共查询到20条相似文献，搜索用时 15 毫秒
1.
教师个人教育知识是教师真正信奉的,并在其教育教学实践中实际使用和(或)表现出来的对教育教学的认识。教师个人教育知识是影响教育教学质量和教师专业发展的重要因素,是学校教育及教师教育改革的重要切入点。教师个人教育知识的更新机制包括创新知识个体化,隐性知识显性化,通过与其他成员的互动产生知识更新,新近学习到的显性知识与原有显性知识相融合。教师个人教育知识的更新策略包括显性知识的更新策略——推论、应用、融合,以及隐性知识的更新策略——记录、交流、反思、写作、观摩、研讨。 相似文献
2.
叙事探究是实现教师专业发展的有效方式之一。叙事探究有助于教师深化认识教学经验的意义,有助于其反思能力的提高,有助于其个人实践知识的形成,从而促进其专业发展。然而,叙事探究在事件发展过程中,不可避免地有某些局限性,所叙故事缺乏一定的真实性和理论基础,缺乏叙述者的深刻思考与反思,对"教师成为研究者"存在争议,这些都是教师专业发展中亟待解决的问题。 相似文献
3.
ABSTRACTIn this paper, we focus on questions around who we are as teacher educators as well as our responsibilities in helping pre-service teachers compose forward-looking stories as they prepare to begin teaching. We draw on the results of two studies in this paper: one a semi-structured interview study with 55 second- and third-year teachers in two Canadian provinces and one narrative inquiry into the experiences of early career teacher leavers. These studies showed how early career teachers’ stories to live by fuel their desires to become teachers. Teaching was a way to try to live out and sustain their stories to live by, that is, participants continued to live out their stories to live by shaped in early personal knowledge landscapes and embodied in their personal practical knowledge. We also learned that when teachers could not sustain their stories in the professional knowledge landscapes, their stories to live by shifted to stories to leave by, and they left teaching. 相似文献
4.
Teachers play an important role in the successful implementation of the current curriculum innovation and their personal practi cal knowledge is a decisive factor in their teaching and that teachers’ knowledge affects every aspect of the teaching act.This paper tries to explore teachers’ personal practical knowledge of a college English teacher and her reading class.It shows how to present her teaching contents,design teaching methods and activities in order to accomplish her teaching tasks and teaching goals.The study combines narrative analysis of the reading design with a process inquiry about teaching and learning.Hopefully,the findings would shed some light on teach ers’ professional development. 相似文献
5.
金晓敏 《柳州职业技术学院学报》2008,8(2):112-116
在课程改革的浪潮当中,教师作为课程的实践者,对新课程的成功实施起着重要作用。近年来很多学者投身于教师发展研究,但关于教师知识的研究却为数不多,教师的个人实践知识在教师研究领域中长期遭到忽视。教师的个人实践知识与教师自身的经验密切相关,是一种宝贵的素材性的课程资源,也是教师专业成长与发展的＂土壤＂和基础。本文采用叙事研究,以一位大学英语教授为个案来探究教师个人实践知识,对深入研究教师的个人实践知识和教师发展有所启发。 相似文献
6.
Ellen M. Granger Todd H. Bevis Sherry A. Southerland Yavuz Saka Fengfeng Ke 《科学教学研究杂志》2019,56(3):348-370
This research examines factors influencing elementary science teacher learning as they participate in professional development with and enactment of educative curricula in comparison with learning following limited professional development and enactment of traditional curricula. Using a randomized cluster design (125 teachers and 2,694 students in 4th—5th grades) that met the What Works Clearinghouse standards without reservations, teacher learning was conceptualized using four outcomes. Data were analyzed using standard single-level multiple regression models and possible mediation models for the teacher outcomes were considered using piecewise multiple regression and path analytic approaches. Treatment group teachers experienced greater increases in content knowledge, views of science inquiry, beliefs about reform-based teaching, and teaching self-efficacy than comparison group teachers. The findings indicate that what teachers learn from the combination of professional development and teaching with educative curriculum varies according to what their knowledge and beliefs are on entering the experience. Surprisingly, high entry-level self-efficacy was associated not only with lower learning gains for the teachers, but also for their students. Finally, teachers' space science learning and that of their students are implicated as mediators of the positive effect of the professional development and educative curriculum enactment on teacher beliefs about reform science teaching. This work refines and extends a theoretical framework of teachers' participatory relationship with curricula. 相似文献
7.
Cheryl Craig 《课程研究杂志》2013,45(5):627-648
This narrative inquiry portrays the human experience of change by way of a situated account of a reform event. Three conceptualizations ground storied the analysis: the metaphor of the 'professional knowledge landscape' of schools; the 'narrative authority' of teacher knowledge; and the notion that teachers have knowledge communities with whom they make sense of their teaching experiences. The paper shows how past and present forces conspired together in perplexing ways to shape the contours of what the teachers--and the researcher--came to know of the reform event. 相似文献
8.
