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1.
Piret Luik Hasso Kukemelk 《美中教育评论》2008,5(10):17-25
The current paper reports on a qualitative study examining in-service and pre-service teachers perceptions about changes in the learning process caused by the involvement of ICT （Information and Communication Technology） in Estonian schools. Based on five in-service and five pre-service teachers＇ interviews, findings indicate some positive, some negative and some in-between （considered by teachers as positive from one side and as negative from the other side） changes in the student＇s and teacher＇s roles in the learning process and teaching process. Interviews were recorded and transcribed. Content analysis was used as the data analysis method. The paper discusses estimated changes by both groups in the Estonian educational system. A comparison of in-service and pre-service teachers＇ opinions has been provided. 相似文献
2.
Susanne Garvis 《美中教育评论》2009,6(12):23-28
Arts education is an essential component of a comprehensive education, requiring highly skilled teachers to achieve quality arts integration （Andrews, 2004）. It equips students with skills necessary for the 21st century workforce, allowing nations to develop the human resources necessary to tap their cultural capital （UNESCO, 2006）. A world trend however suggests that arts teaching by pre-service teachers is subject to lack of confdence, motivation and knowledge （Henessy, Rolfe ＆ Chedoy, 2001; Russell-Bowie, 2004）. Greater recognition of confirming and disconfirming experiences that shape pre-service teachers＇ self-efficacy beliefs for arts education is necessary. This paper provides insights into a research project that attempts to contribute towards filling this void in order to improve teacher effectiveness in the arts domain. After the first semester of teacher training, pre-service teachers completed a questionnaire based on their personal teaching beliefs for instructional design, student engagement and classroom management in arts education. Findings provide a greater understanding of how pre-service teachers regulate their own behaviour for teaching the arts, acting as validation beliefs of capabilities. 相似文献
3.
Khajomsak Buaraphan 《美中教育评论》2011,(2):137-148
Understanding of NOS （nature of science） appears as a prerequisite of a scientifically literate person. Promoting adequate understanding of NOS in pre-service physics teachers is, therefore, an important task of science educators. Before doing that, science educators must have information concerning their pre-service teachers＇ conceptions of NOS. This study used the MOSQ （myths of science questionnaire） to explore 17 pre-service physics teachers＇ conceptions of NOS. Commonly, these pre-service teachers expressed misunderstandings about NOS with respect to： （1） the relationship between theory and law; （2） science as cumulative; （3） subjectivity in science; （4） the scientific method; and （5） the relationship between science and technology. Science educators should consider and utilize these common misunderstandings as a basis of curricular framework for further improving pre-service physics teachers＇ understanding of NOS. 相似文献
4.
The objectives of the present study were： （a） to identify the teaching beliefs of an ecology teacher when teaching an ecology course; and （b） to determine the influences of these beliefs on students＇ learning performance. The present study employed a case study research method to conduct a year-long observation, focusing on the teacher＇s teaching beliefs, research representations, and the students＇ attitudes and changes in their ecological knowledge. The present study employed both qualitative and quantitative analyses through classroom observations, teacher and student interview questionnaires, a self-administered course comprehension questionnaire, and an ecology course attitude scale among other tools. Findings indicated that the research teacher maintained teaching beliefs that were improvement-oriented and preferred to use an integrated teaching method that was diversified and provided interdisciplinary knowledge. Through the ecology course, the students were able to rectify their misconceptions, learn to view nature from a macro-perspective, and respect life. The results obtained in the present study can be provided to other teachers as a reference and learning direction when teaching ecology courses. 相似文献
5.
A study was made of different emotions that prospective primary school teachers report with respect to science subjects, when they were pupils, and during their practice teaching, taking into account the variables gender and the speciality they studied in the secondary education. The study consisted of a questionnaire completed by 63 primary education students at the University of Extremadura, Spain. The results show a great difference between the emotions related to the subjects of physics/chemistry and the nature sciences （biology/geology）. The scientific subject influences the emotions of pre-service primary teachers, both in learning and teaching. In physics and chemistry, the emotions are mostly negative. While in nature sciences they are very positive. In nature sciences, there is a correlation between the emotions felt as secondary school pupils learning science and those they feel as teachers. In physics and chemistry, there is a correlation in the women between the emotions felt as secondary school pupils learning science and those they feel as teachers, but not in the men. The memory of their emotions in learning science at school is more negative than in teaching science during their teaching practice, except in nervousness in physics/chemistry. By gender, men declared a greater predilection for science content than women, with more of them describing such feelings as sympathy or confidence. The results highlight the influential role that emotions play throughout the professional growth of future primary teachers. 相似文献
6.
7.
