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1.
Theodore J. Kowalski 《Educational Psychology Review》1990,2(3):277-280
In responding to the work of Benton and Hoyt, Kowalski argues that an adequate analysis of reform efforts is incomplete without an examination of underlying purposes. Questions are raised regarding the motives of those who promote extended teacher education programs and the Carnegie Forum proposal for national certification. The author suggests that educational psychologists can contribute to reform efforts by helping to explore values, beliefs, motivations, and needs as they relate to change proposals in teacher education. 相似文献
2.
The number of induction programs available to teachers is increasing rapidly, and by necessity these programs are designed to meet the needs of all teachers regardless of their preparation and academic background. This study examines the impact of a science‐focused induction program on secondary science teachers from different preparation programs. The 16 teachers were first‐year secondary science teachers who graduated the previous year from one of four different teacher‐preparation programs. All teachers were monitored during their first year of teaching, as they participated in the induction program, to understand their teaching beliefs, instructional practices, and experiences in the classroom. The analysis of data revealed that the preservice training of a science teacher influenced the type of support the teacher derived from the science‐focused induction program. Teachers from a preservice program with an extended student‐teaching experience and two science methods courses held beliefs aligned with student‐centered practices and implemented more reform‐based lessons than did other teachers during the year. This study reinforces the importance of induction programs for teachers and suggests that there is a need for specialized support programs for beginning science teachers. The study also provides specific suggestions for improving the preparation of secondary science teachers. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 963–985, 2006 相似文献
3.
The well-established tradition of teaching andlearning in India has retained its inherentstrength even under adverse circumstances. Thepost-independence period was characterized bymajor efforts being made to nurture andtransform teacher education. The system ofteacher preparation has come under considerablepressure as a result of the expansion andgrowth of school education, through efforts touniversalize elementary education. Havinginherited a foreign model of teacherpreparation at the time of independence fromBritain in 1946, major efforts have been madeto adapt and up-date the teacher educationcurriculum to local needs, to make it morecontext based, responsive and dynamic withregard to best meeting the particular needs ofIndia. The current system of teacher educationis supported by a network of national,provincial and district level resourceinstitutions working together to enhance thequality and effectiveness of teacherpreparation programs at the pre-service leveland also through in-service programs forserving teachers throughout the country.The changing role of teachers and the changingdefinitions of teacher effectiveness have beenincreasingly studied and analyzed, withresearch undertaken and the outcomes being fedback into the system to facilitate the processof education reform. The current focus ofresearchers, policy makers and practitionerswith regard to teacher education is on thedevelopment of professional competencies, andon the most effective ways of achieving higherlevels of commitment and motivation forhigher-level performance on the part ofteachers. In addition, important possibilitiesare arising with regard to current developmentsinvolving the new information and communicationtechnologies. As a result, teacher educationin India is on the brink of a majortransformation. 相似文献
4.
Manfred Lang 《Education and Information Technologies》2000,5(1):39-48
During the last 25 years efforts in the German educational system on different levels were made to introduce computers in schools. In parallel teacher training and consultation was established. Results from the international IEA-study Computers in education for lower secondary level in 1992, but also for upper secondary level in 1989 show that teachers attitudes to learn something about computer use are positive: The training need and their self-confidence to learn something about computers is relatively high. Support for teachers is mainly given by formal training. But the offers in teacher training are limited concerning the needs of teachers for different subjects. This situation is comparable with other countries in the world as documented in the additional publication of national case studies of the IEA. As a consequence a part of the teachers get their help through self-studies and private preparation of course material. In recent years the use of computers for networking and multimedia applications developed rapidly. The integration of these technologies into the subjects is another field demanding intensive efforts in teacher training. Different programs for the development of this field were established, but still offers for teacher training are insufficient. As a new perspective for educational change in this rapidly growing field a classroom-based teaching and learning approach in a collaborative network is proposed. 相似文献
5.
《The Journal of educational research》2012,105(5):366-370
ABSTRACT The authors investigated and compared Brunei trainee teachers’ attitudes to specific disabilities and students with high support needs. The random sample consisted of 89 participants of both genders on 2 teacher education programs. Data were collected using a 3-part self-report instrument constructed by the researchers. Overall, the participants supported inclusion but were not in favor of accommodating students with sensory, mental, challenging behaviors, and multiple disabilities. Such students tend to have high support needs. Moreover, there were no significant differences in attitudes to inclusion and specific disabilities between the genders and types of programs. Future teacher training programs should develop and foster more positive attitudes toward the integration of students with less favorable disabilities and high support needs. 相似文献
6.
This article offers an overview of special education in Spain, specifically in the area of learning disabilities (LD). The term LD in Spain implies a different conception of the definition that enjoys considerable international agreement and consensus. We give a historical perspective of Spanish legislation and place the proposed definition of LD in the context of recent school reform in Spain. The support services model and the assessment practices and instructional approaches in the LD field are described. Finally, some educational implications of the new school reform regarding teacher training programs to assist special educational needs are presented. 相似文献
7.
