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1.
Milena Valenčič Zuljan 《Educational studies》2007,33(1):29-40
In the first part of this paper, conceptions of trainee teachers are defined, together with their importance for the process of teacher education. Many studies concerning teacher conceptions and models of teacher development show that the conceptions of instruction, knowledge, and teacher and learner roles are a key part of the teacher’s professional equipment. They affect his/her thinking, experiences and actions, and thus directly determine the quality of instruction and the teacher’s professional growth. The Slovene school system has been undergoing many changes in the past decade. The success of the reforms largely depends on the way teachers perceive knowledge and other basic educational categories. The purpose of the present study was to identify the conceptions of knowledge, teacher and learner roles held by the student teachers in primary education at the beginning of their professional training. Numerous categorizations of these conceptions were reviewed to form a four‐tiered hierarchic taxonomy of conception categories, ranging from teacher and content centred to learner and learning centred. The study shows that trainee teachers largely hold conceptions typical of the transmission model of education. The key question arising from this is how to shift the students’ conceptions towards a modern, cognitive‐constructivist model of education, which is an important basis for the didactic reform of the Slovene school system. 相似文献
2.
This paper tells the stories of two trainee teachers and their personal experiences of dyslexia. Both informants were English and training to be primary school teachers in England. Through drawing on their own experiences of education, the stories illustrate how dyslexia has shaped the self‐concept, self‐esteem and resilience of each informant. The narratives presented in this paper illustrate powerfully the ways in which teachers can have a positive or negative impact on the self‐concepts of students with dyslexia. Both had been inspired by teachers they had met, and these positive role models had given them the confidence to pursue their own ambitions. However, both had encountered teachers who lacked empathy and patience, and these teachers had a detrimental impact on their self‐concepts. For both of these trainee teachers, personal experiences of dyslexia also shaped their professional identities as teachers. Both trainees described themselves as caring and empathic teachers, suggesting that personal experiences of dyslexia had a positive impact on teacher professional identity. 相似文献
3.
Grant Bage 《Learning, Media and Technology》1997,23(2-3):203-214
This article contrasts the often ambivalent attitudes of teachers towards television and generalised research on teachers’ uses of television, with detailed empirical evidence from primary school history co‐ordinators describing their reactions to and expectations of the medium. The data describes a wide variety of reasons why television is educationally useful in the teaching and learning of history. The argument is articulated that teachers and children can be sophisticated viewers of televisual schools history, offering useful guidelines for programme makers; but that teacher conservatism and lack of advisory support for teachers’ deployment of the medium may be hindering its educational effectiveness. 相似文献
4.
Current models of initial teacher training (ITT) in England include substantial elements of school‐based experience developed in collaborative partnerships with local schools involving university tutors working with experienced classroom teachers. Balance in such partnerships has been characterised as trainees focusing on day‐to‐day pragmatics of working in classrooms whilst engaged in school experience, while their higher education institution (HEI) elements provide theoretical bases to underpin school based activities. Within such partnership arrangements, development of pedagogic beliefs and expertise is achieved by a complex network of experiences. Within the context of this paper this element of pedagogic development is shown to be less well supported than other aspects of trainee teachers’ professional preparation. This paper, using cultural historical activity theory (CHAT), focuses on a small‐scale research project in which mentor and trainee dialogue is examined. The paper concludes that CHAT analysis makes a valuable contribution to our understanding of how to resolve some of these issues within teacher training partnerships. 相似文献
5.
A collaborative research project between Sheffield Hallam University and Nottingham Trent University in the UK investigated the use of blogs with trainee teachers as an alternative to reflective paper‐based diaries. An action research case study, involving focus groups of post‐graduate (secondary) trainee teachers (one group from each University) was undertaken to determine attitudes and perceptions of blogging as an appropriate tool to support reflective professional development. The findings indicate that the use of blogs by the trainee teachers had a positive impact overall, and provide concrete evidence of their development as emerging professional teachers. Unlike traditional paper‐based systems, blogs provided ongoing opportunities for the tutor to assist the trainees in their development as reflective practitioners. This paper seeks to share the findings of this research which the authors believe could be applicable to other areas of Higher Education. 相似文献
6.
