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熟手型教师向专家型教师的转化是一个艰难的过程。许多新教师成为熟手教师后,就在此阶段停滞下来,不易再往前迈进。通过总体和细节两方面的定性和定量分析发现,熟手型教师和专家型教师在教学环节、教学策略和教学语言上往往具有相似性,而在教学任务、提问能力、课堂调控能力等方面不同。要实现从熟手型教师向专家型教师的转变,就要为教师的专业化发展提供针对性的有效指导,促进熟手型教师对教学经验进行反思,在课堂上合理运用启发性提示语。 相似文献
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熟手型教师向专家型教师的转化是一个艰难的过程。许多新教师成为熟手教师后,就在此阶段停滞下来,不易再往前迈进。通过总体和细节两方面的定性和定量分析发现,熟手型教师和专家型教师在教学环节、教学策略和教学语言上往往具有相似性,而在教学任务、提问能力、课堂调控能力等方面不同。要实现从熟手型教师向专家型教师的转变,就要为教师的专业化发展提供针对性的有效指导,促进熟手型教师对教学经验进行反思,在课堂上合理运用启发性提示语。 相似文献
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教师教学专长发展的心理历程 总被引：4，自引：0，他引：4
Lian Rong Vice President professor doctoral supervisor at Educational Science Technology Institute of Fujian Normal University 《教育研究》2008,(2)
教师专业发展的实质是教学专长的不断提高。在对3000多名新手型、熟手型和专家型教师的成长心理的实证研究基础上,探讨从新手到熟手再到专家的教师教学专长发展的心理历程。在这一成长过程中,从新手到熟手的变化主要是常规水平的胜任,从熟手到专家的变化主要是创新水平的胜任,而熟手是从新手型教师成长为专家型教师的关键阶段。 相似文献
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本文分析了新手型、熟手型和专家型教师处于专业发展不同阶段在教学策略、工作动机、职业承诺和职业倦怠的特点,指出应依据教师专业发展不同阶段的特点采取相应的教师教育措施:加强对新手型教师成长的干预;充分认识熟手阶段的敏感性和关键性;充分发挥专家型教师的优势。 相似文献
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苏秋萍 《广西教育学院学报》2009,(6):46-49
本文分析了新手型、熟手型和专家型教师处于专业发展不同阶段在教学策略、工作动机、职业承诺和职业倦怠的特点,指出应依据教师专业发展不同阶段的特点采取相应的教师教育措施：加强对新手型教师成长的干预;充分认识熟手阶段的敏感性和关键性;充分发挥专家型教师的优势。 相似文献
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邵雅利 《宿州教育学院学报》2009,12(2)
本研究把教师的职业承诺分为情感承诺、继续承诺、规范承诺三个方面,通过探索性因素和验证性因素分析,表明<中学教师职业承诺量表>是一个比较可靠、有效、理想的量表.同时,本研究进一步地提出新手-熟手-专家教师具有不同的职业承诺表现形式及发展模式,结果表明,从总的来看,新手-熟手-专家型教师在职业承诺上存在着显著的差异.专家型教师在情感承诺、规范承诺和总承诺水平上都要比新手型与熟手型两类教师来得高. 相似文献
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文章把教师的职业倦怠分为情绪耗竭、人格解体、缺乏成就感三个方面,通过探索性因素和验证性因素分析,表明《中学教师职业倦怠量表》是一个比较可靠、有效、理想的量表。同时,本研究进一步提出新手-熟手-专家教师具有不同的职业倦怠表现形式及发展模式。结果表明,从总的来看,新手-熟手-专家型教师在职业倦怠上存在着显著的差异。专家型教师在人格解体、缺乏成就感和总倦怠水平上比新手型与熟手型两类教师都来得低。 相似文献
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了解高中教师发展需求有利于促进教师的专业发展.以新手型、熟手型、专家型三个发展阶段共216名粤西普通高中教师作为职业发展需求差异问卷调查研究对象,结果表明:1)三类教师群体在教育知识与教育能力需求上差异不显著.熟手型教师尤其是熟手型女教师比新手型、专家型教师更为看重职业规划.2)熟手型、新手型教师更为在意文化通识、师生知识、教学知识与考试知识四类知识需求,专家型教师则更看重教育理念的更新与升级.3)学科教学能力、课堂驾驭能力与班级领导能力的提升是新手型教师的最大需求,而课程开发能力与科研能力的提升则是熟手型教师的最大追求.4)三类教师对职业规划、职业修养、倦怠抑制、职业培训、评价激励五类职业发展需求期待较为一致.熟手型教师比新手型、专家型教师更期待获得职业发展支持. 相似文献
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程娇 《晋东南师范专科学校学报》2014,(3)
基于话语分析理论,通过大学英语课堂录音录像,采用实证量化分析方法,对来自我国西北地区某985高校的12位大学英语教师的课堂话语进行分类调查、对比分析。从教师话语量、提问类型、意义协商特点、教师反馈方式几个方面,对比分析了新手型、熟手型和专家型教师三类教师课堂话语的差异性及各自的优缺点,为探究大学英语课堂教学模式提供新视角,并尝试性地对大学英语教学提出建设性意见。 相似文献
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Chin-Wen Chien 《Teachers and Teaching》2013,19(3):328-345
Though it is well known that pre-service teachers’ field experiences are recognized as key to enhancing teaching practice, Taiwanese pre-service teachers who take ‘Teaching Methods and Materials’ in elementary school’s seven areas often complain that they lack field experience. They do not have the opportunity to experience teaching demonstrations among real elementary school students. This case study discusses 35 pre-service English teachers’ professional learning and the field experience they acquired from expert teachers in the Teaching Methods and Materials of English in the Elementary School course in Taiwan. Data in this study include: (1) observation notes, (2) lesson plans, worksheets, and teaching materials, (3) videos on teaching demonstrations, (4) conversation notes on lesson planning, (5) the class syllabus, (6) semi-structured interviews with expert teachers, and (7) participants’ reflections on their mentoring experience. Participants held positive attitudes toward the mentoring experience and their expert teachers. Because it helped them combine their knowledge of the classroom context, lesson plan content, instructional pedagogy, and their students, these 35 participants regarded teaching practice as more beneficial than observing expert teachers’ instructions and having conversation with expert teachers after teaching practice. In addition to mentored field experience, online discussions and seminars on topics are suggested for inclusion in mentoring activities. 相似文献
