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1.
This paper identifies some problems Chinese universities have when they offer English literature as a compulsory course to advanced level English majors. One constructive approach is discussed, and some suggestions on improving literature teaching are put forward. 相似文献
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Needs‐identification studies should be systematically conducted to bring clarity to the decisions about the expectations from particular in‐service training schemes. This article aims to present the results of a research study diagnosing teachers' in‐service training needs in Cyprus. For the purposes of the study, questionnaires were distributed to a random stratified sample of schools state‐wide. Findings outline teachers' preferences on aspects of professional development, such as content, teacher participation, efficiency and organization. Despite the resulting diversity of collected views, emerging recommendations focus on the adoption of preferred thematic orientations, the development of alternative forms of in‐service training, the establishment of links with school improvement, the shift of organizational models from the central to the local level and the enhancement of teacher involvement in in‐service training activities. These findings can prove significant in shaping professional development policies within the framework of a recently announced initiative for educational reform in Cyprus.
Il serait indispensable de mener systématiquement des études d'identification de besoins afin d'apporter des clarifications sur les attentes de différents programmes de formation continue. L'objectif de cet article est de présenter les résultats d'une étude de recherche menée dans le but de diagnostiquer les besoins de formation initiale des enseignants à Chypre. A cette fin, des questionnaires ont été distribués à un échantillon stratifié aléatoire d'écoles dans tout l'état. Les résultats schématisent les préférences des enseignants sur des aspects du développement professionnel, tels que le contenu, la participation du professeur, l'efficacité et l'organisation. En dépit de la diversité résultante des points de vue rassemblés, les recommandations présentées se focalisent sur l'adoption d'orientations thématiques préférées, le développement de formes alternatives de formation continue, l'établissement de liens avec l'amélioration d'école, le déplacement de modèles d'organisation du niveau central au niveau local et l'encouragement de la participation des enseignants dans les activités de formation continue. Ces résultats peuvent prouver importants à la formation des politiques de développement professionnel dans le cadre d'une initiative récemment annoncée pour la réforme de l'enseignement à Chypre.
Los estudios de las necesidades‐identificación se deben realizar sistemáticamente para traer la claridad a las decisiones acerca de las esperanzas de la instrucción de esquemas particulares de instrucción interna. Este artículo se propone presentar los resultados de un estudio de investigación diagnostica de las necesidades en instrucción interna de los maestros en Chipre. Por eso, los cuestionarios fueron distribuidos a una muestra estratificada aleatoria de escuelas en todo el país. Las conclusiones resumen las preferencias de los maestros en aspectos del desarrollo profesional, tal como: contento, la participación del maestro, la eficiencia y la organización. A pesar de la diversidad resultante de vistas completas, las recomendaciones que surgieron, enfocan en la adopción de orientaciones temáticas preferidas, el desarrollo de formas alternativas de la instrucción interna, el establecimiento de conexiones con la mejora de la escuela, el cambio de modelos de la organización desde el central al nivel local y el aumento de la participación del maestro en las actividades de la instrucción interna. Estas conclusiones pueden ser importantes en la formación de las políticas profesionales del desarrollo dentro del marco de una iniciativa recientemente anunciada de la reforma educativa en Chipre.
Studien zur Identifikation von Bedürfnissen sollten methodisch durchgeführt werden, um Klarheit zu schaffen hinsichtlich der Erwartungshaltung gegenüber speziellen betrieblichen Berufsförderungsprogrammen. In diesem Artikel möchte ich die Ergebnisse einer Untersuchung betrieblicher Berufsförderung von Lehrern in Zypern darstellen. Im Rahmen der Untersuchung wurden, als Stichproben, Fragebögen an Schulen in ganz Zypern ausgeteilt. Die Resultate zeigen die Präferenzen der Lehrer hinsichtlich Aspekten beruflicher Bildung, wie Inhalt, Teilnahme der Lehrer, Effizienz und Organisation. Obwohl die Ergebnisse unterschiedliche Ansichten aufzeigen, fokussieren sich die präsentierten Empfehlungen auf die Annahme bevorzugter thematischer Zielrichtungen, die Entwicklung alternativer Formen in der betrieblichen Berufsförderung, die Einrichtung von Mitteln zur Verbesserung der Schulen, die Verschiebung organisatorischer Vorbilder von der zentralen auf die lokale Ebene, sowie ein gesteigertes Engagement der Lehrer in der betrieblichen Berufsförderung. Im Rahmen einer kürzlich angekündigten Initiative für die pädagogische Verbesserung in Zypern können sich diese Resultate als bedeutend erweisen für die Herausbildung beruflicher Entwicklungsmethoden. 相似文献
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Liam Norrby 《Irish Educational Studies》2013,32(1):312-317
4.