《师资教育杂志》2012,38(2):175-185
Two national reports published in 1986 marked the beginning of teacher education reform in the United States of America. Both of these reports proposed a twofold approach to teacher education reform: first, to enrich the professional education of teachers by eliminating undergraduate teacher certification programs and requiring graduate level training; and second, to change the structure of the teaching profession by replacing the existing undifferentiated system in which all teachers have the same rank with a two-tiered system in which lead teachers or career professionals would assume higher level responsibilities and receive higher salaries than regular teachers. A ten-year follow-up report identified some progress toward these goals of teacher education reform but criticised schools of education for not making greater efforts to connect their educational programs to elementary and secondary schools. The report argued specifically for professional development schools to link university schools of education to school systems. Most of the recent efforts to reform teacher education have adopted this approach. A particular focus has been the preparation of new and experienced teachers to educate an increasingly diverse student population. 相似文献
8.
《国家职业教育改革实施方案》规定2019年起职业院校将从企业招聘职教教师。为此,我国职教教师教育与研究亟需解决"如何选拔企业人才进入职教师资队伍"及"如何促使其最终向‘双师型’教师转换"问题。德国的经验显示:构建在线测试、专业咨询和实习的完整过程,采用"做中学"培养方式,结合多方、多阶段评价,有助于实现企业技术技能人才向职教教师的转换。鉴于此,我国要在明确"双师型"教师内涵前提下,完善企业技术技能人才转换为职教教师的认证流程以解决"如何选"问题;基于情境学习理论,建立学徒式教师培训以解决"如何转换"问题。 相似文献
9.
The deaf education profession faces a critical juncture. First, the 2006 leadership crisis that swept deaf education's flagship institution--Gallaudet University--will propel professionals to think deeply about promoting diversity, equity, and access in deaf education teacher and leadership preparation programs. Second, personnel shortages require attention: Teacher and leadership voids in university and K-12 programs loom if training efforts are not increased. Teaching and leadership needs center on three challenges: (a) understanding the changing demographic composition of the student, teacher, and leadership populations; (b) developing an evolving curriculum founded on research-based practices; (c) continuing to enlarge the knowledge base through applied research in the social sciences. Two case studies examine teacher training and leadership programs at universities that address these challenges. The importance of workplace deaf-hearing bicultural teams is examined. Implications for the preparation of teacher and leadership personnel in deaf education are discussed. 相似文献
10.
Deborah L. Bandalos 《Educational Measurement》2004,23(2):6-8
Nebraska's Standards-based, Teacher-led Assessment and Reporting System (STARS) is unique in its focus on locally developed, classroom-based assessments in lieu of a state test. The purpose of this special issue is to introduce the STARS model and discuss the problems inherent in such a system. Other articles in this issue address issues of quality control and comparability of assessments, the development of teacher assessment literacy, and teachers' reactions to the implementation of STARS. 相似文献
11.
基于职业生涯发展需求的新手教师培训工作——来自马来西亚华文独立中学的经验 总被引：1，自引：0，他引：1
新手教师是指处于教师职业生涯发展阶段最前期的教师,他们在专业成长的历程中,有独特的需求,他们的培训计划应根据他们的职业生涯发展需求来设计。文章在总结马来西亚华文独立中学新手教师培训工作经验的基础上,探讨了校本培训作为协助新手教师成长的另一种路径及其优势。 相似文献
12.
本文是对＂整合连贯型＂教师教育模式的深化性研究。针对新建本科师范院校应用型办学转型的实际,结合＂整合连贯型＂教师教育模式的理论和实践应用,创造性地提出＂应用型教师＂的培养理念。以对比的方式揭示＂整合连贯型＂教师教育模式的应用性特征。对师范专业突破传统的＂分段分离式＂教师教育模式的不足,建立适应基础教育改革和发展实际的＂整合连贯型＂教师教育模式作了系统的阐释。为培养基础教育应用型师资提供了全新的理论视角和路径选择。 相似文献
13.
进一步办好民族预科教育,培养更多的少数民族人才 总被引：3，自引：0，他引：3
民族预科教育是我国高等教育的一种特殊层次,是我国民族高等教育不可缺少的重要组成部分.为适应21世纪中国少数民族和民族地区对高等教育发展的需要,民族预科教育必须立足于西部大开发、突出自身特点、加快教育改革、全力提高其教育质量,为推动科技成果转化和人才培养提供服务. 相似文献
14.
Deborah L. Bandalos 《Educational Measurement》2004,23(2):33-40
Recent implementation of Nebraska's Standards-based Teacher-led Assessment and Reporting System (STARS) introduced a unique opportunity to examine the benefits and drawbacks of a teacher-led state assessment system. STARS is unique among state assessment systems in that statewide tests are replaced by locally developed assessments designed by teachers. Benefits of this system are found to be greater teacher use of results for instructional planning, greater diagnostic utility of the assessments, and gains in assessment literacy. Disadvantages include the time-consuming and stressful nature of creating localized assessments. Compatibility of STARS with the requirements of the No Child Left Behind Act are discussed. 相似文献
15.
