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The impact of a teacher education course on pre‐service teachers' beliefs about inclusion: an international comparison 
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下载免费PDF全文 In this comparative study, the impact of two stand‐alone university courses on pre‐service teachers' attitudes, concerns and teaching efficacy to teach in inclusive classrooms is examined. Twenty‐eight pre‐service teachers (PSTs) from Australia and 60 PSTs from Canada completed a survey at pre‐ and post‐stages of the course. It was found that after completion of the course, Australian participants' attitudes improved, their concerns declined, and they became more confident in their ability to teach in inclusive classrooms. Similarly, Canadian participants' concerns declined and their teaching efficacy improved, but they became more apprehensive about teaching in inclusive classrooms. Relationships among the three variables (attitudes, concerns and teaching efficacy) were examined at pre‐ and post‐test stages for both cohorts to understand how they interacted within each of the two countries. Implications of the findings for teacher education are discussed. 相似文献
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Laurie Brady 《课程研究杂志》2013,45(4):375-378
This paper examines the contradictory effects of teaching multicultural education in two American white women's university classrooms. The authors use discourse analysis to understand the confusing results of teaching about difference. In this analysis, course readings and a field trip to an urban school are examined in regard to the instructors' intentions and students' responses. The authors understand the puzzling results of their teaching by examining the positivist dimensions of their pedagogy, including the belief in rational approaches to overcoming racism, sexism and other systems of oppression, the belief in the possibility of replacing 'bad ideas' with 'good' ones, and the perpetuation of knowledge grounded in a binary system of meaning-making and language use. The authors conclude with ideas for a postpositivist approach to knowledge, experience and action, that emphasizes the production of interpretations. 相似文献
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陈紫云 《湖北第二师范学院学报》2012,(1):117-119
中美课堂教学在教学目标、教学方法、教学内容、师生关系、课堂氛围等方面都存在差异。这种差异是由个性差异、家庭教育背景差异、评价标准差异导致的。我们应借鉴美国的课堂教学法,在其传授给学生大容量知识的同时,也提高课堂活跃程度,多给学生一点活动空间,充分调动学生学习积极性,充分发挥他们的自主性和创造性,挖掘他们的批判性和发散性思维。传授课本知识的同时教会学生如何获取知识的方法,提高他们的分析和理解能力。 相似文献
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The Supporting Effective Teaching (SET) project consists of studies that examine the relationship between elementary general education teachers' beliefs about disability and ability and their roles in inclusive classrooms, and how these are related to teaching practices. Teaching effectiveness is operationally defined as multiple dimensions of teaching practices observed in inclusive classrooms. This paper examines previously reported and newly completed studies that investigate the characteristics of teachers in inclusive classroom settings, what they believe about their roles and responsibilities and about their students' learning, and how their beliefs relate to their teaching effectiveness with students both with and without disabilities. 相似文献
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高校教师在古代文学教学中,需要把引起学生的学习兴趣作为一个贯穿始终的观念。要引起学生的学习兴趣,既要要求教师自身有较宽的知识面,又要教师在教学过程中讲出古代文学作品中蕴含的丰富的情感,揭示作品的历史意义,寻找古代文学作品同现实生活的契合点,实现课内、课外的双向互动。古代文学教学要学生将"创新"观念与"求实"精神、"守正"学风结合起来,并打好与学科相关的各种基础,使学生在认真读书的基础上,培养学生的创新精神与能力,使其自觉肩负起传承传统优秀文化的责任与使命。 相似文献
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美国本土汉语教材比中国编对外汉语教材更受美国大学生欢迎,是由于其在教学理论、背景设置、文化传授等方面的特点。因此,我国编写对外汉语教材时,应该采众法之长,结合汉语特点,考虑大学生的知识结构和认知能力,注意强化英汉对比,并且形成＂试用—出版—修订＂动态编修过程。 相似文献
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This article investigates three teachers' conceptions and use of inquiry‐based instructional strategies throughout a professional development program. The professional development program consisted of a 2‐week summer inquiry institute and research experience in university scientists' laboratories, as well as three academic year workshops. Insights gained from an in‐depth study of these three secondary teachers resulted in a model of teacher conceptions that can be used to direct future inquiry professional development. Teachers' conceptions of inquiry teaching were established through intensive case–study research that incorporated extensive classroom observations and interviews. Through their participation in the professional development experience, the teachers gained a deeper understanding of how to implement inquiry practices in their classrooms. The teachers gained confidence and practice with inquiry methods through developing and presenting their institute‐developed inquiry lessons, through observing other teachers' lessons, and participating as students in the workshop inquiry activities. Data analysis revealed that a set of four core conceptions guided the teachers' use of inquiry‐based practices in their classrooms. The teachers' conceptions of science, their students, effective teaching practices, and the purpose of education influenced the type and amount of inquiry instruction performed in the high school classrooms. The research findings suggest that to be successful inquiry professional development must not only teach inquiry knowledge, but it must also assess and address teachers' core teaching conceptions. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 1318–1347, 2007 相似文献
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Clare Mariskind 《Teaching in Higher Education》2013,18(6):596-605
Student participation in higher education classrooms is considered important for learning and achievement, but what is meant by participation is rarely made clear. In the literature, it often refers to various forms of verbal participation, which are celebrated and also critiqued. In particular, Western pedagogical assumptions and expectations of classroom participation can marginalise students from non-Western cultures. This article discusses the findings from a study of university teaching staff in New Zealand who spoke about their experiences of teaching a diverse range of students. Analysis of narrative data investigates what participation means for these teachers and how they enact it in their classrooms. It reveals the norms and assumptions that underlie their narratives and considers how these norms discipline teachers' practice. 相似文献