Evangelia Marinakou 《美中教育评论》2014,(8):536-547
Although most courses are offered in the traditional synchronous way where teaching and learning mainly take place in the classroom, the Internet has proven to be an effective tool in learning. The demand of online courses is constantly growing, however, there is a paucity of research of online delivery success factors, especially of accounting courses. The aim of this paper was to investigate＇the factors that contribute to student satisfaction from online teaching and learning of an accounting course. This study was conducted at a university in the United States （U.S.） amongst 80 students enrolled in an online accounting course over a period of two semesters. The quantitative data are based on the students＇ course evaluation forms of the instructor＇s teaching and overall satisfaction with the course. The findings suggest that the students found the asynchronous online teaching and learning interesting and challenging. The factors that mainly contribute to student satisfaction include the instructor＇s preparation for the course and her availability to students, the clear grading criteria, the assignment which they found useful, and the other resources that were available online. They value the least the development of writing skills. Additionally, this study proposes that there is a positive significant correlation between the instructor＇s overall performance and the overall student satisfaction from the course. The instructor＇s performance, availability, and easy to use technology enhance the learning and teaching from online pedagogies. 相似文献
8.
CHEN Yan-qing 《时代教育》2006,(12):1-4
Teachers＇ beliefs greatly influence the way that the teachers function in the classroom. Teacher as an important medium for student＇ language learning, the study of teachers and their beliefs in Western countries and in China is a worthwhile topic. This paper offers a selective review and rethinking about what has been done and being done in relation to the understanding of teacher＇s belief, and their belief about language teaching and learning, students learning, themselves as both teachers and individuals; identify some sources of teachers＇ belief and address the needs for change. Understanding teachers＇ conceptualizations of teaching, their beliefs, thinking, and decision making can help us better understand the nature of language teacher education and hence better prepare us for our roles as teacher and teacher educators. 相似文献
9.
Motivational methods of teaching are topical subjects and much discussed issues regarding schools and education. The first question of our study covers student motivation and students＇ perception of their own schools＇ teaching methods. The second question reflects on how upper secondary school teachers perceive their roles as teachers, their thoughts on acquirement of knowledge and how learning takes place. The third question treats the subject of how school and education is organized. The upper secondary school the authors chose for the case study is a school that recruits students on a national basis and is directed towards the education of fire and rescue service personnel. The programme follows the national science curriculum and gives qualification for further studies at most universities. The school started in the autumn of 1998 and is known for being successful at working with student involvement, responsibility and subject integration. The study which was conducted during the autumn of 2007 included 32 students from two of the learning groups from the same year and started on the day of introduction of a new theme and finished with their presentation of results. The authors made observations, interviewed and through questionnaires studied how students comprehended the schools＇ working methods. We also interviewed their teachers and headmaster. The theoretic standpoint is Activity Theory （Chaiklin, S. ＆ Lave, J. 1996; Knutagard, H., 2002; Vygotsky, L. S., 1986）. The conclusions are that the students are encuitured into a school＇s activities that are similar to what students perceive as that of real life. It gives meaning and motivation to learning and makes it meaningful. They identify their own responsibility and cooperative learning as the most important parts. The teachers＇ own learning process and planning work is parallel to the work forms applicable to the students. They are all interdependent of each other since all the work areas are thematic. The school can be seen as an activity system where members interplay and communication develops a common culture. 相似文献
10.
In the process of classroom education, setting questions in class is an important teaching method, which is used in the whole teaching activity and acts as the link between the thoughts of teachers and students. Hence, creating a wisdom class and using according questions to aid the class are of great significance to both students and teachers. In this paper, 40 elementary students from the 9th grade and 10 of their teachers were studied and the result showed that learning requirements facing to the whole class and students＇ learning beliefs are essential principles, and questions should be set by having an exhaustive understanding of the textbook, giving previous homework, creating a thinking atmosphere, and setting a proper difficulty for the students. The proper time to set questions is when the old knowledge and new knowledge of the student conflict in the awareness of the student, when the teacher wants to spread thought, and when the teacher wants to make a conclusion. 相似文献
11.
Effective teaching methods-- Project-based learning in physics 总被引：1，自引：0，他引：1
Renata Holubova 《美中教育评论》2008,5(12):27-35
The paper presents results of the research of new effective teaching methods in physics and science. It is found out that it is necessary to educate pre-service teachers in approaches stressing the importance of the own activity of students, in competences how to create an interdisciplinary project. Project-based physics teaching and learning seems to be one of the most effective methods for teaching science for understanding. It is necessary to provide in-service teachers instruction （seminars） and prepare sample projects with proposals how to develop, run and evaluate interdisciplinary projects. Projects are important ＂real-world＂ physics modules, modern physics and everyday life problems can be integrated into the high school curriculum. Examples of projects that were worked out are presented. 相似文献
12.