《Australian Journal of Learning Difficulties》2013,18(2):75-91
This article discusses the lingering problem of poor and inappropriate preparation of professional teachers of reading and learning disabilities – why it exists and what we can do about it. Because most students classified as having learning disabilities experience primary difficulties with language-based learning, teachers must know how to teach the forms and processes of language on which literacy depends, but most teacher preparation programs fail to teach this content at a level that supports teachers' implementation of effective instruction. The evidence suggests that teachers may cling to unproductive philosophies of teaching not only because science-based instruction is neglected in many teacher training programs, but also because the requisite insights are elusive and the content is difficult for many to grasp, even with some exposure. While ideologies can be blamed for much resistance to explicit, systematic methodologies, we must ask why they develop in the first place. Although there is a substantial body of research on the relationship between teacher knowledge, practice, and student outcomes in reading on which to build reform in teacher training and mentoring, more thought should be given to how prospective teachers are taught. First, the disciplinary knowledge base required to teach students with reading and related difficulties must be unambiguously explained in the standards by which teachers are educated and evaluated, and then programs must be set up to build teachers' insight as well as their knowledge of basic reading psychology, language structure, and pedagogy. Those who teach teachers in university settings or who provide professional development must be included in a supportive educational process, as wars of ideology are having only limited positive effects. 相似文献
16.
John R. Surber 《Educational Psychology Review》1990,2(3):311-314
Benton and Hoyt have surveyed educational psychologists regarding their views on reform of teacher-training programs. Ostensibly based on the results of their survey, Benton and Hoyt have called for a greater role of educational psychologists in shaping the reform of teacher training. The present article questions: (1) whether educational psychologists have skills that would contribute to reform as it is being conceptualized; (2) whether the reform movement is focusing on aspects of the educational system that will result in improved student outcomes; and (3) whether it is the educational system that needs reform or our expectations for the educational system. 相似文献
17.
Whitney Alicia Zimmerman Stephanie L. Knight David E. Favre Atman Ikhlef 《Teacher Development》2017,21(2):324-345
Qatar is undergoing major educational reform that is shifting its educational policy toward an instructional orientation grounded in constructivism and student-centered instruction. Differences in cultural conceptions of knowledge acquisition and the purpose of education are examined to highlight challenges to Qatar’s reform implementation efforts. Self-efficacy theory is reviewed to provide a theoretical framework for our examination of the adequacy of professional development to impact teacher efficacy for implementing reform-based teaching practices. Teaching behaviors in line with the reform and teacher efficacy were quantitatively measured before and after professional development for treatment and control groups. Regression methods were used to examine the impact of professional development on the relationship between teaching behaviors and teacher efficacy. Results indicate a significant interaction effect; for teachers who received the training, the relationship between behaviors and teacher efficacy was negative, while for teachers in the control group this relationship was positive. Implications of the findings for teacher efficacy and professional development are discussed. 相似文献
18.
Patricia E. Simmons Allen Emory Tim Carter Teresa Coker Brian Finnegan Denise Crockett Lon Richardson Robert Yager John Craven John Tillotson Herbert Brunkhorst Mark Twiest Kazi Hossain James Gallagher Don Duggan‐Haas Joyce Parker Fernando Cajas Qasim Alshannag Sheryl McGlamery Jerry Krockover Paul Adams Barbara Spector Tom LaPorta Bob James Kristin Rearden Kay Labuda 《科学教学研究杂志》1999,36(8):930-954
19.
To identify teacher candidates' needs for training in inclusive classroom assessment, the present study investigated teacher candidates' beliefs about inclusive classroom assessments for all students educated in regular classrooms, including those with special needs and English language learners. An innovative theoretical assessment model, consisting of four concepts of assessment for, as, of learning as well as accommodations and modifications, was built to compare with questionnaire responses from a group of Canadian teacher candidates (n?=?295). Our data yielded five factors: (1) beliefs about accommodations and modifications for students with diverse needs (ACC), (2) assessment of learning, (3) assessment as learning, (4) misconceptions of inclusive assessment, and (5) negative beliefs about assessment for learning (NAFL). Contrary to expectations, assessment concepts are not fully interrelated with each other in teacher candidates' belief systems. In addition, participating teacher candidates may have some misconceptions about inclusive assessments given that they possessed positive beliefs towards them. The implications for teacher education programmes and professional development were also discussed in this study. 相似文献
20.
高师课程改革必须以中小学教师专业发展为目标——基于对175名中小学校长、管理人员和教师的调查与思考 总被引：1，自引：0，他引：1
ZUO Rui-yong WANG Wei-hong 《课程.教材.教法》2008,(7)
对175名中小学校长、管理人员和教师的调查表明,他们对高师院校培养的新教师的专业素养满意度不高,凸显了高师课程体系在中小学职前教师培养中的缺陷。高师课程迫切需要改革,高师课程改革必须以中小学教师专业发展为目标。具体而言,高师课程改革必须着力涵养职前教师的师范素质,锤炼职前教师的实践智慧,强化职前教师的研究意识与研究能力,提升职前教师的专业自觉。 相似文献