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1.
《British Journal of Educational Studies》2012,60(4):400-411
Summary Trends in the status of teacher education can be examined through proposals for alternative models of course structure and delivery and the implications of these for teacher trainers and teachers. This paper implies that there exists a political will to move responsibility for teacher training from Colleges of Education and Universities to ‘training’ schools. It indicates that, while the introduction of a market led education service suggests greater autonomy for teachers and schools, the reality is that through strengthening the role of bureaucracy in education, the Government retains strong central control over the whole service. 相似文献
2.
Abstract The purpose of this study was to assess perceived environmental education (EE) curriculum needs in the United States (K-16). The Environmental Education Curriculum Needs Assessment Questionnaire (EECNAQ) was developed, validated, and direct-mailed to 169 randomly selected professional environmental educators (58.6% return rate). The EECNAQ elicited perceptions about the desired status and the current state of EE curricula, the need for curriculum development, the anticipated use of curricula teachers, and the need for inservice teacher education. These five major questions were posed relative to fifteen goals which reflected the Tbilisi objectives and four levels of environmental literacy. The findings reveal a consensus among the professional participants that the EE goals are important ones, that they are not being met to a large extent in existing curricula, that extensive needs exist for both goal-oriented curricula and teacher education, and that the goaloriented curricula would be used by teachers. 相似文献
3.
In the light of the introduction of teaching standards in professional values and practice in September 2002, this study compares two sets of data from B.Ed. and PGCE primary courses, in order to examine the existing opportunities for values education within teacher education in one institution. The findings highlight a qualitative difference in the process of personal and professional development experienced by the two groups of students. Implications of the findings for university training partnerships, university tutors and professional studies programmes are then considered. The conclusion reached is that the introduction of teaching standards in professional values and practice may be the next landmark in the process vs. competence debate about teacher education, and may provide the opportunity to put human development back into the heart of teacher education. 相似文献
4.
A. De Juanas Oliva P. Fernández Lozano R. Martín del Pozo M. González Ballesteros E. Pesquero Franco E. Sánchez Martín 《欧洲师范教育杂志》2009,32(4):437-454
Taking as reference the proposals of the European Higher Education Area, the aim of this study is to identify the competencies which a wide sample of teachers in Spanish primary schools (6–12 age group) consider to be important for their professional performance and which they use in their everyday teaching, and to what extent their university training prepared them for their practising professional development. To do this, an ad hoc instrument was devised and applied to experienced practising teachers and to teacher trainees who were on teacher training placements during the last semester of their course. The results of the study show that initial teacher training should deal in depth with the competencies related to the organisation and management of teaching–learning, the use of new technologies in the primary classroom, the involvement of the families, education in values, social skills and skills for working in professional groups. Finally, proposals are made for training based on the articulation between theory and practice, to allow the professional competencies mentioned to be developed and used in practice, as well as encouraging close collaboration between teacher trainers and experienced practising teachers. 相似文献
5.
《Africa Education Review》2013,10(2):351-363
Abstract The sheer number of teachers required to cater for an unprecedented increase in enrolment in developing countries, and corresponding continuous professional development to improve teaching and learning, remain a major problem. Given this problem, I argue that traditional face-to-face training of teachers no longer suffices to manage imbalances in the supply of and demand for teachers in South Africa, and hence the need for open and distance learning. I further argue that the allocation of resources to higher education institutions for teacher training using distance education within South Africa, if not reviewed, will constrain the quality and capacity of institutions to respond adequately to future teacher shortages. I conclude that the discourse on teacher supply and demand should be tempered with awareness of the looming crisis of teacher retention that is always at the periphery of the planning of, and discourse on teacher provision in the country. 相似文献
6.
《师资教育杂志》2012,38(2):191-206
Recognizing the need and importance of environmental education (EE) in India, recently several efforts have been made to reorient and reorganize school education and establish EE more formally. School textbooks, in all subjects and at all levels, have been revised to integrate environmental concepts. The effects of these curricular revisions will not be sustained unless they are coupled with appropriate changes in teacher education curricula. Efforts have been made to develop curriculum and other support materials for introducing EE at all four levels of teacher education in the country. Incorporating EE in teacher education involves deliberating several issues relating to content, learning and teaching methodologies, materials development and capacity building requirements for its effective implementation. This paper, by reviewing some exemplar experiences from India, seeks to examine the focus given to EE in teacher education and the challenges for teacher education in achieving the goals of sustainable development in the UN Decade of Education for Sustainable Development (UNDESD). 相似文献
7.
