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1.
Abstract

In‐service teacher training programmes in Japan are conducted by various organizations including local education boards, the Education Ministry, and public foundations. Pre‐service teacher training is extensively offered at national, public and private colleges and universities. These formal programmes fulfil the basic needs of teachers and they have little link to distance education systems. Teachers’ spontaneous energy to teach themselves is now directed towards using personal computer networks and the Internet. These telecomputing activities are reviewed and future directions suggested  相似文献   

2.
“TeleNex” is a computer network set up to enhance the professional development of inservice English teachers in Hong Kong by allowing them to access and share curriculum materials and to communicate with teacher educators at The University of Hong Kong and fellow teachers in other schools. This paper reports a study on the characteristics of the interactions in the public conferences on “TeleNex” during its first 16 months of full operation and the possible factors contributing to these characteristics. In order to analyze the various aspects of conference interactions, including teacher participation, initiation and response, response patterns and message types, a framework of message analysis was developed, drawing on concepts in conversational and discourse analysis. To investigate the possible contributing factors, a questionnaire was designed and administered to all users at the end of the 16-month period. The interaction analysis results and the questionnaire results confirmed the findings in previous studies carried out by the authors that social and psychological factors were very important in shaping the network interactions. TeleNex (Teachers of English Language Education Nexus) is a computer network set up by TELEC with a generous donation from the Hong Kong Telecom Foundation. The Hong Kong Language Fund provided further funding for its third year of operation (1995-96). The research side ofTeleNex is funded by the Research Grants Council of The University Grants Committee of Hong Kong. The authors wish to thank the Hong Kong Telecommunications Foundation and the Hong Kong Language Fund for their generous support. They also wish to thank all colleagues at TELEC who have worked tirelessly to set up the network. In particular, they wish to thank Suzi Nicholson for her comments on the draft. Finally, they wish to thank the editor Steven Ross for his detailed comments and suggestions for revision.  相似文献   

3.
ABSTRACT

Cross-disciplinary self-studies and peer coaching have separately been shown to offer teacher educators meaningful professional development opportunities. However, the teacher educator literature has said little about combining cross-disciplinary self-studies with peer coaching. In this article, the authors report a two-year cross-disciplinary peer-coaching self-study by experienced teacher educators, one from English Language Arts and one from Mathematics Education. The purpose of the self-study was to examine the connections that bridge the two disciplines and the differences between disciplines that offer new perspectives. Results revealed important process connections involving standards for practice and academic vocabulary. The self-study also illuminated meaningful new perspectives about what questions are asked during whole-class discussion and how data is generated during student collaboration. This study demonstrates the benefits of combining cross-disciplinary teacher educator collaboration with peer coaching and has implications for individual teacher educators and teacher education programs.  相似文献   

4.
The Common European Framework of Reference for Languages (CEFR) has emerged as a global policy in language education which has been ‘borrowed’ by nations across the world. This paper presents a critical analysis of Malaysia’s borrowing of the CEFR as part of English language curriculum reform with particular reference to policy motivation and implementation processes as outlined in the English Language Education Roadmap for Malaysia (2015–2025). The analysis draws on Phillips and Ochs’s (2003, “Processes of Policy Borrowing in Education: Some Explanatory and Analytical Devices.” Comparative Education 39 (4): 451–461.) framework for examining educational policy borrowing to highlight challenges as well as prospects of the implementation of the global policy in higher education in Malaysia.  相似文献   

