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1.
《Studying Teacher Education》2013,9(3):311-328
This self-study investigated student teachers' perceptions of teacher educators modeling practices within a large lecture class in an initial teacher education program. It also studied factors that affected student teachers' developing ideas and practice. Phase 1 collected data from student teachers through focus group interviews and course and teaching evaluations, as well as data from lecturers. Phase 2 collected further qualitative data from teacher educators to inform questions arising from Phase 1 findings. While student teachers' perceptions of critically reflective processes and teaching models modeled by lecturers were varied, they affirmed the positive value of lecturer modeling. Data highlighted gaps between lecturers' intentions and the student teachers' perceptions. Data confirm that effective modeling is difficult to achieve, particularly in large lectures. Student teachers were challenged by the demands of engaging critically with new content while also being attentive to modeling. Recommendations include explicitly unpacking our teaching practices, using training strategies to support student teachers in developing the ability to reflect critically, and increasing opportunities for student teachers to practice various teaching models and strategies. 相似文献
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Despite the research evidence on the effectiveness of collaborative learning (CL), the implementation of this teaching strategy has not yet found a profound place in teaching practice. As a consequence, several studies have investigated teachers’ motives regarding and experiences with the use of CL. Most of these studies concern however senior teachers, whereas new generations of teachers are important actors in the process of educational innovation. Hence, it is crucial to explore novice teachers’ stories about CL implementation: what motivates them to implement this teaching strategy, what hinders them and how do they handle the challenges they are confronted with? The answers to these questions may provide useful information for improving the teacher education curriculum regarding CL. In this respect, the present study intends to study pre-service and beginning teachers’ experiences with CL in classroom practice, after a formal training pertaining to CL as part of their teacher education programme. The aim is to identify the main challenges student and novice teachers encounter when they want to implement CL in their teaching practice, and how they position themselves in these challenges. A qualitative case study design with in-depth interviews in the Flemish context (Belgium) was used to gain access to the particular experiences of each teacher, and to the processes of interpretation and meaning-making that go with those experiences. Participants were interviewed individually one week before graduation (n?=?15). After at least half a year of experience in the teaching profession, 10 participants were interviewed for a second time. In the present study, we present the results from a cross-case analysis, using the method of constant comparative analysis to identify similarities or differences, and to capture recurring patterns within the data. The findings reveal several dilemmas that illustrate the conflicting options teachers are facing in relation to their colleagues, their pupils, the curriculum and in the classroom context when they intend to implement CL. In particular, the following dilemmas were identified: two dilemmas related to professional autonomy (student teachers: teacher autonomy vs. pre-service performance assessment; novice teachers: teacher autonomy vs. institutional conformity), further dilemmas related to teachers’ beliefs about pupils’ readiness for CL vs. evidence about pupils’ readiness for CL, investing in innovation vs. curriculum and job pressure, and pedagogical intentions vs. contextual constraints. In most conflicting situations, student and novice teachers position themselves in the challenge by opting for non-implementation. 相似文献
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有效教学是教育者始终追求的目标和理想。大学“新手教师”处于职业生存的阶段,迫切需要研究课堂有效教学的策略。大学“新手教师”要从明确大学教学目标、研究大学生学习心理、精心备课、教学得法、加强教学反馈、开展学术研究六个方面去探索提高课堂有效教学的策略。 相似文献
