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1.
Luisa Canal Nicolao Bonini Rocco Micciolo Katya Tentori 《European Journal of Psychology of Education - EJPE》2012,27(3):319-327
Professional teachers at first stage of secondary school were asked to assess the relative weights of five dimensions that in Italy must be considered when the final grades of students are decided. The teachers were also asked to give an overall evaluation of two samples of typical (i.e., students who record similar performances on all the dimensions) vs. atypical students (i.e., students who exhibit poor performance on at least one dimension and good or excellent performances on the others). The results show that the teachers shared a weighting scheme for assessment of the importance of the five dimensions. However, their overall evaluations were consistent with this weighting scheme only with reference to typical students. When the teachers evaluated atypical students, their judgements were highly inconsistent. The paper briefly discusses the implications of these findings. 相似文献
2.
Paul Black Christine Harrison Jeremy Hodgen Bethan Marshall Natasha Serret 《Assessment in Education: Principles, Policy & Practice》2010,17(2):215-232
This paper describes some of the findings of a project which set out to explore and develop teachers’ understanding and practices in their summative assessments. The focus was on those summative assessments that are used on a regular basis within schools for guiding the progress of pupils and for internal accountability. The project combined both intervention and research elements. The intervention aimed both to explore how teachers might improve those practices in the light of their re‐examination of their validity, and to engage them in moderation exercises within and between schools to audit examples of students’ work and to discuss their appraisals of these examples. This paper reports findings, arising from this work, of the research that aimed to study how teachers understand validity, and how they formulate their classroom assessment practices in the light of that understanding. The paper also considers how that understanding might be challenged and developed. It was found that teachers’ attention to validity issues had been undermined by the external test regimes, but that teachers could re‐address these issues by reflection on their values and by engagement in a shared development of portfolio assessments. 相似文献
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4.
《British Journal of Educational Studies》2012,60(2):171-176
Ways of Understanding and Education. By Louis Arnaud Reid. Pp xiii‐154. (£7.95) London: Heinemann Education Books Ltd., 1986. Critical Theory and Education. Rex Gibson. 192 pp. London, £6.95, Hodder and Stoughton, 1986. Inside Schools: Ethnography in Educational Research. By Peter Woods, pp XI, 204. London: Routledge and Kegan Paul, 1986, £8.95 pbk. Education and Social Class. Edited by Rick Rogers. Pp. viii, 204. Barcombe: Falmer Press, 1986. £14.95 and £7.95 (paper). Power and the Promise of School Reform: Grass roots movements during the Progressive Era. By William J Reese. Pp. xxx, 342. Boston, London and Henley: Routledge &; Kegan Paul, 1986. £19.95 cloth, £9.95 paper. ISBN 0–7100–9952–5 (cloth), 0–7102–0767–0 (paper). Schools for the Shires: The reform of middle‐class education in mid‐Victorian England. By D. I. Allsobrook. Pp. vi, 302. Manchester University Press, 1986. £27.50. In the Company of Educated Women. By Barbara Miller Solomon. Pp. xxi, 298. New Haven and London: Yale University Press, 1986. £10.95. The Struggle for the American Curriculum (1893–1958). By Herbert M. Kliebard. Pp. xviii, 300. London: Routledge and Kegan Paul, 1986. £19.95. Teaching Adults. By Alan Rogers. Pp. xxxvi, 197. Milton Keynes; Open University Press, 1986. £5.95. Learning Strategies. By J. Nisbet and J. Shucksmith. Pp. viii, 104. London: Routledge and Kegan Paul, 1986. £15.95p. Using Computers in English. A Practical Guide. By Phil Moore. Pp. 183. London: Methuen, 1986. £5.95. ’Special Care’ Provision: The Education of Children with Profound and Multiple Learning Difficulties. By Peter Evans and Jean Ware. Pp. 224. Windsor: NFER‐Nelson, 1986. £13.95. Disaffection from School. By K. Reid. Pp. 264. London: Methuen, 1986, £18 Hb. £7.95 Pb. The Conspiracy of the Text. The Place of Narrative in the Development of Thought. By Jeff Adams. Pp. viii, 152. London: Routledge and Kegan Paul, 1986. £14.95. Autobiography and Education. By Marian Metcalf, Timothy Towers and Peter Abbs. Edited by Trevor Pateman. Pp. 142. University of Sussex: Education Area Occasional Paper No. 13 1986. £3.50 相似文献
5.