5.
This ethnographic study of a third grade classroom examined elementary school science learning as a sociocultural accomplishment. The research focused on how a teacher helped his students acquire psychological tools for learning to think and engage in scientific practices as locally defined. Analyses of classroom discourse examined both how the teacher used mediational strategies to frame disciplinary knowledge in science as well as how students internalized and appropriated ways of knowing in science. The study documented and analyzed how students came to appropriate scientific knowledge as their own in an ongoing manner tied to their identities as student scientists. Implications for sociocultural theory in science education research are discussed. John Reveles is an assistant professor in the Elementary Education Department at California State University, Northridge. He received his Ph.D. from the University of California, Santa Barbara in 2005. Before pursuing his Ph.D., he worked as a bilingual elementary school teacher for 3 years. His research focuses on the development of scientific literacy in elementary school settings; sociocultural influences on students' academic identity; equity of access issues in science education; qualitative and quantitative research methods. Within the Michael D. Eisner College of Education, he teaches elementary science curriculum methods courses, graduate science education seminars, and graduate research courses. Gregory Kelly is a professor of science education at Penn State University. He is a former Peace Corps Volunteer and physics teacher. He received his Ph.D. from Cornell in 1994. His research focuses on classroom discourse, epistemology, and science learning. This work has been supported by grants from Spencer Foundation, National Science Foundation, and the National Academy of Education. He teaches courses concerning the uses of history, philosophy, sociology of science in science teaching and teaching and learning science in secondary schools. He is editor of the journal Science Education. Richard Durán is a Professor in the Gevirtz Graduate School of Education, University of California, Santa Barbara. His research and publications have been in the areas of literacy and assessment of English Language Learners and Latino students. He has also conducted research on after school computer clubs, technology and learning as part of the international UC Links Network. With support from the Kellogg Foundation, he is implementing and investigating community and family-centered intervention programs serving the educational progress of Latino students in the middle and high school grades.  相似文献   

6.
Abstract

The innovative integration of technology into teacher education is at a premium. Institutions, large and small, are searching for examples of appropriate, effective, and replicable programs on which to base programmatic decisions. This article provides such a guide. The authors represent four of the first six International Society for Technology in Education (ISTE) Distinguished Achievement award‐winning programs. This article provides examples of how four highly innovative programs meet the ISTE National Educational Technology Standards for Teachers (NETS?T) for technology integration into the teacher education programs. It provides a collection of practical examples of ways in which teacher education programs can use the NETS'T as a guide for enhancing teacher education curricula on campus and in P‐12 classrooms where teacher education candidates work.  相似文献   

7.
ABSTRACT

Universities in England and Wales have played a substantial role in teacher education for nearly a hundred years. Throughout this period their involvement in teacher education has been seen as a threat to the universities’ claims to status and autonomy. As a result the universities have regarded teacher education with ambivalence, an ambivalence which can be traced from the report of the Cross Commission in 1888 to the setting up of the Council for the Accreditation of Teacher Education in 1984.  相似文献   

8.
The role of teacher training, as it pertains to the adoption of inclusive education (IE) (European Journal of Special, 22, 2007, 367), is critical in realizing and achieving truly IE environments. Literature often reports poor or inadequate training with regard to IE practices (Preparing Teachers of the Deaf for a Complex, Jacksonville, FL). The purpose of this review was to examine North American and Australian research regarding teacher training for students with disabilities (SWD) with the goal of informing best practice. Of the 27 reviewed studies, teacher training interventions reported positive outcomes and showed improvements in the areas of teachers’ attitudes/perceptions, knowledge, and strategies/skill development (Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 32, 2009, 166) regarding IE SWD. The researchers cautiously recommend the employment of workshop style approaches as they appear to have the capacity to tackle all three outcome variables concurrently and within the shortest timeframe. Our restrained recommendations for best practice are born out of the quality of evidence presented within the reviewed studies.  相似文献   

9.
Abstract

Two questionnaires, designated as Teachers’ Questionnaire on Sex Education (TQSE) and Student Teachers’ Questionnaire on Sex Education (SQSE) were administered to teachers and student teachers respectively to find out how interested, willing and prepared they are to be involved in sex education programmes in Nigerian secondary schools. This approach was predicated on the belief that teachers have a vital role to play in implementing any government policy on sex education particularly if such policies are to be routed through the schools.

Results show that teachers and student teachers alike are in favour of sex education. Thy are also willing, interested and prepared to participate in sex education programmes. They feel deficient, however, in their knowledge of sex education.  相似文献   

10.
This study examines teacher perceptions regarding professional development practices used in a region of the NSW Department of School Education to support the implementation of the K-6 Science and Technology Syllabus. The findings from a survey of 97 teachers indicate that teachers have a preference for ‘traditional’ models of in-service which may not bring about significant changes. Teachers also perceive that change is brought about through the influence of external factors such as in-service and resources which are not directly the responsibillity of individual teachers. This contrasts with the perception that the inability to change is due to internal personal qualities. Specializations; K-6 teacher education in science and technology education, children's learning in science and technology.  相似文献   

11.
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12.

