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1.
One way that universities assess teaching effectiveness is by eliciting student feedback. However, what standards do students themselves use to judge whether a lecturer is a ‘good’ teacher? As part of a study carried out at a Hong Kong university, students were interviewed about their first-year learning experience and asked what they felt constituted ‘good’ and “bad’ teaching. Unlike when asked to complete teacher effectiveness surveys, no criteria or characteristics were given. Responses focused primarily on teaching skills that supported student learning and encouraged critical thinking, particularly the teacher’s ability to give clear explanations supported by relevant, practical examples. 相似文献
2.
Brian D. McInnes 《Teaching Education》2017,28(2):145-161
The study explores relationship building and improvements in knowledge, skills, and dispositions of pre-service teachers enrolled in an Indigenous education content and pedagogy methods course. The Teaching American Indian Students in the Elementary Classroom course stands alone from other diversity education offerings at the University of Minnesota Duluth and is a required learning experience. Pre-service teachers are provided with essential knowledge and learning opportunities that facilitate success in working with Indigenous students, and helping mainstream students learn about Native history, peoples, and communities. The evaluation study was conducted by an Indigenous faculty member interested in learning how non-Native teacher education students felt they were achieving target knowledge, skills, and dispositional goals. Three separate groups of teacher education students completed both pre and post online surveys as a part of a three-year mixed methods evaluation study. The study shows significant gains made by pre-service teachers in each of the target areas, and affirms that methods coursework in American Indian education can lead to more interculturally competent teacher candidates. Helping teacher education students develop the requisite abilities and dispositions to fulfill Native American education objectives is contributory to developing future teachers as competent professionals and allies in Indigenous and diversity education. 相似文献
3.
陈向阳 《桂林师范高等专科学校学报》2006,20(4):194-196
新时期、新课标、新语文对学生,对老师都提出了新的要求。作为对学生影响最大的老师,语文教师千万不能停留在知识层面和技巧层面上做一个教书匠,而应该树立崇高的使命感,努力从各方面打造自己美的形象,增强自身的魅力,使自己的教学达到理想的境界,塑造更多美的心灵。 相似文献
4.
Gareth Dart 《British Journal of Special Education》2006,33(3):130-138
This article is an evaluation of the special needs education awareness course run at Molepolole College of Education, Botswana. The course directly reflects the Government of Botswana's policy on special education and seeks to provide students with a wide range of skills and knowledge to help them identify and support pupils with a variety of special needs. It also seeks to examine teachers' attitudes towards the inclusion of children with a wide range of learning support needs in the ordinary school. The evaluation was carried out by Gareth Dart, senior lecturer in the Department of Special Needs Education at Molepolole College of Education, who, in this article, reports the views of the first cohort of student graduates to complete the full course. This account also includes feedback from staff at schools who were involved with supervising the students as they did their special education assignments while on teaching practice. Feedback from the students and teachers is very positive in terms of the content and effect of the course although Gareth Dart suggests that a more thorough evaluation will have to wait until the graduates have been in the field some time. In the future, there will be a need to assess the long-term impact of the course upon the practice of teachers; to review the sustainability of this form of teacher education; and to make judgements about the influence that new generations of teachers have upon schools and policies promoting inclusion. 相似文献
5.
远程教育因其师生在时空上处于准分离状态,其教师角色自然不同于传统教育教师的角色,比如我国的远程教育通常有三种教师角色：主编（主讲）教师、课程主持教师和辅导教师。但长期以来其定位、角色和职责一直并不清晰,为此就需要在新的历史条件下对此进行重新思考。基于角色理论,采用问卷调查的方式,采集了中央电大课程主持教师目前的工作职能与扮演的角色,并与该群体的角色期望进行对比分析,发现：课程主持教师的工作任务繁重,角色层次模糊不清晰,工作职能偏重课程的行政管理,缺少学科专业方面的发展与提升空间,这些问题都影响了课程主持教师工作的热情与职业发展的积极性。因此,需要将主持教师承担的工作职能进行重新分层,然后为每个级别界定清晰的任职条件与工作任务,为课程主持教师的专业发展提供多元化的发展提升途径。 相似文献
6.
Paula Hodgson Kitty Chan Justina Liu 《Assessment & Evaluation in Higher Education》2014,39(2):168-178
Active participation in learning activities and reviewing assessment activity can facilitate learners engaged in these processes. This case study reports student experiences of the process of peer assessment with teacher guidance in a group project for a first-year nursing course with 153 students. Twenty groups of students were assigned roles in exploring one of the two scenarios: one involved analysing diabetes mellitus and the other considered colorectal carcinoma, in each case covering provision of acute nursing care in hospitals and preparing health promotion strategies in a community. Each group also provided comments to the group that worked on the other scenario, based on prearranged assessment criteria. After receiving comments from their peer group, each group was then allowed to revise their drafts prior to final submission. The teacher’s input would be offered, if the peer feedback was inaccurate or insufficient. A survey was conducted to explore the learning experiences, and three semi-structured focus group interviews were conducted to triangulate findings with the survey. The first-year students expressed the need for both peer feedback and the lecturer’s direct guidance. 相似文献
7.
