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1.
Julie Pearson 《Educational Action Research》2013,21(4):503-515
In this paper I explore how I have come to theorise my work as a critical emancipatory practice as a lecturer in primary physical education (PE). I give an account of what I understand to be the epistemological foundations and practices of practitioner research and my potential educational influence in my own and other practitioner-researchers’ learning. I explain how I have generated my living educational theory of practice and discuss the changes in my learning from a propositional approach towards a dynamic epistemology of practice that is grounded in inclusional and dialogical ways of knowing. Within my paper I position myself as a professional educator and researcher, and share the exciting and transformational experiences of teaching and learning in evolving action research cycles of practice. I view my learning to date as an active act, working with the novice teachers I support to offer improvement and change in our future practice. I celebrate my reconceptualised view of education as a learner from within my practice and explain my move from knowledge transfer to knowledge co-creation. I make an original contribution to educational knowledge by explaining how I try to inspire others to research their practice and contribute to a new scholarship of educational enquiry. 相似文献
2.
李尚生 《成都教育学院学报》2009,23(9):1-4
高等教育在参与培养小学教师的过程中,逐渐显示出原有的课程体系已经难于适合培养新课程改革后基础教育的师资需要的问题。文章通过分析我国小学教师职前培养的现状和发展趋势,结合泉州师范学院在小学教师职前培养课程改革中的探索和实践,从两方面提出建立实践课程体系的构想：一是实践取向的小学教师职前教育课程的实践内容包括教育实践活动、社会实践活动、野外实践活动、科研实践活动,二是实践课程与教学的实施策略包括组建实践教学组织机构、编写实践活动的指导材料、建设实践基地。 相似文献
3.
Anders Jonsson Christian Lundahl Anders Holmgren 《Assessment in Education: Principles, Policy & Practice》2015,22(1):104-121
This study reports on a large-scale implementation of Assessment for Learning (AfL) in a Swedish municipality. The implementation was founded on two principles: (1) teaching should be informed by educational research; (2) to be successful teachers’ professional development needs to be based in everyday classroom practice. From these principles, AfL was chosen as a strand of educational research to inform teaching and ‘Teacher Learning Communities’ were chosen as a vehicle for professional development and for implementing AfL practices. Findings indicate that the project has been successful in bringing about a change in how teachers talk about teaching and learning and in changing teachers’ pedagogical practice towards AfL. Findings also suggest that AfL practices are mostly teacher-centred, which means that the teachers still take most of the responsibility for the assessment. This leads to high workload for the teachers and may also hinder students from taking responsibility for their learning. 相似文献
4.
库伯的经验学习理论--研究中小学教师继续教育的新视角 总被引：2，自引：0，他引：2
库伯的经验学习理论强调经验在学习中所发挥的作用;中小学教师在教育教学实践工作中积累了大量的教育教学经验。因此,在继续教育中应当重视其教育教学经验的作用。 相似文献
5.
库伯经验学习理论强调经验在学习中的作用。中小学教师在教育教学实践工作中积累了大量的教育教学经验,因此,在继续教育中应当重视其教育教学经验的作用。以其学习理论来审视中小学教师继续教育教学模式,有利于在中小学教师继续教育中重视挖掘、提炼、利用中小学教师的教育教学经验,为我们改进教师继续教育,提高继续教育的效果,提供新的思路。 相似文献
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Peter Posch 《Educational Action Research》2019,27(4):496-510
ABSTRACTThe first part of the paper positions the action research movement in the context of other research and development concepts and describes its rationale and some basic quality criteria. Action research is regarded as an umbrella term defined by two generic characteristics: substantial practitioner control of both the practice situation investigated and the research process. These characteristics leave space for considerable variation of action research approaches, depending on the values the two defining criteria take. Selected approaches are described. In the second part, two far-eastern examples of action research are selected that are rapidly gaining ground in western countries: Lesson and Learning Studies. They appear to have potential to not only provide access to practical, mostly tacit routines but to also contribute to reconverting informed knowledge into practical knowledge. A shared characteristic of Lesson and Learning Studies, the iteration of cycles of action and reflection, could be, among other factors, responsible for this transformation. The possible contribution of this feature to overcome the theory–practice divide is discussed. 相似文献
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The constructivist paradigm opens abundant opportunities for effective knowledge construction in which student build knowledge and continually evaluated and improved their knowledge. The teaching mode under constructivist pedagogy redefines the role of students and the teachers and their interrelationships by creating a nurturing environment. By adapting constructivist framework, this article demonstrates how the variation of learning practices was critical in facilitating Primary 4 students in Singapore to carry out seamless science learning. The variation of learning practices enables the students to explore a particular scientific concept through various learning experience across the contexts. The study adapted the framework of the Objects of Constructivist Learning Model for the improvement of the seamless science learning design. When redesigning the lesson, a conscious effort was made by the teacher to create relevant patterns of variation, that is, varying certain critical aspect(s) while keeping other aspects of the object of learning invariant in order to help students discern those critical aspects. The findings contribute knowledge to how the Theory of Variation can be used in analyzing seamless learning as well as designing for constructivist learning experiences. The findings have also demonstrated that the complementary practice of constructivist pedagogy with variation theory as a viable and effective approach in seamless science learning, at which it deepened students' understanding through constructing the critical aspects of a phenomenon. Engagement with primary school students in experiencing the variations allowed the translation of theory into practice. 相似文献
9.
