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1.
初任教师是一个特殊的青年教师群体,对初任教师的评价应该区别于有经验教师的评价,教师评价需要更多关注初任教师在工作中的＂输入＂,立足于教师专业成长,突出初任教师的评价主体性。 相似文献
2.
初任教师是一个特殊的青年教师群体,对初任教师的评价应该区别于有经验教师的评价,教师评价需要更多关注初任教师在工作中的"输入",立足于教师专业成长,突出初任教师的评价主体性。 相似文献
3.
初任教师的成长属于教师专业成长的起始阶段,建立初任教师电子档案袋是促进其专业成长的有效路径之一。电子档案袋是支持初任教师专业成长的工具,是促进初任教师专业交流的平台,可以为初任教师发展性评价提供依据。一份关注个人专业成长的电子档案袋可以从个人信息档案、教学信息档案、班级管理档案、个人成长档案、教学业绩档案、教研情况档案和教学评价档案几个维度进行制作。在电子档案袋的具体开发中,初任教师应该确定电子档案袋制作的主要形式,构建电子档案袋的主要内容模块,收集各模块中的具体作品,并学会选择各内容模块的呈现方式。 相似文献
4.
高校初任教师在专业发展中存在着教学能力不足、多元化角色定位压力和相对复杂的人际关系等方面的问题。教师树立教书育人的责任意识、高校创造以人为本的工作环境和国家搭建和谐发展的成长平台三个方面对高校初任老师专业发展都很重要,通过教师个人、高校和国家的共同努力,可全面提升高校初任教师的专业发展水平。 相似文献
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"入职培训"是指初任教师在入职后的最初几年所接受的一些有计划的系统指导、帮助和训练.我国从20世纪90年代起开始实施的以"岗前培训"为主要形式的高校初任教师入职培训尚存在一些缺憾.进一步完善入职培训制度建设,制定初任教师专业成长培养目标和行动计划,鼓励自主发展,实行"指导教师制"和"校本培训",加强教师间的合作与交流,等等,应是促进高校初任教师专业成长的有效途径. 相似文献
7.
王燕红 《湖州师范学院学报》2015,(6)
以往,在初任教师的成长过程中,我们较多地关注其专业培训、技能提高而忽视了教师成长需要在符合其专业特性的学校组织文化中进行。大学中小学文化的割裂,教师工作的胜任困难及学校人际关系的复杂性或隐或现地影响着初任教师的专业成长。营造开放、和谐、合作的学校组织文化能有效地促进初任教师的成长,其中,创建学校发展共同愿景,形成学习型组织文化;建立初任教师发展制度,促进教师角色转换;引导学校非正式群体,构建和谐人际关系等是几项基本策略。 相似文献
8.
民办高校初任教师的职业适应水平不但直接影响着青年教师自身职业生涯规划和专业化成长,更影响到民办高校的可持续发展。文章从民办高校初任教师的职业适应水平现状展开,从社会、高校和教师自身角度对当前影响民办高校初任教师的职业适应水平的因素进行分析,进而提出相应的对策和建议。 相似文献
9.
初任教师专业发展初探 总被引：1，自引：0，他引：1
初任教师,包含教师专业成长的"虚拟"阶段的实习教师和初入职阶段的新教师。当前,教师专业化成长延迟到入职后的弊端已经日益明显。由于实践性知识的窘迫和角色认知的模糊,入职后的初任教师很难保证专业化成长的空间和可能。应当在实习阶段前后就开始建立初任教师的专业成长档案,并建立初任教师的导师共同体,以帮助初任教师开展专业化实训。 相似文献
10.
本文从普通地方高校外语系新任教师的工作、教学现状调查入手,用定性的个案研究方法,以个人访谈,在线聊天为主要手段,了解、分析新任英语教师早期专业成长的有效途径,旨在探索初任教师专业发展的有效途径,以期引起有关从业者的关注。 相似文献
11.
