共查询到20条相似文献，搜索用时 31 毫秒
1.
新世纪以来,中国内地和香港都启动了大规模的课程改革,对教师发展和教师教育提出了新的要求。基于对教师发展与教师教育之间关系的分析,文章指出了二者未来的发展方向,即发展中小学—大学伙伴协作关系,建立教师教育发展网络,促进多元化的教师发展和教师教育,以及深化教师与教师教育工作者的实践探究与反思。 相似文献
2.
Corinne van Velzen Monique VolmanMieke Brekelmans Simone White 《Teaching and Teacher Education》2012,28(2):229-239
Building quality work-based learning opportunities for student teachers is a challenge for schools in school-university partnerships. This study focused on the guidance of student teachers by means of a mentoring approach aimed at sharing practical knowledge, with student teachers’ learning needs as an emphasis. The approach was built on collaborative lesson planning, enactment, and evaluation.The study followed three triads (student teacher, mentor, school-based teacher educator) and examined participants’ appreciation of the effectiveness of the approach and their perception of relevant conditions. The approach was considered effective: deeper conversations appeared and new issues emerged earlier than in regular mentoring conversations. 相似文献
3.
Teacher education: Partnerships in pedagogy? 总被引：1，自引：0，他引：1
Anne Edwards 《Teaching and Teacher Education》1995,11(6)
Initial training partnerships between schools and universities can appear to be driven by the demands of external accountability. Resultant managerial models of partnership support simplistic interpretations of application of subject knowledge: competence-based assessments and reflective practice in initial teacher training. A consequent focus on “performativity” (Ball, 1994) seems to militate against an emphasis on how student teachers best learn. A Neo-Vygotskian model which incorporates understandings of teaching and learning is offered as a possible framework for initial training partnership. Data collected from an early years teaching school-university partnership programme illustrate discussion of the framework. The complexity of roles and responsibilities in training partnerships is emphasized. 相似文献
4.
Noriyuki Inoue 《Journal of Mathematics Teacher Education》2011,14(1):5-23
One danger of integrating inquiry-based problem-solving activities into mathematics lessons is that different strategies could
be accepted without in-depth discussions on the cogency and efficiency of the strategies. To overcome this issue, Japanese
teachers typically go through a series of lesson-study-based teacher learning sessions and learn how to help students build
consensus on the best mathematical strategy and think deeply about problem solving (neriage in Japanese). Assuming that this can also be an effective model in other cultural contexts, a video-based lesson study was
conducted for a group of US teachers to effectively incorporate consensus building discussions in their mathematical inquiry
lessons. Through the lesson study, the teachers learned to release control of class discussions to their students and help
them discuss and examine different strategies. This article concludes with various aspects that the teachers learned for effectively
implementing neriage in their lessons. 相似文献
5.
The increased emphasis on school‐based programmes as part of initial teacher education has resulted in renewed efforts to forge more effective partnerships between higher education institutions and schools. The University of Bath has established a mentor development programme to ensure that subject mentors have an opportunity to examine ways to engage novice teachers in critical reflection about their practice while providing the support and challenge necessary to help them develop as teachers. This study is based on experienced mentors’ and their perspective on their work with novice teachers and it is a follow‐up to earlier research based on Daloz’ model (1986, Effective Teaching and Mentoring, San Francisco, Jossey Bass) of support and challenge. It examines an emerging mentoring pedagogy through which experienced mentors attempt to engage novice teachers in shaping their own vision of teaching. Three mentor profiles are discussed—the laissez‐faire, the collaborative and the imperial mentor. 相似文献
6.
Lori Kirkpatrick Michelle Searle Rachael E. Smyth Jacqueline Specht 《British Journal of Special Education》2020,47(1):24-47
The purpose of this study was to determine how resource teachers (n = 13) and classroom teachers (n = 12) experience a coaching partnership, in which both teachers work in the regular classroom to support students with special educational needs. The focus of the partnerships was to build classroom teacher capacity around inclusionary practices. Classroom teachers and resource teachers completed questionnaires about the partnerships and their impact. Results indicated that both groups of teachers found the partnerships to be valuable. The partnerships were supported by coaching principles, as well as relationship, attitudes, understanding of students, and time spent together. Benefits of the model included increased support for students; increased learning for students; learning of different approaches, for classroom teachers and resource teachers; shared responsibility for students, between classroom and resource teachers; feeling more valued, for resource teachers; and seeing a model of collaboration, for students, teachers and the community. 相似文献
7.
大学与中小学建立合作伙伴关系是世界教师教育改革的重要策略,基于伙伴的教师教育强调职前教师培养、在职教师专业发展和学校改进。合作伙伴涉及到机构之间的合作和人员之间的合作,基本模式有PDS模式、咨询合作模式、结对合作模式和团队合作模式。影响合作伙伴效果的因素包括文化因素、组织因素、心理因素、情境因素、协作因素、制度因素等。基于合作伙伴的教师教育改革致力于大学与中小学的共同发展。 相似文献
8.
