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1.
Donald Freeman 《Teaching and Teacher Education》1991,7(5-6)
The influence of teacher education on teaching is a problematic area, both in practice and in research. Often, because much research adopts a “first-order” perspective which focuses on teachers' behaviors, influences of teacher education are seen as temporary, negligible, or difficult to determine. The study reported here grew out of a general concern to document, via a “second-order” perspective which examines their thinking and perceptions, how teachers modify or improve what they do through formal teacher education. It addresses three important areas which have received little attention in recent research: foreign language teaching, in-service graduate education, and the role of a shared, professional discourse in developing teachers' conceptions of teaching. The paper presents a summary of the findings of an 18-month longitudinal study which examined how foreign language teachers' conceptions of their classroom practice developed as they took part in an in-service teacher education program. The paper discusses how the program's shared professional discourse contributes to increasing the complexity of the teachers' thinking about their teaching and suggests that as they learn to articulate their de facto ways of thinking in the shared discourse, the teachers gain greater control over their classroom practice and are thus more able to shape it to their own ends. 相似文献
2.
In the present study, we develop and deploy a conceptual framework of “scaffolding” in groupwork learning, through the analysis of the pursuit of a learning goal over time. The analysis follows individuals’ different experiences of an interaction as well as collective experiences, considering individual attainment as a result of a bi-directional contextualized conversation and action. We detect, describe and evaluate two (2) types of interaction that can be characterized as “scaffolding process”: the first concerns “Scaffolding individual thinking” and the second “Scaffolding collective thinking”. The latter, apart from presenting the educational advantages of collective thinking through peer discussion (D) and curriculum-focused evaluation context of Teacher Initiation – Student Response – Teacher Follow up (IRF), also presents the advantage of ‘spiral’ verbal exchanges in which the teacher “tunes in” to the students’ present state of ability or understanding (spiral IDRF). 相似文献
3.
A guide for the perplexed: Scientific educational research, methodolatry, and the gold versus platinum standards 总被引：1，自引：0，他引：1
The paper opens by characterizing recent discourse about empirical educational research as the “new Babel”-critics, using different theoretical vocabularies and making different deep assumptions about the nature of social life, are failing to communicate with each other. After locating some of the critical positions on a left-right continuum, the main discussion focusses upon the end of this continuum where there are located the recent attempts to restore rigor to educational research by using the so-called “gold standard” of randomized field trials. It is argued that positions at this end of the continuum misrepresent the nature of science, and some examples are briefly mentioned in order to covey the point that it is fruitful to view scientists as making convincing cases, cases that appeal to a wide variety of evidence. This assessment of scientific cases is called the “platinum standard”. 相似文献
4.
Greer Johnson 《Teaching and Teacher Education》1997,13(8):815-829
The literature on research into teaching provides different accounts of what is involved in becoming a teacher. Questions about “good practice” are generated for teachers in teacher education. This paper examines three paradigms of teacher education and teaching which are described as developmental, reflective and de/reconstructive to show that there are viable alternatives in deciding how to view the world of teaching. I argue that the three paradigms constitute two frames through which teaching can be practised and critiqued: personalism and post-personalism. The paper explicates the personalist and post-personalist constitution of the two frames. The first (personal) frame of teaching is discussed as being generated from developmental and reflective paradigms. The familiar journey from novice to expert is shown to work within developmental and reflective paradigms. A second (post-personal) frame is explained in terms of its deconstructive and reconstructive possibilities. The second frame is the lesser known alternative for teacher educators and teachers insofar as it questions and reframes the personal nature of much of the teacher development and reflection research. I offer a post-personal frame to the field as a viable means of teaching and research. Post-personalism builds on personalism by taking into account post-structural approaches to teacher education and post-structural literary theory. Parallels between the two frames of understanding teacher education and English teaching, based on literary theory, are drawn where appropriate throughout the paper. 相似文献
5.