渡边浩一日本 《上海师范大学学报(哲学社会科学版)》2006,35(4):113-116
文章以“小组合作学习”的理论作为基础，与小学英语高年级的教学实践相结合，总结了运用小组合作学习的基本操作方法、教学组织策略及目标与合作任务的设定，并提出了在教学中运用“小组合作学习”应注意的几个问题。旨在将“小组合作学习”这一教学理念推广到小学英语高年级的教学实践中，提高教学成效。 相似文献
10.
Kylie Budge 《The International Journal of Art & Design Education》2016,35(2):243-258
Learning to be an artist or designer is a complex process of becoming. Much of the early phase of ‘learning to be’ occurs during the time emerging artists and designers are students in university art/design programmes, both undergraduate and postgraduate. Recent research reveals that a critical role in assisting students in their maturing identities as artists and designers is played by artist/designer‐academics teaching in university art and design programmes. By maintaining active art/design practices and drawing from these in their teaching, artist/designer‐academics model professional practice to students. Witnessing and interacting with such modelling is part of the process of students learning the shared discourses, views and practices of the art or design worlds to which they aspire to belong. The modelling of professional practice is critical to an artist or designer's ‘learning to be’ experience because it enables students to access the tacit and nuanced behaviours, languages and cultures that constitute contemporary art or design practice. This article outlines findings from a recent Australian study revealing the role of professional practice modelling in university art/design teaching. It highlights the centrality of professional practice modelling to artist/designer‐academics in their beliefs and approaches to teaching their academic disciplines. In critically exploring the research data and findings this article describes the role that modelling of practice plays and how it comprises a core part of the value that artist/designer‐academic participants contribute to the teaching of art/design education. 相似文献
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Hanna Kuusisaari 《Teachers and Teaching》2013,19(1):50-62
Teacher learning and the development of in-service education for teachers are both an active area of research and a broad challenge. In working as teachers, theory and practice are often seen as divided, or problems in teaching and the requirements of development are solved on the basis of experience. This study focuses on collaborative teacher learning as part of an in-service education course that supports teachers in connecting learning theories with practical knowledge and that aims to create new knowledge and practices for teaching. The starting points for the study are the changes of the curriculum and theories of learning. The aim is to analyse developing of teaching in teachers’ collaborative group discussions and how the theoretical knowledge of learning theories is connected with developing teaching practices. The research method of the study was data driven, systematic and qualitative analysis of the content of the discussion. The research data consist of video recorded group discussions of two teacher teams from the in-service education course meeting. The analysis focused on developing talk and further, on finding interconnections between the developing talk and the theories of learning. The analysis shows three different ways how the learning theories emerged in method developing talk. The findings indicate that theoretical knowledge can be used or left unused and imply that creating and changing teaching practices is challenging. However, the findings show that theoretical, research-based knowledge on learning theories can be applied to developing teaching practices in the teachers’ collaborative knowledge creation process. Long-term in-service education based on collaborative knowledge creation and supporting the interconnection of theoretical knowledge of learning and experience knowledge of teaching is a promising way to arrange and develop in-service education. 相似文献
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《Education 3-13》2012,40(4):363-378
This paper discusses some of the findings from a 3-year longitudinal study of language learning in the upper stage of English primary schools, i.e. at Key Stage 2. This largely qualitative study (commissioned by the then Department for Children, Schools and Families) was designed to explore and document developing provision and practice in a sample of primary schools that had chosen to introduce language teaching ahead of the proposal that it should become part of statutory requirements. The research team examined the approaches and mechanisms these schools were using to develop and maintain language learning and teaching, teachers’ and children's attitudes towards language learning and children's achievement in oracy and literacy, as well as considering the possible broader cross-curricular impact of language learning. This paper goes on to consider some of the implications for embedding language learning and teaching in English primary schools. 相似文献
13.