This study examined the views of elementary classroom teachers (CTs), preservice CTs (PCTs), and course instructors who were involved with a university course that drew upon principles of constructivism and SL to prepare preservice CTs to use MI. Focus groups were thematically analyzed using constant comparison techniques to identify perceived successes and challenges of the course. Findings centered on three major themes, including real-world context, learning embedded in a social context, and scaffolding. This study adds to the emerging research base on school-university partnerships to support both preservice and inservice educational initiatives to generate and sustain physically active school communities. 相似文献
9.
Anonymous 《Clearing house (Menasha, Wis.)》2013,86(1):38-40
Universities and schools are struggling with the critical issues surrounding teacher quality, student learning, and the gap between research and practice. This study employed a collective case-study design to explore the impact of leadership teams and school-university partnerships on teacher leadership, professional development, and overall participant dispositions of three grant-funded projects connected by their approach to implementing school reform. Analysis of interviews, focus groups, observations, and project documents yielded three primary themes: transformation of teacher roles, improved meaningful professional development, and increased collective efficacy. Discussion of the findings addresses implications regarding teacher leadership, professional development, and school-university partnerships, especially as they impact teaching and learning. 相似文献
10.
This paper critically analyses the neo‐liberal discourse informing global education policy and practice. We use postcolonial theory to deconstruct the contexts for global educational partnerships, highlighting how issues of power and representation are central to their development and the learning that takes place within them. Teacher development through North—South study visits is one way of challenging teachers’ worldviews, but these are not always effective. We argue that study visit courses, where learning is facilitated by differently knowledgeable others, have the potential to be more effective, but only if the courses are underpinned by postcolonial theory and informed by socio‐cultural pedagogy. 相似文献
11.
Robert Michael Collin A. Webster Lynda Nilges Ali Brian Robert Johnson Russell Carson 《The American journal of distance education》2019,33(1):59-70
Previous research has not explored the potential of distance learning to prepare preservice teachers (PCTs) for promoting children’s physical activity. The purpose of this study was to (a) examine the perceptions and experiences of PCTs, inservice classroom teachers, university instructors, and elementary students who were involved in a semester-long distance delivery course that included a service-learning (SL) component with an emphasis on classroom movement integration (MI). Using a qualitative single case study design, interviews, observations, and artifacts (e.g. PCTs’ reflections and academic work) were thematically analyzed. Findings produced three themes including student-centered approach, benefit/importance of physical activity, and connect and reflect. These themes showed that participants’ perceptions and experiences support constructivist-guided SL using a distance delivery design. This study adds to the emerging research base on school-university partnerships to support schools in the implementation of comprehensive school physical activity programming. 相似文献
12.
院校协作是推动教师教育改革、学校改进、课程革新和教师素养提升的有效途径,并被广泛应用于实践中。但对于院校协作情境中大学专家与一线教师如何展开知识互动这一重要问题却鲜有实证研究涉及。通过对某一大学与中小学的跨界协作项目为典型案例进行的质性研究和多个案比较分析,研究发现:院校协作情境中,外部专家与学校教师的知识互动存在三种不同模式:一是外部专家主导下的知识迁移,二是教师参与的知识转化,三是合作探究导向的知识变革。研究还进一步分析了影响外部专家与教师知识互动的重要因素:外部专家与教师之间情境性动态变化的权力关系、作为专业人士的教师的专业身份定位以及外部专家具备的跨界能力。 相似文献
13.
School-university research networks aim at closer integration of research and practice by means of teacher research. Such practice-oriented research can enhance teachers’ professional knowledge development, and can benefit both schools and university. This paper reports on 21 participants of a school-university research network embedded in a Master’s program. The main question was: which aspects of a school-university research network play a role in processes of developing, sharing and using knowledge based on research by Master’s students? Fifteen network aspects were distinguished, which together provide a useful framework for better understanding and further study of knowledge processes in school-university research networks. 相似文献
14.
Annemarie H. Hindman Emily K. Snell Barbara A. Wasik Kandia N. Lewis Carol Scheffner Hammer Charlene Iannone-Campbell 《Journal of Education for Students Placed at Risk》2015,20(1-2):12-28
This article describes how a research–practice partnership has informed the iterative development of a web-mediated early childhood language and literacy professional development (PD) intervention. Funded through the Investing in Innovation (i3) program, this new PD model is based on an effective in-situ intervention. As we translated the face-to-face model into a largely web-mediated approach, we partnered with educators to ensure that the resulting intervention was feasible and effective in real-world classrooms serving children at risk. Specifically, an educator advisory board provided ongoing input about the PD. Further, pilot teachers completed the training and provided feedback through a survey about the usability and effectiveness of the training modules, coaching, and instructional strategies in classroom settings. Findings suggest that research–practice partnerships that gather teachers’ situated, comprehensive, and insightful perspectives can be invaluable in developing PD interventions. Collaboration between school districts and university researchers is essential in this iterative development process. 相似文献
15.