This paper on pedagogical training of TCFL （Teaching Chinese as a Foreign Language） programs is based on the author＇s five-week study in the summer of 2008 at six Chinese universities. Based on class observations, interviews of teachers and students, and documents provided by the six universities, the author has found that their curriculum for pedagogical training is insufficient; theory and practice are often disconnected due to insufficient hands-on experience; and the training for cross-cultural communication skills needs to be improved. 相似文献
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Robert Holmgren 《Technology, Pedagogy and Education》2016,25(2):249-267
When distance learning supported by digital technologies was introduced in firefighter training in Sweden some years ago, training exercise instructors accustomed to face-to-face teaching in the field had to adapt their professional roles to an electronic landscape with a number of new opportunities and constraints. Based on activity theory and comparisons between campus and distance mode, this study was aimed at increasing the understanding of how the training exercise instructor role is affected by the shift towards technology-enhanced distance learning. An analysis of interviews with instructors and students, and observations of response exercises, show that contradictions are emerging in the distance mode between instructors’ motives, their technology tools and the object of the training they provide, and also between the two types of training, that is, the campus and the distance modes. Structural tensions and personal motives contribute to changes in the division of labour with instructors tending to adopt a much more passive role in the distance mode compared to their more active role in the campus mode. 相似文献
6.
Robert G. Burgess 《教育政策杂志》2013,28(1):125-132
This paper argues that ‘partnership’ is an essential part of the marketization of education. Whilst the market fragments and promotes individualism, ‘partnership’ promotes involvement, commitment and responsibility. It is, though, an involvement, commitment and responsibility based on individual vested interest; a necessary prerequisite to protect one's ‘investment’. In harnessing this, control upon the individual is exerted. ‘Partnership’ is presented here as double‐edged for both parents and teachers. Whilst parents may call teachers to account, ‘partnership’ acts as a form of control upon parents. Employing ‘surveillance’ as a conceptual framework, the nature and purpose of ‘partnership’, together with its management by teachers, is discussed. The paper argues that partnership serves as a device for monitoring parents and engendering what Foucault describes as ‘disciplinary power’ which is ensuring that parents learn to be ‘good’ parents as defined by the teachers and adopt a set of values that match those of the school. 相似文献
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Robert T. Brown 《Educational Psychology Review》1990,2(3):263-270
The present paper uses as a point of departure two of Benton and Hoyt's (1990) survey items concerning undergraduate teaching and their finding that Holmes Group and Division 15 members favored more sweeping changes in teacher education whereas TESCSU members favored more incremental changes. It: (a) suggests that reform is unlikely to succeed without change in the behavior of those who teach prospective teachers; (b) suggests ways in which educational psychologists can improve the effectiveness of teachers and teacher training; and (c) questions whether moving teacher training to the graduate level will in fact improve such education. 相似文献
10.
《Journal of Further & Higher Education》2012,36(2):185-195
Abstract Post‐compulsory teacher training in England has been under review, and standards developed by the Further Education Staff Development Forum were to be launched in January 1999 as a precursor to a mandatory qualification for teachers in further education in England and Wales. Until now, many further education colleges have worked in partnership with higher education institutions to run Certificate in Education programmes, which aim to develop both practical teaching skills and critical knowledge and understanding of teaching and learning in a post‐compulsory context. A review of one such programme is outlined here. In a context where further education teachers must help to widen participation and promote lifelong learning, it is argued that any new arrangements for initial teacher training and continuing professional development need to include ‘competence’ in the practical skills involved in teaching and learning, but must also go beyond this, and aim to develop critical knowledge and understanding of the changing context in which staff work. It is argued that turning the new Further Education National Training Organisation standards for further education teachers in England and Wales into a National Vocational Qualification (NVQ) is inadequate to this task. A strengthened partnership between further and higher education providers to develop more robust and coherent approaches to professional capability is advocated. 相似文献
11.
