of the “other” in the professional growth process. By examining information gathered through conversations with 13 new teachers I will uncover and explore some of the issues pertaining to professional relationship formation and development particularly in relation to teacher socialization and the psychosocial aspects of teacher development. These insights will be used as a basis for a discussion of formalized induction programs which feature forms of institutionally imposed collaborative arrangements. Drawing on some of the recent work on teacher culture and collegiality (Hargreaves, 1990; Little, 1990; Rosenholtz, 1987, 1989), Barth's (1990) ideas on school improvement through the creation of a “community of learners”, and on Noddings' (1986) and Gherke's (1987) notions on the building of caring and helping communities, I will discuss the limitations of some of the recent trends in professional development for new teachers. I will recommend an alternative approach to new teacher induction, one that takes into account the individuality of the teacher, the school culture, and the socialization process. In essence, I will argue for a “natural” and integrated approach to teacher induction. 相似文献
3.
Past educational improvement endeavors were fundamentally centered on the learner as an individual. This changed by the early 1990s after an increasing number of educators and researchers embraced sociocultural learning concepts such as “communities of practice,” “communities of learners,” and “knowledge-building communities.” These ideas are originally grounded in a dialectical materialist, cultural-historical theory of activity, or, as Lev Vygotsky called it, in a “concrete human [social] psychology.” However, as these concepts filtered into Western scholarship, some of their defining characteristics have been lost or downplayed. The intention of this article is thus to offer a more complete theorization of the educational notion of community that is centered on collective activity or practice mediated by history and culture/society. Two case studies, which exemplify learning communities using this lens, conclude the paper. 相似文献
4.
Instructors attempting new teaching methods may have concerns that students will resist nontraditional teaching methods. The authors provide an overview of research characterizing the nature of student resistance and exploring its origins. Additionally, they provide potential strategies for avoiding or addressing resistance and pose questions about resistance that may be ripe for research study.
“What if the students revolt?” “What if I ask them to talk to a neighbor, and they simply refuse?” “What if they do not see active learning as teaching?” “What if they just want me to lecture?” “What if my teaching evaluation scores plummet?” “Even if I am excited about innovative teaching and learning, what if I encounter student resistance?”These are genuine concerns of committed and thoughtful instructors who aspire to respond to the repeated national calls to fundamentally change the way biology is taught in colleges and universities across the United States. No doubt most individuals involved in promoting innovative teaching in undergraduate biology education have heard these or variations on these fears and concerns. While some biology instructors may be at a point where they are still skeptical of innovative teaching from more theoretical perspectives (“Is it really any better than lecturing?”), the concerns expressed by the individuals above come from a deeply committed and practical place. These are instructors who have already passed the point where they have become dissatisfied with traditional teaching methods. They have already internally decided to try new approaches and have perhaps been learning new teaching techniques themselves. They are on the precipice of actually implementing formerly theoretical ideas in the real, messy space that is a classroom, with dozens, if not hundreds, of students watching them. Potential rejection by students as they are practicing these new pedagogical skills represents a real and significant roadblock. A change may be even more difficult for those earning high marks from their students for their lectures. If we were to think about a learning progression for faculty moving toward requiring more active class participation on the part of students, the voices above are from those individuals who are progressing along this continuum and who could easily become stuck or turn back in the face of student resistance.Unfortunately, it appears that little systematic attention or research effort has been focused on understanding the origins of student resistance in biology classrooms or the options for preventing and addressing such resistance. As always, this Feature aims to gather research evidence from a variety of fields to support innovations in undergraduate biology education. Below, we attempt to provide an overview of the types of student resistance one might encounter in a classroom, as well as share hypotheses from other disciplines about the potential origins of student resistance. In addition, we offer examples of classroom strategies that have been proposed as potentially useful for either preventing student resistance from happening altogether or addressing student resistance after it occurs, some of which align well with findings from research on the origins of student resistance. Finally, we explore how ready the field of student resistance may be for research study, particularly in undergraduate biology education. 相似文献
5.