研究性学习作为一种新型的体现素质教育思想和要求的学习方式、课程形态 ,应贯穿于整个学校教育教学活动中。高等师范院校历史教学中 ,应以开放性问题或课题为主线 ,以研究、探讨问题或课题的方式 ,引导学生进行研究性学习。应以学生在研究性学习活动中的状态和成果为依据 ,对学生的研究性学习活动做出价值判断和信息反馈 ,以促进学生研究性学习的健康发展和研究性学习目的的全面实现。 相似文献
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Uta Papen 《Ethnography and Education》2018,13(1):119-134
This paper examines the role of religious literacy practices such as hymns, prayers and Bible stories in the context of literacy teaching in primary schools in England. Drawing on data collected through a classroom ethnography of a year 1 class (five and six-year-olds) conducted in a Catholic primary school in 2013 and 2014, I suggest that religious literacy practices contribute to children’s literacy learning in various ways. They focus children’s attention on a text’s meaning, not on decoding, as other literacy lessons do. They do not privilege rational thinking but afford more emotional and bodily experiences of meaning-making. These practices also offer opportunities for collaborative engagements with literacy, supporting learning through participation. My findings suggest that educators, researchers and policy-makers should pay greater attention to the range of literacy practices children engage with and how they contribute to their literacy learning. 相似文献
15.
中学教师专业发展有其阶段性存在,而教师教育职前培养和教师在职专业发展,是一个统一完整和持续不断的专业发展过程。当前教师教育职前培养,对英语师范生素质结构,英语教育界已有广泛的认同,但对其素质培养的途径和方法的教学实践,收效却不甚理想。我们认为,英语专业师范生素质培养,在注重专业知识、专业技能和专业素养培养的同时,切不能忽视几种核心能力的培养：1．专业发展规划意识和能力;2．自主学习态度和能力;3．教学技能实践与反思能力;4．教学科研能力。 相似文献
16.
当代课堂改革可圈可点,在中国课改史上占有一席之地。在历史发展中,其贡献的三个重要课改经验是：教学模式去留应因地制宜,课改重点要准确定位,教学形态形成宜遵循内在生成的机理。当代课堂改革的理念贡献是启迪课改实践者去深刻反省课改的本质,据此寻求未来课改的新思路。可以预见,未来我国课堂改革的走势是：推进教、学、研的紧密融合,积极构建量身定制的教学样态,实施课改合力的聚力工程,藉此构筑一种低重心、可持续、能深入的课改新样态。 相似文献
17.
宋景芬 《教学研究(河北)》2008,31(4):296-299
情境性学习的研究方兴未艾,其理论基础是杜威的实用主义哲学、情境认知与学习理论、共同要素说等。从目前的研究来看情境性学习的迁移指向有待商榷,因此,笔者针对这一问题展开研究,强调情境性学习的迁移应关注真实的情境、关注学习共同体、关注情境性学习的条件、关注情境性学习的评价等四个方面,并希望情境性研究与教学促成共生。 相似文献
18.
Recent science educational policy reform efforts call for a shift toward practice-focused instruction in kindergarten–Grade 12 science education. We argue that this focus on engaging students in epistemic practices of science opens up new possibilities for the design of learning environments that support the stabilization of learners’ science-linked identities. Learning environments often assume that youth come to them without relevant identity resources to contribute or that the learning environment has no bearing on the disciplinary identification of individuals. We conducted this research while developing a year-long course to teach high school biology by engaging youth in interest-driven projects focused on contemporary topics. We explored how engaging youth in the epistemic practices of science in culturally expansive ways supported their science-linked identification. We propose a model grounded in social practice theory that describes aspects of students’ stabilization of disciplinary identities. We found that (a) deepening participation in scientific practices is linked to whether or not youth have opportunities to coordinate their engagement with their existing identities; and (b) material, relational, and ideational identity resources and qualities of the learning environment mediate how youth stabilize disciplinary identities in interactional moments. 相似文献
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梁碧龙 《福建教育学院学报》2009,10(5):115-117
吕金注主张学习魏碑应以清代碑学实践和理论成果为基础,以沙孟海《写体与刻体》为学术背景,强调笔势环节,注重笔法挖掘。在美院魏碑课程教学中把技术性与理念培养融汇于情境教学,行之有效而发前人之所未发。 相似文献