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1.
Data driven pedagogy has been introduced into Australian schools over the last decade to improve student learning outcomes, but are teacher educators preparing preservice teachers to be data literate? We used a survey to investigate ready-to-graduate preservice teachers’ beliefs regarding their knowledge and skills in data literacy. Before entering a course on data literacy their belief responses indicated that they had basic data interpretation knowledge, but they were unsure of how to translate that knowledge into the classroom to improve student outcomes. The survey was administered again after a data literacy course, which included a five-week supervised professional experience task of observing data being used in schools to drive pedagogy. The post-course survey responses showed students increased confidence in their ability to interpret and use data, suggesting that a data literacy course linked to the professional experience task improves teachers’ sense of preparedness to use data in the classroom. Keywords: Data literacy; professional learning.  相似文献   

2.
This study examined if professional development with teachers would increase children’s literacy skills in low socioeconomic early childhood settings in New Zealand and would lead to changes in teachers’ beliefs and practices and children’s abilities over an 8 week intervention period. Research indicates that children who have alphabetic and phonological awareness on school entry are well positioned to transition from emergent to conventional literacy (Whitehurst & Lonigan, 1998). Although most children develop requisite knowledge and skills as part of early education in New Zealand, about 25 % of children do not (Nicholson, 2005) and struggle with beginning reading. One of the challenges is how teachers can foster emergent literacy within a holistic curriculum such as Te Whāriki (Ministry of Education, 1996), the New Zealand early childhood curriculum. A quasi experimental design was used in which teachers’ and children’s knowledge was pre and post tested in five early childhood centers. Teachers’ (n = 32) beliefs and phonemic awareness were tested using a questionnaire. A range of literacy measures which tested alphabet knowledge, phonemic awareness, ability to recognise and write their own name and the British Picture Vocabulary Test were used with children aged 3–5 years (n = 103). Professional development was offered to teachers at the beginning of the study in four centers; the fifth center was a control. In addition, teachers’ logbooks of how they promoted literacy were collected. Some changes in children’s skills were found, along with some differences in teachers’ beliefs and practices. The results suggest professional development with teachers to support children’s literacy needs to involve more intensive coaching and guiding.  相似文献   

3.
Abstract

In a context of increasing demand for quality and equity in education and a sharp focus on accountability, classroom teachers are also expected to support and improve learning outcomes for pupils in response to their individual needs. This paper explores three issues: how teachers understand assessment in relation to their students’ learning, the curriculum and their pedagogical choices; how teachers’ capacity to use assessment to improve students’ learning can be developed through career-long professional learning (CLPL); and how teachers’ learning can be implemented and sustained in schools, both locally and nationally. In considering these issues, recent thinking about learning and assessment and CLPL are considered alongside empirical evidence from the development and implementation of assessment processes and approaches to professional development in Scotland. The paper emphasises the importance of a dynamic framework of CLPL that recognises the individuality of teachers’ learning needs and the consequent need for tailored professional learning opportunities with different combinations of support and challenge at school, local and national levels.  相似文献   

4.
Abstract

Teachers require specialised assessment knowledge and skills in order to effectively assess student learning. These knowledge and skills develop over time through ongoing teacher learning and experiences. The first part of this paper presents a Summative Assessment Literacy Rubric (SALRubric) constructed to track the development of secondary science teachers’ summative assessment literacy. The analytic rubric consists of 10 dimensions spread across three categories drawn from the literature and context-specific empirical evidence: knowledge of assessment, understanding the context for assessment, and recognising the impact of assessment. The second part of this paper applies the SALRubric in a case study to explore the development of summative assessment literacy of New Zealand secondary science pre-service and novice teachers. An increasing sophistication in these teachers’ summative assessment literacy was evident over 20 months albeit in a nuanced manner for individual teachers. The rubric was a very useful tool for evaluating and documenting shifts in teachers’ summative assessment literacy over time. Implications of the use of SALRubric are discussed in terms of summative assessment literacy practice and development.  相似文献   

