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1.
Abstract

The relationship between teacher locus of control (A), teacher behavior (B), student behavior (C), and student achievement (D) was investigated. It was predicted that internal teachers would produce higher achieving students by maintaining a controlled learning environment, thereby engaging students in more appropriate on-task behavior. The first part of the study found modest correlations between I-E scores of 44 fourth grade teachers and student achievement in reading, language, and math. In the second part, the behavior of a subsample of 17 teachers and their students was observed. Although the complete A-B-C-D link was not obtained, several parts of the model did relate significantly.  相似文献   

2.
ABSTRACT

Teacher professional learning is shaped by multiple contexts in a complex way. Previous studies mainly focused on teacher learning in school-based contexts, and rarely explored how teachers learn across schools and in other situations. Adopting the framework of boundary crossing learning, this study examined the processes of teachers’ professional learning when they participated in Master Teacher Studios in mainland China. Through the qualitative case study approach, this study summarised four learning mechanisms: seeking common ground and reserving differences, growing through formal and informal coordination, exposing the gap and reflecting one’s limits, and transforming practices that incorporate one’s teaching ‘soul’. Further, intrapersonal, interpersonal and institutional factors that contribute to teacher learning as boundary crossing are discussed.  相似文献   

3.
Abstract

Framing professional learning as a social practice underscores the interplay between subjective meaning systems and objective conditions of the social space where learning occurs. Drawing on Pierre Bourdieu’s theory of social practice, and methodologically guided by critical realism, the paper identifies what constitutes effective teacher professional learning through mentoring. The empirical focus of the paper is an Early Childhood teacher mentoring programme in the state of Victoria, Australia. The findings show that: (a) relevant circumstances that make teacher professional learning a necessity are associated with individual aspirations and systemic requirements; (b) collegial relationships and critical deliberation constitute meaningful learning experiences; and (c) teacher learning takes place in the domains of professional dispositions, pedagogical knowledge and social capital. The implication is that in designing professional development programmes such as mentoring, it is important to take teachers’ contexts of practice into account; conceptualise learning as a socially situated practice; and recognise the value of teachers’ lived experiences as a locus of deliberation and learning.  相似文献   

4.

This article presents arguments for teacher leadership. It challenges the current orthodoxy of school organisation and seeks to extend the current debate about distributed leadership. It offers a view of teacher leadership which is inclusive rather than limited to those with management responsibility or specific change agent roles. It focuses on learning-centred development work in which teachers act strategically to improve the quality of teaching and learning. The article includes illustrative cases and proposals for strategies to support teacher leadership. It also offers a framework for planning and evaluating the impact of teacher-led development work.  相似文献   

5.
ABSTRACT

Collaborative design positively affects both professional development and the implementation of curriculum change, because teachers develop competencies and practice and develop ownership of the change. The current study was aimed to explore what empirical evidence is available about processes that take place when teachers co-design and how these contribute to professional development and curriculum change. Evidence from 14 PhD studies was collected to study their impact on teacher learning and curriculum change, by analysing effects, mechanisms, and conditions. Results showed that effects of curriculum design teams, in terms of learning outcomes for teachers in areas such as (pedagogical) content knowledge and design knowledge and skills, became manifest in the outcomes of the curriculum design process, and in the appreciation by the stakeholders. We concluded that professional development, through collaborative design in teams, which is specific and linked to the curriculum, influences teachers’ knowledge and practice and impacts implementation of curriculum change.  相似文献   

6.
Abstract

The online environment is an expansive educational context distinct from the traditional one. We problematize the current online teacher education landscape and make recommendations for practices that prepare and support teachers as online teachers, rather than teachers who periodically use Internet resources and digital devices for instruction. Recommendations focus on personalization, collaboration, administrative support, program (re)designs, new models of technological integration, attention to standards for teaching and learning, and ongoing professional learning opportunities.  相似文献   

7.
ABSTRACT

Teacher support for students in ubiquitous learning environments is challenging owing to physical distance and a lack of reliable real-time multimedia-rich communication. This is further complicated because the learning process is dynamic and problems need quick resolution. Given these challenges, this study proposes an architecture for a teacher facilitation support system. The system was implemented in the form of an interactive teacher dashboard. The interface also generates possible solutions to learning challenges while leaving the ultimate decision up to the teacher. The system feasibility was tested by work-through scenarios designed and validated by two experts. The system usability was evaluated using the System Usability Scale by 40 potential users. The ?ndings revealed that the dashboard has good feasibility and usability for providing teachers relevant information about their students’ learning progress in ubiquitous learning environments. It also enabled opportunity for pedagogical intervention when needed.  相似文献   

8.
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9.