Rosario Diaz-Greenberg Jacqueline Thousand Maria Cardelle-Elawar Ann Nevin 《Teaching and Teacher Education》2000,16(8):663
The purpose of this paper is to help teachers better understand the struggles that people with disabilities experience in attaining their educational goals and to encourage the development of teaching and learning strategies that help to respect and facilitate the struggle itself. The authors share the generative themes that emerged using a critical pedagogy approach (dialogic interviews) to elicit the voices of adults with disabilities speaking about their public school experiences. In discussing the implications for teachers, the authors show the intersections of educational psychology's concept self-regulation and critical pedagogy's concept conscientization and special education’ s concept self-determination. Why the ‘struggle’ itself is important (from the perspectives provided by conscientization, self-regulation, and self determination) is discussed.The major question is whether or not teachers can structure the awareness process that results in learners becoming aware enough to verbalize, “I have difficulties”. What do teachers do to stimulate the metacognitive thinking processes that makes it possible for students with disabilities to think, “I can monitor myself!”? How can teachers capture the power of the conscientization experience that leads students with disabilities to experience the generative will power “to use the powers that I have to make a difference in my life's situation?” How do adults with disabilities come to these kinds of awareness and how can teachers help facilitate the awareness? 相似文献
6.
During the complex teaching act, there are moments that require teachers to engage in reflection to make critical decisions about how to respond to particular problems in practice. The present investigation provides a stimulus for capturing these reflections as four elementary practicing teachers are asked to describe their “bumpy moments” in teaching. Analysis of the 19 “bumpy moments” identified offers insights into the thoughts, knowledge, and beliefs that these teachers are considering during their practice. Results have implications for capturing reflection during teaching, ongoing practicing teacher professional development, and preservice teacher education. 相似文献
7.
In the United States, research on child abuse and neglect is frequently criticized for being poorly performed and largely irrelevant to the important policy questions facing the field. Many of the problems plaguing research on child abuse and neglect are endemic to social science research generally, and this paper does not trod over such issues, which are well known and well described elsewhere. Instead, this paper describes how the inadequacy of definitions of “child abuse” and “child neglect” used by research studies places an additional—and largely unnoticed—burden on research, which aggravates the impact of these more general problems. Existing definitions of “child abuse” and “child neglect” fail to meet research needs because they lack: (1) comparability, (2) reliability, and (3) taxonomic delineation. As a result, they compromise the findings of incidence studies, sequelae studies, etiological studies, and program effectiveness studies. Therefore, if real progress is to be made in understanding child abuse and neglect, definitional issues must become an explicit methodological concern. Specifically, future research should include: (I) a careful determination of definitional needs, (2) the development of operational definitions to meet those needs, and (3) the circumspect statement of findings based on the limitations imposed by such definitions. 相似文献
8.
It is a mistake to ignore the scientific study of spirituality. Research examining the structure and function of concepts such as “spirit” and “spirituality” is likely to reveal new insights into the relationship between a functional spirituality and other thinking skills, including creativity. The study of spirituality should not stand alone as a discrete, somewhat eccentric, focus of enquiry. There should, instead, be an effort at synthesis with mainstream psychological science and basic and applied research in the field of education. There should be some effort made to examine the functional significance of a functional spirituality. Educational researchers should feel free to consider spirituality as a focus for dialogue and exchange with colleagues and students alike. The students in my class, and some of my colleagues, may have at first recoiled slightly when I began asking them for their thoughts on spirituality, but the dialogue has been truly stimulating, interesting, and enlightening. 相似文献
9.
Ardra L. Cole 《Teaching and Teacher Education》1991,7(5-6)
In this paper I explore the connection between workplace relationships and teacher development. Using a conceptual framework built on Brim and Wheeler's (1966) ideas on self-socialization and Erickson's (1963) theory of psychosocial development I draw on information gathered in year one of a 2-year qualitative study of teacher socialization to explore the following questions: With whom do beginning teachers form relationships in their new professional contexts? What is the nature of these relationships? What functions do they serve? Are some relationships more important at some times than others? How do certain relationships facilitate or constrain the various aspects of teacher development? Can facilitating relationships be contrived? Can contrived relationships be facilitating? And, finally, what role does context play in all of this?The focus on relationships grows out of a need to understand better the role of the “other” in the professional growth process. By examining information gathered through conversations with 13 new teachers I will uncover and explore some of the issues pertaining to professional relationship formation and development particularly in relation to teacher socialization and the psychosocial aspects of teacher development. These insights will be used as a basis for a discussion of formalized induction programs which feature forms of institutionally imposed collaborative arrangements. Drawing on some of the recent work on teacher culture and collegiality (Hargreaves, 1990; Little, 1990; Rosenholtz, 1987, 1989), Barth's (1990) ideas on school improvement through the creation of a “community of learners”, and on Noddings' (1986) and Gherke's (1987) notions on the building of caring and helping communities, I will discuss the limitations of some of the recent trends in professional development for new teachers. I will recommend an alternative approach to new teacher induction, one that takes into account the individuality of the teacher, the school culture, and the socialization process. In essence, I will argue for a “natural” and integrated approach to teacher induction. 相似文献
10.
