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1.
What makes a good educator? The relevance of meta programmes   总被引：1，自引：0，他引：1  
This paper reports the results of a qualitative study which explores the relevance of meta programmes to students' perceptions of teaching quality. Meta programmes are a model of personality preferences from the discipline of Neuro Linguistic Programming (NLP). Research into teaching effectiveness indicates that students rate as important ‘hygiene factors’ such as the teacher's ‘knowledge of the subject’ as well as less tangible qualities including ‘ability to communicate’ and ‘student–teacher rapport’. This study reveals the need for similar qualities but, in some cases, presence of these ‘hygiene factors’ was insufficient; students cited other factors related to personality. Some students were found to like the approach of certain teachers whilst other students rated the same teachers less favourably. When questioned as to why, factors emerged that relate to the distinct teaching style adopted by these teachers that appeared to suit particular students and not others. This study suggests that a teacher's meta programmes influence the approaches adopted in their teaching and these styles suit students with matching meta programme preferences. Where students have different meta programme preferences from the teacher, then, even where the ‘hygiene factors’ are met, this leaves the student dissatisfied. There is potential for teachers to adopt teaching approaches more appropriate for the meta programme profiles of their students. Also, on the part of the students, an increased awareness of their meta programme preferences offers the potential to improve their learning experience.  相似文献   

2.
Capitalizing on the comments made by teachers on videos of exemplary science teaching, a video-based survey instrument on the topic of ‘Density’ was developed and used to investigate the conceptions of good science teaching held by 110 teachers and 4,024 year 7 students in Hong Kong. Six dimensions of good science teaching are identified from the 55-item questionnaire, namely, ‘focussing on science learning’, ‘facilitating students’ understanding’, ‘encouraging students’ involvement’, ‘creating conducive environment’, ‘encouraging active experimentation’ and ‘preparing students for exam (PSE)’. Significant gaps between teachers’ and students’ conceptions on certain dimensions have been revealed. The inconsistency on the dimension ‘PSE’ is particularly evident and possible reasons for the phenomenon are suggested. This study raises the important questions of how the gap can be addressed, and who is to change in order to close the gaps. Answers to these questions have huge implications for teacher education and teacher professional development.  相似文献   

3.
There is a dearth of empirical information concerning teachers’ attitudes to secondary students’ behaviours. A questionnaire was used to survey 105 secondary school teachers from NSW about the perceived serious or disturbing nature of 50 student behaviours. The perception of the behaviours was scored on a five‐point Liken scale. Behaviours were ranked according to the results and compared with four previous studies. It was found that ‘aggressive’ behaviours were perceived as more serious than ‘passive’ behaviours and that the rankings of the NSW teachers agreed substantially with those in previous American studies. No significant differences were found between rankings of male and female teachers or between perceptions of behaviours when observed in boy or girl students. A factor analysis extracted six fairly distinct factors which could be related to dimensions in behaviour rating scales. It was concluded that professional development courses could target the behaviours loading significantly on Factor I, as teachers perceive that they are the most disturbing.  相似文献   

4.
This paper examines the ways in which British Chinese pupils are positioned and represented within the popular/dominant discourse of teachers working in London schools. Drawing on individual interviews from a study conducted with 30 teachers, 80 British Chinese pupils and 30Chinese parents, we explore some of the racialised, gendered and classed assumptions upon which dominant discourses around British Chinese boys and girls are based. Consideration is given, for example, to teachers’ dichotomous constructions of British Chinese masculinity, in which British Chinese boys were regarded as ‘naturally’ ‘good’ and ‘not laddish’, compared with a minority of ‘bad’ British Chinese boys, whose laddishness was attributed to membership of a multiethnic peer group. We also explore teachers’ constructions of British Chinese femininity, which centred around remarkably homogenised representations of British Chinese girls as ‘passive’ and quiet, ‘repressed’, hard‐working pupils. The paper discusses a range of alternative readings that challenge popular monolithic and homogenising accounts of British Chinese masculinity and femininity in order to open up more critical ways of representing and engaging with British Chinese educational ‘achievement’.  相似文献   

5.
ABSTRACT

In recent decades children’s rights to exercise choice in educational settings have slowly gained currency. Children’s rights advocates highlight the role of choice in empowering children to become critical and productive citizens. However, in this paper, the role of choice in interactions between teachers and students is problematised. Using Foucault’s notion of governmentality, the paper explores 15 teachers’ use of choice in classrooms and considers how ‘student choice’ can, far from empowering children, be used as a way of reinforcing extant adult-child power relations. The paper argues that students are often responsibilised to exercise choice wisely in order that they find themselves in a position in which they can enjoy everyday classroom privileges disseminated by the educator. When used this in way, the strategy of affording students ‘choice’ can frame students’ transgressions as individual failings to conform. The paper concludes that practitioners who advocate children’s rights need to reflect on the relationship between notions of choice and institutional power relations in order to ensure choice is used in a way that leaves space for power relations to be challenged by the students being asked to ‘choose’.  相似文献   

