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1.
In this paper, we present a case study of a beginning chemistry teacher who enrolled in a project aimed to contribute to the
development of teachers' knowledge of models and modelling in science. The project consisted of a series of institutional
meetings in combination with an action research project the teacher conducted in her own classes. By explaining how the project
was conducted and mainly by focusing on the teacher's voice, her dynamic, continuous, and non-linear process of knowledge
development is discussed in detail. We were able to investigate and describe this development in terms of various types of
knowledge – content knowledge, curricular knowledge and pedagogical content knowledge – which were developed simultaneously.
Among other results, it became clear how certain institutional activities led to specific choices in the teacher's action
research project. For instance, although initially she was reluctant to conduct a modelling activity in her class, she decided
to experiment with such an activity in her action research project. Subsequently, the responses of her students during the
project convinced her of the value of this modelling activity and helped her to become aware of specific views of her students.
Finally, it became evident that the whole experience made her very enthusiastic and stimulated her to formulate specific intentions
with respect to the future, both in terms of applying certain teaching activities and in terms of collaborating with colleagues. 相似文献
2.
刘良华 《Frontiers of Education in China》2009,4(1):123-132
A good teacher has various characteristics. We can observe directly teachers’ behaviors or read their professional papers.
However, the effective way is to have teachers tell their personal life history or educational autobiography. The personal
knowledge of a good teacher will be revealed through the personal life history. According to numerous educational autobiographies,
a good teacher has two characteristics: being kind to students and having passion.
__________
Translated from Beijing Daxue Jiaoyu Pinglun 北京大学教育评论 (Peking University Education Review), 2008, 6(1): 125–131 相似文献
3.
Stevens Luc van Werkhoven Wim Stokking Karel Castelijns Jos Jager Auktje 《Learning Environments Research》2000,3(3):265-286
This article reports the development and implementation of a strategy designed to bring persistent attention problems in class
(off-task behaviour) under the control of teachers and students. The strategy enables the teacher to recognise the demotivating
meaning that a task situation can have for a student. By pinpointing this situation in short dialogues with the student, the
teacher encourages the student to make his or her own task proposal with the intention of turning the task into a feasible
challenge. The strategy was designed from a cognitive-motivational interpretation of attention problems, and it is given shape
in four programs for elementary schools. The theoretical frame of reference, the characteristics of the strategy, and the
implementation of the programs are set out. Furthermore, an evaluation study is reported. The results indicate that teachers
using the strategy can deal more effectively with students who have task behaviour problems. The students' on-task behaviour
in this study increased in units of time from 60–70%.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
4.
Sources of Self-efficacy in a Science Methods Course for Primary Teacher Education Students 总被引：1，自引：0，他引：1
D. H. Palmer 《Research in Science Education》2006,36(4):337-353
Self-efficacy has been shown to be an issue of concern for primary teacher education students – many of them have low self-efficacy and this can negatively affect their future teaching of science. Previous research has identified four factors that may contribute towards self-efficacy: enactive mastery experiences, vicarious experiences, verbal persuasion and physiological/affective states. It could also be argued that there are additional sources of self-efficacy that apply to primary teacher education students, namely cognitive content mastery, cognitive pedagogical mastery and simulated modelling. The main purpose of the present paper was to investigate the relative importance of the various sources of self-efficacy in a primary science methods course. Data on changes in self-efficacy and sources of self-efficacy were collected throughout the course using formal and informal surveys. It was found that the main source of self-efficacy was cognitive pedagogical mastery. 相似文献
5.
Niklas Pramling 《Early Childhood Education Journal》2010,38(1):57-64
This article reports an empirical study of an important but under-studied feature of learning practices with young children:
the use of metaphors and other kinds of figurative language. The data consist of video-recordings of children (3–5 years old)
and their teacher engaged in thematic work about soil. The analysis revealed that the teacher and the children use a rich
repertoire of communicative tools of a figurative kind to carry out a number of important functions, such as describing, explaining,
and visualising phenomena. Some important questions to pursue in future studies of young children’s learning are proposed. 相似文献
6.