Debra Murphy 《The New Educator》2017,13(3):195-206
ABSTRACTHow can early childhood teacher educators at the community college level create opportunities for their students to explore and relate to the natural world? This article discusses three learning opportunities in an early childhood associate-degree program that foster connections between preservice and inservice early childhood teachers and nature education — the Goldsworthy project, a local habitat course, and an animal study project in a curriculum course. Each learning opportunity helped teachers develop effective teaching strategies for engaging children with nature education and also a personal and professional disposition toward valuing nature education as future teachers. 相似文献
9.
Paula R. Golombek 《Teachers and Teaching》2013,19(3):307-327
In the practice of teacher education, most would agree that critical reflection in and on the process of learning to teach and the activities of teaching play a central role in teachers' professional development. Using Vygotskian sociocultural theory, we examine how narrative inquiry functions as a culturally developed tool that mediates teachers' professional development. We analyzed narratives written by three teachers of English as a second/foreign language set in three different instructional contexts. Our analysis suggests an interwoven connection between emotion and cognition, which drove these teachers to search for mediational tools to help them externalize their experiences. The activity of engaging in narrative inquiry created a mediational space where teachers were able to draw upon various resources, such as private journals, peers and ‘expert’ or theoretical knowledge, that allow them to reconceptualize and reinternalize new understandings of themselves as teachers and their teaching activities. The intersection of experiential and ‘expert’ knowledge provided a discourse through which these teachers named experiences and constructed a basis upon which they grounded their transformed understandings of themselves as teachers and their teaching. Depending on where these teachers were in their professional development when they wrote their narratives, we uncovered evidence of idealized conceptions of teaching with commitment to action as well as the transformation of teachers' material activities. Implications for the role teachers' narrative inquiry may play in teacher education programs are provided. 相似文献
10.
11.
叙事探究是实现教师专业发展的有效方式之一。叙事探究有助于教师深化认识教学经验的意义,有助于其反思能力的提高,有助于其个人实践知识的形成,从而促进其专业发展。然而,叙事探究在事件发展过程中,不可避免地有某些局限性,所叙故事缺乏一定的真实性和理论基础,缺乏叙述者的深刻思考与反思,对＂教师成为研究者＂存在争议,这些都是教师专业发展中亟待解决的问题。 相似文献
12.
Jennifer Hauver James 《Gender and education》2010,22(5):521-534
In this paper, I interrogate the implicit and largely unexamined relationship between mothering and elementary teaching as they are informed by dominant notions of caring in the United States. In an environment where students were seen as not receiving adequate care at home, the teachers in this study felt a need to act as mothers in their professional lives. The consequences of such “deficit thinking” for students are well explored in the literature on teaching and learning. What has been less well explored are the consequences of this teacher‐as‐mother notion for teachers themselves. Drawing from the narratives of six women elementary school teachers, I suggest that assuming the role of mother to one's students not only devalues students' identity and experience, but limits teachers' ability to adequately care for themselves. 相似文献
13.
Barbara A. Crawford 《科学教学研究杂志》2007,44(4):613-642
This study examined the knowledge, beliefs and efforts of five prospective teachers to enact teaching science as inquiry, over the course of a one‐year high school fieldwork experience. Data sources included interviews, field notes, and artifacts, as these prospective teachers engaged in learning how to teach science. Research questions included 1) What were these prospective teachers' beliefs of teaching science? 2) To what extent did these prospective teachers articulate understandings of teaching science as inquiry? 3) In what ways, if any, did these prospective teachers endeavor to teach science as inquiry in their classrooms? 4) In what ways did the mentor teachers' views of teaching science appear to support or constrain these prospective teachers' intentions and abilities to teach science as inquiry? Despite support from a professional development school setting, the Interns' teaching strategies represented an entire spectrum of practice—from traditional, lecture‐driven lessons, to innovative, open, full‐inquiry projects. Evidence suggests one of the critical factors influencing a prospective teacher's intentions and abilities to teach science as inquiry, is the teacher's complex set of personal beliefs about teaching and of science. This paper explores the methodological issues in examining teachers' beliefs and knowledge in actual classroom practice. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 613–642, 2007. 相似文献
14.
