共查询到19条相似文献，搜索用时 102 毫秒
1.
美国新任教师的入门指导计划 总被引：2，自引：0，他引：2
新任教师的入门指导计划是美国20世纪80年代教育改革的产物,是加强师资队伍建设的重要举措之一。本文主要介绍美国几种新任教师的入门指导计划,包括拉弗齐帕里什学区的“教师入门、保持和支持框架”(FIRST)、弗罗因韦尔斯学区的“教师入门指导成功计划”(TIPS)和普林斯乔治镇学区的“专业教师入门指导计划”("PEIP"),以期对我国新教师的专业成长有所启示。 相似文献
2.
谌启标 《湖北第二师范学院学报》2013,(3):81-84
20世纪80年代伊始,美国兴起教师入门指导政策和计划,以支持新任教师的专业发展。教师入门指导政策达到几个方面的政策目标,诸如减少教师的离职率,提高教师质量以及学生教育成就。美国各州在入门指导计划政策的实践中出现了许多优秀的模式,包括加利福利亚州的新教师支持与评价计划、伊利诺斯州的教师入门指导计划连续体和俄亥俄州的新教师入职年计划等。美国教师入门指导政策改革体现了以下特点：（1）设置入门指导计划的目标;（2）制定入门指导计划的标准;（3）重视入门指导计划的辅导;（4）加强入门指导计划的投入。 相似文献
3.
世界各国普遍关注中小学新教师的入职教育,对新教师给予各方面的支持和帮助．并制订周密的指导计划,为新教师专业发展奠定良好的基础。本文介绍几个国家具有特色的新教师入职教育模式,包括美国的新教师“入门指导计划”、德国的新教师“资格认证系统”、法国的新教师“试误性实践”、日本的新教师“导师制”、瑞士的新教师“完整入职教育”、新西兰的新教师“咨询指导计划”等,以资借鉴。 相似文献
4.
近年来,教师质量成为世界各国普遍关注的问题,而入门指导对于留住教师、提升教师效能等具有重要作用。随着欧洲国家教师队伍老龄化、流失、教师短缺等问题凸显,各国寻求实施有效的新教师入门指导计划。本文拟就欧洲主要国家实施的新教师入门指导的背景、政策与措施进行简要的介绍与分析,以便了解欧洲主要国家新教师入门指导的现状,并从中获得有益的启示与借鉴。 相似文献
5.
随着世界教师教育改革的深入,对新教师群体的关注已成为近年来国际教师教育领域的新动向,欧美等国开始相继采取新的举措,出台新教师政策。从美、英两国促进新教师专业发展的“新教师入门指导计划”和“新教师入职培训制度”出发,探寻其成功经验,谋求其共性,对我国教师教育改革具有一定的借鉴和启示作用。 相似文献
6.
师资队伍建设的新举措——美国“新教师入门指导计划” 总被引：11，自引：0，他引：11
20世纪80年代以来在美国推行的“新教师入门指导计划”被认为是稳定中小学教师队伍。提高教师质量的一项成功措施。文章介绍了这一改革方案的历史由来、近期发展及其背景，并讨论了它的目的、内容、具体实施方案、实施中面临的一些问题及其对我国新教师培养的一些启示。 相似文献
7.
8.
美国学区新教师的入门培训及启示 总被引：9，自引：0，他引：9
新教师的入门培训是教师专业发展的重要方面。本文以三个学区为例，介绍美国当前新教师入门计划的主要内容和特点，并提出我国新教师入门，培训改革的启示。 相似文献
9.
国民经济与社会高速发展的“十三五”,也是我国特殊教育快速发展的“十三五”,特殊教育学校数及入学人数大幅增长,融合教育更是迈向新时代。这一切成就的背后,离不开“十三五”期间党和政府坚持“特教特办”,以“办好特殊教育”为总方针,修订完善《残疾人教育条例》,坚持推进特殊教育提升计划,并将特殊教育学校的课程标准与教师专业标准列为特殊教育质量建设的重要内容,从而铸造了“十三五”特殊教育发展的历史丰碑。 相似文献
10.
为了消除初三学生刚开始写作议论文的畏难情绪,教师要精心设计“小、新、奇”题目,激发兴趣指导学生积累论据,解决无米之炊之难题;“下水”指导方法,引导写作入门,从而让初三学生尽快摸住议论文写作的“门径”。 相似文献
11.
Today the quality of teachers is held to be increasingly important yet there continue to be doubts about whether teacher education programs graduate teachers ready to meet the challenges of their initial years of teaching. In some jurisdictions, other agencies (Ministries of Education, school districts, and private providers) are supplementing the work of teacher education through the introduction of new teacher induction programs which have become favoured policy initiatives to enhance new teacher transition, retention and quality. Evidence suggests that induction and mentoring increase teacher retention and ensure more effective socialisation of new teachers into the school culture. In spite of their growing popularity, the degree to which induction programs complement teacher education and/or impact new teacher professional learning remains unclear. In this paper the authors report a secondary analysis of data from an evaluation of the New Teacher Induction Program in Ontario, Canada to consider the implications for the future of teacher education by asking: What are the challenges facing new teachers? In what ways does the induction program support new teacher professional learning? What are the major implications for the future of teacher education? 相似文献
12.