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Rich-media representations of teaching using animated cartoons can be effective at stimulating teachers' discussion about practice and hence help them learn productively from one another about their profession. Our research aims to design web-based interactive rich-media virtual settings for teachers to learn to do the practice of teaching. For that purpose, we seek a set of operational design principles that could be used to optimally exploit web-based interactive rich-media technologies. By operational design principles, we mean guidelines that facilitate decision making in the creation of learning conditions. In this article, we report on a study of the effect of embedded animated clips of instructional practice in online interactive forum/chat to support teachers in learning to notice and interpret critical events of classroom interactions. The study showed that both novice and experienced teachers actively participated in discussion and effectively noticed important events of teaching practice. The main findings include the following: (a) Embedding animated representations of teaching in forum/chat, by serving as a common point of reference, helps both novice and experienced teachers effectively notice and discuss noteworthy events in teaching practice; (b) forum suits novice teachers better than chat; and (c) both forum and chat suit experienced teachers in different ways. This study is a critical step in a design-based research agenda toward the building of more complex virtual settings for teacher education. 相似文献
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Dr. Christine Johannes Prof. Dr. Tina Seidel 《Zeitschrift für Erziehungswissenschaft》2012,15(2):233-251
Despite a growing interest in professionalization, research on didactic training of novice university teachers is lacking. This contribution, therefore, analyzes the development of teaching intentions and strategies (teaching approaches) in relation to teaching action, professional vision and teacher identity during a video-based training. We questioned fourteen novice teachers in a pre-post-design and with reference to video-taped teaching sessions. We also conducted a systematic video analysis. The results show that the teachers?? approaches start out rather teacher-focused. However, these approaches become more coherent to teaching action over time, which, in combination with emerging self-efficacy in teaching, indicates a developing teaching profile. Teachers?? professional vision of their own teaching is strongly focused on themselves. Teachers reflect on discrepancies between intentions and action and, by this, they can deduce concrete actions to make their teaching coherent to their intentions. We, therefore, conclude that our training equips teachers with the necessary tools for changes in action. Even so, putting this knowledge into practice also depends on contextual factors. 相似文献
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《Journal of Further & Higher Education》2012,36(6):804-818
Teaching practitioners in all education sectors commonly face expectations to engage in ‘learner-focused’ teaching, although the term is defined and interpreted in a myriad of ways. In higher education, some studies have examined links between learner-focused teaching and academic disciplines. This article reports on a study which investigates the ways in which practitioners in different discipline areas conceive of, and report, different approaches to teaching. For 344 lecturers in a polytechnic in Singapore, data from the Approaches to Teaching Inventory indicated that these lecturers, as a group, reported paying more attention to teacher-focused approaches to teaching. Further, lecturers teaching a subject in a ‘hard’ discipline were more likely to report a teacher-focused approach to teaching for that subject. Conversely, those lecturers teaching a subject in a ‘soft’ discipline were more likely to report a learner-focused approach. The implications of this for staff development will be discussed. 相似文献
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《师资教育杂志》2012,38(5):585-595
This article reports on a qualitative small-scale case study that investigated what pre-service teachers learned from a former generation of teachers about the context and nature of teaching and teacher education during the 1950s and 1960s. Data comprised semi-structured interviews and a grounded theoretical approach was used to analyse the data. A process of coding and re-coding of the data resulted in the identification of emergent patterns and broad overarching themes and subthemes. Findings suggest that the pre-service teachers drew inspiration from the older teachers’ emotional connection to the profession, and their own passion for teaching developed or intensified as they came to understand teaching as a rewarding lifelong career. It is suggested that mentor relationships between pre-service teachers and those from an older generation have the potential to support novice teachers in developing a passion for teaching and, ultimately, resilience and longevity in the profession. Recommendations are made for the inclusion in teacher education of opportunities for intergenerational learning through such relationships. 相似文献