Jason Margolis 《The Urban Review》2006,38(1):27-44
This article explores the impact of high-stakes gate-keeping assessments (of both K-12 students and new teachers) on teacher development of equitable teaching practices. Drawing from two studies of field experiences in Washington State—one of teacher interns and one of cooperating teachers—findings include that state level policies in response to NCLB may actually be decreasing teacher attention to closing the achievement gap. Further, the article explores how even progressive performance-based standards—when administered “globalistically”—are generally ineffective. After discussing university complicity in exacerbating the problem, the paper concludes with ways policymakers may shift their attention from creating complicated rubrics to promoting relationships that support pedagogical change.Jason Margolis is an Assistant Professor in Teacher Education and Professional Development Partnerships, Washington State University. 相似文献
7.
The purpose of this paper is to contribute to the debate about how to tackle the issue of ‘the teacher in the teaching/learning
process’, and to propose a methodology for analysing the teacher’s activity in the classroom, based on concepts used in the
fields of the didactics of mathematics as well as in cognitive ergonomics. This methodology studies the mathematical activity
the teacher organises for students during classroom sessions and the way he manages1 the relationship between students and mathematical tasks in two approaches: a didactical one [Robert, A., Recherches en Didactique
des Mathématiques 21(1/2), 2001, 7–56] and a psychological one [Rogalski, J., Recherches en Didactique des Mathématiques 23(3),
2003, 343–388]. Articulating the two perspectives permits a twofold analysis of the classroom session dynamics: the “cognitive
route” students are engaged in—through teacher’s decisions—and the mediation of the teacher for controlling students’ involvement
in the process of acquiring the mathematical concepts being taught. The authors present an example of this cross-analysis
of mathematics teachers’ activity, based on the observation of a lesson composed of exercises given to 10th grade students
in a French ‘ordinary’ classroom. Each author made an analysis from her viewpoint, the results are confronted and two types
of inferences are made: one on potential students’ learning and another on the freedom of action the teacher may have to modify
his activity. The paper also places this study in the context of previous contributions made by others in the same field. 相似文献
8.
Current reform-driven mathematics documents stress the need for teachers to provide learning environments in which students
will be challenged to engage with mathematics concepts and extend their understandings in meaningful ways (e.g., National
Council of Teachers of Mathematics, 2000, Curriculum and evaluation standards for school mathematics. Reston, VA: The Council). The type of rich learning contexts that are envisaged by such reforms are predicated on a number
of factors, not the least of which is the quality of teachers’ experience and knowledge in the domain of mathematics. Although
the study of teacher knowledge has received considerable attention, there is less information about the teachers’ content
knowledge that impacts on classroom practice. Ball (2000, Journal of Teacher Education, 51(3), 241–247) suggested that teachers’ need to ‘deconstruct’ their content knowledge into more visible forms that would
help children make connections with their previous understandings and experiences. The documenting of teachers’ content knowledge
for teaching has received little attention in debates about teacher knowledge. In particular, there is limited information
about how we might go about systematically characterising the key dimensions of quality of teachers’ mathematics knowledge
for teaching and connections among these dimensions. In this paper we describe a framework for describing and analysing the
quality of teachers’ content knowledge for teaching in one area within the domain of geometry. An example of use of this framework
is then developed for the case of two teachers’ knowledge of the concept ‘square’. 相似文献
9.
Jane A. Van Galen 《The Urban Review》2010,42(4):253-270
This paper explores the possibilities of working with White, working-class teacher education students to explore the “complex
social trajectory” (Reay in Women’s Stud Int Forum 20(2):225–233, 1997a, p. 19) of class border crossing as they progress through college. Through analysis of a course that I have developed, Education and the American Dream, I explore political and pedagogical issues in teaching the thousands of teacher education students who are the first in
their families to attend college about social class. Arguing that faculty in teacher education too often disregard the significance
of deep class differences between themselves and many of their students, I propose that teacher education include coursework
in which upwardly-mobile students (a) draw upon their distinctive perspectives as class border-crossers to elucidate their
“complex social positioning as a complicated amalgam of current privilege interlaced with historic disadvantage” (Reay in
Women’s Stud Int Forum 20(2):225–233, 1997a, p. 25) and (b) complicate what Adair and Dahlberg (Pedagogy 1:173–175, 2001, p. 174) have termed a cultural “impulse to frame class mobility as a narrative of moral progress”. Such coursework, I suggest,
has implications for the development of teacher leaders in stratified schools. The paper draws upon the literatures on social
class and educational attainment, on the construction of classed identities in spite of silence about class in public and
academic discourse, and on pedagogies for teaching across class differences. 相似文献
10.