This study focuses on the question of why student teachers stay in teaching even after a profound ‘practice shock,’ i.e., a shock that in itself seems to characterize the complex and emotionally challenging first year of student teaching. Using a line drawing technique, the study investigates student teachers’ views of their first year of teaching by examining how they picture their development, their key experiences during that development, and the ways in which they coped with these experiences. The results suggest that most student teachers perceive their own development not as a steadily ascending line as is often suggested by research on the development of teachers’ professional identity. Instead, we now surmise that most student teachers view their development as a path with highs and lows that include transformative moments or periods. This relates to the idea of transformative learning and to theories on identity development that suggest people need a crisis for identity development to occur. During such a crisis, we saw that student teachers explicitly reconsidered their connections to teaching and that this reconsideration led to a regained motivation for teaching. It appeared that supervisors or mentor teachers played a significant role in first‐year (student) teachers’ regaining motivation for teaching. 相似文献
6.
Meral Aksu Cennet Engin Demir Aysegul Daloglu Soner Yildirim Ercan Kiraz 《International Journal of Educational Development》2010,30(1):91-101
This exploratory study examines the background characteristics, socio-cultural values and pedagogical beliefs that entering student teachers bring with them into the faculties of education and explores their possible implications for teacher education in the Turkish context. The study comprised 18,226 first-year student teachers from 51 faculties of education who participated in the study by responding to a three-section questionnaire developed by the research team. Their responses indicate that students entering education faculties typically come from families of lower-middle socio-economic status living in urban areas, tend to possess more traditional than secular-rational values and have not yet formed clear pedagogical beliefs. 相似文献
7.
Polikarpos Karamouzis 《British Journal of Religious Education》2015,37(2):170-181
In this article, we attempt to conduct a comparative study of two different groups. The first group consists of Greek student teachers (1009) while the second comprises Greek in-service teachers (432) of primary education, namely current teachers with several years of experience. These teachers do not have training in theological studies, but they do have some knowledge of religious education (RE; With the term RE, we refer to the ‘subject of RE’ and not an everyday lesson of RE. In Greece, there is a debate on the teaching methodology of the course, i.e. utilising catechistic manners of teaching or teaching Christianity and different religions under historical/cultural criteria) after attending the Greek pedagogical faculties and receiving other forms of special training in the teaching of RE, especially the teaching of different religions from a historical/cultural point of view. Our aim in this paper is to offer a better understanding of how teachers aim to reproduce and change religious capital and examine if religious capital is tailored to the needs of schools or whether it operates independently. The paper will also examine how teachers themselves assess the effectiveness of their practices when teaching RE. 相似文献
8.
Anthony McKnight 《Asia-Pacific Journal of Teacher Education》2016,44(2):110-124
The ownership of Aboriginal knowledge and the Aboriginal perspective presented in school curriculum is always with Country. A number of preservice teachers were taken to a sacred story, “Gulaga a Living Spiritual Mountain,” to participate in an elective subject to engage in respectful reciprocal relationship with Country. The spirituality of Country is unknown to many preservice teachers, consequently the concept of Country as teacher in a respectful reciprocal relationship was unfamiliar. Engaging in Aboriginal ways of knowing, learning, and behaving provides an opportunity for preservice teachers to initiate a relationship with Country to respectfully implement Aboriginal perspectives in their own teaching. This article not only examines how preservice teachers developed a relationship with Country, but also importantly demonstrates how a relationship between Country, researcher, all the participants, and the research can inform respectful behaviour in reculturalising Aboriginal perspectives. 相似文献
9.
The article explores the long‐term effectiveness of in‐service teacher training courses for English as a Foreign Language (EFL) teachers in the Greek educational context. It presents the results of a questionnaire designed and issued to teacher‐trainees a year after the completion of 60‐hour courses. The questionnaire assessed, among others, (a) teacher trainees' beliefs regarding the relevance of the knowledge acquired to their individual needs, (b) the extent to which they used the materials provided in the course, and (c) the usefulness of the subjects offered. The data are discussed in relation to strategies for optimising teacher training services and implications are drawn for the implementation of change in a broader educational context. A ‘cooperative model' is proposed for the promotion of change involving active cooperation between all agents involved in the educational process and necessitating top‐down and bottom‐up cooperation. 相似文献
10.
Stella Van der Wal-Maris Douwe Beijaard Gonny Schellings Jeannette Geldens 《师资教育杂志》2019,45(2):155-168
This study reports on changes in student teachers’ meaning-oriented learning during teacher education and their perceptions of what enhances this learning. Students with a meaning-oriented learning pattern view learning as an active process of knowledge construction, are capable of regulating their learning, want to understand a topic thoroughly, form their opinions about it and draw their own conclusions. This study is situated in Dutch academic primary teacher education, covering student teachers’ entire study period. Quantitative data on changes in their learning patterns were collected using a pre-test/post-test design (N = 21). The student teachers’ perceptions of what enhanced meaning-oriented learning were explored by conducting semi-structured interviews after their graduation (N = 9). At the group level, changes were limited to an increasing use of deep processing strategies. At the individual level, changes varied from a moderate decrease to a high increase in meaning orientation. Increases appeared to be related particularly to student teachers’ perceptions of opportunities to learn from their own interests and to regulate their own learning; student teachers who reported having experienced such opportunities increased their meaning-oriented learning. The study indicates that student teachers could benefit from explicating and discussing these opportunities. 相似文献
11.