6.
Describing students with disabilities as presenting ‘challenging behaviour’ is common in US schools. The purpose of this paper is to reveal the discourse utilised by teachers in order to understand their beliefs and practices surrounding young students considered to present challenging behaviour. This study examines teachers’ language in four ways: which discourses they draw from, the consequences of engaging in the discourse on practice, what maintains the use of such discourse and finally the possibilities for change. The critical discourse analysis unpacked that teachers begin labelling the students as challenging, not the behaviour. Consequences of this thinking emerged as teachers excluded the students, or what they consider ‘the problems’ from the classroom. Exclusion was found to be the ‘necessary’ response when control is prioritised in the classroom. In sum, the discourse of control is available for shaping how teachers understand and support students. Developing a relationship with students empowers teachers to see past the labels, the control discourse, and truly support students in inclusive classrooms. Finally, implications for practice are shared to improve the experience of inclusive education for both student and teacher.  相似文献   

7.

Science education is presented as the negotiation of knowledge between several different perspectives: those provided by ‘scientists’ science’, ‘ curricular science’, ‘teachers’ science’, ‘children's science’ and ‘students’ science’. A case study based on concepts of force and movement is used to illuminate these perspectives, and implications for the curricular presentation and classroom teaching of the ideas are discussed.  相似文献   

8.
I examine how physical education teachers respond to homophobic name‐calling, as revealed in life history interviews with ‘lesbian’, ‘gay’, and ‘heterosexual’ teachers in Canada and the USA. Censoring homophobic name‐calling in schools is discussed as an important, but insufficient, response. Several ‘lesbian’ and ‘gay’ teachers responded with pedagogies of injury; that is, they recalled their personal experiences of homophobic language to teach students not to use words such as ‘fag’, ‘dyke’, and ‘queer’. I examine why some teachers were prepared to risk further personal injury in order to prevent injury to other students. In addition to rational and conscious explanations, I speculate that an unconscious masochistic imperative may also animate this approach to anti‐homophobic education. Ultimately, I ask what is demanded from teachers if this type of anti‐homophobic teaching is animated by what has been called an attachment to subjection.  相似文献   

9.
In this paper, we explore how ‘teaching communication’ in the classroom is connected to school culture. In the age of accountability, the outcome focus force to the forefront, a ‘blame game’ which either blames students’ achievements on the teachers and teacher education, or the students and their socio-economic background. We argue that to succeed with teaching and learning is dependent on the school culture more than the single teacher or the students’ backgrounds. School culture is understood as attitudes, communication, student focus and engagement. Teaching communication in this paper is studied as teachers’ and students’ talk about subject matter in whole-class teaching. We explore how different school cultures give students different opportunities to experience meaning from teaching communication. The perspective on meaning is derived from Bildung-centred didactics. By using qualitative comparative case method in Norwegian Lower Secondary schools, we find three different types of ‘teaching communication’ typical for different school cultures: ‘Dialogic teaching communication’, ‘storytelling teaching communication’ and ‘reproducing teaching communication’. The school culture with the ‘dialogic’ variant is characterized by trust and reciprocity, making students’ experiencing meaning a possibility.  相似文献   

10.
The purpose of this paper is to empirically explore and theoretically discuss Swedish religious studies (RE) teachers’ understanding of religions as similar and different. In Sweden, RE is a mandatory subject and presents all the world’s major religions to students. Teachers of RE therefore need to relate to the various relations between the religions. A qualitative interview study with Swedish RE teachers (n?=?7) in Swedish secondary schools was performed to determine how they conceptualise religion and present ‘religion’ to their students. The teachers (m?=?3; f?=?4) were chosen from schools with a variety of ethnically homogenous and heterogeneous compositions of students. The teachers’ conceptions of ‘religion’ can be described according to two main categories: as something universal or as something dependent on the cultural context. These two main orientations are described more closely in this paper. The teachers’ conceptions are also discussed from the perspective of possible consequences for educating citizens in the Swedish school system. It is suggested that RE teachers’ conceptions of religions as similar and different facilitate and constrain identification and encounters with others as religious subjects.  相似文献   

11.