5.
abstract

This randomized controlled trial examined effects of the MyTeachingPartner-Math/Science intervention on the quality and quantity of teachers’ mathematics and science instruction, and children’s mathematics and science outcomes in 140 pre-kindergarten classrooms. Teachers participated in the intervention for two years with consecutive cohorts of children. Results from Year 1 are considered experimental, however due to high levels of attrition, results from Year 2 are considered quasi-experimental. Across both years, intervention teachers exhibited higher quality and quantity of instruction. In Year 1, there were no significant effects of the intervention on children’s outcomes. In Year 2, children in intervention classrooms made greater gains in teachers’ ratings of mathematics and science skills and performed better on a spring assessment of science skills. These results have implications for designing and evaluating professional development aimed at supporting children’s mathematics and science knowledge and skills.  相似文献   

6.
数学专业素养指教师实施高质量数学教学需要的数学知识、数学能力和数学情意的综合统一体.教师的数学知识包括:数学内容及其蕴含的数学思想方法知识,数学观念知识和数学结构知识.教师数学能力包括基本数学能力,提出、分析和解决数学问题的能力,处理并使用数学语言的能力.教师的数学情意是"数学学习倾向"与"数学专业自我"的综合体.  相似文献   

7.
幼儿教师评价素养是直接影响幼儿发展评价有效性的重要因素,也是决定评价是否发挥其实质性功能与作用的关键要素。它包括评价理念与专业品质、评价态度与主体意识、评价策略与实践智慧等三方面内容与判断标准。目前,国内幼儿教师评价素养的提升尚受到外部支持系统以及教师自身知识与技能水平的制约,因此需要通过提供积极的外部环境支持、加强对幼儿教师评价知识与技能的园本培训、探寻幼儿教师评价素养自主提升等途径,切实提高幼儿教师评价素养。  相似文献   

8.
For an educational reform to succeed, teachers need to adjust their perceptions to the reform’s new curricula and strategies and cope with new content, as well as new teaching and assessment strategies. Developing students’ scientific literacy through context-based chemistry and higher order thinking skills was the framework for establishing a new chemistry curriculum for Israeli high school students. As part of this endeavor, we developed the Taste of Chemistry module, which focuses on context-based chemistry, chemical understanding, and higher order thinking skills. Our research objectives were (a) to identify the challenges and difficulties chemistry teachers faced, as well as the advantages they found, while teaching and assessing the Taste of Chemistry module; and (b) to investigate how they coped with teaching and assessing thinking skills that include analyzing data from graphs and tables, transferring between multiple representations and, transferring between chemistry understanding levels. Research participants included eight teachers who taught the module. Research tools included interviews, classroom observations, teachers-designed students’ assignments, and developers-designed students’ assignments. We documented different challenges teachers had faced while teaching the module and found that the teachers developed different ways of coping with these challenges. Developing teachers’ assessment knowledge (AK) was found to be the highest stage in teachers’ professional growth, building on teachers’ content knowledge (CK), pedagogy knowledge (PK), and pedagogical-content knowledge (PCK). We propose the use of assignments designed by teachers as an instrument for determining their professional growth.  相似文献   

9.
ABSTRACT

The synergies that result from synthesising conceptual models and findings from self-regulated learning and formative assessment research are launching a new era of scholarship. They drive new questions about how to help students to internalise complimentary self-regulatory and assessment knowledge, skills, and dispositions as well as how to prepare teachers and education systems to prioritise and support this work. The articles in this special issue illustrate the power and importance of studying how self-regulation and classroom assessment emerge from social, contextual, historical, and cultural factors. Four themes emerged from the articles in this special issue, including new conceptualisations of self-regulated learning and formative assessment, insights regarding teachers’ dual role in enacting and promoting self-regulation, recognition of the critical role of students’ ability to productively use assessment information, and the need to instantiate self-regulated learning and assessment literacy as formal and valued curricular outcomes.  相似文献   