Rosemary Deem 《教育政策杂志》2013,28(6):615-636
This article examines the views of staff employed in UK higher education institutions (HEIs) about how those institutions are dealing with the impact of recent UK equality legislation and related European employment directives. Assumptions underlying current approaches to equality in UK HEIs are examined, particularly the notion of meritocracy, which advocates job selection and promotion based on normatively and culturally neutral measures of merit. The article is based on a project funded by the Higher Education Funding Council for England, using qualitative case studies of six English, Welsh and Scottish HEIs. The project data suggest that equality policies for staff and students are in tension with each other, that staff policies may clash with other institutional policies, for example on research excellence or enhancing the student experience, and that the rhetoric of equality policies is not always matched by the day‐to‐day experience of staff. The article suggests that the case study UK HEIs, with their continued focus on meritocracy and excellence, have not yet adapted to the new climate of employee equality legislation and perhaps need to consider a different approach than the meritocratic one. 相似文献
12.
《师资教育杂志》2012,38(4):395-411
This study set out to measure the perceptions of pre‐primary and primary school teachers in Cyprus regarding the impact and efficiency of a particular ICT in‐service training initiative. The research was carried out through telephone interviews with two groups of trained teachers. Teachers' responses indicated a significant impact of such training on their personal attitudes and skills. However, the professional practices which developed did not outline significant gains in student learning and achievement. Teachers' views on the efficiency of the training scheme highlighted the need for a more flexible ‘pick and mix’ training structure to tailor individual needs, and for professional development activities to become more relevant, to the context of classroom practices. The study also suggested that for ICT professional development to impact school practices, there is a need for contextual factors such as access to resources, curriculum time and a change‐oriented environment to be taken into account. 相似文献
13.
Anna Mazenod 《Journal of Vocational Education & Training》2016,68(1):102-117
This paper examines the expansive–restrictive continuum of apprenticeship learning in the context of different education and training systems. It compares the English state-funded apprenticeship programme for young people with the Finnish and the French programmes with a specific focus on access to learning through the programmes. These three countries represent three types of Western and Northern European education and training systems. The paper argues that there are country-specific meanings of apprenticeship that influence how access to learning along the expansive–restrictive continuum is typically characterised. These country-specific meanings of apprenticeship arise from their context in differing education and training systems. The paper concludes that the English conceptualisation of apprenticeship as training lends itself to more restrictive approaches to apprenticeship than the Finnish and the French programmes in terms of access to learning. 相似文献
14.
FENG Zhou-yan CHEN Wei-dong YE Xue-song ZHANG Shao-min ZHENG Xiao-jing WANG Peng JIANG Jun JIN Lin XU Zhi-jian LIU Chun-qing LIU Fu-xin LUO Jian-hong ZHUANG Yue-ting ZHENG Xiao-xiang 《浙江大学学报(A卷英文版)》2007,8(2):323-330
INTRODUCTION Electrical stimulation in the animal brain is an indispensable means to investigate brain mechanisms in many experimental setups. However, the cable connections between the stimulation instruments and the animal brain always limit the animal’s freedom of movement and thereby cause entwisting and breaking of the cables, especially in freely moving animal ex-periments. In order to solve this problem, telemetry systems have been designed to deliver the stimulationsignals as sub… 相似文献
15.