Carmen Mohamed 《Education 3-13》2019,47(1):74-88
It has been vigorously argued over decades that trainee teachers hold entrenched, stereotypical attitudes and beliefs about diverse groups of pupils. These assumptions have been shown to create discriminatory teaching practice which affects the educational attainment of pupils as young as five. This article reports on a study of the complex issues involved in challenging trainee teacher assumptions in an attempt to address the cycle of perpetuating stereotypes. The study was carried out within the context of Initial Teacher Training during a 10-month primary PGCE programme at an English university. The professional reflections of a participant sample of trainee teachers were analysed to ascertain the participants’ awareness of their own socio-cultural beliefs and assumptions and how the variety of instructional pedagogies supported or inhibited their examination of those beliefs. The findings provide implications for all teacher training programmes that attempt to ensure educational equality for children. 相似文献
7.
Ninety‐one percent of 227 surveyed teachers of children up to seven years of age (including 101 teachers who monitored educational television series for the Project), in 17 local education authorities in England and Wales, claimed to use educational television broadcasts to assist them with children's language development. However, apart from the nursery teachers, they appeared to put emphasis on language skill acquisition rather than language development, reinforcing the language policy of the schools. Two thirds of the teachers stated that they were catering for children individually when using educational television, although class viewing was the normal practice. The usual method was to watch a programme continuously from beginning to end (even when a video recorder was used) and then to discuss it with the children and to give written work on letter formation, sentence formation, initial sounds, etc., often by filling in worksheets. The teachers were encouraged in this practice by the television series, as these promoted the learning of language and reading skills rather than language development. There was no evidence to suggest that general interest series were used to any extent to enhance language development, in spite of overwhelming agreement by the teachers that television stories, songs and poems were valuable in this respect. A change of attitude by teachers towards language and educational television is desirable, involving the examination of current practices, the analysis of the material presented by broadcasters and the relating of developmental factors to the medium 相似文献
8.
Dave S. Heywood 《International Journal of Science Education》2013,35(12):1447-1475
This paper is focused on primary trainee teachers’ conceptualization of the vision process and image formation in a plane mirror. The study involved 55 non‐specialist, undergraduate trainee primary teachers on a 4‐year programme of initial teacher training. The process incorporated tracking trainees’ ideas during university‐taught sessions through collating and analysing responses to set tasks that included both the interpretation of annotated diagrams of the vision process and diagrammatic representation of image formation in a plane mirror. A selected sample of trainees was also interviewed. The data indicate that trainees experience significant difficulties in articulating coherent explanations regarding basic ideas about light. This presents particular professional constraint within the current demands of the primary initial teacher training science curriculum. It is argued that a more productive approach would be to focus on the professional issue of pedagogy through raising trainees’ awareness of the conceptual difficulties in learning rather than the current curriculum focus that seems to privilege knowing over understanding. 相似文献
9.
The preparation of teachers to teach mathematics to primary school children differs across nations and cultures. This study used mixed methods to examine the basic content knowledge of trainee teachers in Australia and China. A simple test (30 questions) of content based on an international comparative study in mathematics teacher training found that many of the Australian trainee teachers struggled with material that they might be expected to teach, while the Chinese teachers largely demonstrated mastery. The significance of this finding is examined in the context of the teacher preparation programs in two teacher training institutions. Cultural commentary is added by leading academics in each institution. It was found that in the Australian teacher training institution there was a focus on generic skills and relatively limited opportunity to develop trainee teachers’ content knowledge or specific pedagogy. The relevance of the findings is discussed through the framework of different beliefs in the nature of mathematics and mathematics teaching that have been reported to dominate the different educational systems in China and Australia. 相似文献
10.
