What core competencies are related to teachers' innovative teaching?     

Chang Zhu  Di Wang  Yonghong Cai  Nadine Engels 《Asia-Pacific Journal of Teacher Education》2013,41(1):9-27

The purpose of this study is to investigate teachers' core competencies in relation to their innovative teaching performance. Based on the literature and previous studies in this field, four competencies (learning competency, educational competency, social competency and technological competency) are theorised as core competencies for teachers' innovative teaching. A questionnaire on teachers' core competencies and innovative teaching performance was developed and tested. The findings indicate that teachers' educational competency, social competency and technological competency were positively related to their innovative teaching performance. The study also shows that a supportive relationship with colleagues is important for teachers' innovative teaching performance. The theoretical and practical implications are discussed.  相似文献   

Science and Technology Education in Slovenian Compulsory Basic School: Possibilities for Gifted Education     

Gregor Torkar  Stanislav Avsec  Mojca Čepič  Vesna Ferk Savec 《Roeper Review》2018,40(2):139-150

The article presents an analytical overview of the science and technology curriculum from the viewpoint of the inclusive approach adopted toward gifted education in Slovenian basic education. The main research question concerns how the current curriculum fits the learning needs of gifted students. For the purposes of the study, 16 compulsory and elective syllabi of science and technology school subjects were identified and qualitatively analyzed, and the role of activity days was examined within the target framework. The results show a rather weak operationalization of recommendations for gifted education in defined learning objectives and standards in the syllabi. Moreover, it was found that elective school subjects in science and technology are poorly represented in students’ overall selection of elective school subjects. In addition, activity days offer numerous possibilities for the implementation of the general recommendations for teaching the gifted.  相似文献   

Development of the self-regulated learning teacher belief scale     

Koen Lombaerts  Free De Backer  Nadine Engels  Johan van Braak  James Athanasou 《European Journal of Psychology of Education - EJPE》2009,24(1):79-96

The present study describes the development and psychometric properties of the Self-Regulated Learning Teacher Belief Scale (SRLTB). The SRLTB is a self-report teacher scale with 10 items assessing teachers' beliefs about introducing self-regulated learning (SRL) in primary education. The process of item and scale development as well as testing and scale refinement procedure is presented. An explorative study (n=399) revealed a one-factor structure representing adherence of teachers for SRL in primary school. Next, Rasch analysis revealed good fit of the scale to the unidimensional continuum model. In a following study (n=553), construct validity of the SRLTB was confirmed. Finally, implications and limitations of the SRLTB for studying SRL are discussed. In general, the SRLTB appears to be a useful instrument for examining teacher beliefs about self-regulated learning practices in primary schools.  相似文献   

Professioneller Fußball in Deutschland     

Johannes Erning  Gregor Enderle 《Sportwissenschaft》2002,32(3):327-329

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Software-Sicherheitsprüfung mit VALSOFT     

Jens Krinke  Torsten Robschink und Gregor Snelting 《Informatik - Forschung und Entwicklung》1999,14(2):62-73

Zusammenfassung. Die Physikalisch-Technische Bundesanstalt mu? alle eichpflichtigen Me?ger?te prüfen. Da heute fast jedes Me?ger?t durch Software gesteuert wird, mu? sichergestellt werden, da? der Datenpfad vom Sensoreingang zur Anzeige (Eichpfad) nicht durch externe Faktoren beeinflu?t werden kann. Das VALSOFT-Werkzeug erkennt, analysiert und visualisiert Beeinflussungen der Eichpfade. Grundlage der Analyse sind Program-Slicing und Constraint-Solving. Zu beliebigen Programmpunkten (z. B. Me?wertausgaben) k?nnen diejenigen Anweisungen bestimmt werden, die diesen Punkt beeinflussen (sog. Slice). Zus?tzlich k?nnen genaue Bedingungen berechnet werden, unter denen verd?chtige Datenflüsse stattfinden (sog. Pfadbedingungen). Anwendungen in anderen sicherheitskritischen Bereichen sind ohne weiteres m?glich. Eingegangen am 3. November 1998 / Angenommen am 23. M?rz 1999  相似文献   

Validity and reliability of portfolio assessment in pre‐service teacher education   总被引：1，自引：1，他引：0  

Wil Meeus  Peter Van Petegem  Nadine Engels 《Assessment & Evaluation in Higher Education》2009,34(4):401-413

This article concentrates on the validity and reliability of portfolio assessment as used in pre‐service teacher education. It is not possible to make general pronouncements about the validity of portfolio assessment in pre‐service teacher education as there are multiple portfolio applications. The validity depends on the purpose, namely the divers competencies which the course organisers wish to assess with it. Therefore, three categories of competencies and consequently three types of portfolios were distinguished in order to determine the validity of portfolio assessment. For the assessment of teaching and partnership competencies, it is argued that the validity is low due to the roundabout nature of the assessment. On the contrary, the validity of portfolio assessment for learning competencies can be high. The execution of a self‐regulated learning process can be accurately assessed using portfolios. The reliability of portfolio assessment is problematic, since it is incapable of fulfilling the classic psychometric requirement of reliability. Nevertheless, provided that the necessary measures are taken, the reliability of portfolio assessment can still be brought to an acceptable level. Five measures are proposed.  相似文献   

5. Christoph Wulf/Christine Merkel (Hrsg.): Globalisierung als Herausforderung der Erziehung. Theorien,Grundlagen, Fallstudien. European Studies in Education,Bd. 15     