Laura L. Mays Hoopes 《CBE life sciences education》2009,8(3):165-166
Note from the Editor
Educator Highlights for CBE-LSE show how professors at different kinds of institutions educate students in life sciences with inspiration and panache. If you have a particularly creative teaching portfolio yourself, or if you wish to nominate an inspiring colleague to be profiled, please e-mail Laura Hoopes at lhoopes@pomona.edu.LH: You are deeply involved with the HHMI Teaching Fellows Program at Wisconsin and the Wisconsin Program for Scientific Teaching (Pfund et al., 2009 ), and you''ve coauthored a book about scientific teaching (Handelsman et al., 2006 ). How do you teach people to teach in your summer institutes?Handelsman: The HHMI Graduate Teaching Fellows Program teaches graduate students and postdoctoral fellows to apply theories of learning to classroom practice. The fellows set learning goals and assess whether they''re achieved. It''s theory, then practice.LH: Can you explain a little more about how it works?Handelsman: The program starts with eight weeks of a course, “Teaching Biology” in which the fellows learn about education principles and then practice on each other applying those principles. Then they go on to design their own materials, and finally, in the second semester, use that material in teaching students. In our qualitative and quantitative analysis of their teaching philosophy, we see little change after the first semester. But there is radical improvement after they put their ideas into practice in the second part. People learn by doing.LH: How about a specific example of how the fellows develop materials.Handelsman: There''s a choice of venues, but let''s say one picks the honors biology course. They identify a technical problem, such as explaining Southern, Northern, and Western blotting. Our fellows then develop active-learning materials to address a challenging concept and test them in the classroom, often in multiple sections of a class. They refine and retest them. Another fellow might choose “Microbes Rule,” a course developed by fellows, which teaches about bacteria, viruses, and fungi. That fellow develops learning goals about antibiotic resistance, flu, or contaminated peanut butter, and designs classroom materials to achieve these goals.Open in a separate windowJo Handelsman, HHMI Professor, Department of Bacteriology, University of Wisconsin–Madison, Madison, WI.LH: Do the teaching fellows find the work difficult?Handelsman: It''s a challenge for them to narrow down to a workable subtopic. We work with them to focus on the learning goals, asking “The students will know and be able to do what at the end of this unit?”LH: Did you learn this method of focusing on goals when you were being trained?Handelsman: No, most of us were never taught to consider goals for learning. So in training our fellows, we direct them to focus on that over and over, and ask how their plans relate to the goals. It''s backward design—think about what you want to achieve, then think about how to get there.LH: Assessment is becoming more important at universities and colleges all over the country. How do you teach the fellows to use it?Handelsman: Students design their own instruments. They develop skills to determine whether their goals are being met. We go over the tools with them repeatedly, identify potential downfalls, let them implement, and then review the results to see if they obtained the information needed to determine whether their teaching worked.LH: What kind of questions do they tend to use for assessment?Handelsman: Exam-type questions are important, whether taken as an examination or in a questionnaire. Videos of student presentations with reviewers who score on effectiveness are also useful. We ask how the fellows know if the students understood the material, and how the evidence relates to each of their learning goals.LH: How do they evaluate and incorporate input from past assessment?Handelsman: Before using an instrument for assessment, the fellows develop a rubric to score the quality of the answers. Often they decide to share this rubric with the students. They want to show the students what goal the assessment is addressing, what is an adequate answer, what is an outstanding answer. Then they discuss with their peers how to use this feedback to improve their teaching.LH: I''ve heard faculty members at other places saying that they do lots of assessment but don''t know what to do with it after they are forced to collect the information.Handelsman: I''d suggest that they do less and use it more! Not using assessment results is like designing a new experiment but ignoring your earlier results. If we have the information to improve our teaching, we should use it.LH: A lot of interviews for faculty positions ask for a teaching philosophy. It sounds like your fellows are well-positioned to answer these questions.Handelsman: Yes, they have to write their teaching philosophy several times, discuss it with the other fellows, and rewrite. The fellows have been very successful in obtaining positions.LH: Have you had undergraduate research students?Handelsman: Yes, it''s one of the most important academic activities in which students take part—anything hands-on is good, but undergraduate research is the best because it incorporates inquiry, discovery, real scientific processes. It plays into curiosity. It''s such a rewarding process to watch a student in the research lab! It''s a powerful thing to see them learn and grow into scientists over the course of a semester or two.LH: What motivated you to take on undergraduate research students at the start?Handelsman: I started undergraduate research myself in my first year of college—I walked into a lab and asked to do experiments. The difference between doing research and reading about it is so dramatic. I''ve always assumed that part of the structure of an academic lab is undergraduate involvement. Interestingly, I sometimes give the undergraduates riskier projects than the graduate students, who have more to lose if their projects fail.LH: Thanks for sharing your insights into teaching with CBE-LSE. 相似文献6.
Linda R. Kroll 《Teachers and Teaching》2013,19(2):199-221
This case study investigates the development of the understanding of constructivist theory among students in a Masters level elementary teacher education program within a particular course. The focus of the study is a seminar entitled ‘Advanced Seminar in Child Development’. The questions explored include: How do students’ ideas of teaching, learning and knowledge develop within the context of their experience in this course? How do they come to understand constructivism? What are their definitions of constructivism? What is the course of the development of this understanding? The nature of the students’ learning processes is examined through three sources of data: dialog journals, videotaped sessions and the instructor’s reflective teaching journal. The study looks both at student development and instructional practice to further understanding of how student‐teachers can learn to apply constructivist theory to their teaching and to understand the learning process, both within themselves and their students. Their development is placed in the context of Korthagen and Kessels’s model of teacher understanding and practice, and within a broader context of principles of practice that emphasize a belief in equity and social justice. The case illustrates how the way student‐teachers are taught theory can help them integrate their own ideas of learning and teaching with constructivist theory in order to think critically about their own practice in an ongoing developmental manner. 相似文献
7.