ROD BARRATT 《European Journal of Engineering Education》1997,22(2):167-182
This paper addresses postgraduate environmental education by supported distance learning, as offered by the Open University—a major international provider of distance teaching resources. While distance teaching offers advantages of accessibility and cost-effectiveness, it presents difficulties in developing certain skills. In the environmental area, this is especially important in the difference between rote learning and developing practical problem-solving skills. This applies most notably in relation to anticipatory problem -solving, which is a role of environmental auditing. These issues are discussed in the context of the course ‘Enterprise and the Environment’, a module within the MSc programme ‘Manufacturing: Management and Technology’. The role of this course in wider initiatives is also outlined, to include its worldwide use in training accreditors of environmental management systems. The approaches and techniques used by the Open University in providing high-quality, supported open learning materials at such distances provide a model in environmental education at a distance. This paper also refers to techniques for regular updating of material in rapidly developing areas, as well as integrating teaching and research. Reference is also made to a new modular course on ‘Integrated Safety, Health and Environmental Management’. 相似文献
8.
《The Journal of educational research》2012,105(4):200-208
Abstract The effectiveness of the DARE to be You (DTBY) teacher training for enhancing feelings of personal teaching efficacy was assessed for 241 control or training-group teachers using a pretest, posttest, and 9-month follow-up design. Examined was the relation between personal and general teaching efficacy, satisfaction with and investment in teaching, and integration of roles. Significant group-by-time interactions were found for personal and teaching efficacy and the four teacher self-perception measures, using a repeated-measures multivariate analysis of variance. Level of involvement with the DTBY classroom activities was related to efficacy judgments. The study provides support for the value of the DTBY training and the importance of addressing teaching efficacy issues within staff development programs aimed at curricular innovation. 相似文献
9.
参与式教师培训效果的评价研究 总被引：3，自引：1，他引：3
参与式教师培训是当前国际上普遍认可的教师培训模式,自2001年我国启动新一轮基础教育课程改革以来,也运用该模式开展了大规模的教师培训。本研究对2所小学54名教师进行了以“合作学习”为主题的参与式教师培训并评价了培训效果,结果表明:(1)培训提高了教师对合作学习有关知识的掌握水平;(2)教师组织合作学习的教学行为有了显著的改善;(3)教师对培训的整体感受比较好,乐于在教学中尝试运用培训中学到方法、理念等。 相似文献
10.
论多维视野中的教师培训观 总被引：2，自引：0，他引：2
随着基础教育的改革与发展,教师从改革的后台被推向了改革的前台,相应地,教师问题亦日益突现出来。基于此,教师培训就越来越被提到了议事日程。但目前的教师培训“让人喜欢让人忧”,还存在着诸多长期性、深层性的问题。解决这些问题已经不是技术和方法问题,而是必须解决教师培训观念的滞后问题。也就是说,必须从多维视角重建教师培训观,塑造新的教师培训文化。 相似文献
11.
Antonio Jose Osorio 《Technology, Pedagogy and Education》2013,22(2):183-195
ABSTRACT The world Information Superhighway is under discussion in many countries. Within Europe the discussion is also very active as is the promotion of the use of telematics for trans‐European communication and co‐operation in various areas. For education and training, representatives of European teacher trainers, teachers, students, parents, policy and decision makers discussed their needs and views on a trans‐European network at a conference held in May 1994 in Luxembourg. This paper presents a selection of various issues raised at the conference regarding the use of telematics for teacher education and illustrates the discussion and the method of discussion. It also describes and discusses the conference programme model, as it offered innovative on‐line activities to facilitate appreciation of telematics. The case is argued that teacher education can benefit greatly from telematics and some points are put forward for further discussion. 相似文献
12.
教师专业能力的发展是个连续统一体。职前教师教育作为教师教育的起步阶段,扮演着重要的角色。然而综观职前教师的培养过程,皆缺乏有效培养课堂教学临床能力的机制。随着教育技术在教育教学中的广泛应用,视频技术和网络技术的发展为教育类课程的教学提供了新的视野。为此,我们试图设计通用于教育类课程、培养师范生教学能力的视频案例资源。并基于混合学习的理念,建构了一种基于视频案例资源、集课堂案例教学和网络案例学习于一体的教学模式。 相似文献
13.
Richard A. Huber 《The Journal of environmental education》2013,44(3):21-25
Abstract Two recent developments are likely to have a significant impact on the future of EE: (1) education reform initiatives based on the National Science Education Standards and (2) the development of promising Internet resources for teaching environmental sciences. This article urges the EE community to recognize that the time is ripe for environmental educators to embrace these developments. We examine several Internet-based resources that are used as tools for implementing standards-based reforms and promotion of EE's goals in K-12 classrooms. 相似文献
14.
