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朱应召 《第二课堂(小学)》2002,(Z2)
物理老师“帅伯伯” 我们的物理老师是我见过的先生中最有风度的一位,尽管已是50余岁的人,但却依然英气逼人——西装、领带、锃亮的皮鞋是他永远的“行头”,加上国字型脸上的方形眼镜,看上去挺帅的。 同桌娜娜总喜欢“选举”最帅男生和最靓女生,但评选来评选去,最帅男生却总是无人入选,倒是物理老师列入她的“选举结果”:帅死了帅死了,可惜 相似文献
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Why do long‐serving teachers stay in the teaching profession? Analysing the motivations of teachers with 10 or more years’ experience in England 
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下载免费PDF全文 Charleen Chiong Loic Menzies Meenakshi Parameshwaran 《British Educational Research Journal》2017,43(6):1083-1110
This paper examines the reasons why long‐serving teachers remain in the teaching profession. Interest in teacher retention has grown in recent years, both in the UK and internationally, due to concerns over teacher shortage. However, most research on retention has focused on why teachers leave; this paper aims to fill the gap in our understanding of the positive reasons why long‐serving teachers stay in the profession, and how these reasons change over time. We define ‘long‐serving teachers’ as teachers who have taught for 10 years and more. We draw on a subset of data from an existing, broader study (Menzies et al., 2015 ) on why teachers enter and stay in the profession. In this paper, we draw on questionnaire findings from over 900 teachers with 0 to over 30 years’ teaching experience, and interviews with 14 long‐serving teachers, to understand why long‐serving teachers enter and, more importantly for our purposes, stay in teaching. We find that teachers’ motivational patterns are highly complex and influenced by school‐level and policy contexts. Nonetheless, two prominent retention factors are identified: teachers’ perceived professional mastery and altruistic reasons. Perceived professional mastery is particularly important due to its mutually reinforcing analytic relationships with other reasons. We find that teachers’ identification with intrinsic, altruistic and perceived professional mastery reasons become stronger with years of experience, but in some cases, paradoxically, so does their identification with extrinsic reasons. From our evidence, we suggest policy implications for enhancing the retention of long‐serving teachers. 相似文献
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The purpose of this small‐scale study is to investigate the outcomes of a brief teacher education programme by exploring student teachers’ views. The teacher education programme aimed to provide teachers with the opportunity to develop qualities and skills that facilitate communication and to enhance teachers’ competence to apply social and emotional (SEL) programmes’ intervention activities in the classroom. According to student teachers’ estimations, the teacher education programme provided them with new knowledge and experiences in communication and counselling, which they felt they could use in teaching practice. Besides, teachers reported that the programme enabled them to develop their self‐awareness and to adopt a non‐directive attitude during the implementation of SEL programme’s activities. 相似文献
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David E. Barrett J. Elizabeth CaseyRyan D. Visser Kathy N. Headley 《Teaching and Teacher Education》2012
The authors examined the dimensions that underlie teachers' judgments about ethical versus unethical behaviors. 593 educators and teachers in training were administered a 41 item survey. For each item, respondents rated the extent to which they believed the behavior (a) occurred frequently and (b) represented a serious violation of professional standards. Four factors were identified: Personal Harm, Grade Inflation, Carelessness and Public/Private boundary violation. Personal Harm violations were rated as most serious and Carelessness violations most frequent. Professional educators viewed Carelessness violations as less serious than did teachers in training. Implications for a code of ethics for teachers were addressed. 相似文献
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Mark Morgan Larry Ludlow Karl Kitching Michael O'Leary Aleisha Clarke 《British Educational Research Journal》2010,36(2):191-208
To investigate what keeps teachers motivated on a day‐to‐day basis, we traced the importance of routinely encountered affective episodes. Significant research on emotions already highlights the relative importance of positive versus negative episodes, the importance of perceived origins of events and the need to differentiate between the frequency and affective intensity of episodes. Survey reports from 749 recently qualified primary teachers in Ireland strongly suggest the absence of positive experiences undermines commitment and efficacy rather than the occurrence of negative events. Furthermore, while remote structural factors may heavily influence teaching, it is the perception of events at micro‐level that impinge most strongly on motivation. Finally, the importance of particular experiences was, crucially, more related to their frequency than intensity. A major implication for teachers’ job satisfaction is the suggestion that while adverse episodes may be inevitably experienced, positive events (that occur independently of negative ones) fortify motivation and resilience. 相似文献
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In teacher education programmes, written portfolios or text-based self-evaluations are generally used to document the development of student teachers’ competence. However, such approaches do no justice to the complex nature of teaching as they tend to lead to evidence in which teacher competencies are disconnected and removed from the actual teaching practice. In one postgraduate teacher education programme, video narratives were evaluated as a valid way to assess student teachers’ teaching competencies, promoting connections amongst different competencies, situating these in practice and showing their development over time. Data were gathered from self-reports of both teacher educators and student teachers as well as student teachers’ completed video narratives. Most student teachers succeeded in meeting the set criteria for the video narrative assignment with connected video clips and text frames. However, student teachers also came up with only a few video episodes and loosely connected clips, reflections and other sources. Although most of the students during the programme did explicitly reflect upon their personal development towards becoming a teacher, almost none of them explicitly connected these ideas to their long-term development. We conclude that video narratives show potential to be used as a valid assessment of student teachers’ teaching competence. Yet, structured guidance as well as ill-structured assignments are needed in framing assessment of student teachers in teacher preparation: the former to clarify the aims, format and criteria and the latter to enable student teachers to reflect on their teaching in a personally, meaningful way. 相似文献