John Loughran 《Teachers and Teaching》2019,25(5):523-535
ABSTRACTMuch of the debate about that which comprises teachers’ professional knowledge has been important in the academic literature but does not necessarily reflect the reality of how they think as they construct the knowledge that underpins their practice. Typically, teachers are not encouraged to spend time talking about teaching in ways that are theoretically robust, or to unpack their teaching in order to show others what they know, how and why. Because they are busy ‘doing teaching’ they are not commonly afforded opportunities to ‘unpack’ their practice to explore and articulate the reasoning underpinning what they do. This paper argues that the essence of teachers’ professional knowledge is bound up in the teaching procedures they employ and that knowledge is accessible and demonstrable through the pedagogical reasoning that underpins their decision-making, actions and intents; all of which come to the fore when their pedagogical reasoning is examined. If teaching is to be more highly valued, it is important to more closely examine the nature of teachers’ pedagogical reasoning as it offers a window into the complex and sophisticated knowledge of practice that influences what they do, how and why. 相似文献
15.
This paper is, in part, a narrative account of a teacher educator's professional growth during a longitudinal case study of three primary science teachers, Katie, Jean and Ruth, as they made the transition from pre-service to inservice teaching. The study sought to explore ways in which the beginning teachers perceived and dealt with constraints to science teaching in the primary school, and how they changed and adapted the knowledge and skills developed at university in a practical situation. The findings of the study are organised by considering what we, the researchers, saw as three categories of challenge for these beginning primary science teachers, their initial alienation from the study of science, the differences between teaching science and teaching other subjects in the primary school, and the impact of novice status on science teaching. Working with participants to help them respond to these challenges became an occasion for our own development as science educators. 相似文献
16.
教师的专业知识素质是教师在专业教学中所应具备的相应的知识结构及程度。是从事教育教学工作的前提条件,也是构成教师专业素养的重要基础。语文教师就是以某种程度和类型的语文知识为标志、工具和对象,站在语文教育的立场选择与组织知识,呈现与传授知识,运用与探究知识,使学生获得基本的语文素养。在新课程背景下,作为语文教师应该具有怎样的专业知识素质？根据知识分类理论和我国语文教师知识的实际情况,从语文学科知识、语文教育理论知识和语文实践性知识三个方面探讨语文教师从事教育教学工作的专业知识结构。 相似文献
17.
18.
Ashley N. Murphy Melissa J. Luna Malayna B. Bernstein 《International Journal of Science Education》2013,35(17):2283-2303
ABSTRACTMuch of the literature on science teaching suggests that elementary teachers lack relevant prior experiences with science. This study begins to reframe the deficit approach to research in science teaching by privileging the experiences elementary teachers have had with science – both in and out of schools – throughout their lives. Our work uses identity as a lens to examine the complexities of elementary teachers’ narrative accounts of their experiences with science over the course of their lives. Our findings identify components of teachers’ science-related experiences in order to lay the groundwork for making connections between teachers’ personal experiences and professional practice. This work demonstrates that teachers’ storied lives are important for educational researchers and teacher educators, as they reveal elements of teaching knowledge that may be productive and resourceful for refining teachers’ science practice. 相似文献
19.
Thursica Kovinthan 《Diaspora, Indigenous, and Minority Education》2016,10(3):141-155
Providing refugee students with a safe and welcoming classroom environment is critical for school success but largely dependent on teachers’ knowledge, values, practices, and attitudes. This qualitative study juxtaposes the experience of one refugee students’ experience in the school system and one beginning teachers’ experience in working with and meeting the psychosocial and educational needs of refugee students in the classroom. Using narrative inquiry, from the perspective of a refugee student and a beginning teacher, this study identifies themes and key issues related to teaching refugee students. These experiences are compared to the current literature on refugee education to highlight the beliefs and values that teachers bring to their practice. Findings reveal that there are gaps in beginning teachers’ knowledge about who refugees are, their experiences, and how best to support them in the classroom. Some teachers also held negative attitudes and perspective of refugee students and failed to develop a nuanced perspective of diversity and multiculturalism. This study also shows how narrative inquiry, in the formal of a personal history account, can be used as tool to surface, challenge, and overcome negative stereotypes, biases, and assertions that prevent teachers from effectively supporting their students. 相似文献
20.
Calls for educational change are not new. Currently, we are in the midst of another wave of reform. This one is based upon the view that teachers play a vital role in bringing about structural reform and changing current classroom practices. Reformers face, however, a formidable challenge: how to assist teachers in changing their thoughts and actions. The inquiry process is one of the most formidable ways to transform teaching in this direction. The features of this process recognize that knowledge about teaching and learning is built on reflection and experimentation. Practitioners using this process inquire into their own personal knowledge for the purpose of examining what they teach, how to teach a diverse group of students, how to form educative relationships, and what structures fit new pedagogical orientations. To demonstrate the potential of inquiry as a vehicle for teaching and learning, this paper examines the process as it is used by a small group of teachers and a principal in a middle school. 相似文献