《Africa Education Review》2013,10(1):174-184
Abstract This paper describes the experiences of the International Institute for Capacity Building in Africa (IICBA) in running distance education programmes for teachers and education personnel in sub-Saharan Africa. The Institute, established by UNESCO in 1999 and located in Addis Ababa, Ethiopia, is mandated to work with teacher education institutions (TEIs) in sub-Saharan Africa in the areas of curriculum development, teacher education, distance education and educational planning. The subject areas IICBA focuses on are the teaching of Science, Mathematics, languages and ICT (Information and communication technologies) through the use of modern pedagogy. The Institute implements its projects in partnership with distance education offering institutions in Africa and other parts of the world. The paper begins by providing brief remarks on IICBA and its mandate and organisation, and proceeds to explain why it focuses on the areas of teacher education, capacity building and the distance mode of delivery to offer its training programmes. At the end, it describes the kinds of programmes it has been running since its establishment and the partner distance education institutions that offered the training courses. 相似文献
15.
Ronald Harshman 《The Journal of environmental education》2013,44(2):30-34
ABSTRACT:Researchers and practitioners in environmental education have widely recognized the importance of facilitating the growth of positive environmental values among learners. Environmental Values Education (EVE) is included in environmental education programs, whether it is consciously planned or is an implicit part of the learner's experience. There are, however, many constraints to developing a well-planned EVE program and integrating this into the general curriculum; foremost among these is the need for teacher training in the theory and methods of EVE. Coursework and practical training for teachers is needed in several areas. When choosing appropriate strategies for teaching environmental ethics, each teacher will need to become familiar with the strengths and weaknesses of each approach, his or her own capabilities and need for further theoretical and practical training and the needs of learners and the nature of the situation at hand. Each learner's level of moral development is an especially important factor to consider when choosing and conducting EVE strategies. It is important for teachers to become familiar with school and community attitudes concerning values education, in order to implement a strong program in environmental values education while working within the existing realities of school policies and community expectations. 相似文献
16.
AbstractIn this study, we assessed how 34 young adult participants in an environmental education (EE) program from 2011 to 2014 constructed their learning outcomes through interviews and the exploration of autobiographical memory functions (AMFs) regarding program experiences. We articulated a variety of directive, social, and self AMFs, including the achievement of the top five typical objectives of EE, increase in positive social norms through reminiscing and sharing memories, and attainment of diverse personal growth. We also constructed the relationship of these outcomes with the ultimate objective of EE. This method can presumably be used to emergently construct outcomes for evaluating emancipatory EE programs, which are on the request of tackling wicked environmental problems. 相似文献
17.
进入21世纪以来,在职业技术教育领域,OECD各国面临着共同的挑战:职业技术教育院校师资队伍年龄和知识结构日益老化,职教师资数量日渐匮乏。为解决这些问题,OECD各国积极出台政策:设立新的职教教师资格体系,吸引专业技术人才进入到职教师资队伍;加强对企业和工厂职业培训师的培训,以提高其教学技能和管理能力;实行灵活多样的工作合同制。 相似文献
18.
进入本世纪以来,在终身教育的影响下,国际教师教育进入了一个新的发展阶段,教师教育不再局限于师范生的培养,教师职后培训也不是指教师一般意义上的进修提高,而是一个对教师进行一系列系统培养的、时间延续到教师职业生涯甚至是一生生活的全过程的“终身教育”。本文试图在说明教师教育终身化的必然性的基础上,分析了我国教师教育现存的问题,据此探讨了我国教师终身教育体制的建构。 相似文献
19.
Debra Murphy 《The New Educator》2017,13(3):195-206
ABSTRACTHow can early childhood teacher educators at the community college level create opportunities for their students to explore and relate to the natural world? This article discusses three learning opportunities in an early childhood associate-degree program that foster connections between preservice and inservice early childhood teachers and nature education — the Goldsworthy project, a local habitat course, and an animal study project in a curriculum course. Each learning opportunity helped teachers develop effective teaching strategies for engaging children with nature education and also a personal and professional disposition toward valuing nature education as future teachers. 相似文献
20.
Abstract The big question about pedagogical benchmarks for information and communications technology (ICT) in teacher training is whether they can be transferred to contexts other than the ones in which the benchmarks have been developed. In this article we reflect on the chances that the benchmarks presented will become really integrated within the heart of the learning and teaching process of teacher training programmes. To understand that process better, we reflect on the concept of professional learning and what that concept has to say about organisational learning and about how the integration process could be further developed. We propose a broad framework for actions of all actors involved: teacher training institutes, their partners (professional development schools), research and development agencies, the teacher trainers, the students, teachers in practice and their pupils. Only a concerted action of collaborative experimenting and professional learning on ICT integration in the learning and teaching processes can lead to the use of ICT as a catalyst for implementing learning arrangements that fit the expectations of the twenty-first century and its youth. 相似文献