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This paper reports the changes that occurred in the didactic approaches of three professors who participated in a project intended to develop new ways of teaching mathematics to second year university students. An enactivist perspective is used to address the process of change that emerged as a result from interactions during project meetings. We describe changes in the participants' actions by looking at data obtained from the meetings and the classrooms. Teachers were able to ‘see more’ and modify their teaching practices incorporating a more open and flexible approach in accordance to their structural state which depended on their previous history. Therefore, the results varied. It was possible to observe, however, similar changes in all members of the group which included the use of vocabulary from learning theories and the inclusion of in-depth reflections on teaching and learning. 相似文献
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Susan A. Colby 《Teaching Education》2013,24(4):351-362
Although Vygotskian principles involving the Zone of Proximal Development (ZPD) are hailed as tenets undergirding teaching and learning within a constructivist setting, these principals have not been implemented widely within school classrooms. Tharp and Gallimore, building on the notion that learning can be maximized when a teacher has a heightened awareness of a student's ZPD and stimulates new learning based upon this understanding, argue that true teaching is a matter of “assisting performance”. This study examines the efforts of one university instructor to assist the performance of her graduate students as they learned to teach, scaffold and support struggling readers. The findings suggest that the university instructor successfully assisted her students by providing supportive feedback, extending their learning and providing appropriate resources through ongoing Email correspondence and face‐to‐face meetings and tutoring sessions. Success was attributed to the instructor's extensive knowledge of supporting struggling readers, awareness of her students' ZPD's in relation to the context of their learning and her efforts to consistently provide appropriate and specific feedback through iterative dialogue. 相似文献
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Kasturi Behari-Leak 《Teaching in Higher Education》2017,22(5):485-500
New academics entering higher education are especially vulnerable if teaching in a post-colonial classroom is not foregrounded as an explicit part of their professional induction. Drawing on a study of a professional development programme for induction to teaching, this paper explicates how six new academics confront specific challenges of exclusion, marginalisation, and alienation at institutional, faculty, departmental and classroom levels. Framed by critical and social realist theory, the study uses photo voice methodology to elicit new academics' critical insights in the ‘learning to teach’ frame. The paper asserts new academics must engage in ways that make explicit the racial, gendered and class-based constraints experienced in various university spaces. While the relevance and legitimacy of current professional development programmes depends on their ability to be responsive and socially just, the study also questions whether programmes alone can challenge deep systemic constraints that are reproduced through current university structures and culture. 相似文献
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As a relatively new delivery medium, desktop video conferencing (DVC) promises to bring traditional face-to-face teaching to computer screens. Although ample literature covers incorporating technology into classrooms, little documents the experiences and perceptions of participants in DVC courses and DVC's effects on teaching and learning. A recent ethnographic study that examined incidental learning in five DVC courses offered at an American university found that incidental learning often overshadowed the planned curriculum and found a high level of participant frustration. The study's results reaffirmed the importance of incidental learning in a DVC course and of developing an environment that reduces faculty and student frustrations. 相似文献
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探讨适合中国博士研究生的学术研究方法教学模式。分析我国研究生学术论文写作中存在的问题;阐述美国大学研究方法教学的基本特征和实践模式。在美国大学教学模式的启发下,对教师的知识供给体系和学生科学研究能力推进模式进行深入解析。 相似文献
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“How will I get them to behave?”: Pre service teachers reflect on classroom management 总被引：1，自引：0，他引：1
This study examines how pre-service teachers think about disconnections between what they believe about teaching, what they learn in their university coursework, and what they observe of behaviour management practices in public school classrooms. Based on the reflective writings of teacher education students at an urban Midwestern university in the United States, this narrative research leads to a deeper understanding of how teacher educators can support and challenge future teachers in their ability to think critically and thoughtfully in developing their identities as future educators. 相似文献
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第二课堂作为培养大学生创新能力的重要途径,在高等农业院校日益受到重视。以山东农业大学生命科学学院开展大学生第二课堂实践为例,总结了实验教学中心在开展第二课堂中的作用以及开展大学生第二课堂创新活动的具体举措,并就取得的成效和产生的效果进行了概述。 相似文献
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随着信息技术的发展,大学教育不断改革,教师要顺应时代发展,跟上改革的步伐,积极改进自己的教学,不断提升教学能力。翻转课堂改变了教学流程,也重塑了传统的师生角色。通过深入课堂听课,听取了81名高校英语教师的课堂授课,研究组发现的问题主要是部分教师不能有效利用各种教学媒体;部分教师的教学环节不够完整,对教学缺乏总体设计;部分教师的课堂还是以教师为中心,翻转课堂并未"翻转"。 相似文献
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地方高校的学生与一些重点大学的学生的语文基础存在很大差异,因此地方高校的大学语文教学必须进行大胆改革,探索一条有利于学生发展的新路径。地方高校大学语文课程改革的关键在于教学理念的准确定位、教学内容的正确选择、课堂教学语文技能的训练上,同时应重点在培养学生的语文语言的运用能力上下功夫。 相似文献
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关于开放式实验教学模式的思考 总被引：3，自引：0，他引：3
开放式实验教学是课堂教学的一种有效的补充和延伸，其目的在于让学生在掌握有关知识的同时，提高学生的综合素质技能和创新能力。本阐述了高校实验室的作用和地位，并对开放式实验教学模式做了具体的分析。 相似文献