Like other countries, Israel had its share of projects that see the implementation of inquiry and higher order thinking in schools as their main goal. However, although many of these projects were quite successful, they did not succeed in changing the bulk of teaching and learning in Israeli schools. This article describes a new national educational policy called “Pedagogical Horizons for Learning”. The goal of this policy is to move the whole educational system towards a focus on higher order thinking and deep understanding. Such a move must consider the knowledge gained from previous projects but it must also lean on strategies for implementing systemic educational change. Implementing the goals of the “Pedagogical Horizons for Learning” on a national scale requires simultaneous work on three-dimensions: (a) curriculum, learning materials and standards; (b) professional development; and (c) assessment. The article outlines the plan for each of these three-dimensions and provides some accounts of the first stages of the implementation process. 相似文献
8.
This paper reports on a study of teachers' and pupils' perceptions of effective teaching and learning. A total of 13 teachers and 325 pupils (aged between 11 and 12) were observed and interviewed. The central focus of the paper is the interaction that was detected between teachers' and pupils' ways of thinking. A grounded analysis of the interactional data yields support for a transactional theory of learning (the works of Bruner and Haste and Vygotsky are cited in particular). The paper also introduces the idea of a continuum of teaching strategies, and shows how percieved teacher effectiveness can be associated with the teacher's ability and willingness to move freely between different points of the continuum, thereby implicitly rejecting crude dichotomies between teacher-centred and pupil-centred learning. It is shown that pupils claim to benefit from both teacher-centred and pupil-centred strategies when the strategies are selected in order to cater for pupils' specific learning requirements. The greatest coherence in teacher pupil accounts of effective teaching and learning, however, seems to focus on the mid-point of the continuum, described here in terms of “interactive” and “reactive” strategies. 相似文献
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Based on narrative-biographical work with teachers, the author argues that teachers’ emotions have to be understood in relation to the vulnerability that constitutes a structural condition of the teaching job. Closely linked to this condition is the central role played by teachers’ “self-understanding”—their dynamic sense of identity—in teachers’ actions and their dealing with, for example, the challenges posed by reform agendas. The (emotional) impact of those agendas is mediated by the professional context, that encompasses dimensions of time (age, generation, biography) and of space (the structural and cultural working conditions). Finally, it is argued that the professional and meaningful interactions of teachers with their professional context contains a fundamental political dimension. Emotions reflect the fact that deeply held beliefs on good education are part of teachers’ self-understanding. Reform agendas that impose different normative beliefs may not only trigger intense feelings, but also elicit micropolitical actions of resistance or proactive attempts to influence and change one's working conditions. 相似文献
11.
In the United States, research on child abuse and neglect is frequently criticized for being poorly performed and largely irrelevant to the important policy questions facing the field. Many of the problems plaguing research on child abuse and neglect are endemic to social science research generally, and this paper does not trod over such issues, which are well known and well described elsewhere. Instead, this paper describes how the inadequacy of definitions of “child abuse” and “child neglect” used by research studies places an additional—and largely unnoticed—burden on research, which aggravates the impact of these more general problems. Existing definitions of “child abuse” and “child neglect” fail to meet research needs because they lack: (1) comparability, (2) reliability, and (3) taxonomic delineation. As a result, they compromise the findings of incidence studies, sequelae studies, etiological studies, and program effectiveness studies. Therefore, if real progress is to be made in understanding child abuse and neglect, definitional issues must become an explicit methodological concern. Specifically, future research should include: (I) a careful determination of definitional needs, (2) the development of operational definitions to meet those needs, and (3) the circumspect statement of findings based on the limitations imposed by such definitions. 相似文献
12.
During the last two decades teachers in many countries have found themselves facing new demands and changes. In his “intensification thesis” Apple, M.W. [(1986). Teachers and Texts. A political economy of class and gender relations in educations. London: Routledge] made a powerful attempt to conceptualize and explain these changes: the growing economic oriented perspective on education leads to an intensification of teachers' work. This paper, which reports on qualitative–interpretative case studies in Flemish (Belgian) primary schools, contributes to a more refined understanding of teachers' working conditions. Using “experience of intensification” as a central concept, the authors call for a refined understanding of the complex interplay of teachers' professional selves, the cultural and structural working conditions in the school and the different “calls for change” they have to deal with. Based on multiple case studies, the authors demonstrate that the experience of intensification is mediated through processes of interpretation and sense-making that are influenced by the organizational working conditions as well as teachers' sense of professional identity. 相似文献
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In the present study, we develop and deploy a conceptual framework of “scaffolding” in groupwork learning, through the analysis of the pursuit of a learning goal over time. The analysis follows individuals’ different experiences of an interaction as well as collective experiences, considering individual attainment as a result of a bi-directional contextualized conversation and action. We detect, describe and evaluate two (2) types of interaction that can be characterized as “scaffolding process”: the first concerns “Scaffolding individual thinking” and the second “Scaffolding collective thinking”. The latter, apart from presenting the educational advantages of collective thinking through peer discussion (D) and curriculum-focused evaluation context of Teacher Initiation – Student Response – Teacher Follow up (IRF), also presents the advantage of ‘spiral’ verbal exchanges in which the teacher “tunes in” to the students’ present state of ability or understanding (spiral IDRF). 相似文献
15.
