共查询到20条相似文献，搜索用时 937 毫秒
1.
This article reports on a systematic review of the Self-Study of Teacher Education Practices research literature published between 1990 and 2012. Self-study research refers to teacher educators researching their practice with the purpose of improving it, making explicit and validating their professional expertise and, at the same time, contributing to the knowledge base of teacher education. Reflecting our analysis, we defined self-study as a research approach in the field of teacher education which can be typified by the following characteristics: self-study research focuses on one’s own practice; for this reason, it privileges the use of qualitative research methods; collaborative interactions play a central role in the research process; and its validation is based on trustworthiness. Furthermore, we identified two tensions inherent in the self-study work, on which researchers always and continuously need to position themselves for self-study inquiries to achieve its purposes: the tension between relevance and rigour on the one hand, and that of effectiveness and understanding on the other hand. 相似文献
2.
《Teaching and Teacher Education》2006,22(1):100-119
Learning to teach is a highly complex and multidimensional process. This self-study, conducted collaboratively by a preservice teacher and a teacher educator, traces one preservice teacher's development and growth over a 2-year period. The study examines the complexities of learning to teach, as well as the complexities of assisting preservice teachers on their journey to becoming teachers. The data were derived from multiple sources including observation notes, journal reflections, dialogue journals, and the student's action research/self-study paper. The results provide insight into how preservice teachers think, the conflicts they experience, the fears they encounter, and the benefits they derive from systematically examining their teaching and their students’ learning. The article describes specific attitudes and dispositions that can impact growth and development. In addition, it discusses a variety of activities to foster reflection and inquiry. 相似文献
3.
《Teaching and Teacher Education》2006,22(1):32-41
The teacher research movement has encouraged the development of practitioner research action-oriented and reflective studies among teachers and teacher educators alike. This study compares the profile of research conducted in the Israeli academic teacher colleges with that performed by university faculty. A content analysis of the 204 papers presented at the recent conference of the Israeli Association of Educational Research reveals, that teacher college research indeed focuses on teacher education issues and the relevant study populations. Yet, it does not depart from traditional university research in terms of types of studies and research methods. Dream and reality are therefore mixed in teacher education research. 相似文献
4.
对于立德树人,主要讨论立德树人的内涵、实现途径与机制、中国传统文化视域下的立德树人等问题,并对立德树人进行了一定的实践探索。从现有研究看,研究态度有待端正、研究工作过于分散、理论研究力量单薄、实践探索需要做实、研究成效明显不足是现实存在的主要问题。扎根立德树人的三大基础研究、建构新时代立德树人教育体系、顶层设计推进整体研究、聚合研究力量协同研究,是今后研究的主要方向。 相似文献
5.
6.
《信阳师范学院学报(哲学社会科学版)》2019,(2):70-76
为了推动STEM教育的深入发展,我国香港特别行政区相关机构相继推出一系列文件,包括《STEM教育提升——释放创新潜力》报告、《推动STEM+(科学、技术、工程和数学)教育》报告和《前线STEM教师支援政策研究报告》等。这几个文件内容一脉相承,后面两个文件是第一个文件的补充和扩展。在上述政策的指引下,香港中小学进行了STEM教育实践。通过对香港中小学STEM教育的分析发现,香港STEM教育的推动具有如下特点:高度重视STEM教育发展,顶层设计,统一推进;在充分实证的基础上制定相关策略;多方面协同推进,大力促进STEM教育的深入发展,具体包括更新科学、技术、数学教育课程,重视学生学习活动的参与,提供学和教的资源,提升学校和教师的专业发展,加强合作和宣传好的实践案例等;举措具体可行;在所有中小学全面铺开。我国香港特别行政区STEM教育的发展给了内地一定的启示,包括:充分认识STEM教育的重要性和紧迫性,出台具体明确的STEM发展规划;在充分调查的基础上制定相关政策;多方面协同,共同推进,具体包括持续进行课程的更新、提供多种形式的丰富的教学资源、组织各类学习活动、与各个利益相关者进行合作、注重教师的专业发展、注重核心素养的培养;全面铺开。 相似文献
7.
《Studying Teacher Education》2013,9(3):258-271
ABSTRACTIn this article, we engage in collaborative self-study through a critical friendship that is specifically designed to evoke our personal histories in relation to how we approach our practices as teacher educators. In particular, we focus on understanding the conceptual origins of our pedagogies of teacher education and how our identities as teacher educators were shaped, and continue to be shaped, by colleagues, teacher candidates, and by the process of self-study itself. We argue that the multiple studies that are available to any self-study research programme create a plurality of publics in which we identify, and are identified, in particular ways by particular members of the teacher education community. One significant avenue for our developing line of work concerns the ways in which our shared bilingualism plays out during our critical friendship, and how the use of multiple languages helps us to reframe our identities as teacher educators, particularly whilst engaged in translanguaging practices. 相似文献
8.