Agus Suwignyo 《History of education》2017,46(5):653-673
This paper examines United States–Indonesian cooperation in the training of Indonesian teachers during the early decades of the Cold War. Indonesia badly needed teachers but the government’s efforts to train new teachers were hampered by the tremendous lack of teachers who could train new teachers. The aid provided by the United States enabled the Indonesian government to send its prospective teachers to study in the United States and to have American educationists help develop teachers’ colleges in Indonesia. How far did the decolonisation of teacher training and the making of a new education standard in postcolonial Indonesia reflect the conflicting ideological undertones and the US strategy of the Cold War? This paper argues that the US–Indonesian cooperation in teacher training marked a significant stage in the decolonisation of Indonesia. Yet, it also fostered the US cultural strategy of the Cold War in Southeast Asia. 相似文献
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Eddie W.L. Cheng 《教育心理学》2016,36(3):444-460
Professional training and development is a major component of updating teachers’ pedagogical knowledge and skills. However, transferring such knowledge and skill may not always be successful. Based on the theory of planned behaviour (TPB), the present study has developed a model specifying the factors affecting transfer maintenance intention and behaviour. This model was tested with the partial least square approach to structural equation modelling. The results indicate that the TPB-oriented model is able to explain in-service teachers’ intention to maintain what they have learned from training in their jobs and their subsequent transfer maintenance behaviour. Moreover, the β coefficients indicate that attitude towards the behaviour was the major predictor of transfer maintenance intention, which was in turn the major predictor of transfer maintenance behaviour. Finally, research implications and practical implications have been provided in this study. 相似文献
18.
Adventure training has become fashionable over the past few years in Hong Kong. Current Education Reform suggests learning
should not be confined to the classroom, and adventure training is viewed as an alternative method to institutional routines
for personal and group development. This paper reported a longitudinal study investigating how learning happened for four
church members (out of twenty-five participants) purposively selected in an adventure team-building camp. Both quantitative
and qualitative instruments were used. Results shed light on: (1) how the constructs of self-efficacy and organizational commitment
helped to conceptualize what people meant by a team; (2) how qualitative findings revealed evidence of learning of the four
members which could not be observed by quantitative findings; and (3) how participants experienced and learnt from adventure
training. 相似文献
19.
Rene A. Gonzales Gordon Ferns Marc A. T. M. Vorstenbosch Claire F. Smith 《Anatomical sciences education》2020,13(6):707-720
Spatial ability (SA) is the cognitive capacity to understand and mentally manipulate concepts of objects, remembering relationships among their parts and those of their surroundings. Spatial ability provides a learning advantage in science and may be useful in anatomy and technical skills in health care. This study aimed to assess the relationship between SA and anatomy scores in first- and second-year medical students. The training sessions focused on the analysis of the spatial component of objects' structure and their interaction as applied to medicine; SA was tested using the Visualization of Rotation (ROT) test. The intervention group (n = 29) received training and their pre- and post-training scores for the SA tests were compared to a control group (n = 75). Both groups improved their mean scores in the follow-up SA test (P < 0.010). There was no significant difference in SA scores between the groups for either SA test (P = 0.31, P = 0.90). The SA scores for female students were significantly lower than for male students, both at baseline and follow-up (P < 0.010). Anatomy training and assessment were administered by the anatomy department of the medical school, and examination scores were not significantly different between the two groups post-intervention (P = 0.33). However, participants with scores in the bottom quartile for SA performed worse in the anatomy questions (P < 0.001). Spatial awareness training did not improve SA or anatomy scores; however, SA may identify students who may benefit from additional academic support. 相似文献
20.
Rachel Andriatsitohaina Muthoni 《The Journal of Agricultural Education and Extension》2017,23(1):23-37
Purpose: This study determined the extent to which transfer of training among trainees from national partners of an international bean research network in Africa was perceived to have taken place; including determining the factors that predicted transfer of training back to the job. Methodology/approach: Online data collection using the Learning Transfer Systems Inventory (LTSI) from 139 respondents was made and analyzed using bivariate correlations and hierarchical multiple regression. Findings: An average of 75% of the training skills were perceived as transferred. ‘Personal capacity’ significantly predicted transfer, while ‘motivation to transfer’, ‘transfer design’, ‘supervisor’, and ‘peer support’ positively correlated with training transfer. Theoretical implications: The LTSI factors remain relevant explanations for training transfer with in African agricultural research and development organizations. Certain work environments are likely to have new factors such as ‘Supervisor and peer’ support which operated as one explanatory factor for training transfer, revealed the closeness of supervisors and peers in agricultural research and development settings. Practical implications: The international agricultural research network needs to consider the trainees’ ability to transfer new training given workload-related hindrances. Originality/value: The applicability of the LTSI for international agencies that conduct training for agricultural research and development in Africa has been tested. Such institutions need policies that enhance trainee capacity to transfer training to the work place. 相似文献