Feedback is an important practice in promoting learning. This study examines teachers’ oral feedback practices, with an analysis grounded in students’ perceptions of what helps them learn. Based on 38 hours of lesson observations, interviews with 10 teachers and 84 students, we identify how teachers conceptualise and practice oral feedback. Based on student interviews, three main types of oral interaction were found to constitute feedback: discrepancy, success criteria comments and open questions. Current practices appear to address the feedback dimensions of ‘How am I going?’ and ‘Where to next?’, but seem to be lacking with respect to addressing the question related to ‘Where am I going?’ Feedback is infrequently used by science teachers compared with other types of oral interaction and the feedback types most frequently reported by students to help learning were used least often. Teachers used oral feedback types differently in whole class and small group situations. We use findings to elaborate an ideal-typical model of feedback practices, with divergent practices involving more frequent use of oral feedback, focusing on learning rather than task. The study concludes with implications for practice in teaching and teacher education.

  相似文献   

12.
Teachers’ attitudes and beliefs about students in a particular grouping hierarchy are shaped by their ideological views. Within education systems that have high international profiles, such as Singapore, what has been less explored is how teachers think about and interact with students who are seemingly positioned as being ‘low-ability’ or ‘low achieving’ within disadvantaged education contexts. This paper accordingly examines teachers’ perceptions of ‘Normal Technical’ students in Singapore. The findings underscore the need to understand teachers’ interpretations and thinking about teaching and learning processes that influence classroom practice. This is a necessary starting point for pedagogical innovation and change in schools.  相似文献   

13.
This case study research found that the relational leadership and organisational culture at a public primary school situated in a high poverty location in South Australia was built upon the strength of the inter-relationships between the teachers, teachers and leadership, and between teachers and students. Supported by what we called ‘dynamic inter-relationships’ and a ‘commitment to ongoing growth’ manifesting as key themes across the qualitative survey data generated by the school’s participants, we found the individual strengths of staff served the ‘on-going formation of organisational life’. Cognisant of these disclosed relational underpinnings, the research provided recommendations to the school’s leadership team about how they could best progress their educational reform agenda. The findings affirmed an Appreciative Inquiry inspired approach designed for the research was ‘fit for purpose’ as it generated extensive qualitative data from the teachers and leaders, offering opportunity for deep interpretive analysis using hermeneutic methodology of the school’s relational leadership and organisational culture. The research findings were subsequently confirmed by the teachers and leaders through a dialogic presentation of the research findings as an accurate representation of the culture of their school.  相似文献   

14.
This study reports on the strategies (overt and subtle) employed by students in one senior secondary school in Botswana to keep their teachers in an information‐giving position. Contrary to the prevailing view that the ‘teacher dominance’ of classroom activities so often reported in classroom studies results from teachers' desire for social control, this study sees the dominance as a negotiated product, resulting instead from teachers and students exercising power on one another. Such a view of classroom practice is only possible where power is conceptualized not as a negative force that dominates, but as a productive force that simultaneously constrains and enables human action. Viewed this way, classroom reality becomes a co‐construction, a ‘joint project’ by teacher and students. Attempts to change this reality, therefore, must include both teacher and students.  相似文献   

15.
This article addresses two questions. The first question is this: ‘when ought teachers to encourage or discourage students’ belief of a given proposition on the one hand (call this ‘directive teaching’), and when ought teachers to simply facilitate students’ understanding of that proposition, on the other (call this ‘non‐directive teaching’) (cf. the work of Michael Hand)? The second question is this: ‘which propositional content should curricula address?’ An answer to these questions would amount to what I will call a ‘theory of propositional curricula content’, by providing both a means for choosing content, and a directive for teaching that content. While the answer that I give to the second question is unlikely to prove exhaustive, I still consider that it would form an important part of the answer, hence the title a ‘towards a theory of propositional curricula content’.  相似文献   

16.
Research has consistently shown that young people with Asperger’s Syndrome (AS) are likely to experience increased anxiety during new social situations; yet, studies have been regionally and culturally bound. The aim of this study was to explore how higher education students with AS experienced attending university in two European countries: the UK and Spain. The objective was to find out if experiences differed between the two countries in relation to contrasting support arrangements and what kinds of interventions might aid students’ social well-being at university, an important learning outcome for future practice. This small-scale comparative exploratory study incorporated life-history interviews with nine students with AS. The interviews were transcribed verbatim and subjected to Interpretative Phenomenological Analysis. Four superordinate themes significant to both groups of students in Spain and the UK emerged from the data: social relationships, ‘special interests’, ‘environment’ and ‘support mechanisms’. Students with AS need and want clear, unambiguous and structured information from academics; support to get to know others in ‘small special interest groups’; more designated ‘quiet zones’ across campuses; and above all, a move away from ableist notions of AS. To our knowledge, this is the only Spanish–UK comparative study of university students with AS.  相似文献   

