A general common sense model of interactive teacher decisions is presented. The model assumes that the teacher wishes to choose actions that are appropriate to the situation and to the goals of her teaching. The decision process is thought to include perception, judgement and choice of behaviour from the teacher's behavioural repertoire, but as a result of the immediacy of classroom situations and the teacher's limited information processing capacity, the process may be partly unconscious and the decisions seem spontaneous. The process is affected, consciously or unconsciously, by knowledge variables and emotional variables. Interactive teaching is viewed as consisting of a series of such situations. Research on teacher decision‐making in simulated classroom situations is recommended. It is suggested that teacher education should include discussion of classroom situations and training in interactive decision‐making and the value of such programmes should be studied. 相似文献
This article deals with a group of distance learning student teachers, who, after the course was completed, called themselves ‘The Magic Group’. The concept ‘magic’ refers to the reflective and productive learning process the group members experienced, a process far beyond their individual borders. The collaborative process was conducted by means of portfolio, peer learning through feedback and LMS (Learning Management System). The aim of the article is to focus on the most important assumptions for the group's successful learning process.
Cet article porte l'attention sur un groupe d'étudiants en formation d'enseignants en ligne qui, après les études, s'est appelé ‘Le groupe magique’. Le concept ‘magique’ se réfère à l'aspect réflexif et productif du processus d'apprentissage tel qu'il a été ressenti par les participants, ce processus ayant dépassé de loin leurs capacités individuelles d'apprentissage. Le processus collaboratif a été mené à l'aide de portfolio, de tutorat entre étudiants et d'une plate‐forme LMS (Learning Management System). L'objectif de l'article est de mettre en évidence les principaux facteurs qui auraient contribué à la réussite du processus d'apprentissage.
Éste artículo trata de un grupo de estudiantes que están estudiando métodos de enseñanza por la red y preparando para ser profesores. Después de había realizado sus estudios el grupo se llama ‘El grupo mágico’. La palabra ‘mágico’ hace referencia a la experiencia del grupo de un proceso de aprendizaje, productivo y reflexivo, un proceso que rebasó las posibilidades de cada estudiante individual. El proceso de colaboración se compuso de portafolios y de consejos y consultas de los compañeros estudiantes por medio de la red y de un programma de LMS (Learning Management System). Éste artículo tiene el propósito de enfocar a los aspectos más importantes para el aprendizaje muy bueno de ‘El grupo mágico’.
Dieser Artikel handelt vom Fernstudium einer Referendarengruppe, die sich nach Abschluss des Kurses als ‘The Magic Group’ bezeichnete. Der Ausdruck ‘magic’ bezieht sich auf den reflektierenden und produktiven Lernvorgang, den die Gruppe erlebte, und der die Grenzen von dem, was sie als Einzelne erreicht hätten, weit übertraf. Arbeitsweisen bei dieser Zusammenarbeit waren der Einsatz von Portfolio, Lernen durch Feedback von Mitstudierenden, sowie LMS (Learning Management System). Die Absicht des vorliegenden Artikels ist, die wichtigsten Voraussetzungen für den erfolgreichen Arbeitsprozess der Gruppe zu beleuchten. 相似文献
Kleven, T. A. 1979. The Relation of the Scale Coarseness to the Dependability of Marks. Scandinavian Journal of Educational Research 23, 109‐130. The error of marks is divided into two components, genuine measurement error and grouping error. Supposing different values of the measurement error, the relation of scale coarseness to the total amount of error is studied on the basis of probability distributions of error. The analyses are performed within two models of error and with two criteria of amount of error, first on the assumption of rectangularly distributed true scores and then assuming normally distributed true scores. Though the main tendency of the results is that the amount of error increases as the number of scale divisions decreases, there are some variations according to the choice of model of error and criterion of amount of error, and, in case of normal distribution, according to the number of steps being even or uneven. 相似文献
The aim of this study is to gain an insight into novice teachers’ diverse experiences. The study is conducted among nine beginning teachers in upper secondary school in Norway, and the research instrument was semi structured interviews. The main findings indicate that there are two sides of the coin of being a new teacher, positive as well as less positive aspects. The beginning teachers want to be recognised as who they are, new to the job, and on the other hand, they want to be accepted as fully qualified teachers. The two contradictory perceptions of themselves as professionals represent two sides of the same coin. 相似文献
The article is based on a national survey in Norway of the linguistic situation of deaf children. Parents, teachers, and children were asked to make judgments on topics related to the children's language milieu at home and at school by means of detailed questions using two response methods: a language inventory and rating scales. The inventory is more detailed than those in other studies and required all three groups to consider not only the use of the two native languages, Norwegian and Norwegian Sign Language, but other forms combining sign and speech. The data revealed that languages used with the children included both native languages as well as various mixtures depending on context, situation, and the nature and purpose of the communication. The results are considered from the perspective of the amount and quality of language input and intake necessary for language acquisition and literacy. 相似文献
The aim of this Norwegian study is to get a deeper understanding of the assumptions for building third spaces in teacher education. Learning in different contexts may open for development of new knowledge in the third space through intersubjectivity based on confidence, respectful disagreement and a common aim. This is the backdrop for the current study where a group of mentors with and without mentor education are interviewed focusing on tutors’ competences and responsibilities. Findings show that mentors have an unclear understanding of who the tutors are. Experiences from teaching are essential for mentors’ understanding of tutors as respectful collaborators. Educated mentors value theoretical knowledge and research higher than non-educated. The conclusion is that tutors and mentors should have knowledge about and respect for each-others’ competence and responsibilities and that mentor education is a promising assumption for building third spaces and developing a pedagogy for teacher education. 相似文献