When any innovations or measurement procedures are introduced into the education system to improve or judge the quality of its teaching force, beginning teachers often have to adapt to these new concepts of what constitute a high quality teaching. This article contends that these new concepts neither necessarily match beginning teachers’ own conceptions about their own competency nor has it given beginning teachers a chance to be heard. This study provides an opportunity for beginning teachers’ ‘voices’ to be heard through phenomenography which is an interpretive research approach to discover what beginning teachers in Malaysia conceive and understand as competence in relation to what they do every day as teachers. The main finding of this study is the key role played by beginning teachers’ conceptions of competency which has provided strong implications for educational policies and teacher education. The findings suggest that teachers need to be represented in any quality improvement measures. Careful attention should also be paid to the school systems and to teacher training programmes to support and encourage teachers in their professional growth as competent teachers. 相似文献
12.
Cory T. Forbes 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):219-239
In this study, the researchers examined the effectiveness of a reflective model of peer mentoring in the professional growth of early‐career science teachers. The study was carried out over one academic year with three beginning secondary science teachers. The public school teachers in this study reported that participation in peer mentoring provided a support mechanism through which they developed confidence in risk‐taking and experienced professional growth. Results indicate teachers gained insight into each of the four broad domains of teacher responsibility that were measured, including specific issues relevant to curriculum structure, managing student behavior and classroom safety, utilizing new instructional approaches and negotiating relationships with various stakeholders as part of their professional responsibilities. This study has relevant implications for teacher education and provides a model for peer mentoring that could be considered for implementation as a means of initial support to beginning science teachers. 相似文献
13.
《Teaching and Teacher Education》2004,20(2):145-161
This study focuses on the process of novice teachers’ adjustment to the teaching profession and to school culture in Israel. Forty-six beginning teachers who participated in a support program for novice teachers were interviewed extensively during their first and toward the end of their second year of teaching. The findings indicate how the transition and adaptation that novice teachers need to make in their new schools has much in common with that of immigrants in a new country. The experiences of immigrants provide a lens through which to investigate the stages that novice teachers go through. Similarities and differences between the two groups are examined, pointing to the implications of this analogy to novice teacher induction, teacher training, and attitudes of school principals. 相似文献
14.
基于职业生涯发展需求的新手教师培训工作——来自马来西亚华文独立中学的经验 总被引：1，自引：0，他引：1
新手教师是指处于教师职业生涯发展阶段最前期的教师,他们在专业成长的历程中,有独特的需求,他们的培训计划应根据他们的职业生涯发展需求来设计。文章在总结马来西亚华文独立中学新手教师培训工作经验的基础上,探讨了校本培训作为协助新手教师成长的另一种路径及其优势。 相似文献
15.
Elson Szeto 《International Journal of Leadership in Education》2018,21(3):363-379
Teacher leadership lies at the heart of school improvement. Leadership development among beginning teachers, however, is often neglected. This paper examines the role of principal–teacher interactions in the leadership development of a group of beginning teachers. Using a case study design, interviews were conducted and documentary evidence was collected. The results showed that the beginning teachers were able to take up leadership roles in schools both formally and informally. Development of teacher leadership requires constructive and regular communication with teachers and encouragement of their continuing professional development. Three types of effects on principal–teacher interactions in developing teacher leadership were identified: ‘inspirational’, ‘empowering’ and ‘allowing’. These interaction patterns contribute to the international knowledge on teacher leadership development in schools. Implications for school leadership are discussed. 相似文献
16.
