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991.
Roosmarijn M.C. Schelvis Gerard I.J.M. Zwetsloot Evelien H. Bos Noortje M. Wiezer 《Teachers and Teaching》2014,20(5):622-637
In this paper, we will explore the relevance, meaning and perspectives of teacher, team and school resilience. The central research questions are: does the concept of teacher, team and school resilience offer new and promising perspectives on persistent problems in the educational sector? And secondly; how can resilience at individual, team and school level potentially be strengthened? After an insight into the context of the educational system in the Netherlands, we describe the current challenges in the educational system and sector both internationally and for the Netherlands based on a dialogue with stakeholders, scientific literature and data from the Netherlands Working Conditions Survey 2010. We propose that the educational field would benefit from a proactive approach that includes interrelated levels of actors (i.e. individual, team and school). We elaborate on this argument by making use of four resilience-related theories developed in a variety of areas: Resilience Engineering (focusing on four abilities for resilience), organizational mindfulness (focusing on signalling early warnings threatening resilience), the human resource management perspective on resilience (focusing on constraint vs. commitment of employees) and resilience as a social system (focusing on resilience as an interpersonal asset). Each of these theories points out that multilevel approaches for developing resilience are useful. Thereafter, four abilities (anticipation, monitoring, responding and learning) that seem vital for the process of developing resilience are described and discussed at individual, team and school level making use of practical examples based on stakeholders’ experiences. We discuss that the resilience perspective is promising and deserves (co-created) experimentation in the educational sector. Due to the theoretical nature of this paper, the findings could be useful to set agendas, but they need carefully evaluated pilot projects for future confirmation. 相似文献
992.
This mixed methods study explores a service-learning experience embedded in a social foundations course in a teacher education program. The authors differentiate learning outcomes for social justice and charity service-learning, and utilize this framework to examine whether the service-learning experience fosters a social justice perspective. The findings demonstrate that while the experience did foster social justice perspectives for some students, the data also reflect evidence of learning outcomes that align with charity service-learning. 相似文献
993.
Pre-service teachers’ perceptions of simSchool as preparation for inclusive education: a pilot study
The shift towards the inclusion of students with disabilities in regular schools has meant that general classroom teachers need to be skilled in educating students with a diverse range of needs and abilities. Together with theoretical study and as a supplement to practical experience, teacher educators have begun to explore virtual and simulated classrooms to help prepare pre-service teachers for the complexity of the teaching profession. In this pilot study, we examined the perspective of pre-service teachers on a classroom simulation program called “simSchool.” Two-hour-long tutorial sessions focusing on catering for student diversity and the educational needs of students with autism spectrum disorder were conducted. The pre-service teachers’ responses to an 11-item questionnaire are discussed, highlighting the potential of simSchool as well as some current limitations of this approach in the context of Australian teacher education courses. 相似文献
994.
Elizabeth Anne Hopkins 《Teacher Development》2014,18(1):15-28
The research reported here was focussed on accessing the perceptions of pre-service teachers regarding the critical factors which support highly effective learning in schools in the United Kingdom. Their perceptions were arranged into a taxonomy so that they can be used as a starting point for their reflections on the observations they make of teaching and learning in schools with the aim of enhancing the effectiveness of their own teaching. The choice of technique used to access the perceptions was driven by the desire to provide the pre-service teachers with a method that they could use themselves to engage with the ‘voice’ of their own pupils regarding the factors which support effective learning. The engagement of pupil voice has become increasingly significant in understanding effective pedagogy and in securing more personalised approaches to learning in United Kingdom school contexts. 相似文献
995.
This paper reports on research that took place at two universities in the United Kingdom, over two years. The research focuses on the use of Web 2.0 technology, specifically blogs, with pre-service teachers, both during their university programme and the first year of teaching as full-time newly qualified teachers (NQTs). The purpose of this research was to add to a developing body of knowledge by identifying whether technology used by pre-service teachers during their training course can be cascaded into their practice once qualified. Key findings identify a number of enablers and barriers to cascading technology in the classroom; these include curriculum time, pupil skills and support. The research concludes that early professional support and development should continue during the early years of teaching and assumptions about new teachers as champions of cascading innovative use of Web 2.0 technologies into their practice as NQTs may be over-optimistic. 相似文献
996.
Nancy Chitera 《美中教育评论》2014,(12):861-872
The purpose of this article is to develop a framework that can be used to describe and explain how mathematics teachers construct a multilingual classroom and the discourse practices being produced in a mathematics classroom. It conceptualizes the discourse practices used by mathematics teacher educators as they prepare student teachers to teach mathematics. The framework developed here is shaped by Critical Discourse Analysis (CDA) drawn from Fairclough. This provides the theoretical and conceptual tools to examine the discourse practices of mathematics teacher educators and how the)' make available these discourse practices for student teachers to draw on. In broad terms, this article examines the discourse practices of the mathematics teacher educators and how they support the student teachers develop discourse practices relevant for teaching and learning school mathematics in multilingual classrooms. This article is broken down into several sections. The first section discusses what it means for student teachers to develop discourse practices for mathematics teaching. The second section provides an introduction to CDA, followed by its origins, key terms, and elements of Fairclough's CDA. Thereafter, the author outlines the strategies involved in doing CDA. The last section discusses why CDA is relevant to the mathematics classroom. 相似文献
997.
王少军 《柳州职业技术学院学报》2014,(2):33-37
目前,校本培训是高职师资培训的主体,但针对高职院校青年教师的培训还相对少,且校本培训的效果不明显。设计校本培训的内容及方法应针对青年教师的特点,并满足青年教师应具备的教学能力需求。 相似文献
998.
庞菊秋 《宁波职业技术学院学报》2014,(2):21-24
介绍台湾技职院校师资队伍的特点,分析台湾教育部门和技职院校在发展双师型教师队伍建设中所制定的制度和采取的具体措施,结合大陆高职院校双师队伍建设现状,建议大陆应借鉴台湾,在完善教师评聘制度、凸显教师进修实践性、实现产教一体化、推广职业资格考证制度方面做出努力。 相似文献
999.
廖克玲 《宁波职业技术学院学报》2014,18(5):18-20
以格拉瑟的选择理论为视角,从自我认识、自我实现、价值选择、校园文化精神建设等方面,探索高职院校教师与学生如何实现共同成长。 相似文献
1000.
新加坡中小学华文教学具有强制性,政府投入大量精力,在大部分学生无较好的汉语口语的基础上培养其语言能力,并灌输优秀的传统华族文化以增强学生的民族认同感、提高其人文素养;不注重培养学生的文言文阅读能力,但注重成语教学。其师资培养课程中有关古代汉语知识的教学,未设置"古代汉语"而专门设置了"文言语法"。这些特点决定了其华文师资培养中的"文言语法"课程应注重古今语法对比以增强学生的现代汉语能力、增加学生的文化知识、利用文言语法知识加深对成语的理解,并培养初步的文言文阅读能力。 相似文献