As the concept of ‘inclusive education’ has gained currency, students who would previously have been referred to specialist forms of provision, having been judged ‘less able’, are now believed to belong in mainstream classrooms. However, it is often argued that teachers lack the necessary knowledge and skills to work with such students in inclusive classrooms. This paper reports findings of a study of a new initial teacher education course that starts from the premise that the question is not whether teachers have the necessary knowledge and skills to teach in inclusive classrooms, but how to make best use of what they already know when learners experience difficulty. The theoretical rationale for the development of the course is outlined and examples of how teachers might engage in more inclusive practice are presented. 相似文献
8.
Wietse van der Linden Anouke Bakx Anje Ros Douwe Beijaard Marc Vermeulen 《欧洲师范教育杂志》2012,35(4):401-419
The aim of this study is to investigate the experiences of student teachers participating in an introductory course, designed to stimulate the development of a positive attitude towards research and to stimulate the development of research knowledge and skills by second-year student teachers of an institute of primary teacher education. A questionnaire (N = 81) was used to measure the students’ attitude and perceptions of the development of their attitude towards research, their perceived development of research knowledge and skills and what parts of the introductory course they perceived to be responsible for these developments. According to the students’ perceptions, the introductory course contributed to the development of both a positive attitude towards research and research knowledge and skills. The students indicated that examples from practice, authentic learning tasks and working in pairs or groups contributed most to the development of their attitude, knowledge and skills. 相似文献
9.
肖栎 《昆明师范高等专科学校学报》2008,30(2):103-106
高等师范院校音乐教育专业培养的学生,必须是符合中小学音乐教育要求的合格师资。而钢琴技能如何体现出其师范性、合格性,必须在新《课程方案》思路指导下打破传统的钢琴教学法,根据本专业学生需要的实际技能,以培养实际工作能力强的学生为目的,来调整课程设置、考核手段、评价机制,有效地解决以往钢琴教学中存在的问题。只有按新《课程方案》的要求才能培养出符合新时期基础音乐教育、教学改革所需要的中小学音乐教育工作者。 相似文献
10.
Teacher education programmes delivered at a distance: An examination of distance student perceptions
Recent technological developments have greatly influenced the ways American universities deliver educational course offerings to students at a distance. The perception of pre-service teachers in distance education programmes is germane to the planning and delivery of distance education courses in teacher education departments in the future. The results of this American study revealed a differing perception between male and female students in the area of course structure, student/teacher interaction, overall course satisfaction and peer interaction. As a result of this study, recommendations are provided for teacher preparation programmes to improve distance education course offerings for prospective teachers in the USA and implications for educators involved in teacher preparation internationally. 相似文献
11.
Keith Sullivan 《Assessment & Evaluation in Higher Education》1997,22(3):289-305
This study describes the introduction of self‐assessment to third‐year education students as a strategy for improving learning. Students were required to self‐assess a literature review using the marking guide developed by the course lecturer. The results showed a good level of agreement between students and the teacher but with a tendency for more students to overestimate than underestimate their grades. Interviews with students indicated that those who over estimated their grades were less clear about the standard by which to judge their work and looked for more specific guidance on what the lecturer ‘wanted’ than students whose estimates were closer to the lecturer's. The former group also tended to include ‘effort’ as a factor in their judgement. Students who responded more positively to the self‐assessment exercise were also more positive about the value of having a marking guide given out with the assignment. The paper concludes with suggestions for improving the study and some advice to other teachers who are contemplating the introduction of self‐assessment. 相似文献
12.
The Anatomy Department at Tel-Aviv University Medical School offers its students an elective course of 26 didactic hours on human evolution. The course is open to students from all faculties, who must fulfill all academic requirements, without a prerequisite of a background in anatomy. Approximately 120 students attend annually, a third of them are nonmedical students who major in philosophy, archeology, and sociology. This article discusses the course's contributions to students' understanding of a scientific concept that a scientific theory can be contradicted by new evidence, because facts govern science. Also, research methods of applying scientific principles establish the understanding of the human body, which evidently contributes to health and medicine. In the classes, the students are divided into mini-groups of 2-3 students, while the lecturer moves among students to examine fossils. In addition, analogies, open-discussions, and explanations accompany the tangible experiences. The lecturer of the course is an experienced anthropologist-anatomist researcher. He is a role-model and a mentor, sharing with the students his belief that a scientist should be persistent in his research to overcome difficult circumstances. Students, regardless of their backgrounds, express high appreciation of the course in their feedback questionnaires. The message conveyed by this course is that not only knowledge counts but also its integration with scientific principles. This course teaches us that science can bring students from different areas to study together and share ideas. In conclusion, this is a unique course in the eyes of the faculty and students alike. 相似文献
13.