Andrew Brookes 《Journal of Adventure Education & Outdoor Learning》2003,3(2):119-132
In the first of a two part series of articles I argued that “character building” in outdoor adventure education (OAE) is a flawed concept. This, the second article, examines the persistence of the idea of character building in OAE in the face of strong evidence that outdoor experiences cannot change personal traits. I examine how the “fundamental attribution error” can explain the paradox of (a) a shortage of evidence that adventure education “works” and (b) a widespread belief that it does “work”. I review the place of character building in research, and develop a critical reading of a representative adventure education text. I show how unchallenged dispositionist assumptions emerge in neo-Hahnian discourse. I explain how discarding the intuitively appealing but fallacious foundations of neo-Hahnism can clear the way for situationist approaches to outdoor education that bring much needed sensitivity to cultural, regional, historical, and social contexts. 相似文献
11.
This essay employs Barbara Herrnstein Smith's notion of “contingencies of value,” the idea that evaluations of text vary because our readings take place in specific contexts and are shaped by cultural and historical exigencies. In this study, we apply this notion to the reading of student texts in a college composition portfolio assessment. Through an analysis of taped teacher discussions of students' writing and an examination of student responses to the grading process, we conclude that in every reading of a text (but especially in the reading of the multiple texts of a portfolio) readers posit an “implied author.” That is, based on their reading of a single text or portfolio, teacher-readers construct a persona that represents the author, and this projection can strongly influence the reader's evaluation of student work. Group discussions of portfolios allow teachers to expose and explore the value-laden nature of these judgments. 相似文献
12.
Among the aims of education is the endeavor to bring students closer to an understanding of the world-at-large. Although pedagogical methods vary, educators would certainly agree that changing students’ knowledge and beliefs is among the end-goals of successful education (Murphy, 1998, Unpublished Doctoral Dissertation. University of Maryland, College of Education, College Park, MD). In the educational research literature, this “coming to know” has been referred to as conceptual change, and more recently there has been a resurgence of interest in “coming to believe” most often referred to as persuasion. Given that many researchers have defined belief as a form of knowledge, the delineating features of these two constructs are somewhat opaque. This present work closely examines these two constructs by identifying theoretical forbears of conceptual change and persuasion theory in the domains of philosophy and psychology with the intent of tracing their influence on educational research and practice. 相似文献
13.
Stephen P. Safran Joan S. Safran Michael D. Orlansky 《Contemporary educational psychology》1982,7(4):384-394
Students in a university special education course were shown three identical videotapes of children in a school setting. The subjects were randomly divided into three groups, each receiving different written background information (“positive,” “neutral,” or “negative”) prior to viewing the videotapes. It was found that the variations in written information had significant effects upon the subjects' perceptions of the children's behavior, and upon the degree to which the children were regarded as able to function successfully in a regular classroom. These findings suggest that attitudes toward exceptional children are influenced by the way in which prior information, such as that contained in a child's educational records, is presented. Teacher and peer acceptance of exceptional children can be increased if information is presented in a realistic and positive manner. 相似文献
14.
