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1.
This study examined some long-term impacts of a professional development program, Teachers in the Woods. Several outcomes of the program were acknowledged by participants as having been valuable: a network of like-minded teachers, a network of scientists and teachers, and an increase in teachers' ecological knowledge and field skills. The authors made 3 observations with regard to professional development. First, engaging teachers in real-world field science research is an effective way for them to gain ecological knowledge and skills. Second, the collegiality among teachers and scientists developed during the period of field work can enhance science learning. Third, collegiality among teachers provides opportunities to discuss pedagogy-related issues. Both aspects of collegiality provide support mechanisms that sustain teachers' efforts to modify their teaching practices. 相似文献
2.
Dona M. KaganLeroy E. Freeman Charlotte E. HortonBarbara S. Rountree 《Teaching and Teacher Education》1993,9(5-6)
The process of collaborative biography was used to examine the effects of a school-university partnership on two elementary teachers. The partnership in question gave the teachers full responsibility for supervising and evaluating their own student teachers, with the support of a school-based team of Clinical Master Teachers. Although the experience gave both teachers opportunities to research their own beliefs and practices, differential effects emerged from apparent interactions with the teachers' personalities and career paths. We discuss these common and differential effects and reflect upon the effects of collaborating on this article. In sum, findings were consistent with the observations of other researchers that teachers' biographies are critical factors in determining how teachers define and experience new or expanded professional roles. 相似文献
3.
对"教师即研究者"命题的探析 总被引：1，自引：0，他引：1
长期以来,对教师做研究的质疑主要表现在对其研究的合理性与有效性等问题的反思与批判上.我国新一轮教育改革提出"教师即研究者"的命题,对教师做研究给予了充分肯定.但是,广大教育理论者与实践者要认识到教师做研究与教育专家做研究是不同的,教师所做的研究是教师对学校和课堂工作进行的一种系统的、有目的的探究,是教师与研究者、教学与研究的统一.反思性实践是教师做研究的最好范式,它强调教师对日常的教育教学实践进行反思,使实践与理论相联结. 相似文献
4.
Teacher pedagogical beliefs: The final frontier in our quest for technology integration? 总被引：12，自引：0，他引：12
Although the conditions for successful technology integration finally appear to be in place, including ready access to technology,
increased training for teachers, and a favorable policy environment, high-level technology use is still surprisingly low.
This suggests that additional barriers, specifically related to teachers' pedagogical beliefs, may be at work. Previous researchers
have noted the influence of teachers' beliefs on classroom instruction specifically in math, reading, and science, yet little
research has been done to establish a similar link to teachers' classroom uses of technology. In this article, I argue for
the importance of such research and present a conceptual overview of teacher pedagogial beliefs as a vital first step. After
defining and describing the nature of teacher beliefs, including how they are likely to impact teachers' classroom practice
I describe important implications for teacher professional development and offer suggestions for future research. 相似文献
5.
José Castro Silva, lecturer in sciences of education, and José Morgado, assistant professor, both work at the Instituto Superior de Psicologica Aplicada in Lisboa, Portugal. In this article, they describe their study of support teachers' beliefs about the academic achievement of school students with special educational needs. The 'support teachers' who were the subject of this study work in mainstream schools where the majority of pupils with special educational needs are educated in mainstream classes run by 'general teachers'. The work of the support teachers is supervised and supported by 'special education team co-ordinators'. The study reported here set out to elicit the support teachers' beliefs about the factors that contribute to success at school for pupils with special educational needs. Results suggest that the support teachers consider that factors including 'school climate', 'curriculum design' and 'teaching approach' contribute significantly to achievements among these pupils. On the other hand, analysis reveals that the support teachers attribute difficulties and lack of achievement significantly to 'out-of-school' contextual variables. These findings are related to a detailed review of the literature and the authors discuss the implications for policy, practice and professional development. 相似文献
6.
Alexander T. C. De Lyon Ross D. Neville Kathleen M. Armour 《Quest (Human Kinetics)》2017,69(3):313-330
Kinesiology researchers have long had an interest in physical activity, fitness, and health issues and in the professional education and work practices of teachers and coaches. The professional development needs and practices of “fitness professionals,” however, have not been a major concern for researchers in the field. The purpose of this article is to provide an overview of the evidence on fitness professionals, their role in physical activity for health agendas, and the professional education and training that is available to support them. The analysis indicates that there is a mismatch between the expectations placed upon fitness professionals and the training and professional education that is available to them. It is argued that pedagogy researchers in kinesiology could usefully turn their attentions to this occupational group. 相似文献
7.