Transitions to becoming a teacher on an initial teacher education and training programme 总被引：1，自引：0，他引：1
This article is based on research with a group of one‐year Postgraduate Certificate in Education secondary trainee teachers during their initial teacher education and training in England. It considers tensions between trainees’ prior experiences and conceptions of teaching and their training programme. In doing so, it seeks to examine how a trainee’s dispositions as revealed through practice in various contexts are reflective of Bourdieu’s ‘habitus’. Associated with this, the paper also examines how particular forms of pre‐existing cultural capital and manifestations of biographical identity also pre‐dispose trainees to form affinities and disaffinities within particular fields. Lacanian concepts of the symbolic, imaginary and real are used to help explain how trainee teachers articulate resonance and dissonance during their field experiences, particularly in relation to ontological concerns of securing a professional stable sense of self. 相似文献
11.
教师职业技能是教师从事教育教学必备的素养。高师教育的共性和小教专业的个性决定了高师小学教育本科专业必须高度重视教师职业技能的培养和训练。建立起统合的系列化的训练体系 ,严格考核标准 ,实施技能目标管理是提高教师职业技能训练有效性的主要途径 相似文献
12.
E Choat H Griffin D Hobart 《British journal of educational technology : journal of the Council for Educational Technology》1986,17(3):163-173
The results of a three-year investigation in England and Wales into the way educational television was used by 259 teachers of children up to the age of seven years indicated that only a few teachers were using the medium effectively. Class viewing and mass viewing of programmes were the normal methods, even when a video-recorder was available. In most instances the video-recorder was used for timetable convenience, and'view and follow-up'the common practice. These factors, together with a lack of continuity between programmes and separation from other activities the children were pursuing, suggested that educational television was isolated from other aspects of the curriculum. The findings indicated the necessity for a course on educational television to be included in the initial training of teachers, the need for a vastly increased in-service programme for serving teachers and the provision of adequate resources. 相似文献
13.
孙育民 《南京晓庄学院学报》2009,25(3):97-100
电视制作设备数字化是当前我国广播电视行业的发展趋势.高校电视制作专业实验技术也正从"模拟"过渡到"数字"时期,专业教师应该充分认识这类实验设备技术发展的必然性,掌握好数字化专业实验设备所带来的新技能,以发展的眼光看数字新技术,充实和拓展电视制作实验设备所蕴涵的新知识. 相似文献
14.
In learning to use a new technology like the iPad, primary teachers adopt a diverse range of experiential, informal and playful strategies contrasting sharply with traditional models underpinning professional development which emphasise formal courses and events led by ‘experts’ conducted in formal settings such as the school. Since post-PC devices like the iPad have been linked with transformational educational learning, there is an imperative to better understand how teachers can be encouraged to use them more effectively. Despite their growing popularity in schools, there is little research to indicate how and under what circumstances teachers learn to integrate these technologies into their daily practices. This paper uses data collected from two national studies of iPad use in Scotland and Wales to propose a new model of professional development. This model reflects findings that the teachers reject traditional models of sequential, or staged, professional development (often led by external providers or ‘experts’), in favour of a more nuanced and fluid model where they learn at their own pace, in a largely experiential fashion, alongside their pupils in a relationship which reverses the traditional power nexus. The model has the potential to inform professional development for both trainee and serving teachers in learning to use the iPad in the primary classroom. 相似文献
15.
Peter Tomlinson 《牛津教育评论》2013,39(3):241-267
Abstract In a recent television feature for BBC'sPublic Eye—’Teacher Training: Back to the Classroom?‘—the hoary old issue of the proper balance of theory and practice in the professional preparation of teachers was aired yet again. During the ensuing debate the various distinguished contributors to the programme adopted one or the other of the two main positions—either that educational theory might well be dispensed with entirely in favour of some kind of direct school‐based initiation into the craft skills of teaching or that theory should be taken out of the colleges and into the schools in order to be more directly relevant or applicable to practice. The main argument of this paper is that both these positions are predicated on a common mistaken assumption that the theoretically informed practical discourse which underlies rational educational debate and discussion is essentially a kind of technical discourse concerned primarily with the largely pragmatic achievement of certain value‐neutral goals. Attempts to integrate theory with practice or to dispense with it altogether in favour of practice both miss the point that the heart of so‐called theoretical educational discourse is moral and evaluative in character and its proper concern is with the education rather than the practical training of teachers. 相似文献
16.