Michele Myers 《Peabody Journal of Education》2013,88(3):437-458
The positive impact on children's educational trajectories when effective home-school partnerships are established has been extensively documented. This article shares findings from a 13-month research study in a rural, southern community in South Carolina that sought to investigate the nature of the “partnerships” formed between educators and families, while challenging stereotypes and misperceptions that prevent such partnerships from unfolding. In doing so, the researcher makes visible the experiences of Black families, students, and schools in communities rarely studied—poor, rural Black communities in the southern United States. The researcher uses the actual words of the teachers and parents to make visible the disjunctive interpretations about one of the major themes from the study, parental involvement as relationships. Finally, the researcher offers implications for educators and parents as they do the work necessary to form relationships that really benefit students. 相似文献
16.
Edward R. Howe 《Teachers and Teaching》2013,19(5):505-525
Canadian and Japanese secondary teachers' conceptions of critical thinking were compared and contrasted. Significant cross‐cultural differences were found. While Canadian teachers tended to relate critical thinking to the cognitive domain, Japanese teachers emphasized the affective domain. The quantitative data, effectively reduced through factor analysis, showed a clear distinction and significant difference between Canadian and Japanese teachers on four of the five factors—Canadian teachers viewed critical thinking through Cognitive Strategizing and Relevance, while Japanese teachers favoured Conscientious Judgements and Intellectual Engagement. However, through further qualitative analysis, critical thinking was found to be a tacit and implicit teaching practice supported by most teachers surveyed, irrespective of gender, age, teaching experience, subject area and, most importantly, the cultures from which they came. 相似文献
17.
Conclusion This study points to the fact that it would be practical to compare and assess the instructional strategies of exemplary and
novice elementary science teachers using a set of criteria derived from published teacher effectiveness studies. According
to this study there are differences ranging from significant to null between the instructional behaviors of exemplary and
novice teachers, and it indicates that it may not be appropriate to rely entirely upon the findings of individual teacher
effectiveness studies to prepare effective preservice teachers. Science teacher educators need to focus more directly on the
differences in instructional strategies between the exemplary and novice teachers and inquire further into determining the
causes for the differences. Hurd (1982) reported that about half of the elementary teachers studied believe that their preservice
education failed to prepare them to teach science in real classrooms. If what separates exemplary teachers from novices can
be clearly identified, then the science teacher educator’s task of preparing effective preservice teachers will be an easier
one. Then it would be also possible to develop effective preservice science teacher education programs more congruent with
exemplary science teaching practices and augment the existing science teacher education knowledge base through further research. 相似文献
18.
The need in many countries not merely to recruit but – critically – to retain effective teachers has been a key factor in shaping induction policies. Past reviews of teacher induction have highlighted two important sources of difficulty: novices’ own unrealistic expectations of teaching and of students, and others’ unrealistic expectations of the novices. This article, which examines the relationship between teachers’ expectations of the first year of teaching and the realities that they encounter, explores the ways in which two policies in England – school-based initial teacher education partnerships (established since the early 1990s) and formal induction arrangements (re-introduced in 2000) have impacted on beginning teachers’ experience of the transition. Drawing on data from a three-year longitudinal study it focuses specifically on how the teachers’ reflections on their experience of their first year in teaching are related to the accounts that they give of their learning over the same period. 相似文献
19.
The ability to express oneself clearly in both a mother tongue and a foreign language is a foundation principle of the new national curriculum in Estonia. Therefore, research was conducted to determine whether there was a possible relationship between English as a foreign language (EFL) teachers’ perceptions of effective teaching and the contextual evaluation of the school. The aim of this article is to describe the relationship between the perceptions of school climate and effective teaching among EFL teachers. The study revealed that EFL teachers’ perceptions of the school climate correlate to some extent with their perceptions of effective teaching practices, with some differences between teachers of Estonian-language schools compared with those of Russian-language schools. The research also highlighted that senior management should place more emphasis on creating a cooperative school climate for developing a learner-centred teaching approach as one of the foundation principles of the new national curriculum. 相似文献
20.
Allison Ward Parsons Stephanie L. Dodman Leila Richey Nuland Melissa Pierczynski Erin M. Ramirez 《The Journal of educational research》2019,112(4):447-462
The authors describe a school-university professional development partnership in a high-needs urban elementary charter school. University and school partners collaborated to build instructional capacity to develop teachers’ understanding and implementation of effective literacy instruction. Design-based research revealed increased understanding and implementation of effective literacy practices among school leaders and teachers. Findings revealed the importance of administrative stability; coaching support; and a focused, school-wide instructional vision. 相似文献