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This interview-based qualitative study is concerned with the recruitment of secondary teachers in Malawi. This study shows a range of perspectives for pursuing a teacher training course: failure to follow a desired career, springboard to other careers, to upgrade, and teaching out of vocation. It shows that trainee teachers held a range of images about teaching: its ability to enhance knowledge; low pay with no incentives, low status profession, and lack of trust of male trainee teachers. Teacher educators and policy makers need to consider the perspectives of trainee teachers to reduce resource wastage and support trainee teachers appropriately. 相似文献
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Jerry B. Hutton 《Psychology in the schools》1984,21(4):482-484
Fifty elementary teachers rated the problem behaviors of students to indicate both how much the behaviors “disturbed” them and how much they were “concerned” about the behaviors. The results suggest that teachers are more concerned about behaviors than disturbed by them. However, teachers were both disturbed and concerned about aggressive interaction with and between students. The implications of the findings are discussed. 相似文献
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Part‐time employment among university students has become commonplace internationally. Research has largely focused on the impact of part‐time employment on academic performance. This research takes an original approach in that it poses the question whether students can acquire core skills relevant to teaching from their part‐time employment. The research was conducted in a university college of education. A case study approach was adopted using an opportunistic sample of 285 students drawn from two BEd programmes. The project is based on an interpretive paradigm, focusing on students’ perceptions of their part‐time employment. The research methodology included a questionnaire containing both closed and open questions, a follow‐up focus group discussion and two case histories. The results showed that the majority of students believed that they had acquired core skills from their part‐time employment. The findings of this research raise important issues about how university courses can effectively build on such learning experiences. 相似文献
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May Britt Postholm 《Educational Action Research》2013,21(4):551-565
This article focuses on the theoretical frame of action research and the teacher as researcher, working through a Norwegian Research Council‐funded project in a school that explored learning strategies for pupils’ subject and social development. Action research is here called research and development (R&D) work as the term envisages that research and development are being conducted at the same time. Additionally, the term reflects the fact that the research is conducted within the framework of activity theory and Engeström’s expansive learning circle in which work is termed R&D. The article describes the possibilities and challenges for both teachers and researchers cooperating in R&D projects. Reflection on observed teaching are presented as a central activity in development work, covering the form and content of reflective dialogues; quotations from teachers are provided to show how the teachers experienced observation and reflection. The article discusses whether teachers become researchers, or whether they only develop in their role as teachers. The close cooperation between teachers and researchers in this work is also presented as a model for further education for teachers in‐service and for the training of teacher students. 相似文献
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《British Journal of Educational Studies》2012,60(2):133-144
Abstract This article explores the political background to the 1902 Education Act, and argues that Balfour's commitment to the measure was founded more an political expediency than a desire to initiate major educational reform. It concludes that Balfour's interest in education was, at best, lukewarm, at worst, apathetic. 相似文献
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Selmaoui Sabah Agorram Boujemaa Khzami Salah-Eddine EL Abboudi Taoufik Berger Dominique 《美中教育评论》2010,7(8):28-36
Conceptions are analyzed as being the emergences from interactions between three poles： scientific knowledge （K）, values （V） and social practices （P）. The teachers＇ beliefs and values have a direct influence on the way of understanding and teaching a topic. These beliefs must be taken into account in the content and strategies of the teacher＇s formation. In this paper, the authors discuss the importance of studying and analyzing these conceptions and present the results of the research on teachers＇ and future teachers＇ conceptions about sexual health education. In this topic, the conceptions could be deeply rooted not only in scientific knowledge but also in value systems and social practices, because teachers often refuse to teach the ethical, psychological, economic and social issues not strictly reducible to biology, such as sexuality health. The authors used a questionnaire prepared jointly within the European project Biohead-Citizen. 相似文献
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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
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Marie-Jeanne Meijer Femke Geijsel Marinka Kuijpers Fer Boei Emmy Vrieling 《Teaching in Higher Education》2016,21(1):64-78
Having a well-founded insight into the characteristics of teachers inquiry-based attitude (IA) supports operationalising IA as a learning goal in teacher education (TE). The aim of this study is to refine the notion of IA from an ill-defined global concept into something with reliable and valid characteristics. To do so, data were gathered on three different occasions amongst three different cohorts of teachers who participated in a master's programme at a Dutch university for applied sciences. This process of exploration and reconceptualisation was performed in collaboration with teacher educators. The results indicate that, statistically, IA has an internal reflective dimension and an external knowledge-sourcing dimension. Both dimensions can also statistically be differentiated from the personality traits openness to ideas, openness to change and epistemic curiosity. The implications of these findings for TE, plus recommendations for future research, are addressed. 相似文献
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The aim of this review in the form of a realist synthesis is to understand what makes peer (student) teacher learning activities effective. Three types of peer learning were explored: collaborative, coaching, and assessment activities. Hypotheses were developed and tested against a set of 63 studies. These hypotheses indicated what mechanisms (i.e., characteristics of the activities) would influence the effectiveness of the activities and which contexts (i.e., factors) influenced this process. Findings showed that activities wherein participants gain subject matter and pedagogical content knowledge and apply this into practice made such learning effective. Peer learning is also reinforced by facilitators, reflection, and feedback, and influenced by personal and interpersonal factors. The main contribution of this realist synthesis is the practical implications for developers of peer learning activities, for school leaders and teacher educators, and for (student) teachers. 相似文献