Previous approaches to teacher testing have been criticized for poorly representing the knowledge base for teaching, for oversimplifying teaching decisions, and for lacking criterion-related validity evidence supporting their use. A new generation of teacher assessments has been developed in the United States through the efforts of the National Board for Professional Teaching Standards and a corollary organization of more than 30 states. These performance-based assessments use videotapes of teachers' practice, examples of lessons and assessments, samples of student work, and analyses of classroom events and outcomes to provide evidence about teaching. Early research on the effects of these assessments suggests that they may be more valid measures of teacher knowledge and skill and that they may help teachers improve their practice. The stimulus to teacher learning appears to occur through task structures that require teachers to learn new content and teaching strategies as part of their demonstration of performance and through the processes of required reflection about the relationships between learning and teaching.  相似文献   

10.
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11.
《师资教育杂志》2012,38(3):241-251

Stereotypes of the 'Chinese learner' have been extensively investigated, leading to the conclusion that knowledge about the social, cultural and pedagogic origins of Chinese students' dispositions to learning should be incorporated into programs preparing teachers for China service. In this paper it is suggested that teacher education initiatives of this type should redress sociological blindness about the particularity of local pedagogic contexts. A case study of the production of 'obedient' students in the Chinese school system during the 1990s is presented, illustrating sociological tools that enable analysis of the origin of students' dispositions to learning in particular conditions. The recommendation is that such tools be incorporated into teacher education for domestic, as well as international contexts, given the critical insight that is required if teachers are to provide equitably for all students in conditions of increasing cultural diversification and re-traditionalisation of education.  相似文献   

12.
ABSTRACT

Although more nuanced understandings of assessment have been proposed in the physical education literature, assessment practices remain relatively underdeveloped, and when used, tend to focus on traditional, summative evaluations of learning. However, physical education teacher education programs can be used as an intervention to help pre-service teachers develop assessment knowledge and skill. Toward this end, the purpose of this article is to propose an evidence-based framework for helping pre-service teachers develop assessment literacy that is rooted in occupational socialization theory. The framework provides a four-phase approach to integrating assessment into teacher education, and includes suggestions for how physical education teacher educators can progressively help build pre-service teachers’ assessment knowledge in line with the focus given to instruction and planning. These suggestions acknowledge the technical and sociocultural aspects of learning to use assessment. Implications are discussed along with the need to help graduating pre-service teachers transfer lessons learned into the workplace.  相似文献   

13.
ABSTRACT

Although computers have become common features of schools worldwide, their impact on education and learning has been far less than what could be expected from such a versatile and powerful technology. A significant deterrent has been teachers’ lack of skills and expertise with the new technologies but although computer education is increasingly becoming a significant component within teacher education programmes, this paper will argue that the direction and nature of the teaching and learning in many of these courses is counter‐productive and unable to provide the skills and expertise required from new teaching graduates. The paper posits that these skills can best be developed and achieved through instructional programmes in teacher education that mirror the models that student teachers will be required to embrace in their own classrooms. In order to achieve this, the IT component within teacher education must become an integral part of the programme.  相似文献   

14.
Abstract

An observation scale to measure behavior of teachers was constructed based on a Skinnerian framework of learning:: that pupils learn when their responses to the curriculum are promptly and consistently reinforced. Four categories of behavior were observed for five-minute periods for each of four teachers In preschool nurseries for underprivileged children. The observation categories are; (1) information giving; (2) response elicitation; (3) feedback and (4) teacher control. An analysis of variance of the results showed significant differences In the behavior of the teachers according to these categories. The most interesting result was the significant difference between teachers with respect to the ratio of feedback to response elicitation. According to Skinnerian theory, the larger this ratio, the greater is the likelihood of learning. This hypothesis could be tested by relating the ratio to measures of pupils' achievement.  相似文献   

