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1.
Tricia Ryan 《TechTrends》2002,46(4):44-48
The process of constructing A Portrait of Academic Life web resource has included careful evidence gathering and analysis
of student performance necessary to assess learning and give useful feedback to increase the students’ ability to use information
effectively in education. The students, too, develop self-assessment and reflective skills as they create online research
portfolios. The online resources model new technologyenhanced strategies for teaching and learning that support standards-based
teacher education programs in higher institutions. Other artifacts contained in A Portrait of Academic Life include digital
video vignettes of students actively completing course assignments and reflecting on the learning process, and instructor
reflections on teaching strategies to improve learning outcomes. As a culminating course activity, students showcase their
online research portfolios at a gallery walk. The students were tremendously excited to present the wealth of information
they have so carefully collected using the powerful technology tools available for their use in the teacher education program
at Towson University. The innovation and originality presented in the form of student online research portfolios offered fresh
perspectives to the honored guests. Likewise, it will enormously help students and faculty to see examples of the process
of transforming traditional research papers into rich, informative online research portfolios. 相似文献
2.
Jan van Tartwijk Martine van Rijswijk Hanneke Tuithof Erik W. Driessen 《Teaching and Teacher Education》2008
Students in many teacher education programmes experience confusion about portfolios. This study investigated whether using an analogy in the introduction of a portfolio helps teacher education students understand both the purpose of a portfolio and how to compile it. It was also investigated whether these students’ understanding correlates with their appreciation of portfolios. In the analogy, portfolios were compared with job application letters, curricula vitae and the references that are common in selection procedures for new employees. This analogy was helpful in promoting students’ understanding. Their understanding correlated with their appreciation of this instrument. 相似文献
3.
We examined the relationship between English as a Foreign Language (EFL) teachers’ interpersonal behaviour and students’ fluency
in English in secondary education in China. A total of 160 students from four classes in the southwest part of China were
asked to assess their teachers’ interpersonal behaviour using the Questionnaire on Teacher Interaction (QTI). This was the
first time that the QTI was successfully translated and used (in EFL classrooms) in China. Cronbach’s α reliability coefficients
for the scales were adequate, while confirmatory factor analyses provided support for the theoretical framework behind the
questionnaire. Results showed that teacher uncertainty was negatively correlated with student achievement. Furthermore, the
degree of teacher cooperation with students was the only significant predictor for student achievement, but its effect disappeared
when student background variables were taken into account. Results also indicated a discrepancy between students’ perceptions
of preferred and actual teacher interpersonal behaviour. The tolerant-authoritative profile was the most common interpersonal
style based on Chinese students’ perceptions. 相似文献
4.
This study concerns the relation between teachers’ beliefs towards teaching behaviour and their actual teaching behaviour in teacher portfolio assessment. We analysed the beliefs and behaviour of 18 teachers as described in their portfolios. In addition, each portfolio was independently assessed by two trained raters on eight content standards and the teachers’ classroom behaviour was assessed by their own students in a questionnaire (n=317). Linear multilevel analysis showed that part of the raters’ assessments of the teachers’ beliefs and their behaviour as described in their portfolios was significantly related to the students’ assessments of their teachers’ behaviour. Teachers with high raters’ assessments on the content standard about ‘choosing and arguing for teaching strategies that meet students’ knowledge, abilities and experience’ had significantly higher student assessments than teachers who were judged low on this standard. Implications of the results and suggestions for further research are discussed. 相似文献
5.
Denise Taliaferro Baszile 《The Urban Review》2008,40(4):371-385
In this paper, I offer my own counterstory of matriculating through a teacher education program as an African American student
on a predominately White campus as a reference point for thinking through how racism operates through teacher education’s
dominant discourse and practice of teacher reflection. It is an important story to tell primarily because it touches on a
largely unexplored dimension of teacher reflection. While the large majority of the literature has focused on how to prepare
White preservice teachers to teach in a culturally and racially complex world, little qualitative attention has been given
to the preparation of nonwhite students. While there are a few select and important articles that touch on some of the challenges
African American students face in predominately White teacher education programs, including covert and overt racism, none
focus on how teacher reflection might reproduce these dynamics. Thus what the literature on teacher reflection often suggests
is that it is a racially neutral practice. In this essay, however, I suggests otherwise, by providing an intimate and critical
look at my process of learning to be a reflective practitioner. The question I seek to grapple with is quite simply, “What
does teacher reflection work to repress?” 相似文献
6.