在反思中促进教师专业发展 总被引：1，自引：0，他引：1
目前,反思已越来越普遍地被认为是促进教师专业发展的重要因素而被广泛提及。从某种程度上来说,教学反思对于教师专业发展起着关键作用,不仅能促成教师信念的重建,而且能激发教师成为理性的研究者。为此,从个人经验、理论学习和同行交流等方面分析促进教师专业发展的不同反思途径,以求帮助教师不断走向专业成熟。 相似文献
8.
Christa van Kraayenoord 《International Journal of Disability, Development & Education》2003,50(4):363-365
Policies of inclusive education are emerging from many ministries and departments of education in countries around the world. McLesky and Waldron (2002) have argued that when teachers and administrators in schools begin to have discussions about inclusion the discussions often lead to two conclusions about how schools must change: (a) the change must address the needs of all students, not just those with disabilities, and (b) “school improvement” replaces references to inclusion. That is, teachers and administrators begin to rethink and restructure their programs in special and general education to improve the education of all students. In having to reform their practices general education teachers, in particular, must develop new understandings related to inclusion and reconceptualise how students with disabilities and learning difficulties might best be taught. As a consequence these teachers are recognising that they must change their practices in curriculum, pedagogy, and assessment. However, in order to make the changes and to develop new classroom practices general education teachers often reveal a need for inservice training. Thus there is a call from general education teachers for professional development in various areas. Several authors have described a range of initiatives in professional development in the context of school improvement. For example, there are alliances between teachers and researchers through teacher-researcher professional development groups (e.g., Vaughn, Hughes, Schumm, & Klinger, 1998) and collaborative communities (e.g., Englert & Zhao, 2001); professional development schools (PDS) where special educators are viewed as “catalysts” who further the knowledge of both inservice and preservice teachers (Voltz, 2001); “critical friend(s) groups” which are teacher support groups (Bambino, 2002); “Friday Forums” where teachers within a school use internal school expertise to inservice each other (Hudson, 2002); and professional learning communities or networks of various types, sometimes developed by professional organisations and itinerant specialists who are assigned to school districts to work on school reform with schools and teachers. 相似文献
9.
STEVE Kennewell 《Education and Information Technologies》1997,2(3):247-260
This paper examines from a number of perspectives a small research project that involved the development and evaluation of a crosscurricular course in computer modelling. It sets out briefly the context, design and results of the project in order both to explain the potential of computer modelling activities in learning to represent quantitative variation, and also to highlight the need to develop teachers' pedagogical practices. The role of information technology (IT) in providing support for generic modelling skills is discussed, and theories of teachers' knowledge growth are used to analyse the challenges for professional development in IT, particularly concerning matters that are relevant to more than one discipline. Conclusions are drawn concerning the need to integrate curriculum development, professional development and different areas of expertise in educational computing research if teachers are to be adequately supported in integrating IT into their teaching, rather than merely attaching it to their existing curricula 相似文献
10.
教师的教学工作具有知识的再生产性(非生产性)、周期的循环性、成果显现的延时性和方式的个体性等性质和特点,这些特点是造成教师职业倦怠不可忽视的因素。为了解决这一问题,采取以下对策和措施是必要的:还原教学工作的应然属性,激发教师对教学工作的兴趣和热情;增加教师教学工作中的研究元素,满足教师创造和探索的心理需求;树立教学改革的意识,鼓励教师探索教学的规律;构建教学工作的过程激励机制,诱发教师的职业成就感。 相似文献
11.
教师专业发展:学校的能为和应为 总被引：2，自引：0，他引：2
学校是教师的职场,也是教师专业发展的发生之地。虽然学校规定了教师专业发展的方向,也为教师专业发展提供了情境、资源和动力,但学校要有效促进教师专业发展,需要在实践中充分激发教师的专业发展自主性,提供多种持续的专业发展机会,同时要推进学校共同体的知识管理。 相似文献
12.
Liang Wenyong Deputy Director Ph.D.in Management Law Educational Research Evaluation Center China University of Political Science Law 《教育研究》2008,(7)
女性法学教师的职业倦怠是法学教育教师研究领域中的重要问题。调查发现,女性法学教师的职业倦怠与年龄、教龄、职称、学历、教育背景等方面密切相关,女性法学教师的职业倦怠的变化曲线随着教龄等的不同呈现明显的变化,如与学历水平成反比例关系,具有留学背景的女性法学教师的职业倦怠感明显低,中青年女性法学教师是女性教师职业倦怠的主要群体。为此,应建立健全女性法学教师参与院校决策的制度支持系统,在评价的量化标准中体现对女性法学教师的人文关怀,培养其可持续的专业发展能力。 相似文献
13.