This paper reports on an investigation carried out in a ‘key’ secondary school in Shanghai. This investigation is set in the broader context of current developments in Chinese Education. Perhaps the first surprising discovery is that the affective aspects of education are seen as highly significant in these developments. Given the vast numbers involved and great regional differences, what is described here is likely to be only representative of the best practice. The particular focus of this paper is on the multifaceted role of the class teacher. The second surprise is that though there are great differences, not least in the politicization of education, there are striking parallels with English education and there are some instances where the class teacher’s practice as described here is in advance of many of their English counterparts.  相似文献   

13.
ABSTRACT

This paper describes an histprical view of the legal and political aspects related to special education. It analyses the current and future perspectives that public and private educational institutions utilize to provide school services to individuals with disabilities in Brazil. Although Brazil has developed laws and provisions to guarantee the integration of students with disabilities into regular schools, this is not happening in most cases. In fact, Brazil does not yet have schools that consider the diversification of students’ capabilities as beneficial to the intellectual development of deficient and non‐deficient students. Poor teacher training and institutional conservatism constitute the obstacles to the implementation of innovation in this area. Most of the innovations seen today are the fruit of individual initiatives, such as the Project for Training Teachers to Integrate the Disabled into Schools (PROEDEM) and the Project for Using Computers in Special Education, that we describe. We believe that these new proposals will have a great impact on the education of students with deficiencies. This will raise the consciousness of educators and will help to transform the current conceptions and actions related to the education of people with disabilities, making possible the implementation of special education reforms.  相似文献   

14.
《师资教育杂志》2012,38(2):143-150
ABSTRACT

Formed to promote high standards in teacher education and provide a national forum for matters relating to it, the Universities Council for the Education of Teachers has been constrained by recent government reforms to become more a campaigning organisation. The political environment that has prompted that response is examined and the reasons for UCET's opposition to some of these reforms are outlined.  相似文献   

15.
Abstract

This study explored the relative salience of students’ personal strengths and teacher support in predicting academic risk status. The participants were Secondary One (S1, Grade Seven) students from Singapore who scored below the cohort’s mean score in a national test administered at the end of primary education, and were identified as low risk (n = 309) or high risk (n = 396), based on their S1 achievement score in the English Language subject. Logistic regression analysis was conducted with academic risk status as criterion variable and the following potential predictors: students’ background variables (i.e. socio-economic status, cognitive ability and initial achievement), personal strengths, teacher–student relatedness, and teacher autonomy and competence support. After controlling for the effects of the students’ background variables, teacher trust emerged as the strongest (negative) and most stable predictor of high-risk status; teacher alienation and teacher–student communication were found as significant positive predictors of students’ placement in the high-risk group.  相似文献   

16.
Abstract

In 2013, several leaders of the Early Childhood Education Assembly (ECEA) of the National Council of Teachers of English (NCTE) developed a multi-year project called Professional Dyads and Culturally Relevant Teaching (PDCRT). Funded by NCTE, early childhood teacher/teacher-educator dyads from various locations across the United States work together for two years to investigate, generate, implement and document culturally relevant pedagogies in their respective early childhood contexts. This article outlines some of the work of two PDCRT dyads conducted from 2013 to 2015. The project was developed in response to the long-time need for culturally relevant early childhood education and teacher education reform by focusing on overturning inequitable practices that ignore, misrepresent or marginalize children and families of Color, emerging bi/multilinguals and children from low-income communities. We argue that the PDCRT dyad model is an innovative avenue for addressing inequitable educational realities in the Eurocentric educational system that persists in the US and for moving equity work forward.  相似文献   

17.
Abstract

Background: International achievement studies such as the Programme for International Student Assessment (PISA) have an increasing influence on education policy worldwide. The use of such data can provide a basis for evidence-based policy-making to initiate educational reform. Finland, a high performer in PISA, is often cited as an example of both efficient and equitable education. Finland’s teachers and teacher education have not only garnered much attention for their role in the country’s PISA successes, but have also influenced education policy change in England.

