Teachers' perspectives of changes in their practice during a technology in mathematics education research project     

《Teaching and Teacher Education》2017

Teachers' perception of changes to their teaching practice, with respect to digital technology use in secondary school mathematics, during their participation in a research project are reported. Two case studies are presented of teacher perspectives illustrative of the range of perceived changes teachers made to their practice and positions along the ‘path of change’ during their participation in the project. Participating in a project supportive of teacher change and resulting in perception of substantial change was necessary, but not sufficient, to meet the goal of transformative use of digital technologies to increase the level of cognitive demand experienced by students.  相似文献   

How can pre-service primary teachers' perspectives contribute to a pedagogy that problematises the ‘practical’ in teacher education?     

Déirdre Ní Chróinín  Ailbhe Kenny  Elaine Murtagh  Elaine Vaughan 《Irish Educational Studies》2013,32(2):251-267

This study examined pre-service primary teachers' perspectives on teaching and learning experiences within college-based courses in ‘practical’ subject areas within a teacher education programme. Following three individual lectures (one each in art, music and physical education), pre-service teachers (n=11) participated in focus group interviews sharing their perspectives on the teaching and learning experiences. These data were analysed thematically and supported by teacher educators' (n=3) planning and reflection documentation. Although the problematic nature of the ‘practical’ suggests appeal and peril of the ‘practical’, the important nature of negotiating the ‘practical’ to enhance student learning is apparent. Students emphasised the value of practical engagement and expressed a strong preference for working in groups to create a safe learning environment to develop confidence and competence. These insights suggest key aspects of a pedagogy of teacher education in these ‘practical’ areas. The importance of being aware of and, in some cases, challenging student perspectives on how they learn best in these curricular areas is discussed.  相似文献   

“为人师表”的合理范畴论析   总被引：6，自引：0，他引：6  

刘惠 《教师教育研究》2005,17(1):47-50

为人师表是教师职业道德的基本要求。教师为人师表,应该有具体的时空范畴和行为范畴,而不应当把它泛化到教师的所有行为和一切时空环境。这既是对作为教师的人的尊重,也是教师专业化建设中不可忽视的“技术”问题。  相似文献   

任务型教学背景下的外语师资教育     

朱神海  金玲 《雁北师范学院学报》2004,20(6):10-12

我国新的英语课程标准倡导任务型语言教学途径,给广大外语教师提出了更高的要求。因此,任务型教学中外语师资教育也变得越来越重要。文章着重探讨了任务型教学对外语教师的要求及在此背景下外语师资的培养策略,包括任务型教学理论知识的学习,开展任务型教学反思,组织或参加任务型教学专题研讨会等。  相似文献   

Teachers in school sports: between the fields of education and sport?     

Magnus Ferry 《Sport, Education and Society》2016,21(6):907-923

According to the cultural sociologist Pierre Bourdieu, gaining access to a social space or a position within a social space requires a specific capital. For teachers, this is normally indicated by a valid teaching certificate with relevant subject knowledge. However, when no qualified teachers are available, which is the case for the subject of school sports in Sweden, other assets gain recognition. Drawing on Bourdieu's conceptual framework, this paper examined the conditions for school sports in Sweden, and based on questionnaires answered by 109 teachers, explored the competencies, education and backgrounds teachers in upper secondary school sports possess. The paper address the question: what valuable resources are required to become a teacher of school sports and gain recognition as symbolic capital? The results show that while school sports in Sweden are carried out through a school subject and thus regulated by the government, it is influenced by both the fields of education and sport. Furthermore, the questionnaire results show that a majority of the teachers are employed as coaches instead of teachers and that less than half of them (45%) have a teacher education background, while 95% have a coaching education background. However, the results also show that teachers assessed their competencies for teaching school sports as high, especially with regard to competencies in specific sport skills. In conclusion, this paper shows how coaching education and experience in competitive sports are an important resource required to become a teacher in school sports and is thus recognized as symbolic capital. Therefore, school sports cannot be viewed as a legitimate part of the field of education but can be viewed as a part of the field of sport.  相似文献   

英国入职教师教育国家课程探析   总被引：1，自引：0，他引：1  

傅树京 《课程.教材.教法》2007,(12)

英国入职教师教育国家课程对合格教师资格标准,课程总要求,英语、数学、科学和信息交流技术在学科教学中的应用等几个方面进行了规定,并提出了较为具体的要求。实施其课程的目标是达成合格教师资格标准。该课程具有实践性,注重信息交流技术在学科教学中的作用,注重中小学在教师教育课程中的作用。这些启示我们要尽快制定教师资格标准,强化实践性入职教师教育课程并注重对其实施效果进行指导和监督。  相似文献   

Voices of teacher candidates of color on white race evasion: ‘I worried about my safety!’     