Gregor Lang-Wojtasik 《Zeitschrift für Erziehungswissenschaft》2003,6(2):298-299

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An institutional approach to the evaluation of educational technology     

Gregor Kennedy 《Educational Media International》2013,50(3-4):187-199

While the evaluation of the development, implementation and use of technology in higher education can legitimately be carried out on an individual by individual basis, it is reasonable for institutions to develop their own evaluation approaches to support and guide the evaluation efforts of their staff. This paper outlines an institutional approach that guides the evaluation of educational technology in the Faculty of Medicine, Dentistry and Health Sciences at the University of Melbourne. It proposes roles for an internal evaluator and educational technology practitioners and provides a conceptual framework that guides the evaluation process. Practitioners are supported using micro evaluation guidelines and this process is discussed for two types of evaluation. A discussion of the practical implementation of the framework is supported by the presentation of two evaluation case studies.Une approche institutionnelle d'évaluation de la technologie de l'éducation. Alors que l'évaluation du développement, de la mise en oeuvre et de l'usage de la technologie dans l'enseignement supérieur peut avec légitimité être marquée sur une base d'individu par individu, il est raisonnable que les institutions développent leurs propres approches d'évaluation pour soutenir et guider les efforts d'évaluation de leurs enseignements. Cet article décrit l'approche institutionnelle qui guide l'évaluation de la technologie de l'éducation dans la faculté de médecine, dentologie et de sciences de la santé de l'Université de Melbourne. Il propose des rôles pour une évaluation interne et des praticiens de technologie de l'Education et fournit un cadre conceptuel qui permet de guider les processus d'évaluation. Les praticiens sont aidés par l'emploi de guides de microévaluations et ce processus est discuté pour deux types d'évaluation. Une discussion sur la mise en oeuvre pratique du cadre est illustrée par deux études de cas d'évaluation.Ein institutioneller Ansatz zur Auswertung der Bildungstechnologie. Während die Auswertung der Entwicklung, Umsetzung und die Verwendung von Technologie im Bereich der höheren Bildung mit Recht auf individuellen Basis ausgeführt werden kann, ist es vernünftig, daß Institutionen ihre eigenen Auswertungsansätze entwickeln, um die Auswertungsbemühungen ihres Stabs zu unterstützen und zu leiten. Dieses Papier umreißt einen institutionellen Ansatz zur Auswertung der Nutzung von Bildungstechnologie in der Fakultät für Medizin, Zahnheilkunde und Gesundheitswissenschaften an der Universität von Melbourne. Es beschreibt die Rolle eines internen Auswerters und Bildungstechnikpraktikers und liefert einen begrifflichen Rahmen für den Auswertungsprozeß. Praktiker werden durch Micro-Auswertungsrichtlinien unterstützt. Dieser Prozeß wird für zwei Evaluationstypen erörtert. Die praktische Umsetzung des Rahmens wird anhand zweier Auswertungsfallstudien diskutiert.  相似文献   

The danger of inadequate conceptualisation in PISA for education policy     

Slavko Gaber  Gregor Cankar  Ljubica Marjanovič Umek  Veronika Tašner 《Compare》2012,42(4):647-663

Due to the broad acceptance of the Programme for International Student Assessment (PISA) and other comparative studies as instruments of policymaking, its accuracy is essential. This article attempts to demonstrate omissions in the conceptualisation, and consequently in calculation and interpretation, of one of the central points of PISA 2006 and 2009. The authors point to the danger of such omissions for possible evidence-based education policymaking. With regard to the reproduction of social inequalities through education, we focus on variance in student performance between schools and within schools on the science scale (PISA 2006) and in the mother tongue (PISA 2009). The thesis of the PISA study is that there are countries (Finland, Iceland and Norway) where between only 14 and 29% of the average OECD variance (33%) is attributed to between-school variance – which is good – and there are countries (Germany, Bulgaria, Austria, Hungary, Belgium, Slovenia, the Netherlands, etc.), where the variance between schools is at least ‘one-and-a-half times that of the OECD’ – which is bad. For Slovenia, we demonstrate a significantly different share of variance explained by between-school variance of the same or similar cohort if we move the point of research by only nine months. Our main argument is that such a difference in the share of variance is not the result of a substantial change in the results (grooving difference in the performance) but the result of formal organisational change – the transition of the cohort to upper secondary education. The difference in calculations also radically changes policy implications, which is crucial. While PISA data suggest the necessity of policy measures to reduce between-school variance, our calculations suggest the need for reconsideration of policy measures aimed at the reduction of within-school variance, gender differences, and differences in performance between native and immigrant students.  相似文献   

Use of social web technologies by international and domestic undergraduate students: implications for internationalising learning and teaching in Australian universities     

Kathleen Gray  Shanton Chang  Gregor Kennedy 《Technology, Pedagogy and Education》2013,22(1):31-46

Much research into the use of online information and communication technologies for the internationalisation of learning and teaching has focused on established web technologies. This paper considers the possible internationalisation implications of existing uses of social software, also known as Web 2.0 technologies, which are now widely available inside and outside of formal education settings. The paper reports on two studies: the first, conducted at a large Australian university, investigated differences between international and domestic undergraduate students’ (n = 1973) use of web‐based technologies and tools; the second investigation reports on interviews with eight Australian and eight Singaporean university students about their use and perceptions of blogs and blogging. The findings from two studies provide new evidence of both cultural similarities and cultural differences in aspects of young university students’ use of social software for communication and content creation. Discussion and conclusions draw out factors to be considered in planning to implement new uses of social software among culturally and linguistically diverse students of the Net Generation, in Australia and more generally.  相似文献