《Studying Teacher Education》2013,9(3):334-354
ABSTRACTThis article explores how five international colleagues from the USA, Canada, China, and Japan use self-study methodologies and online journaling to systematically examine the tensions surrounding the lived experiences of feminist academics in diverse global contexts. It draws from the theoretical foundations of critical qualitative inquiry, self-study, feminist epistemologies, and fiction as research. The main research questions guiding the study are: what is the role of self-study and journaling in an international research collective?, how can contemporary literature inform a self-study about the intersection of gender and career?, and in what ways does journaling with international partners support personal and professional development of multicultural teacher educators?. For 6 months, the authors explored these questions with one another in an interactive online journal. Collaborative analysis of the journal entries produced three major themes: fiction as self-study, scholarship as hope, and scholarship as freedom. The article concludes with the authors’ personal views on the importance of online journaling and self-study among educational researchers who are interested in finding tools and structures for navigating the contemporary women’s movement within academia. 相似文献
9.
ABSTRACTA review of current self-study research related to teacher education policy in the United States indicates that at local, university, and state levels teacher educators are affected emotionally and professionally by policy and, in most cases, feel that policy is something done to teacher educators as opposed to something to which they can contribute and make a difference. In this article, we use our review as a base from which to consider how both special educators and general educators might use self-study to know one another better, to work collaboratively to affect policy, and to understand how policy affects them. We argue that teacher educators must work together across content areas in order to interrogate the implementation and impact of policy and to influence the development and implementation of policy. 相似文献
10.
The increasing amount of empirical research shows that the role of regulatory processes is critical in CSCL and collaborative learning settings. However, the current conceptual definitions and specificity of the findings vary. This is most probably because of limitations in the methods investigating regulated learning in a collaborative learning context. This study aimed to provide empirical evidence for how self- and shared regulation activities are used and whether they are useful for collaborative learning outcomes. Eighteen graduate students worked in collaborative groups for seven weeks in a CSCL course and the data of this study focuses on three one week online collaborative learning phases in the course. Temporal and sequential analysis of chat discussions and log file traces were matched to find evidence about whether the students' collaboratively planned regulatory activities became shared in practice. The results show evidence that collaborative planned regulatory activities become shared in practice. The groups that achieved good learning results used multiple regulatory processes to support their learning and also reached shared regulation. The four microlevel examples demonstrate simplified patterns of the activation of self-regulation and shared regulation. In conclusion, individual socially shared regulation plays a critical role in successful collaborative learning. 相似文献
11.
运用内容分析法对《数学教育学报》（2011—2015）刊载的研究性论文的研究方法从5个维度进行了系统的量化分析。研究发现：中国数学教育研究最常用的研究方法是理论思辨、统计调查和内容分析,叙事研究、田野调查等质性研究方法较为罕见;实证研究正逐渐成为中国数学教育研究的主流,然而实证研究以量化研究为主,质性研究和混合研究较少;使用数学方法研究数学教育已经成为人们的共识,但使用的数学方法主要是简单统计;描述型研究在中国数学教育研究中占有绝对的主导地位,关联型研究和干预型研究严重不足。最后,针对中国数学教育研究方法中存在的问题提出了若干建议。 相似文献
12.
Jan Alexis Nielsen 《Research in Science Education》2013,43(1):371-393
This paper explores the challenges of using the Toulmin model to analyze students’ dialogical argumentation. The paper presents a theoretical exposition of what is involved in an empirical study of real dialogic argumentation. Dialogic argumentation embodies dialectical features — i.e. the features that are operative when students collaboratively manage disagreement by providing arguments and engaging critically with the arguments provided by others. The paper argues that while dialectical features cannot readily be understood from a Toulminian perspective, it appears that an investigation of them is a prerequisite for conducting Toulminian analysis. This claim is substantiated by a detailed review of five of the ten most significant papers on students’ argumentation in science education. This leads to the surprising notion that empirical studies in the argumentation strand — even those studies that have employed non-dialectical frameworks such as the Toulmin model — have implicitly struggled to come to terms with the dialectical features of students’ discourse. The paper finally explores how some scholars have worked to attend directly to these dialectical features; and it presents five key issues that need to be addressed in a continued scholarly discussion. 相似文献
13.
《Studying Teacher Education》2013,9(2):139-159
ABSTRACTThis article outlines how a cyclic process of reflection and action was strengthened by the role of an external critical friend in a collaborative self-study. As three teacher education practitioners, two of us participated in the collaborative self-study, acting as internal critical friends to each other, while the third added an external layer of criticality. We both coached the university football team through one playing season: planning, coaching and reflecting collaboratively. Examination of the collaborative self-study identified two essential elements that supported our learning. The collaborative self-study was supported by a cyclic process of reflection, planning and action, and this foundational layer with review and deliberation to support the critical reflection contributed to learning and practices, both as coaches and as teacher education practitioners. A second layer of collaboration, in conjunction with an external critical friend, added to the depth of critique. While the role of critical friend is not new to self-study, analysis of data from both layers of critical friendships is useful in exploiting the structures and methods used throughout the study to contribute to individual and collaborative learning. This article presents the intricate details of the modus operandi – the repetitive cycle of action and reflection at the foundational layer, and the additional review and deliberation with an external critical friend in the second layer. 相似文献
14.