教师专业发展的问题与出路 总被引：2，自引：0，他引：2
孙亚玲 《课程.教材.教法》2006,26(11)
我国的教师专业化虽然有了制度保障,但仍然面临很大的难题,那就是缺乏专业标准。因此,教师教育机构在对新教师培养和在职教师的培训中难以提供科学的专业支持和鉴定。基础教育课程改革要求教学专业化、教师职业专业化,因此,制订符合我国教师队伍建设和发展的教学、教师专业标准是解决我国教师队伍专业化程度不高的一条出路。 相似文献
14.
Catherine M. Scott 《Journal of School Choice》2017,11(1):168-190
More than 6,000 charter schools exist in the United States, and of these 120 are Montessori charter schools. When studying charter school practices, researchers often examine issues such as performance accountability measures and effectiveness of charter school curricula. In doing so, the outcomes often overlook the challenges for teachers as they attempt to blend the demands of being a charter school with performance accountability and charter school philosophies, such as the Montessori philosophy. In this longitudinal case study, I examined the ways in which teachers in a charter Montessori school used professional development to help balance the demands for standardized testing performance and Montessori goals. The findings illustrate that significant challenges exist for teachers blending multiple educational goals but that professional development can aid teachers in filling in gaps in their existing curricula. This study encourages (1) researchers to question the ways in teachers can be supported through professional development to meet accountability measures and (2) stakeholders to consider how accountability measures focused solely on student performance can have detrimental effects on charter school curricula implementation and teacher retention. 相似文献
15.
教师知识是教师专业发展的重要基础。我国研究者在借鉴国外研究成果的基础上,对教师知识的结构、教师的学科教学知识、教师的实践性知识、教师的本土知识、教师知识与教师专业发展等问题展开研究,这一系列的研究促进了国内教师知识研究的繁荣,并且呈现出三大趋势:研究方法趋于实证化、研究视角更加多样化以及研究日渐本土化。 相似文献
16.
骨干教师成长的支持性因素:生态学分析 总被引：1，自引：0，他引：1
骨干教师是学校教育生态系统中的重要生态因子,其成长与发展,既受其作为生态主体的内在因素的影响,又离不开各种生态环境因子的影响与支持;个体的内在因素与各种支持性环境因素之间的多维交互作用,促进了骨干教师的专业成长与发展。而实施民主化、个性化管理与强化骨干教师责任意识相结合,发挥骨干教师的引领作用、促进教师个体发展与群体发展相结合,变革教师培训模式与强化骨干教师的自主发展意识相结合,是当前促进骨干教师成长过程优先考虑的策略选择。 相似文献
17.
薄弱学校难以补充和稳定优质师资是一个世界性教育问题。为了解决薄弱学校的师资建设困境,OECD国家采取了如下做法：改进职前教育,培养胜任薄弱学校教学的教师;优化招聘策略,提升薄弱学校师资聘任质量;强化专业发展,推动薄弱学校教师持续成长;改善工作环境,保证薄弱学校教师安心从教;实施激励措施,稳定薄弱学校教师队伍。这些做法对我国薄弱学校的改进、促进义务教育改革与发展具有重要的参考价值。 相似文献
18.
教师能力培养提升呈现多阶段的连续过程,必须通过相应的专业的教师能力教育和实践训练才能逐步实现。县乡成人文化技术学校教师能力培养提升的有效对策是:引导教师制订个人能力发展规划;以推进教师专业化为保障,活化能力培训的场效应;基于教师自身体验、感悟、反思、建构而催生实践性智慧;不断完善能力提升的长效机制等。 相似文献
19.
从课堂观摩到教学反思--关于教师继续教育评价的构想 总被引：4，自引：0，他引：4
随着教师教育的“重心后移”，教师职后培训的重要性也日渐凸现，而在我国教师继续教育的实施过程中，长期以来缺乏良好的评价体系的支持，因此产生不少现实同题，构建一种促进教师专业发展和提高培训实效的教师继续教育评价体系极为必要。理想的教师继续教育评价体系应以发展性教师评价理念为出发点，通过即时性课堂评价，对教师课堂中教学创作进行真实的反映：并在这样的评价体系的支持下，引导教师进行持续的教学反思，建立相应的制度保障，从而促使教师走上专业发展的道路。 相似文献
20.
余昱 《湖南师范大学教育科学学报》2003,2(3):28-31
教师专业发展的保障之一是教师是研究者，对教师来说，教育个案研究是他们进行研究的基础。教师研究场景中的个案研究具有在特定的自然场景中进行、教育研究对象为研究者自己感兴趣的、聚焦于特别的个人或小组以及他们的观念和想法、讲求研究中的伦理道德问题等特征。一般历经界定研究的性质、拟出追问和要遵守的道德准则、收集并整理资料、形成并检验分析的结果、解释结果、对研究的表述六个步骤。主要采用结构型表述、故事叙说型表述、描绘型表述、虚构型表述四种表述方式。行动研究与个案研究既有一定的区别，又有一定的联系，二者是不能截然分开的。 相似文献