17.
This article explores teachers’ experiences of dyslexia and classroom interventions via lesson observations and semi‐structured interviews. These experiences were analysed through a Bourdieusien lens, based on Jenkins's ‘levels of interaction’, to delineate power relationships inherent in classroom interactions, teachers’ interactions with professionals and institutions, and mechanisms present in teachers’ conceptualisation of ‘self’. Through their conceptualisation of ‘self’ as ‘teachers of dyslexic young people’, it was found that teachers’ classroom interactions acted to reduce social distance between themselves and students. Internally and interactionally, teachers enacted agency and constructed their own social space, through their framing of young people with dyslexia and use of inclusive language with students. Institutionally, teachers were found to be subject to other professions and Government policy, lacking autonomy and capacity to distribute resources, despite their ‘symbolic capital’ as teachers. The ‘level of interaction’ determined teachers’ capacity to act autonomously and freely navigate their own social space.  相似文献   

18.
For many decades, teacher-structured hands-on simulations have been used in education mainly for developing procedural and technical skills. Stimulating contemporary learning outcomes suggests more constructivist approaches. The aim of this study is to examine how self-regulated learning (SRL), an important constructivist learning environment characteristic, is expressed in hands-on simulations. Via structured observations of teachers’ SRL promoting strategies and students’ SRL strategies in eight hands-on simulations, along the three phases of SRL, this study is the first to expose whether students and teachers use SRL in hands-on simulations, what these strategies look like and what their quality is. The results show that both students and teachers demonstrate SRL behaviour in the forethought, performance and reflection phase to some extent, but that they vary considerably in their occurrences, form and quality and provide opportunities for improvement. For example, teacher strategies ‘modelling’ and ‘scaffolding’ were often used, while ‘giving attribution feedback’ and ‘evaluation’ were lacking. The student strategy ‘proposing methods for task performance’ was used regularly, while ‘goal-setting’ and ‘self-monitoring’ were often absent. An overview shows exemplary teacher and student behaviours in the SRL phases with lower, medium and higher quality in hands-on simulations.  相似文献   

19.
The purpose of this study is to examine the salient characteristics of the ‘Question-Answer Process’ (QAP) in senior high school chemistry class between pre- and in-service teachers. We first developed the ‘Instrument of Question-Answer Process’ (IQAP), and then, applied it to compare salient characteristics of QAP between pre- and in-service teachers. Data collection consists of classroom observation and structured-interview. Participants are seven pre-service and seven in-service chemistry teachers. The results are: (a) Both pre-and in-service teachers ask most of the questions and students ask few questions; (b) Pre-service teachers ask more lower cognitive level questions, while in-service teachers ask more higher cognitive level questions; (c) Pre-service teachers tend to ask non-volunteer students while in-service teachers tend to ask volunteer students to respond; (d) Pre-service teachers tend to be ‘no feedback or ignore’ after students provide answers and both pre- and in-service teachers seldom guide students to reflect on answers; and (e) The frequency of authority of ‘student’ in pre-service teachers’ class is much higher than those in in-service teachers’ class, while the frequency of authority of ‘teacher and student’ is much lower than those of in-service teachers’ class.  相似文献   

20.
There has been a recent push to reframe curriculum and pedagogy in ways that make school more meaningful and relevant to students’ lives and perceived needs. This ‘relevance imperative’ is evident in contemporary rhetoric surrounding quality education, and particularly in relation to the junior secondary years where student disengagement with schooling continues to abate. This paper explores how teachers translate this imperative into their mathematics and science teaching. Interview data and critical incidents from classroom practice are used to explore how six teachers attempted to make the subject matter meaningful for their students. Four ‘Categories of Meaning Making’ emerged, highlighting key differences in how the nature of science and mathematics content constrained or enabled linkages between content and students’ lifeworlds. While the teachers demonstrated a commitment to humanising the subject at some level, this analysis has shown that expecting teachers to make the curriculum relevant is not unproblematic because the meaning of relevance as a construct is complex, subject-specific, and embedded in understanding the human dimensions of learning, using, and identifying with, content. Through an examination of the construct of relevance and a humanistic turn in mathematics and science literature I argue for an expanded notion of relevance.  相似文献   

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