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Karl Attard 《Teacher Development》2017,21(1):40-56
This article is about personally driven professional development through the use of reflective self-study. The argument that teachers need to take responsibility for their own learning while also taking decisions on how and in what areas to develop is strongly made throughout the article. Data for this article were gathered over a 10-year period where the author engaged in several studies using self-study as methodology. Between studies, the author kept using reflective self-study as a professional development tool, and it is these data between various studies that were analysed using thematic and reflective analysis. Such analysis resulted in various overarching themes that show how reflective self-study can be of benefit if used by teachers researching their own classrooms. Benefits include teachers taking full ownership of their learning, relevance of learning, learning that is ongoing and not restricted to specific times and places, taking problematic situations as learning opportunities and how other sources take on new relevance through reflective self-study. Some implications for teacher-education programmes and current school structures are also discussed. 相似文献
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In this article we describe our engagement in self-study as part of an examination of design-based research for education. We focus on graduate-level online teacher education as an example of how self-study provided a means of examining deeply our teaching and our roles as teacher and designer in the learning environment. We posit that online learning environments are particularly well suited for self-study to enhance design perspectives because the interactions between teacher and students are informed by personal context and mediated by technological tools. The graduate students in our courses were teacher leaders in literacy or mathematics who were learning how to support professional development for other teachers. Throughout our self-study research we found ourselves drawing upon our previous design research experiences, which aided our ability to engage in self-study: We were part of the classroom system, focusing on our roles within the teaching and learning process as designers of the online learning environment. Three key design principles resulted from our self-study process: focusing on systems of learning and teaching, designing pedagogical tools and products, and using iterative processes. Engaging in self-study enhanced our understanding and implementation of synchronous online instruction, particularly regarding our use of technological tools to enhance student learning and support learning communities. 相似文献
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Priyadarshani Joshi 《Prospects》2014,44(3):411-428
This paper analyzes the parent decision-making processes underlying school selection in Nepal. The analysis is based on primary survey and focus group data collected from parent meetings in diverse local education markets in two districts of Nepal in 2011. It highlights three main arguments that are less frequently discussed in the context of school choice, including in developing countries. First, children who go to public schools play a significant role in their own decision-making on schooling; this complicates the currently predominant conceptualization that schooling decisions are primarily made by parents and school officials. Second, the gradual growth in private schools has led to significant sorting of students and created a stigma around public education. Finally, in contexts such as Nepal, that suffer from political conflict, and poor conditions for law and order, a school’s proximity to their home becomes a greater priority for students and families. 相似文献
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邹淑芳 《蒙自师范高等专科学校学报》2010,8(4):123-125
远程开放教育最重要的一点就是为学生提供便于自主学习的一切学习资源和学习手段。透过对学习者的学习能力、学习习惯、学习条件、学习环境以及学习者自身的生理、心理特点等的分析,按照分层次把握、按过程设计、按对象实施、按效果落实的原则,构建多种媒体组合的、适合多个层面学习者远程学习的计算机数学课程一体化远程教学体系:教学资源建设(文字教材+网络课程)+教学模式建构+评价体系。 相似文献
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Sofie M.M. Loyens David Gijbels Liesje Coertjens Daniel J. Côté 《Studies in Educational Evaluation》2013
Problem-based learning (PBL) represents a major development in higher educational practice and is believed to promote deep learning in students. However, empirical findings on the promotion of deep learning in PBL remain unclear. The aim of the present study is to investigate the relationships between students’ approaches to learning (SAL) and academic achievement in a PBL environment, taking into account the role of self-study time and students’ professional behavior in the PBL tutorial groups. In addition, different knowledge categories that determine achievement (i.e., understanding of concepts, understanding of the principles that link concepts, and the linking of concepts and principles to conditions and procedures for application) were taken into account. A hypothesized structural equation model including these variables was tested. Results showed that the PBL students in this study reported more use of a surface compared to a deep approach to learning. The hypothesized model demonstrated an excellent fit of the model with the data. The relationship between SAL and academic achievement was mediated by self-study time and professional behavior. These findings imply that self-study time and professional behavior are crucial variables to take into account when studying SAL. 相似文献