10.
An intervention study was conducted with preschool teachers to address their beliefs and practice in the area of language and literacy. A total of 27 preschool teachers, each from different early childcare centers, participated in three 1-day professional learning sessions over the course of 9 months. Learning sessions focused on three different language and literacy topics. Study participants completed a pre- and post-session questionnaire and were observed in the classroom before and after each session. Significant differences were observed in both their beliefs and practice after the intervention. Specifically, preschool teachers’ beliefs were related to their practice in two areas: oral language and vocabulary; and book reading. Based on the data, a focus on beliefs and practice in future short-term PL or workshop models may support successful outcomes in teaching practice.  相似文献   

11.
《师资教育杂志》2012,38(4):481-485
ABSTRACT

In the past few decades, increasing demands have been placed on developing students’ autonomy and critical thinking skills. To enhance students’ agency in learning, teachers have been encouraged to adopt alternative pedagogical practices. The revamp of pedagogy needs to be reflected in assessment as it is an integral part of instruction. Practising teachers, however, lack assessment knowledge due to inadequate training during the pre-service preparation programmes. The enhancement of assessment knowledge is being urgently called for, which demands the professional development of teachers. This study seeks to investigate the impact of a professional development programme organized by a university in Hong Kong on the development of assessment knowledge of four teachers in two elementary schools. Findings indicate that the acquisition of assessment knowledge is a long-term achievement, which requires ongoing professional development efforts.  相似文献   

12.
Creativity is a fundamental skill to prepare individuals to work and live in a changing world. Educators have recognised its value and advocate that schools can provide an environment for fostering the creative thinking skills of students. Makerspaces are emerging in school contexts, and they carry great opportunities for engaging students in creative thinking processes. The school makerspace also offers a professional learning space for teachers and artists to collaborate to support students’ creative potential through making activities linked to the curriculum. This paper proposes a teacher–artist partnership framework within the makerspace to support mutual professional growth and opportunities to foster a learning environment conducive to creative expressions. The framework consists of three non-linear and iterative processes, namely (a) developing craft knowledge, (b) co-constructing knowledge, and (c) reflection and researching, supported by a community of practice and internal and external communities. Expected outcomes from the partnership for students, teachers and artists, and recommendations are discussed.  相似文献   

13.
Schools support teachers in their professional learning, just as teachers support students in their learning. To accomplish this, schools can provide support systems that enhance teachers’ knowledge, comfort, and instructional skills. This study examined the impact of two district-provided supports (curriculum and professional development) on sexual health instruction among middle and high school health education teachers. Data were abstracted and analyzed using inductive coding from 24 teacher interviews (2015–2016). Findings illustrate outcomes from both curriculum and PD on teachers’ self-reported knowledge, comfort, and skills. The district-provided supports appeared to contribute to improved teachers’ self-efficacy in delivering sexual health education.  相似文献   

14.
Technology has been shown to foster children’s motivation and interest in instructional materials. In addition, researchers have found that technology results in higher levels of student engagement and greater levels of comprehension. Researchers have also found that educators must have the knowledge and skills in technology necessary to effectively support their students. Much of the research examining educator knowledge and skills has centered at the K–12 level. The current study examines the technological knowledge, beliefs, and practices of educators in early childhood settings. Findings indicate that educators believe that it is important to integrate technology into daily lessons. However, findings also indicate that many teachers do not feel adequately prepared to use technology in early childhood settings; that there is a lack of technology currently available in early childhood settings; and that early childhood educators want more professional development on using technology that also reflects their varying levels of knowledge and experience. An analysis of study results is provided through a discussion of implications, limitations, and next steps.  相似文献   