In this article I discuss ways of increasing teacher efficacy identified as a key belief system in the enhancement of teacher
effectiveness. Teacher efficacy is defined and its impact on teacher effectiveness explored. The need to increase teacher
efficacy to enhance the design, implementation and outcomes of instruction is discussed with special focus on caring and its
potential as a catalyst for expanding teachers’ perception of their power to make a difference in the lives and performance
of their students.
Dr. Marta D. Collier is a tenured associate professor in the Department of Curriculum and Instruction in the College of Education
and Health Professions at the University of Arkansas, Fayetteville. Dr. Collier earned her undergraduate degree in elementary
education from Earlham College, Richmond, Indiana and her masters and Ph.D. degrees in elementary education from the University
of Iowa, Iowa City, Iowa. Her research interests include the impact of caring on teaching and learning, the incorporation
of culturally relevant children and youth literature into literacy instruction, and the design of preschool, primary and elementary
classrooms that promote active teaching and learning. Dr. Collier’s teaching interests include early childhood pedagogy and
program development, classroom learning theory and children’s literature. 相似文献
11.
高职教育合作学习中教师角色研究 总被引：1，自引：1，他引：0
高职教育合作学习模式下教师角色的定位影响着师生关系的建立。教师角色的定位能改善师生关系,增强学生的参与意识,提高学生的学习兴趣;同时,学生在合作学习中学会了如何与人交往、如何与人沟通、如何团队合作共同去解决难题,对学生后续的社会能力培养打下了坚实的基础。 相似文献
12.
Svenja Buttner Sip Jan Pijl Jan Bijstra Els Van den Bosch 《International Journal of Inclusive Education》2016,20(6):569-587
Teaching students with emotional and behavioural difficulties (EBD) is a challenge for many teachers in inclusive education. Much research has been done to find out what differentiates expert teachers from their less skilled colleagues. Recent evidence points to personality as an underlying core factor influencing teacher performance. In this study, the predictive value of teacher personality for teacher quality in teaching students with EBD was examined among a sample of Dutch primary school teachers. Personality was measured using a self-report questionnaire based on the personality dimensions of the Five Factor Model of personality: Extraversion; Agreeableness; Conscientiousness; Neuroticism; and Openness to Experience. Different dimensions of teacher quality in teaching students with EBD were measured using an observation instrument, a self-efficacy questionnaire, and a nomination procedure. The dimensions of Agreeableness, Conscientiousness, and Openness to Experience were found to predict teacher quality in teaching students with EBD measured by the self-efficacy questionnaire. Altogether, personality explained 35% of the variance in teacher quality in teaching students with EBD measured by the self-efficacy questionnaire. The results relate to issues about teacher education and employment. Directions for future research are discussed. 相似文献
13.
14.
沈院生 《黑龙江教育学院学报》2013,(10):56-57
后进生和优等生是班级中学生的两头,他们分别存在着不同的问题。在班主任工作过程中,留心和解决这些问题,将非常有利于学生的在校学习和未来成长。同样,大部分同学属于班级的“中问派”,也存在着多种多样的个性特征,因此促进中间力量的增长对于班级的稳定也将起到至关重要的作用。 相似文献
15.
Critical reading comprehension in an era of accountability 总被引：1，自引：0，他引：1
This paper argues for the need for critical reading comprehension in an era of accountability that often promotes reading
comprehension as readily assessable through students answering multiple choice questions of unseen texts. Based upon a 1 year
study investigating literacy in Years 4–9 the ways strong-performing primary schools develop serious and in-depth reading
for learning are explored. School and teacher features which allow for the development of sophisticated pedagogical repertoires
and space for critical reading comprehension, without losing the complexity of curriculum offerings, are outlined. How one
experienced middle primary teacher operates strategically, ethically and critically in supporting her ESL students to learn
to read is illustrated. The teacher’s work is situated within the complex accountability demands faced by classroom teachers.