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《British journal of educational technology : journal of the Council for Educational Technology》1999,30(4):323-329
This study examines the effects of Interactive Multimedia instruction upon the variables of achievement and problem solving skills on non-science majors in an Environmental Science course at a mid-western university. The findings indicate that the Interactive Multimedia had a significant effect on both of the variables. The findings are discussed in terms of the impact on self-study when students are learning outside of the classroom in a distance learning environment. 相似文献
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王庆华 《潍坊教育学院学报》2008,21(3):91-92
网络以其资源性、交互性、开放性、个别化的优势,为学生自主学习能力的培养构建了一个良好的环境。在网络环境下构建的中职生语文自主学习的教学模式,能够培养学生自主搜索、自主归纳、筛选信息的能力,培养学生利用信息资源独立地处理问题的能力并训练学生的多向、立体思维能力。 相似文献
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王玉玲 《郧阳师范高等专科学校学报》2006,26(5):142-144
中等职业技术教育应大力加强探究式教学，以使学生主动参与、乐于探究和勤于动手，提高学生分析和解决问题的能力。探究式教学实现的基本目标是：学生学习个性的解放与发展，对课堂生活的体验与感悟以及自主学习能力提高。探究式教学实施的条件：确定学习目标，创设学习情境，教师角色的转换，学生角色的转换，教学方式的转变。 相似文献
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Kristen H. Gregory Mark M. Diacopoulos Angela Branyon Brandon M. Butler 《Studying Teacher Education》2017,13(3):257-274
Teacher education doctoral seminars can provide a space for students to collaborate, reflect and support each other as they transition from teacher to teacher educator. These spaces also provide a forum for the learning of new research methodologies. This collaborative self-study chronicles how one group of doctoral students learned self-study research and fostered a scholarly identity in a doctoral seminar focused on learning about teacher education practices through self-study research. The participants shared autobiographies, journals, and critical summaries of assigned readings, and they questioned each other’s understanding and development in the context of their shared experiences. Through this process, they overcame concerns regarding self-study as they developed their understanding of the components of self-study research and accepted their new role as self-study researchers. This study provides insights into the benefits of using doctoral seminars as a space to develop a scholarly identity and for using that space as a source of investigation. Implications for similar communities are also discussed. 相似文献
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《British Journal of Special Education》1983,10(1):33-35
The respective advantages of packages and made to measure microcomputer programs are discussed by Roger Knox, lecturer, Centre for Computer Education, Moray House College of Education, Edinburgh, with particular reference to the partially sighted 相似文献
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网络教育，是教育信息化发展的必然趋势，是改革教学手段、优化学习环境，拓展学习视野、满足学习者自主学习的有效途径。针对网络教育的特殊性，本文从信息技术应用、自学能力培养、学习意识形成以及协作能力、心理素质、创新精神等几个方面论述了学习者在网络教育中必须具备的几种能力。目的旨在帮助学习者了解网络教育的特点，掌握网络的应用技术，培养自学能力、提高学习效果。 相似文献
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高等教育自学考试自创办以来,迅猛发展,为我国高等教育改革与发展做出了巨大贡献,但高教自考中存在的一些问题和不完善之处也逐渐凸显出来。改进与完善高教自考,应从以下几方面入手：在高教自考教育过程中实施职业能力教育；提高认识,树立全面的教育质量观；解放思想,拓宽思路,广开生源,发挥其作为高等教育大众化实现途径的特点与优势。 相似文献
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该文从构建基于网络的教学环境、提高教学质量、培养学生自主学习角度出发,探讨了大学计算机基础课程网络教学平台的构建过程,该平台利用ASP技术并结合SQL Server数据库设计开发实现,满足了不同层次学生的需要. 相似文献
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中国普通高教资源长期短缺,自学考试蕴含着巨大社会需求；但近几年自考报名人数持续大幅度下降,其根本原因在于自考运作模式存在较大缺陷。重构自学考试的运作模式,实行以主考院校质量标准为标准的质量目标模式、以导师制为核心的基本劝学模式、个性化的考试管理模式、以评价专业素质为核心的学业综合评价模式、管理与服务相对分离的管理模式等,自考发展将拥有广阔天地和巨大潜力。 相似文献
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对高职院校机械类专业AutoCAD课程进行了项目式教学设计,采用课堂教学和课后自主学习双线教学模式,对课程的教学目标、教学内容、考核方案、整体导入、授课单元设计等进行了介绍和讲解. 相似文献
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随着下一代互联网技术的兴起,信息系统面对更加复杂的攻击和防护环境.在信息系统安全课程教学上,理论与实践的有机结合才能使学生有效理解并掌握课程知识点,提高学生自主学习的主动性和积极性.结合基于下一代互联网络的热门应用和发展趋势,分析信息系统安全实验教学的内容选择,对教学方法进行探讨,给出相应实验环境的搭建. 相似文献
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本文简要分析了高等教育自学考试面临的生存环境及其自身的优势、不足和所处的地位，对自学考试发展问题进行分析与思考，提出具体的意见与建议。 相似文献
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香港公开大学课程教材特点及启示 总被引：1，自引：1，他引：0
编写适合学生学习的教材是远程教育得以顺利实施的基本要求。本文对香港公开大学教材的基本特点进行了分析,并对电大教材的编写提出建议：教材内容应力求深浅适度,适合学生的知识水平;教材体例应力求新颖,适合学生的学习方式;教材语言风格应力求平实,适合学生的阅读能力;教材应力求体现服务意识,适合学生的自学需要。 相似文献