Dawit M. Mekonnen 《Journal of Educational Change》2008,9(3):281-304
In 2003 the Ethiopian education system experienced wide-ranging reform that touches every aspect of the system. This reform
is called TESO (Teacher Education System Overhaul). Designed to address educational problems in Ethiopia, TESO introduced
significant structural changes and promised to bring a ‘paradigm shift’ in the Ethiopian educational system by engaging teacher
education in changing society and promoting democratic, practical, and problem-solving education. This paper examines, through
an analysis of the TESO document and an examination of the views of teacher educators, TESO’s assumptions, mission and the
coherence among the various components of TESO. It also reveals gaps and discrepancies between TESO’s mission, its reform
process, and strategies. The promise and assumptions of TESO are challenged by considering extant realities in Ethiopian schools
and evidence from literature on effective teacher education programs and educational reform. The paper reflects on how, by
giving priority to equity, TESO compromises on some elements of effective teacher education programs. It is indicated that
TESO has been a welcome addition to the Ethiopian education system as it addresses elements that had previously been missing
from the system, such as, outlining directions to teacher education, devoting longer duration for practicum, and heeding seriously
to the professional preparation of teachers. At the same time, it is contended that the imbalance among program components,
its permeability to ill-prepared students and the contradiction between program rhetoric and strategy and reform processes,
as described by teacher educators, could be stumbling blocks which prevent TESO from fulfilling its promises. 相似文献
7.
Research points to particular problems in the experiences of White teachers teaching students of color (Cochran-Smith et al.,
2004). Despite good intentions, teaching students of diverse backgrounds and experiences can be challenging for teachers who are
unfamiliar with their students’ backgrounds and communities. The purpose of this paper is to describe the development of notions
about “good urban teaching” for three women in a preservice teacher preparation program. Reporting on two years of data, we
show how the three women negotiated their beliefs and identities in light of program demands and classroom realities. The
lack of synchronicity within the women’s experiences highlights that the traditional (white, female, middle class) students
in preservice teacher education programs are not homogeneous. The significance of this difference is highlighted through the
concept of heterogeneity. We define heterogeneity as the differences that exist among traditional students in preservice teacher
preparation programs. Our research suggests that heterogeneity is complicit in the progress or lack of progress of preservice
teachers developing professional identities.
This paper was originally presented at the Annual Meeting of the American Education Research Association April 7–11, 2006 San Francisco, CA
An erratum to this article can be found at 相似文献
8.
The advent of computer technology in the classroom raised the issue of its appropriate use by teachers and their students
alike. It has been recommended that teacher education programs provide more opportunities for teacher candidates’ use of technology
including teaching their own technology-enhanced lessons. With a goal of integrating scholarship into student teaching, a
teacher candidate enrolled in a graduate program in childhood education carried out a technology-enhanced research project
within a professional development school. Examining the impact of the project on the teacher candidate, this article describes
how one’s pedagogical content knowledge and technological competence can be developed through a research-oriented teaching
experience. The article also demonstrates the emergence of a community of practice that shares the goal of providing learning
spaces for the teacher candidate and young children in the context of mathematics enrichment with computers. 相似文献
9.
Tricia Giovacco-Johnson 《Early Childhood Education Journal》2011,38(6):449-456
This project explores how one early childhood preparation program integrated applied ethics in introductory coursework. Recognizing
that students enter teacher education with well-formed values and beliefs regarding children and teaching, carefully planned
learning experience and encounters in real life learning contexts expand their understanding of the complexity of ethical
decision-making in early care and education programs. This project documents students’ perspectives toward their role as meaning-makers
through the analysis of assignments intended to promote reflection on values. As students engage with course content and gain
practical experience, their knowledge and beliefs regarding teaching evolve together demonstrating the power of ethical thinking
in enhancing early childhood teacher education. The findings indicate that students draw on their image of children, social
justice, and self-awareness in their development of a professional ethical identity. 相似文献
10.
Jazlin Ebenezer Russell Columbus Osman Nafiz Kaya Lin Zhang Devairakkam Luke Ebenezer 《Journal of Science Education and Technology》2012,21(1):22-37
The purpose of this case-study is to narrate a secondary science teacher’s experience of his professional development (PD)
education and training in innovative technologies (IT) in the context of engaging students in environmental research projects
The sources from which the narrative is derived include (1) the science teacher’s reflective reports during three summer institute
programs and (2) the science teacher’s reflective reports while subsequently engaging students in IT-embedded environmental
research projects in his classroom. The science teacher’s explanations for changes in students’ perception of their IT fluency
illuminate his personal narrative. The science teacher attributed his growth and significant changes in students’ perceptions
of their IT fluency to the following mechanisms: (a) a personal commitment to developing his own and his students’ IT abilities
in the context of doing environmental research projects, and (b) an increase in class time devoted to science education due
to school-time scheduling policy. The study implies that immersive professional development opportunities have the potential
to produce significant increases in students’ perceptions of their IT fluency. 相似文献
11.