以荷兰格罗宁根大学空间科学学院的硕士培养方案,分析荷兰研究生教学的特点。荷兰高校在课程设置和教师安排方面都体现了对研究生教学的重视。在授课之先,教师会提供详尽的教学大纲并严格按照大纲进度进行教学;在修读课程时,授课学时在总学时中所占的比重较低,学生的课外投入才是重点;在课程学习过程中,教师注重培养学生的实践能力与合作精神。为此,我国的研究生教学应借鉴其成功经验,并在相关方面予以改进和深化。 相似文献
14.
Ton Van Der Valk 《欧洲师范教育杂志》1996,19(2):153-166
A problem posing orientation teacher education course has been developed at Utrecht University for physics students. For that purpose, an inventory study of the 1995 orientation physics course was carried and is reported here. The research focus was: What were students’ initial motives for attending the orientation course? How do these motives change during the course? In this study, students were asked at three different moments to describe (the change in) their motives for taking part in the course: at the start, halfway and at the end of the course. Moreover, students’ logbooks and learning reports were analysed. Five motives have been found, the most important being the desire to learn whether being a secondary school teacher will suit them, with job prospects and acquiring presentation skills being important motives as well. These results offer a basis for the development of a preliminary ‘didactical structure’ for the course. 相似文献
15.
Anne Hume 《高等教育研究与发展》2009,28(3):247-260
This paper traces the development over several years of an initiative involving student journals that was introduced into a tertiary science education course for pre‐service teachers to promote enhanced learning of how to teach science. Very soon after introducing the journals into course work the lecturer began engaging in ‘unplanned’ informal reflection (reflection‐in‐action and reflection‐on‐action) when she witnessed the shallow, often trivial nature of her students’ reflective writing and the lack of pedagogical insights they were gaining from the exercise. Motivated by her own ongoing scholarship the lecturer introduced purposeful coaching of reflective skills into her pedagogy to scaffold students’ learning and promote more useful reflection. The impact of these interventions on students’ reflective capabilities and learning were investigated using a formal action research cycle. Findings indicate that student teachers’ reflective skills improved and resulted in deeper and more focused thinking about how to teach science for learning. 相似文献
16.
James K. Daly Roberta Devlin-Scherer Greer Burroughs William McCartan 《The Educational forum》2013,77(2):117-128
Civic education is an issue of growing and serious concern. There is diminished time for civics, fewer course offerings, and gaps in students’ civic knowledge, skills, and dispositions. The role of teacher education in addressing this problem is one area deserving additional focus. This article describes the project begun by the secondary education faculty at one university to provide teacher education candidates in all content areas with the ability to address civics in meaningful ways. 相似文献
17.
Susan Catapano 《Journal of Early Childhood Teacher Education》2013,34(4):323-330
Abstract Through the use of a long‐term project in a graduate teacher education course on the importance of play, students learned skills beyond those usually required in a graduate classroom. Students used their understanding and knowledge of play, constructive practice, and project work to develop a family play day at the university lab school. As part of the project, students helped to develop a play‐style instrument that served as a self‐study for their own classrooms as they observed the play among their own students. The project culminated with the students hosting the families of the lab school at a fun day and preparing a brochure that gave families information about the importance of play. 相似文献
18.
Erica Blatt 《The Journal of environmental education》2013,44(3):194-216
This study at a public high school in the Northeastern United States explores how students’ environmental identities are affected by various activities in an Environmental Science course. Data was collected as part of an ethnographic study involving an Environmental Science teacher and her tenth–twelfth grade students. The results focus on interviews with 10 students and the teacher, conducted at three points during the semester-long course. The findings illuminate ways in which students’ identities (environmental and consumer-materialist) are affirmed or disconfirmed during classroom activities, the importance of establishing personal connections with environmental issues, and challenges related to the teaching of controversial environmental issues. 相似文献
19.
《Journal of Further & Higher Education》2012,36(4):491-502
Using a qualitative approach drawing on the experiences of four HE lecturers, this study provides an exploration of and insights into a peer review of teaching (PRT) scheme, which focused on teacher immediacy and communication skills. Within the United Kingdom, limited research has been undertaken in relation to teacher immediacy even though international research, particularly in the United States, suggests it enhances lecturer–student interaction. The study identified three key factors that can enhance teaching through the development of immediacy skills. These were: voice and verbal qualities; body language; and location in the teaching space and environmental factors. This article suggests that, based on the evidence from the four lecturers, any PRT scheme that wishes to focus upon enhancing teacher effectiveness should consider addressing these themes in order to facilitate enhanced lecturer–student interaction. 相似文献
20.
Utilizing Project-Based Learning and Competition to Develop Student Skills and Interest in Producing Quality Food Items 总被引：1，自引：1，他引：1
ABSTRACT: Project-based activities and competition incorporated into freshman-level introductory foods course can stimulate students' interest in producing quality food items and achieve positive learning outcomes. This paper describes one example of how project-based learning, with the element of competition, was integrated into a freshman-level introductory foods course for food and nutrition majors. The students reported that the team approach allowed them to enhance their communication, team-building, and problem-solving skills. Numerous other skills, such as food selection, menu costing, and food presentation were also developed as a result of the project. The project was a productive and enjoyable learning experience for both the students and the teacher. 相似文献