Ernest Choat 《British journal of educational technology : journal of the Council for Educational Technology》1983,14(2):127-136
Minimal consideration has been given to the function of educational television in the education of young children. Teachers have to overcome habits adopted with children's home viewing, and rationalize how television can be part of the curriculum before efficacy materializes. This does not appear to be happening with many infants' school teachers. Educational television broadcasts do not seem to be used as an ongoing teaching element to stimulate experiences beyond children's normal school activities. The entire blame cannot be attributed to the teachers for they have been given little guidance on the use of educational television during initial training or in subsequent in-service provisions, and in curriculum theory. It is necessary therefore to collect and analyse carefully information about the effects of educational television on infants' school children and the conditions which appear to influence whether or not it is educationally effective, but this cannot be done until a satisfactory monitoring procedure is established. 相似文献
17.
徐常兰 《河北广播电视大学学报》2012,(5):71-72
英语教师职业技能是指教师运用所学的专业知识,从事教育教学活动,完成教书育人的任务所必须具备的能力。教师的各项技能都会影响英语课堂的教学效果。高校英语教育专业要从培养合格的英语教师的高度出发,使该专业学生受到严格的技能训练,开展英语教育校外见习是为英语教育专业本科学生开设的实践类必修课程,是该专业实践教学的一个极为重要的组成部分。 相似文献
18.
The prevalence of ‘pre-service’ or ‘trainee’ teachers in schools is rising in England, driven by the expansion of school-led routes to qualified teacher status and increasing demand for newly qualified teachers. This may have important implications for schools, which have historically been concerned with the impact of trainee teachers on their pupils’ attainment. There are, however, confounding factors which affect both the decision to host a trainee teacher and pupil attainment. We empirically model the impact of trainee teachers on contemporaneous pupil attainment in ‘high-stakes’ exams, exploiting unique data combining national administrative data on pupil test scores with a survey of schools’ involvement with initial teacher training over multiple academic years. We use school fixed effects to account for time-invariant school factors which may determine both schools’ teacher training decisions and pupil attainment. Counter to schools’ concerns, we find that pupil attainment in high-stakes assessments, on average, is not significantly affected by the number of trainee teachers. This is an important empirical finding, as it suggests that the rapid expansion of school-led teacher training is not likely to have a detrimental effect on pupil attainment in England, conditional on the set of schools that choose to engage with initial teacher training remaining similar: trainee teachers may still affect pupil attainment in schools that do not currently participate in initial teacher training, as these schools are typically more constrained. 相似文献
19.
张文娜 《四川教育学院学报》2014,(2):9-13,33
教师职业技能是教师职业素养的外在表现形式,也是教师专业化发展的基础,而高师院校师范生的培养是教师专业化的准备阶段,因此教师职业技能训练对高师院校师范生尤为重要.从教师专业化和新课改对师范生教师职业技能提出新的要求出发,探讨目前高师院校师范生教师职业技能训练存在诸多问题,同时以成都师范学院为例,在实践中探索师范生教师职业技能训练的新体系. 相似文献
20.
茹红忠 《成都教育学院学报》2014,(2):25-29
教师继续教育培训的迁移结果指受训教师在类似或不同于培训活动情境的工作情境中实际应用培训所学而产生的结果。基础教育阶段的中小学教师继续教育培训的迁移结果是受训教师专业发展学习结果的组成部分。影响中小学教师继续教育培训迁移结果的主要因素包括受训教师特征、培训迁移生态及培训迁移设计。因应策略有反“客”为“主”、设计广告、游戏学习、“网络”链接、色彩编码、分级温习、合作与表达、共享课堂笔记等。 相似文献