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This study is an attempt to understand betterthe complex nature of tertiary teaching byidentifying and investigating the attributes ofa group of excellent teachers in sciencedepartments of the University. In working withthis group of teachers we examined what theysay about their teaching and what theydo in their teaching practice. Ourfindings, as well as confirming much of theexisting literature at primary, secondary andtertiary levels, emphasise the strong linkbetween the teaching practice and researchcommitment of our excellent science teachers;as well as the key roles played byinterpersonal relationships and the `person' ofthe teacher. We propose that purposefulreflective practice integrates the manydimensions of teaching for this group ofexcellent science teachers. We present atheoretical model that can be used to assistnovice or less experienced university academicsin their development and understanding ofteaching excellence at the tertiary level. 相似文献
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What university teachers teach and how they teach it 总被引：2，自引：1，他引：1
Elaine Martin Michael Prosser Keith Trigwell Paul Ramsden Joan Benjamin 《Instructional Science》2000,28(5):387-412
In this article we make three related arguments. The first isthat different teachers have different intentions concerning whatstudents will learn and consequently in their teaching they constitutethe topic or subject to be taught quite differently. The second is thata teacher's intentions concerning what it is that students should learnis closely aligned with a teacher's expectation of how students learnand how they can be helped to learn through teaching. The third is thatwhen teachers focus specifically on the teaching of a particular topic,within a specific context, there is a close relationship between theirintentions and their teaching practice. In this article we explore thesearguments through an empirical study which considers the different waysin which 26 university teachers intended to constitute a subject ortopic for their students to study, how they then taught the subject andsubsequently how consistent were their intentions and their practice.The analysis shows that when the context of teaching and learning istightly defined there is a clear relationship between a teacher'sintention and their practice. In particular, university teachers whoadopt more conceptual change and student-focussed approaches to teachingconstitute objects of study which are more relational and focus on thestudent's knowledge. Approaches which are more information transmissionand teacher-focussed constitute objects of study which are moremulti-structural and have a focus on knowledge which is as constitutedas being external to the student. 相似文献
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CDIO工程教育模式下高职教师角色转变研究 总被引：3，自引：0，他引：3
陶荣 《南宁职业技术学院学报》2013,(1):55-57
CDIO工程教育模式的教学改革中,要求高职教师的角色进行转变。要求教师具有良好的工程实践能力、教学能力和良好的职业道德。教师的角色从课堂的讲授者转变为引导者、设计者,必须采取各种措施应对教师角色的转变,不断提高教师的工程实践能力、教学能力、学习能力、项目开发能力以及对学生的考核能力等。 相似文献
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杨丽 《成都教育学院学报》2014,(2):95-99
真实课堂中的学生是复杂且不确定的,在新课改理念的指导下,教师所设计的教案也应是不断变化的,教师、教材、学生以及课堂环境都是教师在设计教案时所必须考虑的因素,从实践中不断总结经验教训,研究适用于小学以及幼儿新手教师的教学过程。文章以童话故事The Story ofAx中的一部分内容为例,采取游戏教学法,遵循"热身※引入或导入※依据教材内容而设计游戏教学※复习或巩固※检验或反馈"的过程,进行教学设计,以便更好地吸引学生、增加学生的兴趣,以期为新手教师提供一定的实用性教学参考。 相似文献
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To what extent do students and teachers hold similar beliefs about excellent teaching? Do differences in beliefs have practical implications (e.g., how students rate their teachers on end-of-semester evaluation forms)? In Study 1, undergraduate students (N=414) and faculty members (N=128) responded to questionnaires assessing their perceptions of an excellent discussion leader, lecturer, or instructor. Participants judged items that contributed to a Structure composite as more characteristic of excellent lecturers than excellent discussion leaders and items that contributed to a Process composite as more characteristic of excellent discussion leaders than excellent lecturers. Results for students and teachers showed several systematic differences. In Study 2,278 students and their course teachers rated the characteristics of a hypothetical excellent lecturer. In addition, students rated the effectiveness of their individual teachers. Students’ ratings of their teachers were higher when students and teachers agreed on their perceptions of characteristics of excellent lecturers. 相似文献
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The role of subject teachers in content and language integrated learning (CLIL) has received little attention, since most research focuses on language learning results of students. This exploratory study aims to gain insight into the perceptions of Dutch bilingual education history teachers by comparing teaching CLIL with regular history teaching. We used questionnaires and interviews to collect data. Results show that bilingual education history teachers perceived their dual task as language and subject teachers to be challenging. Teaching in English also enriched their teaching skills and eventually had a positive influence on their level of job satisfaction. 相似文献
