„Jeder Schule ihre Lehrer“?     

Eva Treptow  Martin Rothland 《Zeitschrift für Erziehungswissenschaft》2005,8(2):305-320

Neue Personalauswahl- und Einstellungsverfahren, an denen die Einzelschulen ma?geblich beteiligt werden, kommen bei der Besetzung von Lehrerstellen in zahlreichen Bundesl?ndern seit Mitte der 1990er-Jahre zur Anwendung und haben mittlerweile die herk?mmlichen zentralen Auswahl- und Zuweisungsverfahren zumindest in einigen von ihnen nahezu vollst?ndig abgel?st. Die Praxis und Wirkung der neuen Auswahlverfahren wurde bislang allerdings nicht systematisch untersucht. In diesem Beitrag werden empirische Befunde einer Untersuchung von Schulen in Nordrhein-Westfalen vorgestellt, die im Jahr 2002 freie Lehrerstellen über das neue Ausschreibungsverfahren besetzt haben. Erfasst wurden unter anderem die in der Praxis angewandten Kriterien der Personalauswahl und die Inhalte der Auswahlgespr?che, die Beurteilung des neuen Auswahl- und Einstellungsverfahrens durch die beteiligten Schulleitungen und Mitglieder der Auswahlkommissionen, Einsch?tzungen und Erfahrungen der neu eingestellten Lehrkr?fte sowie der Verlauf ihrer Berufseinstiegsphase und ihre Bew?hrung am neuen Arbeitsplatz.  相似文献   

The professional developmental needs of higher education-based teacher educators: an international comparative needs analysis     

Gerry Czerniawski  Ainat Guberman  Ann MacPhail 《欧洲师范教育杂志》2017,40(1):127-140

A universal lack of attention to the professional learning needs of teacher educators is the driver for this study, which considers the most effective ways to support the professional learning of higher education-based teacher educators. At a time when many industrialised countries are engaged in systemic educational reform, this study provides an international and comparative needs analysis through a survey of 1158 higher education-based teacher educators in the countries participating in the International Forum for Teacher Educator Development: Belgium, Ireland, Israel, the Netherlands, Norway and the UK. Our results suggest that while teacher educators are only moderately satisfied with their professional development experiences, a strong desire exists for further professional learning. This desire, influenced by their professional context, relates to their current beliefs concerning ‘best practice’ in teacher education, the academic skills required to further their professional careers and knowledge of the curriculum associated with their fields of expertise.  相似文献   

Deaf teacher candidates in hearing classrooms: a unique teacher preparation program     

Martin DS  Lytle RR 《American annals of the deaf》2000,145(1):15-21

An undergraduate teacher education program at Gallaudet University prepares deaf students in "regular" education. This includes a required full-time internship with hearing students (assisted by sign language interpreters). Graduates then continue in a master's degree program in deaf education, thus acquiring dual certification. Several studies indicate that these deaf candidates progress through the same developmental stages as hearing candidates and that they develop high expectations for deaf learners. Issues related to implementing such a program are discussed.  相似文献   

Changing practices: influences on classroom assessment     

Robin D. Tierney 《Assessment in Education: Principles, Policy & Practice》2006,13(3):239-264

The pedagogical potential of classroom assessment to support student learning has increasingly been evidenced in research over the past decade. Constructive classroom assessment has been championed by assessment specialists, and endorsed by professional organizations. In practice, however, the process of changing classroom assessment from its traditionally summative orientation is not straightforward. This methodical review looks at how six sources, which are educational research, evaluative inquiry, large‐scale assessment, educational policy, professional development, and teachers’ beliefs, influence and mediate assessment practices. A group of purposively selected research articles are analysed as evidence of the dynamics in this complex process. Cross‐currents relating to research perspective, collaboration, and time are discussed. For the movement seen in this study to continue, the tension between teacher autonomy and school community, and the relationship between collective commitment and assessment literacy should be considered.  相似文献   

Developing a virtual engineering management community     

Bill Hewitt  Moray Kidd  Robin Smith 《European Journal of Engineering Education》2016,41(2):220-230

The paper reviews the lessons of planning and running an Engineering Management practitioner development programme in a partnership between BP and the University of Manchester. This distance-learning programme is for professional engineers in mid-career experienced in the engineering and support activities for delivering safe, compliant and reliable projects and operations worldwide. The programme concentrates on the why and how of leadership and judgement in managing the engineering of large and small projects and operational support. Two intensive residential weeks are combined with a virtual learning environment over one year. Assessed assignments between and after the residential weeks provide opportunities for individual reflective learning for each delegate through applying concepts and the lessons of case studies to their experience, current challenges and expected responsibilities. This successful partnership between a major global company and a university rich in research and teaching required a significant dedication of intellectual and leadership effort by all concerned. The rewards for both parties and most importantly for the engineers themselves are extensive.  相似文献   

Developing curriculum for canadian schools: What we learned from the atlantic salmon     

Gary J. Anderson  Ann E. Brimer  Muriel Cooper 《Interchange》1977,8(4):16-31

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Volume contents     

Wolff-Michael Roth  Kenneth Robin  Andrea Zimmermann 《Learning Environments Research》2002,5(3):353-354

Volume Contents

Volume contents  相似文献   

Empowering Science Teachers: A Model for Professional Development     

Ann C. Howe  Harriett S. Stubbs 《Journal of Science Teacher Education》1997,8(3):167-182

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Group What—Counselor Educators?     

Robert W. Graff  Jo Ann Belluci 《Counselor Education & Supervision》1971,10(3):291-292

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Out of the Frying Pan into the Fire?     

Martin Shepherd 《Cambridge Journal of Education》1993,23(3):263-271

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