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This self-study addresses two questions: (1) how did self-study aid the teacher educator in interrogating her beliefs about and mediate her projection of teacher-as-facilitator versus teacher-as-expert? and (2) in what ways did prospective elementary teachers in an undergraduate, interdisciplinary science course exert control over their learning as a result of the teacher educator's self-interrogation of practices? In her teaching role with prospective teachers, Nicole explored a major myth about teaching concerning the image of the professor as the primary expert in the classroom. Critical events analysis revealed instances where she exerted power as an expert or assumed the role of facilitator. Instead of clearly marked instances where she took actions to exert her various roles in the classroom, she found that classroom events could not be categorized neatly. There were cases where she acted as an expert and students felt free to make their own decisions about their learning. When she was uncertain or attempted to relinquish control, students often responded by not taking control of their learning. 相似文献
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面对教研组作为教师专业化水平提高平台的功能被逐渐边缘化的现实,当以选择课例作为教师研修的"支架",构建以"课例研究"为基本特质的教研文化。研课旨趣指向"专业诊断",使评课真正起到有效促进和发展的功能;课例诊断在问题驱动下,聚焦课堂教学行为的改进与优化;课例研究取向重心要转移,研课活动不再单看教师的教学行为,还应关注到课堂教学中最为核心的因素——学生的发展与表现。 相似文献
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Taking a Second Look: Expert and Novice Differences when Observing the Same Classroom Teaching Segment a Second Time 总被引：1，自引：0，他引：1
Judith A. Kerrins Katherine S. Cushing 《Journal of Personnel Evaluation in Education》2000,14(1):5-24
Expert and beginning principals viewed a classroom teaching episode of a seventh grade mathematics classroom for teacher supervision purposes. After the first viewing participants were asked questions about classroom management and instruction, about the skills of the teacher, and about recommendations they would make for improvement. After a second viewing, similar questions were asked. Differences between groups were found in their understanding of classroom teaching and their abilities to evaluate and make recommendations for the improvement of teaching. This study indicates that important differences will occur in the supervision experience for teachers depending on whether an expert or novice principal supervises them. Findings from this study have implications for the development of preservice and inservice training programs and induction experiences for new principals. 相似文献
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江坚智 《福建教育学院学报》2011,12(5):91-94
文章采用弗兰德斯的言语互动分析法,对专家型教师和新手型教师在＂盐类水解＂这一课＂同题异构＂教学的课堂教学行为进行比较研究,找出两种类型教师的差异。依此提出使新手教师尽快成长的做法。 相似文献
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This study examined the classroom discipline orientations of pre‐service elementary teachers both before and after the student teaching experience. Prior to beginning and immediately after completing their full‐time student teaching experience, pre‐service teachers (N = 220) from three southeastern universities in the USA completed a discipline belief instrument which identified their preferred model of classroom discipline. The results showed that the student teaching experience significantly increased beginning teachers’ preferences toward a more assertive discipline model (Rules and Consequences) and decreased their preferences toward the humanistic discipline model (Relationship–Listening). These results demonstrate that the student teaching experience may be creating a dissonance in prior knowledge and beliefs, and experiences of pre‐service teachers in classrooms. The results of the study suggest that teacher education programs can help pre‐service teachers transition more smoothly into classroom teaching by providing a school–university partnership as well as more lessons and advice on handling specific classroom management situations. 相似文献
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新手教师是教师队伍中的新鲜血液,在入职初期进行教师课堂教学能力评价是教育管理中的重要环节。基于教育评价的模糊性和不确定性,本文采用模糊综合评价法,在结合专家教师的经验的基础上,通过严密的模糊数学方法对新手教师的课堂教学能力进行科学、合理、全面的评价。 相似文献
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就高中英语课堂互动的模式和教师话语两个方面对分层随机抽取的十名高中英语教师展开了课堂现场观察研究,结果显示高中英语课堂互动模式主要为启发反馈跟踪(IRF)模式,互动频繁,且成功率高。教师常用问题启动交互,采用意义协商、及时反馈、元语言和体态语等来维护和平衡交互。但互动内容多为语言操练,缺乏真正意义的语言交际,不利于语言的学习和习得。 相似文献