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《Studying Teacher Education》2013,9(3):284-297
Preservice teachers sometimes experience a gap between best practices that they learn in teacher preparation programs and actual practices that they encounter in classrooms as student teachers. In this self-study, I investigate the gap between best and actual practices, as experienced by a university teacher educator who spent a year as a student teacher in a middle and high school English language arts program. Occupying the identities of a student, a student teacher, a teacher educator, and a researcher, I explored the gap from these multiple perspectives, with the intent of learning how to better support student teachers' development. My findings fall into three distinct phases: (1) In “Mind the gap,” I explain the dilemma I encountered as a student teacher. (2) In “Mine the gap,” I describe the process of exploring the nature and extent of this dilemma. (3) In “The gap is mine,” I analyze a shift in my understanding of where the gap is located. I then illustrate, in a series of short vignettes, the significant impact of that shift on my practice, both as a teacher and as a supervisor of student teachers, and how a core reflection approach to teacher education has supported me in that work. Finally, I discuss some broader practical implications for teacher education programs. 相似文献
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New information and communications technologies (ICT) are redefining teacher education. A university faculty member and an instructional technology consultant incorporated information and communications technologies within a graduate university methods course. The following research questions explored student perceptions of using Web 2.0 tools as a language arts teaching tool: (a) Do pre-service teachers feel adequately prepared to implement 21st century skills using Web 2.0 tools? and (b) What are the barriers that exist for teachers in using Web 2.0 tools in promoting literacy? Findings suggest educators must continue research of Web 2.0 tools to design new learning opportunities for the future. 相似文献
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Stavroula Kaldi 《欧洲师范教育杂志》2009,32(1):35-49
This qualitative study examined mature student teachers in initial teacher preparation for primary schools in Greece. More specifically it sought to identify the profile of mature student teachers, their intentions to become primary school teachers, their academic needs, concerns and expectations as well as their coping strategies across private and public spheres in university departments preparing primary school teachers. Adapting an ethnographic research approach and a case study design, 15 mature student teachers were followed throughout the final year of their studies, investigating patterns of personal and academic identities developed in order to become primary school teachers. Mature student teachers consist of a limited number in the total higher education student population. However their skills and experiences can be regarded as significant in course completion and contributing to a high standard of education in both the university and primary schools. 相似文献
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Not just ‘sunny days’: Aboriginal students connect out‐of‐school literacy resources with school literacy practices 
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下载免费PDF全文 Lynne Wiltse 《Literacy》2015,49(2):60-68
In this paper, I report on a school‐university collaborative research project that investigated which practices and knowledges of Canadian Aboriginal students not acknowledged in school may provide these students with access to school literacy practices. The study, which took place in a small city in Western Canada, examined ways to merge the out‐of‐school literacy resources with school literacy practices for minority language learners who struggle with academic literacies. Drawing on the third space theory, in conjunction with the concept of “funds of knowledge,” I explain how students' linguistic and cultural resources from home and community networks were utilised to reshape school literacy practices through their involvement in the Heritage Fair programme. I analyse a representative case study of Darius, a 10‐year‐old boy who explored his familial hunting practices for his Heritage Fair project. This illustrative exemplar, “Not just sunny days,” highlights the ways in which children's out‐of‐school lives can be used as a scaffold for literacy learning. In conclusion, I discuss implications for educators and researchers working to improve literacy learning for minority students by connecting school learning to children's out‐of‐school learning. 相似文献
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Rachel Sheffield Eva Dobozy David Gibson Jim Mullaney Chris Campbell 《Educational Media International》2015,52(3):227-238
Teacher education is in the grip of change. Due to the new Australian Curriculum, no longer is it possible to plan and implement lessons without considering the inclusion of Information and Communication Technologies. Simply knowing about the latest technology gadgets is not enough. Information literacy is essential in today’s information-rich learning and working environment. Students and teachers must be able to engage with diverse learning technologies efficiently and effectively in the search for the “right information” at the “right time” for the “right purpose”. Key information literacy and inquiry skills have been recognised as vital learning goals by the Australian Curriculum Assessment and Reporting Authority and the International Society for Technology in Education and are thus critical in science teacher education. This paper examines the overlap of technology, pedagogy and science content in the Technological Pedagogical and Content Knowledge (TPACK) framework and its affordances for science educators, at the intersection between technology knowledge, science pedagogy (information literacy and inquiry) and science content knowledge. Following an introduction of the TPACK framework for science education, the paper reports the research findings, which illustrate that 90% of pre-service teachers thought the experimental unit improved their understanding of the inquiry process, 88% reported more confidence in their understanding of science concepts and 94% of students reported an increase in their knowledge and confidence of Web 2.0 tools in supporting scientific inquiry in science. The implications of this study are that the online inquiry improved students’ knowledge and confidence in the skills and processes associated with inquiry and in science concepts. 