Schools have increasingly been targeted as appropriate sites for mental health promotion and teachers are considered well placed to identify issues concerning students’ social and emotional well-being. Whilst teachers are now expected to be responsive to a wide range of student needs and circumstances, they receive little in their pre-service and subsequent teacher education to adequately prepare them for such realities. This paper reports the findings of a study that investigated teacher perspectives on student mental health and mental health education, including their sense of self-efficacy in relation to promoting and supporting children’s mental well-being in schools. These findings highlight a complex interplay between teachers’ constructions of ‘mental health’, the importance they place on mental health promotion in schools, issues of teacher confidence, role identity conflict and school culture, as well as teachers’ own sense of mental well-being. The discussion signals a need to pay close attention to the assumptions, values, beliefs and attitudes of teachers in relation to children’s mental health since these are integral to their confidence and skill in supporting children’s social and emotional well-being. 相似文献
12.
The role of teachers is becoming increasingly important in advancing student learning outcomes. This article discusses one area that is still in need of significant reform in Albania: the induction and mentoring of new teacher-candidates. Based on a mixed-method study involving 275 Albanian teachers and mentors, it provides insights into the benefits and challenges of current practices. The study identifies a number of key areas in need of improvement, including: the selection of mentors; professional training for mentors; communication among different stakeholders; and overall planning and coordination of mentoring services. These issues are discussed within a wider European policy context that situates mentoring as an important component of teachers’ ongoing professional development. 相似文献
13.
This study focuses on exploring teacher learning in terms of teachers’ professional agency embedded in the classroom. Teachers’ sense of professional agency is related to perceiving instruction as a bidirectional process, use of students as a resource for professional learning and continuous reflection on teaching practices. Accordingly, the capacity to cross the boundaries in teacher learning contributes active professional agency and, consequently to work-related well-being. Hence, the interrelations between teachers’ sense of professional agency and the burnout they experienced were also analysed. Altogether 2310 Finnish comprehensive school teachers, including primary, subject and special education teachers, completed the study survey. The results indicated that active professional agency, promoting both learning and well-being, requires not just reflecting and adapting but also efforts to learn at work. Moreover this requires not just self-directed and active professional practice but also learning at the boundaries and creating new professional knowledge together with students and colleagues. 相似文献
14.
This paper provides an empirical exploration of mathematics teachers’ planned practices. Specifically, it explores the practice of foreshadowing, which was one of Wasserman’s (2015) four mathematical teaching practices. The study analyzed n?=?16 lessons that were planned by pairs of highly qualified and experienced secondary mathematics teachers, as well as the dialogue that transpired, to identify the considerations the teachers made during this planning process. The paper provides empirical evidence that teachers engage in foreshadowing as they plan lessons, and it exemplifies four ways teachers engaged in this practice: foreshadowing concepts, foreshadowing techniques, foregrounding concepts, and foregrounding techniques. Implications for mathematics teacher education are discussed.
相似文献15.
The aim of this article is to make a close case study of one teacher’s teaching in relation to established traditions within
science education in Sweden. The teacher’s manner of teaching is analysed with the help of an epistemological move analysis.
The moves made by the teacher are then compared in a context of educational philosophy and selective tradition. In the analyses
the focus is to study the process of teaching and learning in action in institutionalised and socially shared practices. The
empirical material consists of video recordings of four lessons with the same group of students and the same teacher. The
students are all in Year 7 in a Swedish 9-year compulsory school. During these lessons the students work with a subject area
called “Properties of materials”. The results show that the teacher makes a number of different moves with regard to how to
proceed and come to a conclusion about what the substances are. Many of these moves are special in that they indicate that
the students need to be able to handle the procedural level of school science. These moves do not deal directly with the knowledge
production process, but with methodological aspects. The function of the moves turns the students’ attention from one source
of knowledge to another. The moves are aimed at helping the students to help themselves, since it is through their own activity
and their own thinking that learning takes place. This is characteristic in the teacher’s manner of teaching. When compared
in a context of educational philosophy, this manner of teaching has similarities with progressentialism; a mixture of essentialism
and progressivism. This educational philosophy is a central aspect of what is called the academic tradition—a selective tradition
common in science education in Sweden between 1960 and 1990. 相似文献
16.