Marsha Sowell 《Clearing house (Menasha, Wis.)》2017,90(4):129-134
In order to improve student achievement, school systems must provide new teachers with support to become effective teachers more quickly. Educators frequently use mentoring to support new teachers and reach the goals of improved classroom performance as well as teacher retention. The intention in this study was to provide insights into the mentoring of beginning teachers working in the middle grades. In this exploratory case study, three elements of a mentoring model deemed necessary for the implementation of effective mentoring for middle school teachers are presented. First, the mentor must forge a trusting relationship with the new teacher. Second, the mentor must support and guide the new teacher in creating a classroom environment that is supportive of learning. Third, the mentor must be able to support and guide the new teacher in instructional strategies appropriate to the content and context of the classroom. Furthermore, this research highlighted a need for mentors to receive ongoing training in classroom management, instructional practices, and relationship building in order to remain effective mentors. Without effective trained mentors programs will fail to meet their goals of improving instruction and retaining teachers past their induction year. 相似文献
17.
《Teaching and Teacher Education》2004,20(1):47-57
This study analyzes how mentor teachers make pedagogical suggestions to beginning teachers during mentoring conversations and how beginning teachers respond. Sixty-four conversations between 16 veteran teacher mentors and their beginning teacher protégés are examined and analyzed. The analysis reveals the extreme efforts of mentors to avoid giving direct advice, and a corpus that includes many indirect suggestions, about one-third of which produce elaborated responses from the novice teachers. It is suggested that the observed conversational patterns may be largely explained by the philosophy of the program (based on the Cognitive Coaching model) of which the mentors and beginning teachers are a part. 相似文献
18.
Jo Tondeur Natalie Pareja Roblin Johan van Braak Joke Voogt Sarah Prestridge 《Technology, Pedagogy and Education》2017,26(2):157-177
The overall aims of this study are to explore (1) how beginning teachers integrate technology in their practice and (2) the connections between teachers’ technology uses and their pre-service education programmes. Data of this follow-up study were collected through in-depth interviews with beginning teachers. The results reveal that all beginning teachers used a wide range of technological applications, mainly for structured learning approaches, while few created opportunities for student-centred technology use. Further, pre-service learning experiences that impact graduate teachers’ technology use are identified. While teacher educators modelling technology use are an important motivator for beginning teachers to use technology in their own teaching, field experiences seem to be the most critical factor influencing their current practice. Based on the results of this study, recommendations about how to prepare and support pre-service and beginning teachers for technology integration are discussed. 相似文献
19.
This study aims at exploring several individual, organizational, and contextual factors that may affect beginning teachers’ turnover intentions during their first years of practice. The sample consists of 227 beginning teachers (69% female and 31% male) from 133 schools in Norway. The results show four important antecedents of beginning teachers’ turnover intentions: collective teacher efficacy, teacher–principal trust, role conflict, and affective commitment. Our findings suggest that organizational and contextual factors, and not necessarily individual competence perceptions, have a significant impact on beginning teachers’ turnover intentions. Also the findings suggest that beginning teachers should be studied separately from more experienced teachers. Implications for school leadership are discussed. 相似文献
20.
Julie A. Luft Jonah B. Firestone Sissy S. Wong Ira Ortega Krista Adams EunJin Bang 《科学教学研究杂志》2011,48(10):1199-1224
Those who study secondary science teachers are often concerned with preservice or in‐service teacher development. Science teacher educators have acknowledged that this focus is limited, as the induction years of beginning teachers are an important component of teacher development. This mixed methods study focuses on the induction years of beginning content specialists, with the intention of adding to the literature in this underexamined area. The secondary science teachers in this study were followed during their first and second year of teaching in order to understand the changes in their beliefs, pedagogical content knowledge (PCK) and practices as a group, and as they participated in different induction programs. Analysis by induction program revealed that first year teachers who participated in science specific induction programs strengthened their beliefs, PCK, and practices. By the end of the second year, regardless of program, most of the teachers shared similar beliefs and PCK. However, the teachers in the science specific induction programs continued to enact more interactive learning environments that had more investigations and laboratories than did their peers in the other induction programs. For those who work with beginning science teachers, this study suggests that the induction of science specialists is an important area of work. It also explores the complex process of induction, and calls for more research into how beginning secondary science teachers learn and what types of induction experiences can best support beginning science teachers. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 1199–1224, 2011 相似文献