相似文献
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试论信息时代下的高校图书馆与大学生信息素质教育工程 总被引：1，自引：0，他引：1
李桂香 《青海师范大学学报(哲学社会科学版)》2011,33(1):148-150
高校图书馆具有传递情报和读者教育等功能。利用图书馆对大学生进行信息素质教育,是课堂教育的重要补充形式,它具有其它教育形式无法替代的优势。随着知识经济时代的到来,信息的获取和利用已成为个体生活中不可缺少的精神食粮,而当今的大学生一旦缺乏信息获取和利用的能力,则难以立足于现代社会,甚至难以成就事业。 相似文献
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Mastery of academic writing skills remains one of the greatest challenges for university students, especially in the first year. Amongst the reasons offered for the challenges are lack of clarity about the university’s expectations and low levels of teacher feedback on work submitted, a failure to engage, and low levels of contact with teaching staff and other students. Academic staff are challenged by increased class numbers and increased student diversity in classes and university policies to adopt a wide range of information technologies into teaching modes. In this paper, we offer one attempt at addressing these three important contemporary academic challenges: use of information technology to provide timely feedback through formative assessment to help students with a range of abilities to acquire the academic writing skills necessary to succeed in higher education. Early indications show that students find this form of formative assessment very useful. They value the timely and focused feedback from the lecturer and are developing collegiality as they learn from each others’ writing and feedback. We believe that this strategy is sustainable and can be adapted to facilitate academic and social integration for students across many disciplines. 相似文献
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Previous research has established that student learning is influenced by how accurately teachers perceive student academic ability. But studies rarely investigate the degree to which inaccuracies in teacher perceptions exacerbate demographic inequality in academic ability. Using a sample of almost 14,000 children from the Early Childhood Longitudinal Study, Kindergarten Cohort, we found that children whose literacy skills are overestimated by their teachers typically gain more literacy skills during kindergarten. Conversely, children whose skills are underestimated learn less. It is important to note that the skills of socioeconomically disadvantaged children are on average underestimated. As a result, inequalities in kindergarten literacy development stem in part from the links between teacher misperceptions and student background. We also explored the extent to which these relationships operate through practices associated with ability grouping. We found instructional grouping to be a weak facilitator of the link between teacher perceptions and student learning, suggesting the need for further research that identifies the social and structural classroom characteristics that link teacher perceptual accuracy to student learning. 相似文献
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Kathleen Cranley Gallagher Kirsten Kainz Lynne Vernon-Feagans Kelley Mayer White 《Early childhood research quarterly》2013
An increasing body of literature documents associations between student–teacher relationships, children's academic success, and children's social competence in school. Less is known about characteristics and processes involved in the quality of relationships between students and teachers, and little research has examined these issues with populations of young students and teachers living in rural communities. The current study examined the relationships between rural kindergarten and first-grade students and their teachers in spring of the school year, predicted by child demographic factors, child process factors, and teacher characteristics. Using a multi-level model to account for clustering of children in classrooms, children's behavior and literacy skills were examined as contributors to the teachers’ perceptions of the developing teacher–student relationship, focusing on their potential to mediate associations between more distal characteristics and teacher–student relationships. Controlling for relationship conflict in fall, boys and African American students were more likely to have relationships with teachers that were higher in conflict in spring. When behavior and literacy skills measures were added to the model, children's behavior mediated the effect of gender, such that behavior problems accounted for much of the variance in student–teacher conflict associated with gender. However, neither behavior problems nor literacy skills mediated the effects of minority status on conflict; African American students had poorer relationships with teachers regardless of behavior or literacy skills. 相似文献
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Academic misconduct among teacher education students: A descriptive-correlational study 总被引：1，自引：0，他引：1
Dr. Larry G. Daniel Kevin D. Blount Charlotte M. Ferrell 《Research in higher education》1991,32(6):703-724