Marjatta Pakkanen 《Teachers and Teaching》2013,19(3):383-394
This article focuses on indirect complaining in teacher education. The phenomenon of complaining in educational situations has not been examined as a process before. In this study complaining was examined in naturally occurring learning group sessions, which were videotaped and analysed through Conversation Analysis (CA). The purpose of this study is to describe the beginning of complaints and find ways to handle situations including complaining. The data comprise 26 pedagogically focused discussions that included indirect complaining. These were categorized into four classes: discussions which produced accounts, advice‐giving discussions, discussions expressing different viewpoints, and discussions mainly expressing affiliation. Discussions in the first three categories can be seen as investigative: in these discussions student teachers produced explanations or new interpretations of complained situations, or gave advice to correct the complained situation. Hence, although complaining is defined as having at least two negative elements (there must be something wrong in the complained‐of situation, and the stance of the complainer towards it must be negative), there was also something positive in the processes of the discussions that included complaining, namely investigation. When the second turns of the discussions including indirect complaining were studied, it was observed that invitations to define the complained‐of situation seemed to engender investigative discussions, whereas like‐mindedness or further complaint as the second turn seemed to engender discussions expressing affiliation. An invitation to define the complained‐of situation is suggested as a tool for developing complaints into investigative discussions. 相似文献
17.
Based on a review of recent studies and reports, this research investigates attrition among beginning teachers in the Netherlands as well as reasons for teacher attrition, and compares the finding with studies on this topic conducted elsewhere in the world. The findings suggest that attrition among beginning teachers in the Netherlands with a percentage close to 15% is somewhat lower than in countries such as the United Kingdom, United States, and Australia. Yet, causes for attrition are comparable to those reported elsewhere. Interestingly, attrition seemed lower for teachers with a teaching degree, suggesting that teacher education may play a vital role in reducing attrition. In addition, it seems that high-quality coaching and supervision, reducing workload, and organizing a social network for beginning teachers may be important factors in reducing attrition. Finally, there is a need for better registration and monitoring of teacher attrition and for more comprehensive research on this topic. 相似文献
18.
《Teaching and Teacher Education》2004,20(5):435-455
This paper describes a professional development model with promise for supporting meaningful shifts in practice. We begin by introducing the theoretical principles underlying our professional development model, with a focus on explicating the interface between collaborative inquiry in a learning community (Lave, 1991, In L.B. Resnick, J.M. Levine, S.D. Teasley (Eds.), Perspectives on Socially Shared Cognition, American Psychological Association, Washington, DC; Lave, & Wenger, 1991, Situated Learning: Legitimate Peripheral Participation, Cambridge University Press, Cambridge) and teachers’ self-regulated learning. Next, we report on successes and challenges within a 2-year collaborative research partnership. We recount how participating teachers reflected on practice, constructed conceptual knowledge about teaching, and made important instructional shifts. We also detail features of our model that teachers found most effective. We close by discussing our implications for theory and in-service professional development. 相似文献
19.
Kim Agatha Ramatlapana 《Journal of Mathematics Teacher Education》2009,12(2):153-159
Teaching is a field that is dynamic, with innovations necessitating upgrading of skills and education of teachers for the
successful implementation of reforms. The behaviour and attitudes of teachers towards teaching and learning and their knowledge
banks are the result of the impact of in-service training. This study investigated the perceptions of mathematics and science
teachers in Botswana towards in-service provision by the Department of Mathematics and Science Education In-service Training
unit (DMSE-INSET), whose mandate is to improve the quality of teaching by supporting teachers through training programmes
that enable them to take ownership of their professional development. Data were collected from a sample of 42 senior Mathematics
and Science secondary school teachers, using structured interviews with open-ended questions, which were analyzed qualitatively.
The findings show that teachers’ concerns included the lack of impact of current in-service training programmes on the education
system, no regular follow-up activities to support the one-off workshops and insufficient skills acquired to sustain the implementation
of the strategies solicited by the workshops. 相似文献
20.
Germany has a unique scholarship program for highly talented students. The present study identifies differences between supported and non-supported pre-service teachers in this program and focuses on their motivations. A survey of N = 703 pre-service teachers (n = 279 supported) forms the basis of the analysis. Using a non-parametric data preprocessing approach (matching individuals), differences in motivations to become a teacher were modelled in these two balanced groups. The results show significant differences between supported and unsupported pre-service teachers in terms of their motivations for becoming teachers; however, there are no differences after propensity score matching and consideration of confounding variables. The findings indicate that a closer look at the subgroups of pre-service teachers is needed, and the results are therefore relevant to research on teacher education and the support of highly talented pre-service teachers. Future research should account for longitudinal approaches and the scholarship programs’ impact. 相似文献