Joke Voogt Frank Tilya Jan van den Akker 《Journal of Science Education and Technology》2009,18(5):429-438
Science teachers from secondary schools in Tanzania were offered an in-service arrangement to prepare them for the integration
of technology in a student-centered approach to science teaching. The in-service arrangement consisted of workshops in which
educative curriculum materials were used to prepare teachers for student-centered education and for the use and application
of Microcomputer Based Laboratories (MBL)—a specific technology application for facilitating experiments in science education.
Quantitative and qualitative data were collected to study whether the in-service arrangement impacted teacher learning. Teacher
learning was determined by three indicators: (1) the ability to conduct MBL-supported student centered science lessons, (2)
teachers’ reflection on those lessons and (3) students’ perceptions of the classroom environment. The results of the research
indicate that the teachers’ were able to integrate MBL in their science lessons at an acceptable level and that they were
able to create a classroom environment which was appreciated by their students as more investigative and open-ended. 相似文献
12.
Wai-Chung Ho 《Asia Pacific Education Review》2007,8(1):12-26
The core purpose of this paper is to draw together research issues and concrete problems with the use of multimedia technology
at the graduate level in higher music education by examining one university’s responses to the challenges posed by the use
of multimedia technology as a teaching and learning aid for music education. Between June and July 2006, this study conducted
a simple questionnaire and interview survey of 16 postgraduate students. The results suggest that music students are confident
in their abilities to use multimedia technologies but that many do not believe that the introduction of multimedia technologies
into the curriculum will improve the quality of their education. Whilst students’ motivation to learn depends on their interest
in the subject and their lecturer’s approach, the incorporation of technology should always be relevant to each individual
module. The results of this case study could help other universities respond to the changes brought about by electronic learning
and other educational multimedia technology. 相似文献
13.
Urban Students’ Perceptions of Teachers: Views of Students in General, Special, and Honors Education
Students’ satisfaction with school experiences has been linked to their sense of belongingness, connection to school, and
achievement. Though the extant research addresses students’ perceptions of school climate and sense of belonging, there is
a paucity of research about students’ views of teacher–student interactions. Five hundred and seventy-seven students from
one ethnically and academically diverse urban high school were surveyed and interviewed about the nature of teacher talk with
students. Findings from this mixed-methods investigation indicate students from general, special, and honors programs experience
a wide range of interactions based on academic services received, gender, and ethnicity. More frequent perceived punitive
feedback was reported by all students in special education as well as males in general and honors education programs, while
Hispanic students indicated a greater frequency of perceived supportive feedback. Findings also reflect a wide range of attitudes
and feelings about teachers, the educational system, and learning. 相似文献
14.
The paper reports on part of a large-scale study aimed at examining students’ perceptions of teacher–student interactions.
This paper will report on a study utilising mixed methodology in 12 Queensland primary classrooms. After the students’ perceptions
were established, the teachers, through a consultative process, developed strategies to change the students’ perceptions of
their classroom over a 3 month period. The paper reports on what strategies these teachers utilised and what changes in students’
perceptions resulted. The classroom teachers were interviewed about the change in students’ perceptions, what changes they
had sought to promote in their classrooms, and what they felt had been achieved in their classrooms. The study found that
students were able to articulate what changes the teacher had implemented, what their reaction was to these changes and their
perception of the classroom environment as a result of these implemented strategies. 相似文献
15.
Ingeborg Krange 《Cultural Studies of Science Education》2007,2(1):171-203
Recent research has to a limited extent explored the characteristics of students’ conceptual practices as sociocultural phenomena
in general and in science education in particular. I approach this issue by studying a group of students while solving a particular
scientific problem from A to Z, and as part of this analyse how different cultural means (the knowledge domain and the tools
in use) structure the students’ interactions and how their interpersonal relations change over this period of time. The aim
is to illustrate how these cultural means intersect in productive and less productive ways during the students’ conceptual
practices. The study has its point of departure in a design experiment where a group of four students, together with their
teacher, solve different problems related to the biological phenomenon of sequencing a DNA molecule (the insulin gene). Video-recordings
of the students’ interactions constitute the basis for this analysis. The cultural means strongly structure the students’
conceptual practices during their problem solving processes. Whereas the knowledge domain structured the whole process, the
significant roles of the website and the computer-based 3D model of the insulin gene were especially apparent during the second
part of the trajectory. The intersection of these cultural means appear productive in terms of disciplinary knowledge when
the students’ became aware of how to handle this relationship. The interpersonal relations between the students and their
teacher altered slightly in the beginning and became increasingly more fixed during the students’ progression. 相似文献
16.