Main argument: This article argues that the Finnish model of teacher education has been borrowed uncritically by UK policy-makers. Finnish and English philosophies of teacher preparation differ greatly, and the borrowing of the Finnish teacher education model does not fit within the teacher training viewpoint of England. The borrowed policies, thus, were decontextualised from the wider values and underpinnings of Finnish education. This piecemeal, ‘pick “n” mix’ approach to education policy reform ignores the fact that educational policies and ‘practices exist in ecological relationships with one another and in whole ecosystems of interrelated practices’. Thus, these borrowed teacher preparation policies will not necessarily lead to the outcomes outlined by policy-makers in the reforms.

Sources of evidence: Two teacher preparation reforms in England, the University Training Schools (outlined in the UK Government’s 2010 Schools White Paper, The Importance of Teaching) and the Master’s in Teaching and Learning (MTL), are used to illustrate the problematic nature of uncritical policy borrowing. This article juxtaposes these policies with the Finnish model of teacher education, a research-based programme where all candidates are required to complete a Master’s degree. The contradictions exposed from this analysis further highlight the divergent practices of teacher preparation in England and Finland, or the disparate ‘ecosystems’. Evidence of educational policy borrowing in other settings is also considered.

Conclusions: Both the MTL and the White Paper reforms overlook the ‘ecosystem’ surrounding Finnish teacher education. The school-based MTL contrasts with the research-based Finnish teachers’ MA. Similarly, the University Training Schools scheme, based on Finnish university-affiliated, teaching practice schools, contrasts heavily with the rest of the White Paper reforms, which contradict the philosophies and ethos behind Finnish teacher education by proposing the move of English teacher preparation away from the universities. The analysis highlights the uncritical eye through which politicians may view international survey results, looking for ‘quick fix’ options instead of utilising academic evidence for investigation on education and education reform.  相似文献   

18.
Abstract

One important strategy for strengthening policy and advocacy in early childhood education is through the incorporation of specific course content in teacher education programs [New Perspectives in Early Childhood Teacher Education: Bringing Practitioners Into the Debate, Teachers College Press, NY, New York, 1994]. Yet, to date, little is known about the extent to which content relating to these two important issues are incorporated into teacher education programs. In response to this gap, an exploratory study of early childhood teacher education programs was conducted to determine the nature of policy and advocacy content included in undergraduate and graduate programs in the United States. Public and private institutions, ranging in size from small four‐year colleges to large public universities, participated in this national survey. Results indicated that advocacy and policy content is incorporated in most teacher education programs in a varied, yet unsystematic, manner. Respondents also identified a range of current and needed resources to support advocacy and policy education as well as a number of barriers that impede incorporation of such content in their programs.  相似文献   

19.
Abstract

A competence based approach to the Advanced Diploma in Education (FE) teacher training course was introduced at beginning of the 1989/90 academic year in the University of Ulster. The following year an evaluation of the course began which was completed in 1994. This included a survey of the attitudes of the staff involved with managing the implementation of the course. Included in this were members of the University Course Team, the college staff who carry out work based assessments and the Education and Library Boards who monitor such assessments. The results showed that all parties positively regarded the competence based approach both in relation to it as an initial teacher training course and as a tool in the professional development of vocational teachers. The study, however, highlighted the difficulties inherent in the maintenance of standards in collaborative teacher education and there are recommendations for the further development of future programmes.  相似文献   

20.
ABSTRACT

This article is based on the empirical research involving Chinese exchange teacher candidates from Southwest University in China who participated in the Reciprocal Learning in Teacher Education and School Education between Canada and China (RLTESECC) project and studied at the University of Windsor. These teachers conducted classroom observation in Canadian schools from 2010 to 2016. The research study explores changes in Chinese teacher candidates’ beliefs about their professional life, which was promoted by the project, inspired by the Teachers’ Change Model proposed by F. A. J. Korthagen and based on the concept of Reciprocal Learning as collaborative partnerships between and among cultures. A two-stage research design was guided by the Grounded Theory approach (Charmaz, 2006). The findings reveal that the reciprocal learning project created an environment, which was conducive to exchange teacher candidates’ professional development and especially introduced new perspectives to teachers’ understanding of their profession in four areas: 1) teaching, 2) learning, 3) researching and academic writing and 4) professional social life.  相似文献   

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