齐红 《乌鲁木齐成人教育学院学报》2006,14(2):66-68
在以基础教育新课程培训为核心内容的新一轮中小学教师继续教育中,校本培训将发挥越来越重要的作用。教师培训机构作为实施教师继续教育的主要基地,承担着为中小学开展校本培训提供指导、服务,进行管理和评价的功能。因而要充分认识教师培训机构在校本培训中的铺路搭桥作用。 相似文献
13.
教师培养的驻校模式被称为美国教师教育的第三条道路,"波士顿驻校教师计划"是其中的典型代表。该模式由学区主办,培养过程包括针对学区特殊需求的招生,以中小学校的实践学习为主、合作大学提供的硕士课程学习为辅的一年期培训,以及进入教学岗位后三年的入职辅导等环节。以学区为培养主体、职前职后一体化和基于中小学校的临床学习是该模式的三大特色。该模式在一定程度上弥补了传统模式和选择性模式的一些不足,为教师教育改革提供了一条新的途径。 相似文献
14.
15.
Teacher attrition rates are high in urban schools, particularly for new science teachers. Little research has addressed how science teachers can be prepared to effectively bridge the divide between preparation and urban teaching. We utilized the theoretical frameworks of social justice, identity, and structure-agency to investigate this transition. Specifically, we examined the Urban Science Teacher Preparation (USTP) program as a critical case of “well-prepared” urban science teachers. Study participants included one cohort of four teachers. Data, primarily from individual interviews, a focus group, and written reflections, were collected from participants during pre-service preparation and their first year of teaching. The USTP program nurtured the development of a professional identity aligned with teaching science for social justice, with a unique emphasis on identifying structural injustices in schools. Findings indicate all four teachers used their identities to negotiate school policies and procedures that restricted student opportunities to learn science through three processes: deconstructing the context, positioning themselves within and against the context, and enacting their identities. These findings suggest the importance of USTP programs to provide teacher candidates with political clarity for teaching for social justice and sustained induction support to resist school socialization pressures. 相似文献
16.
Wooden dolls and disarray: rethinking United States’ teacher education to the side of quantification
ABSTRACT According to the 2013 report by the National Council on Teacher Quality (NCTQ), most teacher education programs are failing in the United States. These programs, NCTQ insists, are not preparing new teachers with sufficiently ‘scientific’ methods and are, in the process, failing to properly train prospective teachers how to ‘lead the classroom’ (p. 2). In the deficit discourses employed by NCTQ, teacher education programs have become a cesspool of ‘mediocrity’ (p. 1) where the overall findings ‘paint a grim picture of teacher preparation in the United States’ (p. 17). We actually agree that things are grim, but for very different reasons and in very different spaces. Using NCTQ’s ‘Teacher Prep Review: A Review of the Nation’s Teacher Preparation Program’ as an entryway, the authors argue that the report typifies not only an alarmist approach usually found in conservative attempts at social policy and reform, but also further reifies quasi-empirically based research as the best (indeed the only) method by which to measure effective teacher education programs. The authors deconstruct the taken-for-granted assumptions within the NCTQ text, challenging quantification as a research/policy paradigm while arguing for the value of newly imagining educational possibility through risk and creation. 相似文献
17.
Technology is changing the teaching and learning landscape. Teacher preparation programs must produce teachers who have new skills and strategies to leverage the benefits of laptop computers in their classrooms. This study used a phenomenological strategy to explain first-year college students' perceptions of the effects of a 1:1 laptop experience on their readiness for college and the uses of technology for instructional purposes by high school teachers. Participants in the study had experienced a 1:1 laptop initiative for two or more years while in high school. The study included interviews with 15 participants from two different countries and five different high schools. Recommendations from student voices in this study call for teacher preparedness beyond the levels of traditional teacher preparation curriculum. Teacher preparation programs and ongoing professional development need to embed curriculum with practical applications of technology integration for teachers so that they are truly classroom ready to leverage the computers that students come to class expecting to use. 相似文献
18.
Donna Pendergast Kay Whitehead Terry de Jong Lesley Newhouse-Maiden Nan Bahr 《The Australian Educational Researcher》2007,34(2):73-90
Teacher education programs focussing on the development of specialist teachers for ‘the middle years’ have proliferated in
Australian universities in recent years. This paper provides some insights into middle years’ teacher education programs at
the University of Queensland, Edith Cowan and Flinders Universities with regard to their: philosophical underpinnings; specific
educational context; scope and nature of the program. In addition, some of the research directions and efficacy strategies
utilised in conjunction with the programs will be shared, along with some early findings from a longitudinal study in one
of the programs. We propose that the pattern of programmatic growth heralds a new time for teacher education, and we speculate
about the production of new kinds of teacher identities as graduates take their place in the profession. 相似文献