Joshua Gisemba Bagaka��s 《International Journal of Science and Mathematics Education》2011,9(4):817-842
The study identified two dimensions of teacher self-efficacy and practices and five dimensions of students’ mathematics self-efficacy
and sought to determine the extent to which teacher characteristics and practices can enhance secondary school students’ self-efficacy.
Data were collected from 13,173 students in 193 teachers’ classrooms from 141 schools in the 10 districts of Lake Victoria
Region of Kenya. Two-level hierarchical linear model revealed that teachers’ frequent use of mathematics homework, their level
of interest and enjoyment of mathematics, as well as their ability and competence in teaching mathematics were found to play
a key role in promoting students’ mathematics self-efficacy. Teachers’ ability and competence in teaching were also found
to be effective in narrowing the gender gap in students’ self-confidence and competence in mathematics. The study recommends
that teacher training colleges emphasize such teacher practices and values in order to enhance students’ mathematics self-efficacy,
reduce their level of anxiety and fear of mathematics, and consequently, enhance their achievement in mathematics. Professional
development opportunities should also be made available to in-service teachers to continually update their knowledge and skills
and develop new strategies for teacher effectiveness. 相似文献
17.
Dr Tim Hardy Ms Margaret Bearlin Dr Valda Kirkwood 《Research in Science Education》1990,20(1):142-151
The aim of the Primary and Early Childhood Science and Technology Education Project (PECSTEP) is to improve teaching and learning
in science and technology of by increasing the number of early childhood and primary teachers who are effective educators.
PECSTEP is based on an interactive model of teaching and systematically links work on gender with the learning and teaching
of science and technology. The project involves: a year-long inservice program which includes the development of a science
curriculum unit by teachers in their schools; linking of the preservice and inservice programs; and the development of support
networks for teachers. Each phase of PECSTEP has been researched by means of surveys, interviews and the use of diaries. Research
questions have focussed particularly on changes in: teachers’ and student teachers’ attitudes to teaching science and technology;
their perceptions of science and technology; their perceptions of their students’ responses and their understandings of how
gender relates to these areas.
Specializations: primary science curriculum, science teacher education, sociology of science, technology and education.
Specializations: gender and science/science teacher education, feminist theory, curriculum theory.
Specializations: Science education research, curriculum development. 相似文献
18.
Preparing special educators who are knowledgeable about evidence-based interventions for teaching reading to students with
reading difficulties and who are capable of using curriculum-based assessments to monitor student progress and differentiate
interventions is vital to the success of current school reform efforts. The primary purpose of this exploratory study was
to examine the effect of tutoring and using assessment to monitor the progress of struggling readers on preservice teachers’
(PSTs’) knowledge and preparedness to teach reading. Also of interest was whether reading scores of tutored students improved.
PSTs (n = 18) in an undergraduate reading methods course tutored at-risk second graders using an evidence-based intervention and
monitored students’ progress weekly. PSTs made significant growth on a measure of teacher knowledge about the structure of
language and on a survey of their preparedness to teach reading. A qualitative analysis of PSTs’ weekly reflections and final
reports revealed that the majority used curriculum-based assessment data to describe students’ response to tutoring and were
beginning to use that data to make instructional decisions. On average, tutored students improved reading fluency, but did
not demonstrate significant growth in reading relative to national norms. Implications and limitations of the study are described
and directions for future research are discussed. 相似文献
19.
A Spiral Task as a Model for In-service Teacher Education 总被引：1，自引：0，他引：1
The spiral approach has long been used by curriculum designers to deepen students’ knowledge of scientific and mathematical
concepts and to bring students to higher levels of abstraction. The benefits of a spiral approach, however, can also be extended
to teacher education. This paper describes a spiral activity employed by the Kidumatica program not only to raise the level of teachers’ content knowledge, but also to promote discussion and collaboration among
teachers teaching at different grade levels. The activity was designed to take a single problem situation and develop it in
ways appropriate to the different grade levels. At each stage, the teachers are encouraged to discuss teaching approaches
required by the students at each grade level and the relationships between the different stages of the development. 相似文献