This paper investigates the motivational power of children to change teachers' beliefs about teaching. Weekly and summary reflections written by 18 preservice teachers served as data sources. Preservice teachers were learning from the children what they expect their teachers to know, to do, and to be, and in consequence of the face‐to‐face encounters with children, teachers were likely to establish and change their beliefs about children and how to teach. Teacher educators may encourage this learning by asking preservice teachers, during and after their work in classrooms, to respond to the questions: ‘As I related to the children, what did they require from me?’, and ‘How did I respond to these demands?’. The work of Emmanuel Levinas on the relationship in the face‐to‐face encounter between people provided an interpretive framework for evaluating responses to these questions. 相似文献
16.
During the complex teaching act, there are moments that require teachers to engage in reflection to make critical decisions about how to respond to particular problems in practice. The present investigation provides a stimulus for capturing these reflections as four elementary practicing teachers are asked to describe their “bumpy moments” in teaching. Analysis of the 19 “bumpy moments” identified offers insights into the thoughts, knowledge, and beliefs that these teachers are considering during their practice. Results have implications for capturing reflection during teaching, ongoing practicing teacher professional development, and preservice teacher education. 相似文献
17.
Abdelkrim Hasni Fatima Bousadra Vincent Belletête Ahmed Benabdallah Marie-Claude Nicole Nancy Dumais 《Studies in Science Education》2016,52(2):199-231
Project-based teaching is nothing new; it originates from the work of authors like Dewey and Kilpatrick. Recent decades have seen renewed interest in this approach. In many countries, it is currently considered to be an innovative approach to science and technology (S&;T) teaching. In this article, we present a systematic review of what recent scientific publications teach us about this approach: How is this approach identified in these publications? How is the use of this approach in school S&;T justified? What are the main research questions covered by studies in the field? What do these studies on this approach teach us? To answer these questions, we have selected and analysed articles published, between 2000 and 2014, in journals that are specialised in school science and technology education and that are indexed in ERIC database. In the synthesis based on this analysis, we present: (a) the theoretical constructs used by the authors to refer to this approach and the features identified to define it; (b) the justifications for this approach; (c) the research questions covered by studies in the field; (d) the data collection and analysis methods used in these studies; and (e) the main findings. In addition to presenting a synthesis of current research in this field, we offer a critical discussion thereof with a focus on two aspects, namely the way PBSTL is conceptualised and the rigour of the research methods used to ensure the validity of findings. 相似文献
18.
It has been argued that deep processing of semantic information helps students to learn faster and perform better on classroom tests. Using paired associates tasks, it has been found that high arousal subjects make more errors when the response terms are phonetically similar. Subjects low on arousal make more errors when response words are semantically similar. If the encodings of semantic features are assumed to be “deeper” and more durable than the encodings of “shallow,” phonetic features, then studies have suggested that anxious students process shallowly and are thus at a disadvantage when learning information. The present study treats deep processing as a learning style and used the Synthesis—Analysis scale of the Inventory of Learning Processes to assess it. It is hypothesized that arousal would be negatively related to the learning style of deep processing. It is also hypothesized that the interaction obtained in earlier studies, i.e., greater susceptibility to semantic interference with low arousal and phonetic interference with high arousal, would occur only when Synthesis—Analysis scores are low. It is assumed that the habitual use of a deep processing strategy by students high on Synthesis—Analysis could counteract the limiting effect of arousal on cue utilization. The study provides support for both hypotheses. 相似文献
19.
The paper provides a case study of educators' relations with the state in England. A brief historical sketch is offered along with a more in-depth analysis focusing on the situation in “Midlands County” between 1976 and 1981, a period of the “Great Debate,” policy reforms, and cuts in education. Teachers' perceptions of these events and their individual and collective action related to them are also described. Drawing on theoretical work pertaining to state-economy and state-occupation relations, an attempt is made to understand these developments in terms of the national and local state in England dealing with two structural imperatives — accumulation and reproduction — of the capitalist economy at the national and world system level. The paper examines finally more recent dynamics in England in light of this theoretical framework. 相似文献