15.
The current study aimed to examine teachers’ reported spelling assessment and instruction practices. Analysis of the match between teachers’ theoretical beliefs about spelling and their reported pedagogy was conducted to elucidate factors that may support or impede the use of evidence-based teaching strategies in the classroom. An electronic survey was completed by 405 randomly selected (stratified by region and socioeconomic status) elementary school teachers in New Zealand. The survey examined the following areas: spelling assessment, spelling instruction, beliefs about spelling, preparing teachers to teach spelling, and teachers’ perceived strengths and weaknesses of their spelling program. There was large variability in spelling assessment and instructional practices across teachers. Most respondents reported implementing some aspects of a developmental approach to spelling instruction through analysis of children’s spelling errors (64 %) and/or individualization of the spelling program (60 %). There was a large dissociation between teachers’ beliefs about spelling and their frequency of use of specific instructional practices associated with those beliefs (e.g., phonological awareness, orthographic knowledge). The mismatch between beliefs and reported practice appeared to be due to lack of professional knowledge regarding implementing explicit spelling instruction and finding time to teach spelling within the curriculum. Increasing teachers’ knowledge about language structure, practical implementation of key assessment and instruction activities, and the links between spelling and other areas of the curriculum are important factors in improving spelling pedagogical practices.  相似文献   

16.
In this study, conducted in the United States, the authors examined the motivational characteristics of teachers in the context of a large-scale performance assessment program. Teachers received professional development through their participation in the assessment program by writing items, reviewing items, and reviewing scoring criteria. An expectancy-value theory framework and embedded mixed-methods design were used to examine teachers’ (n = 119) motivations, ability beliefs, and values related to their professional development. Survey results showed that teachers generally had a high degree of intrinsic motivation for and associated social and pedagogical utility value with the professional development. Teachers reported positive ability beliefs, a high degree of usefulness, importance, and interest associated with the professional development, and positive changes to instruction and assessment. Results of multiple regression analyses showed teachers’ intrinsic motivations and ability beliefs predicted changes to instruction and assessments. Interview results illustrated the ways in which knowledge gained from involvement in the assessment program translated to practice. Results provided insight into the complexity of participants’ values, identifying factors that enabled or constrained changes to instruction and assessments.  相似文献   

17.
外语教师信息素养在信息时代大学英语教学中起着非常的重要作用。以提升外语教师信息素养为研究视角,采用调查问卷方式调查海南省三所高校外语教师,问题主要集中于信息知识、信息意识、信息技能和信息伦理。研究结果显示,海南高校大多数外语教师能够认识到信息素养对教师专业发展的重要性,对信息技术提高教学效果认可度较高,但对信息技术促进科研作用总体态度不一。另外,在掌握和应用信息技术上,不同年龄段教师也存在差异。  相似文献   

18.
论灌输教育     
灌输教育是我党长期以来坚持的一条行之有效的方法,在我国革命、建设、改革中发挥了巨大作用。灌输教育在其发展过程中也出现了一些问题。要发挥灌输教育有效性,就要更新灌输教育理念、丰富灌输教育内容、创新灌输教育形式和方法。  相似文献   

19.
Abstract

This paper presents different angles on the subject of digital play as a means to develop children’s literacy and power, using an online ethnographical study of Swedish preschool teachers’ discussions in informal online forums. Question posts (n = 239) were analysed using the Technological Pedagogical Knowledge framework and the Caring, Nurturing and Teaching framework, with the aim of understanding how teachers intended to support children’s literacy development with tablets. Literacy development can be understood as a social practice that needs to develop along with changes in society’s demands on citizens. The results presented indicate that school subject oriented skills are predominantly present in the mind-set of these preschool teachers. When digital play is increasingly used for pedagogical purposes in preschools, that also means that preschools have expanded their opportunities to work with children’s literacy development. For preschool teachers, it is important to discuss how literacy development can be supported in a contemporary media landscape.  相似文献   

20.
This paper aims to reconceptualize teacher assessment literacy (AL) by connecting two fields of research: educational assessment and teacher education. It begins with a scoping review of AL studies. By synthesizing and analyzing 100 studies on teacher AL, a new conceptual framework of teacher assessment literacy in practice (TALiP) is proposed. This framework is illustrated by a discussion of the various components of teacher AL and their interrelationships. This paper concludes with the theoretical contributions of the framework, a working definition of TALiP, and implications for policy and practice of assessment education.  相似文献   

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