Results of a study to determine the extent to which teacher education students perceive their student peers to engage in various forms of academic misconduct are reported. A thirty-seven-item instrument was used to collect data from ninety-seven teacher education students at a southern comprehensive university. Items addressed the frequency of various cheating behaviors, the perceived maturity level of the persons most likely to cheat, and the degree to which respondents felt cheaters “neutralized” their cheating behaviors. Although cheating was not perceived as a major problem among teacher education students, a definite relationship between perceived neutralization and academic misconduct was noted. 相似文献
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Magdalena L. Barrera 《Journal of Latinos & Education》2014,13(3):212-221
Recent studies show that many college instructors still believe that Latino students lack the “school smarts” for academic success. This essay challenges the notion of school smarts in order to highlight Latino students’ numerous strengths. I share my model for a mentorship program that facilitates better student–faculty communication and deepens a student-centered learning environment in a large general education course. Establishing the program led me to reflect on how the enduring belief in school smarts affected my own academic training. Directly challenging deficit thinking, I argue that Latino students contribute to a transformative educational process in which faculty are also learners. 相似文献
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ABSTRACTThis study was designed to investigate the bases of teacher expectations in higher education. The first author interviewed 20 university teachers from an English-as-a-foreign-language course, exploring their expectations for the first-year undergraduates in their classes. The grounded theory method was adopted to analyse the data that had been collected. The results showed that for this sample of 20 teachers, student characteristics were important contributing factors to their expectations in the teachers’ university settings. The factors the teachers considered important included students’ (a) prior academic achievement, (b) motivation, (c) study skills, and (d) academic discipline. Also, teacher characteristics were found to be another major source of these university teachers’ expectations, including teachers’ (a) past teaching and learning experience and (b) teaching self-efficacy. The findings suggested that the bases of teacher expectations in higher education may differ from those at the elementary or secondary school level. 相似文献
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The last several years have seen a dramatic increase in interest surrounding the role of clinical experiences in enhancing the learning of teacher candidates. Further, pressure has intensified to demonstrate the impact of teacher candidates on P–12 learners. With these goals in mind, a model alternative school/university partnership was created, based on Korthagen's “Realistic Teacher Education” framework. This article is an evaluation of the impact of this intervention on student outcomes from the program's first three years. A convergence of evidence reveals significant improvements in grade point average and credits earned; furthermore, significant improvements in total disciplinary incidents emerged in some of the analyses. These results suggest that this teacher education intervention has promise for documenting impact on P–12 learners. This outcome is significant for accreditation purposes, for bolstering the image of teacher education programs within the broader community, and for establishing a common research agenda. 相似文献
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彭霞 《山东商业职业技术学院学报》2022,22(1):46-49
职业教育与普通教育是两种不同类型的教育。国家学分银行制度以及高职院校正积极践行的“学分制”人才培养方案的修订,使得学习的内容和形式更具个性以适应学生来源的多样性,以及服务学生技能提升的长期性。在校内打造技能创新服务课程计入学分,让职业教育成为经济活动的内生变量,更好地服务于迅速发展的区域经济。构建产教融合、实现校企协同育人模式、最终学生受益的“校企生”三融合命运共同体,是职业技能类型教育高质量提升的关键点,也是构建公民职业技能终身发展的重要举措。以基于“学分银行”的物联网应用技术专业学分制人才培养方案为例,探索学校、企业、学生三融合的协同共赢育人机制,促进职业类型教育的发展。 相似文献
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贾春勤 《渭南师范学院学报》2014,(7):63-66
开展信息素养教育是高校图书馆的一项重要任务,为此,图书馆开展了文献检索与利用课、专题讲座、在线信息素养教育、新生入馆教育以及其他多种信息素养教育活动,取得了一定成绩,但也存在文献检索与利用课不受重视、专题讲座信息宣传不到位、在线信息素养教育网站不完善、新生人馆教育效果不佳等问题,为了提升信息素养教育效果,图书馆应该争取学校重视、拓宽宣传渠道、加强网站建设、实行人馆教育测试、重视馆员教育培训． 相似文献
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Lexie Grudnoff Mavis Haigh Vivienne Mackisack 《Asia-Pacific Journal of Teacher Education》2017,45(2):180-193
The study that provides the context for this article developed from a major overhaul of the practicum in an undergraduate initial teacher education degree in which practicum roles and relationships were re-envisaged. The aim was to reinvigorate university–school practicum relationships through the collaborative development of a practicum where teacher professional knowledge and university scholarly knowledge could come together in the service of student teacher learning. The article reports a qualitative study involving 72 participants from one university and four primary schools. Analysed through the lens of “third space” the findings indicated that relationship and role transformations undertaken by the participants, along with collaborative practice during the practicum, were key to reinvigorating the practicum. In the discussion, we examine the main factors that contributed to the development of a “third space” between the university and participating practicum schools, and also note some cautions related to this development. 相似文献
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廖燕丽 《福建工程学院学报》2018,(5):474-478
从新闻传播学角度入手,分析高校网络原住民特性、思想政治教育的现状及原因,提出要抓好两方面工作。对传播主体而言,应树立网络思政教育理念,设计高校网络原住民个性化教育,加强多媒体技术培训和指导,合理规划思政教育传播课程。对传播对象而言,应加强对多元化社会思潮的“冷”思考,提升自身的媒介素养,充分发挥“学生网络意见领袖”的作用。 相似文献