Collaboration is becoming increasingly important in the realm of education （Novoa, 2004）. For instance, as soon as training is undertaken, the future teacher must develop an ability to cooperate in a pedagogical context. However, in order to learn to make a relevant contribution to a teaching team＇s undertakings and to provide innovative suggestions in pedagogical matters （Gouvernement du Quebec, 2001）, the student teacher needs solid backing from the cooperating teacher. A student teacher＇s willingness to reflect on and to question his own teaching practices will create a much more promising learning context （Portelance ＆ Durand, 2006）. Reciprocally, the cooperating teacher will make a positive contribution to the student teacher by accepting that his positions be questioned and even altered （Johnston, Wetherill ＆ Greenebaum, 2002）. It is the dynamics of sharing of knowledge and know-how in this partnership that retains our interest. From 2004 to 2007, the researchers carried out a study of the subject by examining four practicum sessions at high school level in a number of Quebec schools. To gather data, the researchers used written questionnaires, individual interviews, as well as recordings of conversations between student teachers and their cooperating teachers. These conversations pertain to the conception and to the execution, by the student teacher, of teaching-learning situations. These dialogues were integrally transcribed and processed by N＇vivo, software designed to analyze qualitative data. the researchers present a typology of the respective roles taken on by the two partners in their discussions. The cooperating teacher reveals himself to be an advisor, a transmitter of information and a teacher. The student teacher also takes on the role of transmitter of information, as well as that of reflective practitioner, among others, the researchers observed that the conversations are usually carried out in an egalitarian spirit and, in some cases, give rise to co-construction of practical knowledge. 相似文献
13.
The transformative use of ICT （information and communication technology） in the educational setting is demanding continually assessing bottlenecks and conducive conditions with the aim of consolidating the pre-conditions and to dry the drawbacks from their root. As a result, this qualitative research approach employed to explore enablers and barriers of using ICT in initial teacher preparation in the context of JU （Jimma University）, Ethiopia. The study employed in-depth interviews with student teachers and teacher educators. Participants＇ perception of ICT as a vehicle for quality learning and multiple access to ICT use pointed as supportive conditions. Whereas, mismatch of methodologies being used in teacher education and schools, resource constraints, marginalizing teacher education program, unsuccessful experience of learning via ICT, and lack of clear directive and expertise on the use of ICT were some of the major issues forwarded by the participants. Redesigning of the teacher education program in the way of using ICT is clearly indicated, the system that forces and reinforces the use of ICT in place is among the recommendations forwarded. 相似文献
14.
This paper reports on the instructional practice of teachers who have similar language and culture as their students in a bilingual cluster （Cluster A） involving three schools and seven teachers in delivering the curriculum to year 0 （5-year-old） to year 8 （12/13-year-old） students. The 30-40 minutes baseline observations conducted on teachers＇ instruction during a reading session were part of a Ministry of Education＇s （MOE） professional learning and development project （in progress） to increase student achievement in English literacy in these classrooms through evidence-based in-class facilitation. We hypothesized that teachers in these bilingual classes were perhaps not making optimal use of children＇s prior knowledge, particularly their linguistic and cultural strengths, to increase robust and in-depth oral discussions for understanding the texts during the reading lessons. The baseline observations were coded under exchanges known to enhance reading comprehension and specifically related to vocabulary, checking, incorporation, extended talk, awareness, and feedback, and were analyzed for the purposes of： （a） feeding back to teachers what their instruction looked like; （b） creating discussions around teachers＇ strengths and weaknesses that had arisen out of the instructional and student achievement data; and （c） identifying professional development needs for teachers and their students. It was found that teachers and students＇ discussions around a concept or word were limited and that students＇ oral strengths were not fully optimized for understanding. We report here the first phase involving Samoan teachers teaching Samoan students in Samoan bilingual classrooms. The second phase is in progress with the last phase starting midyear. The findings from these two phases will enable some discussions to be made around shifts in instructional practice, if any, their impact on student achievement and how these might be sustained. 相似文献
15.
