Who is the ideal teacher? Am I? Similarity and difference in perception of students of education regarding the qualities of a good teacher and of their own qualities as teachers     

Sara Arnon 《Teachers and Teaching》2013,19(5):441-464

This research examines two images of teachers as seen by students of education: the ideal teacher and their own self‐image as teachers. The research compares the students’ perceptions of these two images using two sub‐groups of students of education: students at an academic teachers’ college who will be referred to as student teachers and beginning teachers, who, while teaching, are completing their academic degrees at teachers’ colleges or regional academic colleges. Data were collected from 89 students at the two colleges by means of a questionnaire that included open‐ended questions which were analyzed qualitatively. The findings of the research indicate that there are two major categories that comprise perceptions of the ideal teacher: first, personal qualities; and second, knowledge of the subject taught as well as didactic knowledge. Both groups of students similarly attributed great importance to the personal qualities of the ideal teacher, but there is a difference in their perception of the importance of knowledge: the beginning teachers attributed great importance to knowledge and perceived it as a quality similar in importance to personal characteristics, while the student teachers, who had not begun their teaching careers, attributed less importance to knowledge as a characteristic of the ideal teacher. A quality which was less prominent when profiling the ideal teacher is general education and wide perspectives. The teacher as a socializing agent, a person who promotes social goals, was not mentioned at all. Students maintained that, during their studies, they had improved their qualities as ‘empathetic and attentive’ teachers, ‘knowledgeable in teaching methods’, and in ‘leadership’. But they had hardly improved their knowledge of the subject they taught or their level of general knowledge. The discussion of knowledge and the desirable personal qualities of a teacher is relevant to the current debate regarding the relative merits of disciplinary education in contrast to pedagogical education in preparation for teaching as a profession. The clear preference for disciplinary education by policy makers in Israel and elsewhere in the field of teacher education is contradictory to the emphasis placed on the personal development of future teachers and their pedagogical education by the students of education who participated in this research.  相似文献   

讨论教学的复杂性——教师教育中案例教学的观点     

董步学 《乐山师范学院学报》2013,(8):111-114

教学是一个复杂的领域",学会教学"是教师教育的核心性难题。作为专业教育的教师教育,案例分析是教育的基本方法原则,理论与实践结合是教育的根本原则。"学会教学"的问题与专业教育的特征启示我们,教师教育要考虑运用案例进行教和学的相关问题:案例的本质是什么,从案例中学习的本质,用案例教学的本质,针对案例法的运用面临的困境和课题。  相似文献   

教师纠正性反馈语与故事转述：可理解输出假设验证的专业学生视角     

王伟丽  龙绍斌 《九江职业技术学院学报》2013,(3):79-81,39

以故事转述为路径来探寻英语专业学生语言可理解性输出假设理论在中国环境下的现实性,研究发现：1．故事转述中“要求-不要求”、“提醒-不要求”、“不要求-不提醒”组口语表现有显著差异;“提醒-不提醒”、“要求-提醒”、“要求-不提醒”组学生的表现没有差别;2．教师的纠正反馈语可以提高专业学生语言的“可理解性输出”的频率,学生对于老师跟常用的“诱导法”、“重复法”反应更敏感;3．教师的“诱导法”有利于学生口语水平的提高。  相似文献   

教师专业自我的缺失与重塑     

陈曦 《海南广播电视大学学报》2013,(4):102-105

教育改革的脚步从未停歇,教师们也未敢偷懒。好教师共有的一种特质是他们有一种把个人的自我认同和自我完整融入工作的强烈意识。教师如何树立专业自我意识,才能实现自身专业价值?通过明确教师有所为,有所不为、常问"我是谁"、为教师提供交流机会和充分利用文化影响四个方面建立并完善教师专业自我。  相似文献   

新型大学青年教师校本成长之道     

胡程  汪志国 《池州师专学报》2013,(6):20-24

教师队伍整体水平直接影响高等教育教学质量。当前青年教师业已成为高等教育事业主力军,尤其是新型大学,要因时而动、因地制宜、因人而异实施青年教师“校本培养”,主动求变以适应高等教育大众化趋势、提升质量以适应高等教育内涵武发展要求、加强实践应用以适应高等教育多元化办学目的,最终形成青年教师成长、本科人才教育与新型大学自身进步三方受益的良性发展态势。  相似文献   

新建应用型本科院校青年教师专业发展现状研究     

束仁龙 《池州师专学报》2013,(6):25-29

通过对A省新建应用型本科院校青年教师专业发展状况的调查发现：青年教师的专业情意总体状况是好的。但也存在不同程度的问题;青年教师承担的教学工作量比较大,感受到的压力也较大;青年教师进行科研活动的意识较强,但也存在一定的功利思想：青年教师的生活状况存在着不同程度的问题。人际关系状况不容乐观,接受应用能力培训和到企业（行业）挂职锻炼方面较为欠缺;青年教师自主学习总体状况较好,但也存在自主学习能力偏一般等问题。鉴于此,建议通过塑造教师发展文化、创建学习型教师组织、实施青年教师导师制、建立有效的教师激励机制、建立发展性教师评价机制和注重青年教师的自主学习等措施来促进青年教师的专业发展。  相似文献   

加强幼儿教师师德建设研究     

胡晓芳 《鞍山师范学院学报》2013,(3):90-92

加强幼儿教师的职业道德规范建设,完善他们的德性,不仅必要而且重要。加强幼儿教师的师德建设要制定幼儿教师职业道德规范,提高个人道德修养;要解决幼儿教师的职业倦怠问题;要加强对幼儿教师的心理健康教育;加强对幼儿教师的人文素质教育。  相似文献   

美国中小学的教师读书会：构成要素与运作过程*     

周成海 《外国中小学教育》2013,(7)

教师读书会是美国“学校为本的教师专业发展”的具体形式之一,它契合了当代更突出教师主体地位、更重视教师互动合作的教师专业发展观。美国中小学的教师读书会通常包括三项共同要素,其运作也遵循较为固定的流程。  相似文献   

Teachers’ epistemic cognition in situ: Evidence from classroom assessment     

《Contemporary educational psychology》2020

Assessment tasks require the coordination of multiple knowledge-related goals for various audiences, and therefore provide an authentic context to observe teachers’ epistemic cognition in practice. In this instrumental case study, we investigated seven, fifth grade English Language Arts teachers’ epistemic cognition as they evaluated students’ classroom assessments. Our analyses revealed that the components of epistemic cognition identified in the literature emerged in these teachers’ assessment processes. Moreover, we found evidence that teachers’ epistemic cognition was iterative and nuanced, and required shifts in aims and reliable processes. This resulted in teachers forming new kinds of “epistemic matters” and questions beyond those ideas noted in existing models of epistemic cognition. Significance and implications are discussed.  相似文献   

Chinese university EFL teachers’ beliefs and practices of classroom writing assessment     

《Studies in Educational Evaluation》2020

This study investigates the extent to which university teachers’ beliefs about classroom writing assessment are congruent with their self-perceived practices in English-as-a-foreign-language (EFL) contexts, and what factors contribute to belief-practice inconsistencies. Drawing on data from a survey of 136 Chinese university EFL writing teachers and ten teacher interviews, results showed a degree of belief-practice alignment regarding assessment for learning (AfL) practices that make learning explicit, but belief-practice discrepancies were more salient. AfL practices that empower students to take responsibility in writing assessment were perceived to be more important than assessment of learning practices; however, the reverse was found in teachers’ practice. Impacts of micro-level factors including assessment training, teaching experience, student attributes, meso-level school factors, and macro-level assessment culture are discussed, and implications are drawn.  相似文献