Teacher knowledge: The relationship between caring and knowing 总被引：1，自引：0，他引：1
While everyone acknowledges the importance of the “caring teacher,” little acknowledgment of caring as an issue exists at the level of educational policymaking. This paper presents teacher and researcher stories which describe a teacher's knowledge in practice and argues for recognition of an epistemological role for caring in teaching. The teacher's narratives describe what she knows from caring and being in relationship with her students - her relational knowing (Hollingsworth et al., 1993, 1994)- and how this knowledge alters her pedagogy and the curriculum that is constructed with each student. Caring for the person (Noddings, 1984, 1992) is revealed as central to what the teacher knows. The findings of this research suggest that for the teacher, the relationship between caring and knowing is complex and involves a constant reflective process. In attempting to situate caring within existing theories for teacher knowledge, Elbaz' (1983) structures are found to be too neat and the boundaries too well defined. A construct of teacher knowledge as relational and dynamic is described. This builds upon Lyons' provisional characterization of the epistemological relationship between students and teachers as nested knowing: “that is, students and teachers are considered to have nested, interacting epistemological perspectives” (1990a, p. 162). In this view, knowledge is not limited to what one person knows, but the intersection where the knowing of two persons in-relation overlap and the consequences for student learning (and teacher development) when one of those persons is a teacher. 相似文献
15.
Like other countries, Israel had its share of projects that see the implementation of inquiry and higher order thinking in schools as their main goal. However, although many of these projects were quite successful, they did not succeed in changing the bulk of teaching and learning in Israeli schools. This article describes a new national educational policy called “Pedagogical Horizons for Learning”. The goal of this policy is to move the whole educational system towards a focus on higher order thinking and deep understanding. Such a move must consider the knowledge gained from previous projects but it must also lean on strategies for implementing systemic educational change. Implementing the goals of the “Pedagogical Horizons for Learning” on a national scale requires simultaneous work on three-dimensions: (a) curriculum, learning materials and standards; (b) professional development; and (c) assessment. The article outlines the plan for each of these three-dimensions and provides some accounts of the first stages of the implementation process. 相似文献
16.
Julian McDougall Stephen Walker Alex Kendall 《International Studies in Sociology of Education》2013,23(2):159-173
This paper presents a study of dominant educational discourses through textual critique and argues that such an approach enables education studies to preserve an important distinction from teacher training. The texts deconstructed here are specific to English education, but the discourses at work have international relevance as the rhetorics of accountability, performance and measurement (which we call cells of discourse) have global reach. Ward described a national picture in England whereby the great majority, if not all, of education studies undergraduate courses appear to be taught alongside, or within (through shared modules) teacher training programmes. But from a sociological position, these are two increasingly conflicting arenas—the study of education and the training of teachers. In response, Ward called for the subject to radicalize teacher education. The implications of this are significant if education studies is to retain a status as agent of critique. In this paper we return to the theme of education studies as a discrete practice from teacher training and suggest that any acceptance of a proximal relation to teacher education is counter‐productive. In so doing we offer three contemporary examples of the subject at deconstructive work, scrutinizing the published standards for teacher training in England, employer discourse and the Tomlinson report (commissioned by the English government to offer proposals for the reworking of vocational education) and the new curriculum for adult literacy in England. Particular attention is given to analysing the ways in which such texts speak the currently powerful discourse of standards. 相似文献
17.
Anna-Lena Østern 《Educational research; a review for teachers and all concerned with progress in education》2016,58(1):73-90
Background and purpose: The purpose of this article is to shed light on how the research projects of 140 PhD candidates in the National Research School for Teacher Education in Norway (NAFOL) respond to the challenges faced by Norwegian teacher education regarding the demand for higher competence and a stronger research base. The concept of NAFOL is of interest from an international perspective because of its focus on facilitating teacher educators to achieve a PhD. Since 2001, Norwegian educational policy has had a strong focus on strengthening teacher education and making it more research-based than before. From 2017, all new teachers in Norway are expected to take a master’s degree. In order to accomplish this, there is a need for many new supervisors with a PhD in teacher education institutions. NAFOL is a unique project: a consortium of 23 participating network institutions within teacher education. The research school includes 140 research fellows, all of whom wish to achieve a PhD suitable for work in teacher education. The research school is funded by the Norwegian Research Council, originally for a project period from 2010 to 2016. The research school has had a positive external midway evaluation, and the project period has been extended with four cohorts of students to the end of 2021. However, this study is the first one looking into the research projects of this young generation of teacher education researchers. The research question posed in this article is: how do the research projects of the NAFOL PhD candidates contribute to the research