15.
Abstract

Nine preservice and in-service teacher participants from four different content areas experienced shifts in their personal perspectives regarding integration of literacy in their subject-area instruction after completing a content-area literacy course. The course was positioned as professional development and used situated learning to provide extensive time for modeling, guided practice, discussion, and constructive feedback. Due to the course set-up and strategies thoroughly practiced, all teachers demonstrated a significant increase in knowledge of literacy strategies and how to incorporate them within their classrooms. Additionally, hands-on instruction and situated participation in a community of practice promoted all teachers’ desire to learn and eventual demonstration of learning.  相似文献   

16.

This article presents an autobiographical qualitative study. A former elementary school teacher describes how her work as a university supervisor gave her an opportunity to examine her own construction of self as a teacher and teacher educator during two semesters of undergraduate student teaching. Research related to teacher individualism and isolation provides a lens through which to explore socialization experiences of both the author and her students. The analysis finds that some programs and schools do not allow for or value the critical dialogue and narrative discourse essential for the formation of the self. The author makes several suggestions for teacher education programs which will help prepare teachers to take advantage of agentive moments, creating spaces for discourse and collaboration.  相似文献   

17.

This paper addresses the relationship between theory and practice in preservice teacher education. Using Giroux's (1994) distinction between a "pedagogy of theory" and a "pedagogy of theorizing", it explores the difference between prospective teachers learning about education in teacher preparation courses and learning from it by critically reading the educative process in their own preservice education classrooms. Challenging the idea that preservice education is merely preparation for a practicum conducted elsewhere and in the future, this paper proposes that teacher education classrooms become practicum environment in-and-of-themselves, where practice gets theorized and theory is not only considered for practice but is indeed practiced as it interrogates practice.  相似文献   

18.
This article draws on Bourdieu’s field theory and related concepts of habitus and capitals, to explore policy implementation in relation to a particular case of teacher professional development in Queensland, Australia. This implementation process is described as an effect of the interplay between what is called the policy field and the field of teachers’ work. The policy field demonstrates intra‐field tensions between the federal Quality Teacher Programme (QTP) and a raft of state policies, particularly those associated with the Queensland meta‐policy, Queensland State Education 2010 (QSE2010). To investigate the effects of this complex policy ensemble, the article draws upon the experiences of principals and a group of teachers engaged in professional development across a cluster of six schools in south‐east Queensland, Australia. The specific focus is on the ‘Curriculum Board’, a cross‐school body created by the principals in the participating schools, and its mediated work in policy implementation and teacher learning. The article analyses the effects of the involvement of the principals in the creation of the board, the limiting impact of QTP requirements to involve consultants rather than support for teacher release, and the limited influence of the board on teacher learning and policy implementation in the individual schools. By doing so, the analysis shows the disjunctions between the logics of practice of the policy field and that of teachers’ work, and the ways in which the differing habitus of principals and teachers and teacher members of the board affected teacher learning and policy implementation. It is argued that effective implementation requires learning within and across fields, and more reflexive habitus of policy makers, principals and teachers.  相似文献   

19.
Abstract

The interaction patterns of teachers and students in public and private urban schools was investigated specifically to explore higher order teacher questioning. On the basis of a review of the literature, the authors speculated that patterns of student response to higher order teacher questioning would differ by student gender. Higher order questioning encourages students to think critically, and, therefore, is powerful for learning. Lower order questioning, however, taps only the memorization of facts. The results from this study suggested no gender difference in students' responses to higher order questioning. The 16 teachers observed used predominately lower level questioning patterns in their classrooms.  相似文献   

20.

As we enter the new century, there are multiple debates about what teachers need to know, who should provide education for teachers, how teachers should be certified and licensed, and what role (if any) university-based teacher preparation should play in school improvement. The author argues that the future of teacher education in the United States depends to a great extent on the ways three fundamental questions are framed: the knowledge question, the learning question, and the outcomes question. To a great extent, the ways these questions are framed and their larger agendas for the purposes and consequences of schooling will determine the future of the field.  相似文献   

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