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This paper illustrates the experiences of novice teachers through self-reflection by a teacher trainer. It shows how novice teachers recognize deficiencies in their professional capacity, the coping strategies they adopt and implications for teacher training. As teacher trainers we should know why novice teachers say ‘I wish they had taught me about…’ or ‘how lucky I am to have been taught this.’ The paper accounts for the initial experiences of novice teachers in their first school and clarifies how they address their own self-improvement. It shows how novice teachers engage in meaning making as they connect theory and practice in the classroom. It also illustrates how within one component of a teacher training programme a veteran teacher-trainer learnt from novices whose experiences enabled practical theories to be recognised. The evidence highlights potential areas of criticality in teacher education programmes in the real-world of teaching. 相似文献
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教师的教学决策行为是影响教学质量的深层因素,对整个教学活动流程具有导向性作用。文章借鉴"专家—新手"比较范式,采用滞后序列分析法,以90名教师为研究样本,重点比较了骨干教师与新手教师在教学决策行为上的差异,结果发现:在静态决策行为方面,骨干教师更关注认知类决策,而新手教师更关注程序性决策;在动态决策行为方面,骨干教师的决策策略比新手教师更均衡多样、目标更聚焦。此外,文章还综合两类教师的动静决策行为特点,给出了相应的启示和建议,以期为新手教师成长为优秀骨干教师提供实践指导,并为发展新手教师的教学决策能力提供外在的"结果态"参照。 相似文献
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通过访谈的方式对大学ESP教师教育水平及总体状况、教学成效及其成因、教学不足及其改善建议等方面进行了充分的调查和分析,提出了促进大学ESP师资发展的对策：专注师资的优化发展,提高教师的自我学习效率;设置专门的教师岗位和教研机构,强化师资长远发展目标;重视教师的跨专业合作,促进＂复合型＂师资的培养。 相似文献
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Annette Wilkinson 《Educational Media International》2013,50(2):124-134
At the University of the Free State (UFS) in South Africa, professional development is characterised by its focus on the advancement of scholarly teaching in the disciplines. Practices followed are informed by the scholarship of teaching and learning movement. Within learning communities, special attention is given to the motivational conditions for optimal development, which are intentionally and collaboratively created or enhanced. An action research approach is adhered to, with action learning always an underlying ingredient. The approach has already shown promising signs in advancing personal growth and scholarly teaching practices among lecturers in the Decoding Learning in Law project. The decoding idea originated in the USA and follows a process of identifying and addressing the discipline-specific learning problems of undergraduate students. As precursor to the more formal phase of decoding, the Centre for Teaching and Learning at the UFS has embarked on a process of empowering a group of lecturers in law to address the challenges they experience in their teaching environment. During meetings and workshops, the members of the newly established learning community act as collaborators in the construction of new knowledge on the theory and practice of good teaching and learning (with a special focus on student engagement); they reflect critically on obstacles in their own courses and take part actively in conversations on the application of innovative strategies in law teaching. Special attention is given to the use of educational technology. In the project, development of relevant technological skills was preceded by a technology-needs survey and discussions in which prevailing perceptions about the use of technology in law education were brought to light. Although the project is still in its first year, the motivational context of community and collaboration has already given rise to a synergy that promises to reshape the teaching and learning environment in law at the UFS. In an informal way, progress has also been made with the decoding process of identifying “bottlenecks” in the teaching and learning of law at the institution. 相似文献
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Lia M. Daniels 《教育心理学》2015,35(8):984-1005
Research shows that personal and classroom goals are important for pre-service and practicing teachers’ personal and professional outcomes; however, no research has examined changes to these types of motivation across the transition from student to teacher. This study followed pre-service teachers (n?=?47) into practise and assessed changes in self-reported personal and classroom goals using surveys and focus groups. Correlations, repeated measures analysis of covariance and reliable change indices were used to assess stability/change in the quantitative data. Qualitative data were analysed for themes and largely supported the quantitative results. The results showed that teachers were at least as personally oriented towards mastery-approach in their practice as they were during their pre-service education but less personally performance focused. In terms of classroom goals, performance practices increased whereas mastery practices decreased, particularly for secondary school teachers. Although practicing teachers are personally mastery-oriented in their teaching, their intentions to establish classroom mastery goals appear difficult to enact in practice. 相似文献