base in teacher education? Main argument: The main argument in this article is that the potential impact of this research school is dependent on the quality of the large number of PhD projects connected to teacher education and education in general developed within the research school. The quality is likely to be good because, among other reasons, these projects are scrutinised by the research school community. The challenges these research projects face, located as they are between solidarity regarding grants from the funds financing the PhD candidates, solidarity with the aims of education, and the wish to contribute to innovation, might prove to be able to be met. These research projects have the potential to create innovation in teacher education research through ‘border crossing’ between different educational discourses, as well as through creating new knowledge in meta-studies based on the results from several projects. Sources of evidence and method: In this article, project abstracts from 140 PhD candidates participating in NAFOL are analysed in terms of their theme and problem formulation. The analysis is inspired by discourse analytical thinking – namely that in a certain situation, several conditions for action exist. In this study, these conditions for action are made apparent in the choice of theme and problem formulation in the research projects. The content analysis is focused on ‘signal words’, because these words might signal positioning in different educational discourses. Results: In the study, three main discourses can be seen as influencing the choice of topic and the problem formulation in the projects: a goal-oriented educational discourse, a ‘Bildung’ (i.e. character formation, or personal growth – ‘danning’ in Norwegian) and democracy discourse, and a critical knowledge-producing discourse. These discourses are constituted when the PhD candidates start their research projects but the conditions for action are ever-changing and, hence, the findings in this study cannot, of course, be considered as ‘final’. The development of these discourses within the research community of NAFOL is one way of scrutinising the research projects in order to make a contribution to qualified teacher education research. Conclusion: ‘Border crossing’ between discourses in research projects concerned with what might be, and what can make a difference in a knowledge society could be a key way of enhancing the future for a young generation of researchers in teacher education. The research projects carried out by the PhD candidates in NAFOL have the potential to develop both new knowledge and new discourses of importance for Norwegian teacher education, as well as for a broader international context regarding professional development in teacher education and education in general. The view of the teacher education profession – and on what a teacher educator can be – could become more fully informed than before the candidates’ participation in the research school. 相似文献
18.
In this paper we explore the phenomenon of “shattered images” in the learning to teach process. For our presentation and discussion we draw on: reflective accounts of preservice teachers written prior to, during, and following periods of field experience; our experiences as teachers and teacher educators; and, on our own and other research on teacher education and development, particularly on our ongoing work which focuses on field experiences. We highlight and examine some of the discrepancies between preservice teachers' expectations and experiences, identify and discuss circumstances contributing to the discrepancies, and consider ways in which such inconsistencies might be taken into account in order to develop and maintain productive preservice teacher preparation programs. 相似文献
19.
Currently, it is strongly suggested that our thought processes are largely metaphorical in nature. Indeed, the metaphors we use not only represent the way we perceive the world and reality but also shape our professional ideas, attitudes, and practices. This study employs metaphor as a means of research to provide insights into the images prospective classroom teachers have of themselves as future teachers (i.e., professional self-images), their elementary teachers (i.e., former classroom teachers), and their cooperating teachers (i.e., supervisors of student teaching practices). Data for this study were gathered through the administration of a Likert-style questionnaire consisting of 20 metaphorical images of “classroom teacher” to 363 exit level elementary teacher education students enrolled in the Faculty of Education of Selcuk University in Turkey during the 2002–2003 academic year. Results indicate that the teacher candidates in this study appear to be less teacher-centered and more student-centered than their both elementary and cooperating teachers. Also, female teacher candidates appear to be less teacher-centered and more student-centered than their male peers. Implications for preservice teacher education and further research are discussed. 相似文献
20.
《Journal of Language, Identity & Education》2013,12(3):159-190
The issue of grammar and its explicit teaching has recently reemerged in Singapore as a topic both within the English teaching profession and in public discourse about education. As studies in other educational contexts have shown, debates about the role of grammar in political discussions and in the popular media typically proceed in terms of a discourse of crisis and falling standards. As such, they recycle certain claims and images characterized by "myth, caricature and limited forms of binary or oppositional thinking" (Green & Beavis, 1996, p. 1). My particular interest is in the ways in which this discourse of crisis constructs Standard English and the local vernacular, as well as English-language teachers and the role of grammar teaching. This article undertakes a critical reading of the media texts around the debate and examines them in terms of their overall generic staging as well as Silverstein's (1996; reviewed in Collins, 1999) semiotic framework that he proposed for the analysis of contemporary preoccupations about standard language in the United States. 相似文献