Yukari Takimoto Amos 《International journal of qualitative studies in education》2016,29(8):1002-1015

Abstract

This qualitative study investigated the negative impacts minority teacher candidates receive from white teacher candidates in a required multicultural education class. The findings reveal that four teacher candidates of color had difficulty positioning themselves among the overwhelming silencing power of whiteness in the class. The white students were tactful at evading power and race and flattening the existing hierarchical power relations through the discourses of colorblindness and by preying on the minority instructor. Their understanding of diversity was also shallow. On the other hand, the teacher candidates of color were afraid that they might be labeled as the ones who spoke up against the white students and fearful of the possibility of retaliation and ostracism from the white peers. It seems that the teacher education program’s structure allowed the white candidates to impose strong negative peer pressure on the teacher candidates of color.  相似文献   

The role of feedback from the school leader during teacher evaluation for teacher and school improvement     

Melissa Tuytens  Geert Devos 《Teachers and Teaching》2017,23(1):6-24

Since the turn of the century, teacher evaluation has been introduced around the world with the intent to improve teaching. However, in the literature on teacher evaluation, often findings reveal critical accounts about the effectiveness of feedback in teacher evaluation for teacher and school improvement. This article presents a qualitative study in eight schools where teachers did indicate to find the feedback they discussed with school leaders during teacher evaluation processes useful. In this study, we investigate whether we can identify what teachers actually do with this feedback and which factors contribute to their response. Our findings demonstrate the importance of school organizational characteristics and an integrated leadership approach for the feedback response of teachers. Also, our findings reveal how teacher evaluation is used in these schools to further school improvement.  相似文献   

Sharing teacher knowledge at scale: teacher inquiry,learning design and the representation of teachers’ practice     

Martin Oliver  Katerina Avramides  Wilma Clark  Jade Hunter  Rose Luckin  Cecilie Hansen 《Teacher Development》2018,22(4):587-606

Sharing teachers’ professional knowledge remains challenging. Teachers’ development often remains ad hoc or local, and attempts to scale this up have proved problematic. To address this, research in areas such as ‘learning design’ has explored the use of formal representations of practice. This proposes that educational practice can be improved by documenting, sharing and building on what teachers already do. Whilst this has led to some successes, it has not resulted in the widespread transformation of practice. This paper reviews the literature about sharing teacher knowledge. The challenges of scaling up development are then considered in relation to two theories that help explain the challenges: Communities of Practice and Sociomateriality. This analysis is illustrated through case studies in Norway and the UK. These show that teachers already create and share artefacts that represent their pedagogic knowledge. However, they found formal representations, such as learning designs, difficult to work with. The paper concludes that scaling up teacher development using abstract formalisms is unlikely to succeed. Instead, teachers value stories and the materials they already create in their day-to-day practice. It is this intermediate level of representation, between direct experience and formal abstraction, that offers the most promise for sharing practice.  相似文献   

当代西方教师专业学习共同体的理论与实践     

陈晓端  任宝贵 《陕西师范大学继续教育学报》2011,(1)

随着教师专业化发展和不断提高教育质量的迫切要求,当代西方专业学习共同体理论也应运而生。在历经了共同体理论、学习型组织理论、学习共同体理论之后,教师专业学习共同体理论也逐渐完善,并在促进教师专业发展的实践中产生了非常积极的作用。成功的专业学习共同体不仅具有共享和支持性的领导、共同的价值观和愿景、共同学习和应用、共享的个人实践、支持性条件等五个特征,而且还具有专注于学习、合作的文化、聚焦于成果等基本理念。  相似文献