This was accomplished by a teacher whose pedagogical repertoire has been assembled across a career teaching in low-SES high
ESL communities in a school with a balanced literacy program and high level of collegial support. Risks for schools and teachers
whose circumstances work against their capacities for prioritisation and strategic decision-making are identified and discussed. 相似文献
16.
The purpose of the study was to investigate the reliability and validity of a Turkish adaptation of an existing instrument
for measuring teacher interpersonal behaviour. The Questionnaire on Teacher Interaction (QTI) maps teacher behaviour in terms
of two dimensions: Influence (Dominance–Submission) and Proximity (Cooperation–Opposition). A sample of 674 students from
24 classes (Grades 9–11) of experienced teachers in two Turkish secondary schools participated in the study. Development of
the instrument involved several steps: translation and back translation by teacher educators; piloting of different versions
while refining the items; interviews with students and teachers to establish the importance of teacher interpersonal behaviour
in the Turkish context; and a final administration of the questionnaire to the sample described. Interview data and statistical
analyses supported the reliability and validity of the instrument. Turkish teachers were perceived by their students as very
cooperative and moderately dominant.
相似文献
| Jale CakirogluEmail: |
17.
Malcolm G. Eley 《Higher Education》2006,51(2):191-214
Teachers’ conceptions of teaching, and broad approaches to teaching reported by teachers are both commonly found to range
from teaching as information transmission, through to teaching as supporting students’ own knowledge constructions. Further,
conceptions and approaches have been found to correlate, suggesting that there might be some functional relationship between
conceptions and actual teaching practices. But in teacher conception research, participants are commonly asked in interview
to reflect on teaching generally, and not to report on particular teaching episodes. The conceptions reported might thus actually
be post hoc reflections on past experience, and not indications of detailed functional decision steps. In work reported here, teachers
described their reasoning when planning recent teaching episodes. Were higher level conceptions of teaching directly involved
in these teachers’ detailed planning, then some vestige of that might be expected to manifest. While student-centredness varied,
teacher thinking during actual planning seemed more about contextually localised models of what students might do, than about
evoking general conceptions of teaching. The constraints that this finding places on the interpretation of conceptions of
teaching, and possible implications for teacher development, are discussed. 相似文献
18.
冯冰清 《海南师范大学学报(社会科学版)》2010,23(4):162-165
师范生实习支教,置换教师培训是通过组织高师院校师范生到农村中小学进行教育实习,在一定时期内顶替现职农村学校教师的岗位,被置换出的农村教师参加由高师院校组织的短期脱产培训。这是一种双赢的教学和培训模式,它有效提高了师范生的教学技能,切实解决农村教师队伍素质不高这一制约农村基础教育发展的根本问题。文章从当前教育实习和教师培训中存在的问题入手,讨论＂实习支教,置换培训＂的实践价值并对其有效实施提出了相关的建议。 相似文献
19.
新课程理念下的师生关系研究 总被引：4，自引：0，他引：4
蒋红珊 《宁波教育学院学报》2007,9(1):59-62
传统教育观和追求升学率等因素的负面影响,导致师生交往的内容窄化,学生对师生关系的满意度不高,以及师生双方的认识差距悬殊。研究并建构良好的师生关系,对于促进学生成长和教师专业发展,确保新课程改革的顺利进行,有着重大的意义和作用。教师应该全面地认识师生关系,提高与学生沟通与交往能力,建构以“和谐”为准则的师生关系。 相似文献
20.
This study examined the instructional focuses and practices of three Korean heritage language (HL) teachers in community-based HL schools related not only to their constructed identities as HL teachers, but also to their students. Constant-comparative analyses of interviews and classroom observations across the three teacher cases showed that each teacher’s identity as an HL teacher was shaped by her earlier immigration experiences and through her relationships within and across a particular historical and social context. Moreover, the three HL teachers’ identities informed how they identified the imagined communities in which their students would eventually participate. The teachers’ different identifications and visions became significant in shaping their instructional focuses and practices related to teaching language and culture in a manner that would enable their students to learn and, therefore, gain access to their communities. 相似文献