Wan Azlinda Wan-Mohamed Mohamed Hafts Yunus 《美中教育评论》2009,6(4):56-61
Generic skills are skills which contribute towards individual＇s effective and successful participation in the workplace. For juveniles, Technical and Vocational Education （TVE） is one of the platforms that provide them generic skills which enable them to compete for job market. The purpose of this study is to investigate the level of generic skills that has been inculcated through TVE on juveniles in one of the juvenile schools in Malaysia, the time the teachers spent on inculcating the skills, and the challenges the instructors face in the process. There are four focuses of the generic skills that are of interest in this study： communication, teamwork, problem solving and technology. Eight teachers and 119 juveniles were chosen as the respondents from the Juvenile School （JS）. The data collected was through a set of questionnaires from the respondents, and these were analyzed by using frequency, percentage and mean score. The findings from this research show that the level of generic skills inculcated as perceived by the juveniles is at a moderate level. The perceived moderate level of skill acquire of the juveniles is justified by the moderate amount of time that the teachers believed they spend in instilling the generic skills. The teachers also suggested that the lack of understanding on what generic skills are is the main reason for not inculcating generic skills at its highest level. In conclusion, generic skills inculcation on juveniles through TVE in Juvenile School is at an average level. Measures have to be taken so that inculcation of generic skills can be increase to a higher level, as these generic skills will benefit juveniles in the labor force market. 相似文献
16.
The issue of improving the efficiency of college English teaching and learning has long puzzled our educators and English teachers.There are many ways to help the solving of the problem,but in China,where English is mainly taught in classroom,the teacher is a very important factor to influence the result of English teaching.In order to solve the problem,the teacher must know exactly what roles he should play in the process of teaching and make some changes in his old teaching methods. 相似文献
17.
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
18.
Nancy Chitera 《美中教育评论》2014,(12):861-872
The purpose of this article is to develop a framework that can be used to describe and explain how mathematics teachers construct a multilingual classroom and the discourse practices being produced in a mathematics classroom. It conceptualizes the discourse practices used by mathematics teacher educators as they prepare student teachers to teach mathematics. The framework developed here is shaped by Critical Discourse Analysis （CDA） drawn from Fairclough. This provides the theoretical and conceptual tools to examine the discourse practices of mathematics teacher educators and how the）＇ make available these discourse practices for student teachers to draw on. In broad terms, this article examines the discourse practices of the mathematics teacher educators and how they support the student teachers develop discourse practices relevant for teaching and learning school mathematics in multilingual classrooms. This article is broken down into several sections. The first section discusses what it means for student teachers to develop discourse practices for mathematics teaching. The second section provides an introduction to CDA, followed by its origins, key terms, and elements of Fairclough＇s CDA. Thereafter, the author outlines the strategies involved in doing CDA. The last section discusses why CDA is relevant to the mathematics classroom. 相似文献
19.
Kofi Bentum Wilson 《美中教育评论》2014,(6):387-394
This study reported the findings of a survey from a broader study conducted to： （a） find out the level to which students use computers; （b） compare which gender is more proficient in computer use; and （c） discuss the relationship between students＇ age and their computer proficiency. Activity theory was adopted as the theoretical framework to explain behavioural intentions of computer interactions. The study used self-answering questionnaires with closed-ended items to collect data from a group of teacher-trainees. A total of 1,500 questionnaires were distributed using a stratified sampling to select respondents. The data collected were analysed using simple means, frequencies, standard deviation, independent sample t-test, Chi-square test, and cross-tabulation. Findings from the study showed a significant difference of computer usage in level of proficiency by gender. The main findings are： 1 Younger students have higher computer proficiency skills as compared to the older students; 2. The students use computers for various activities including listening to music, playing games, researching, chatting, and e-mailing; 3. The students get access to educational resources including electronic journals, e-books, open educational resources （OER）, educational digital video disk/compact disc （DVD/CD）, and online databases; and 4. Male students have higher technology literacy skills than female students. The study recommended that efforts should be made to provide more access time to computing facilities to increase students＇ computer usage. There is a need to bridge the computer usage gap between male and female students. Older students should be encouraged to improve their technology literacy skills. Furthermore, the results suggested that the students used technologies within the objectivist model of teaching and learning. From the findings, teacher education programs need to provide teacher-trainees with further training programs to help them enhance their skills in the use of computers as an instructional tool for teaching and learning. 相似文献
20.
Ayten Kiris Avarogullari Izzet Gorgen 《美中教育评论》2014,(5):312-324
The purpose of this study is to determine how well the Turkish pre-service history teachers in a state university＇s teacher certification program for history majors create the historiographical papers. By doing so, the aim is to elicit the present state which can be drawn on by future research. Document analysis method, which is one of the qualitative research methodologies, has been used to analyze the data. Historical texts of seven pre-service history teachers were analyzed according to some historical essays check-list developed by the researchers. At the end of the study, it was concluded that pre-service history teachers do not thoroughly follow the criteria used to write a historiographical paper. Suggestions have been offered to improve writing skills of the pre-service history teachers. 相似文献