《Studying Teacher Education》2013,9(2):173-187
This paper explores the dual and seemingly contradictory potential of self-study research to illuminate our fears, anxieties, tensions and uncertainties as teacher educators, whilst acting as a catalyst for community building. This self-study research was conducted during the founding year of a new school of education, drawing data from surveys and interviews with faculty about their own self-study research and participation in one another's studies. Through these collective self-studies, faculty members constructed and negotiated their identities as teacher educators and as a school of education. As researchers and researched participants, the faculty of the new school of education moved during that first year between vulnerability and community, a process illuminated by their self-study research. 相似文献
15.
16.
Our self-study has two main purposes: (1) to understand the value of self-study for credential program graduates to confront in transformative ways the pedagogical challenges of urban schools, and (2) to add to an exploration of self-study for non-teacher educators and strengthen our preparation of candidates to enact such inquiry. To answer these questions, we orchestrated a dialogic exchange with three Master's students who used self-study to research and improve their teaching in urban elementary schools. We analyzed their papers both to see how consistent they were with the characteristics of self-study and to determine the nature of lessons learned in relation to our social justice goals. In addition, in the following year we gathered and analyzed information about their post-study reactions to self-study and its continuing influence. In their self-studies all three examined assumptions guiding their teaching by analyzing pertinent data and functioning as critical friends for each other; their work was consistent with self-study requirements. Written reflections and interviews all mentioned the transformative influence of self-study on their thinking and practice. We also discovered that we should strengthen our guidance with regard to the specifics of self-study methodology, as in the need to look for disconfirming evidence. Although their commitment to the process was maintained, we need to explore whether and how self-study might be engaged more informally. Overall, we found that self-study invites teachers to question discriminatory categories with empirical evidence and empowers them to redefine their profession and question regressive policies. 相似文献
17.
Studies on teachers’ grading suggest that school grades depend not only on students’ performance but also on teachers’ bias toward specific social categories. Numerous studies tested the existence of discrimination in grading using different strategies and focusing on multiple students’ characteristics. This study aims to summarise those studies by identifying (1) the methodologies used, (2) the characteristics on which discrimination is based and (3) the empirical results. We conducted a scoping review where studies were selected blindly by the two authors. The initial search was conducted on ERIC, Education Database and PsycInfo and 37 studies were finally identified. A comparison among the included studies suggests that the main strategies used are experiments and regression analysis on the difference between blind and non-blind scores, while gender, race/ethnicity and migration background are the most frequently tested characteristics. Finally, on average studies confirmed the presence of discrimination in grading still with some exceptions and, sometimes, under specific conditions. To conclude, it is challenging to test teachers’ discrimination through grading and to date the methodologies used have some limitations. However, on average, empirical evidence suggests that school grades are affected by teachers’ bias. 相似文献
18.
This article reports on a collective self-study from our multiple and unique experiences of teaching self-study research in the Netherlands and the United States. Through the methodology of dialog, we merged what we learned from our individual studies which resulted in six guidelines for a pedagogy for teaching self-study research. Without claiming that the six guidelines have full applicability to all teaching contexts, we offer instead a discussion of the complexities and value of framing a pedagogy of self-study research. This study provides a conceptual, theoretical, and practical base for further studies to build a knowledge base on this topic. 相似文献
19.
This self-study investigated the tensions that I (Heidi) encountered when teaching elementary preservice teachers how to develop a coherent sequence of five science lessons. Four lesson planning components guided me in developing a series of lessons to support the preservice teachers with this exercise. Employing self-study methodology, data sources included preservice teachers' artifacts, an audio-recording of the preservice teachers discussing the planning of their lesson sequence, and two reflection journals, one kept personally and one kept collaboratively with my co-author and critical friend (Meredith). Findings indicate that a tension of telling and growth developed gradually during the three weeks of teaching. The collaborative journal revealed that this tension was promoted by two other tensions: confidence and uncertainty, and planning and being responsive. Implications regarding the need for explicit teacher educator coursework and reflective practice opportunities are discussed as potential avenues for Ph.D. programs to consider to lessen the tensions that doctoral students may experience during their transition into the role of teacher educator. 相似文献
20.
语法能力对外语学习者语言习得､语言发展起着重要作用,在二语语法教学和研究中占有重要地位｡为此,本研究采取内容分析和主题分析相结合的研究方法,借助质性分析软件NVivo 11,探究40年来国外二语语法能力研究状况｡研究发现,国外二语语法能力研究一直保持上升趋势,研究对象以大学生为主, 研究主题聚焦于中介语和学习者,理论框架多采取语言形式和认知心理视角,实证研究以定量和混合为主｡文章最后对未来二语语法能力研究提出建议｡ 相似文献