共查询到20条相似文献，搜索用时 125 毫秒
1.
Cory T. Forbes 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):219-239
In this study, the researchers examined the effectiveness of a reflective model of peer mentoring in the professional growth of early‐career science teachers. The study was carried out over one academic year with three beginning secondary science teachers. The public school teachers in this study reported that participation in peer mentoring provided a support mechanism through which they developed confidence in risk‐taking and experienced professional growth. Results indicate teachers gained insight into each of the four broad domains of teacher responsibility that were measured, including specific issues relevant to curriculum structure, managing student behavior and classroom safety, utilizing new instructional approaches and negotiating relationships with various stakeholders as part of their professional responsibilities. This study has relevant implications for teacher education and provides a model for peer mentoring that could be considered for implementation as a means of initial support to beginning science teachers. 相似文献
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An in-depth study of a teacher engaged in an innovative primary science trial professional development project 总被引：2，自引：1，他引：2
The implementation of effective science programmes in primary schools is of continuing interest and concern for professional
developers. As part of the Australian Academy of science's approach to creating an awareness ofPrimary Investigations, a project team trialed a series of satellite television broadcasts of lessons related to two units of the curriculum for
Year 3 and 4 children in 48 participating schools. The professional development project entitledSimply Science, included a focused component for the respective classroom teachers, which was also conducted by satellite. This paper reports
the involvement of a Year 4 teacher in the project and describes her professional growth. Already an experienced and confident
teacher, no quantitative changes in science teaching self efficacy were detected. However, her pedagogical content knowledge
and confidence to teach science in the concept areas of matter and energy were enhanced. Changes in the teacher's views about
the co-operative learning strategies espoused byPrimary Investigations were also evident. Implications for the design of professional development programmes for primary science teachers are discussed. 相似文献
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教师教育课程设置与实施研究 总被引：1，自引：1，他引：0
根据师专院校的培养目标,师专院校应努力适应基础教育课程改革和教师专业成长的需要,正确处理好通识教育课程、专业基础课程、学科专业课程、教育专业课程、教育实践课程之间的相互关系,科学构建教师教育课程体系,创造性地进行课程实施,培养有师魂、有底蕴、有特长、能创新的基础教育新师资。 相似文献
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新课程与教师发展 总被引：2，自引：0，他引：2
颜中玉 《湖南师范大学教育科学学报》2005,4(5):45-48
新课程对教师提出了比较高的要求，而作为新课程改革的最终执行者——教师。他们并不理想的职业状态和生存状态却没有引起人们足够的重视，课改要取得成功，必须关注教师的职业生活，为教师专业发展提供更多机会，努力促进教师心智的和谐发展，提升教师的生命质量和价值。 相似文献
7.
宋秋英 《河南职业技术师范学院学报(职业教育版)》2006,(3):31-33
在当前的教育实践中，教师作为新课程改革的最终执行者，其职业状态和生存状态没有引起人们足够的重视。文章从教育生态学的角度来说明教育应该深入分析教师发展问题，为教师专业发展提供更多的机会，从而实现教师的可持续发展，提升教师的生命质量与价值。 相似文献
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Rens Gresnigt Ruurd Taconis Hanno van Keulen Koeno Gravemeijer Liesbeth Baartman 《Studies in Science Education》2013,49(1):47-84
Integrated curricula seem promising for the increase of attention on science and technology in primary education. A clear picture of the advantages and disadvantages of integration efforts could help curriculum innovation. This review has focused on integrated curricula in primary education from 1994 to 2011. The integrated curricula were categorised according to a taxonomy of integration types synthesised from the literature. The characteristics that we deemed important were related to learning outcomes and success/fail factors. A focus group was formed to facilitate the process of analysis and to test tentative conclusions. We concluded that the levels in our taxonomy were linked to (a) student knowledge and skills, the enthusiasm generated among students and teachers, and the teacher commitment that was generated; and (b) the teacher commitment needed, the duration of the innovation effort, the volume and comprehensiveness of required teacher professional development, the necessary teacher support and the effort needed to overcome tensions with standard curricula. Almost all projects were effective in increasing the time spent on science at school. Our model resolves Czerniac’s definition problem of integrating curricula in a productive manner, and it forms a practical basis for decision-making by making clear what is needed and what output can be expected when plans are being formulated to implement integrated education. 相似文献
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Dr Denis Goodrum MS Judith Cousins Dr Adrianne Kinnear 《Research in Science Education》1992,22(1):163-169
The study attempts to identify the factors which affect teacher's reluctance to teach science, then explains an approach to
help teachers teach science in a worthwhile manner over the school year while monitoring any changes in their confidence and
competence. It was found that the condidence and competence of the teachers improved during the year such that they were able
to teach successful science lessons on a regular basis.
Specializations: primary science and technology education, curriculum development and implementation, teacher education.
Specializations: primary science curriculum, early childhood education, gender and science.
Specializations: primary science and technology education, issues related to girls in science and technology. 相似文献
11.
蒋永贵 《高等师范教育研究》2012,(5):50-55
合科初中科学课程开设是我国新课改的一个突破和亮点,教师知识是影响其实施的一个强影响因素。基于对浙江省某市合科初中科学教师的课堂观察与访谈,研究发现：一是教师知识越专业、越丰富,教学就可能越成功、越有效,否则将有很多困难;二是教师最难适应的非专业知识教学貌似生物、天文、地理等,实则物理更严重;三是进行有效教学的教师,其各类知识是不可分割的,它们相互联系、相互组织。可以说,教师知识发展水平决定着合科初中科学课程实施质量。为深化实施,教师知识亟待发展：一是夯实合科初中科学学科内容知识,完善知识结构;二是促进科学本质理解,强化课程整合意识,体现科学探究精神。最有效路径是,善用教师发展平台,重在自我提升。 相似文献
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丁邦平 《陕西师范大学继续教育学报》2011,(2)
我国小学科学教师职前培养已形成了四种主要模式。不同模式的小学科学教师教育在科学类专业课程、教育类专业课程和专业实践课程上差异较大,在小学科学教师继续教育和专业发展方面也存在多种多样的方式。当前我国小学科学教师教育存在的五个方面的问题,针对这些问题作者提出了改进小学科学教师教育及其专业的五条建议。 相似文献
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现代教师教育制度包括教师教育机构的认定制度、教师资格认证制度、教师教育课程认定制度、教师学历教育制度、教师继续教育制度等。当前,我国教师教育制度建设中存在的主要问题是,教师职业待遇不高、教师教育实践匮乏、教师教育标准陈旧等。因此,应创新教师教育制度,推进不同地区教师教育标准的动态平衡,并不断完善教师教育标准,定期开展教师资格认证,促进教师的专业发展,提高教师的专业素养,大力提高教师的社会地位和经济待遇,进而建设中国特色的现代教师教育制度。 相似文献
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Garry Hoban 《Research in Science Education》1991,21(1):178-187
Teachers in one-teacher schools have often experienced problems when implementing enquiry-based science programs. An innovation
was developed to address these problems in isolated one-teacher schools in the far-west of NSW. It consisted of 18 science
kits and an associated teaching sequence. Each kit contained 15 student activity sheets, equipment and supplementary resources.
An intervention program was designed to support the implementation of the innovation. The purpose of this study was to monitor
the teacher's process of change and to ascertain the outcomes of the intervention program in one of the schools. Data were
collected using, diagnostic dimensions from the Concerns-Based Adoption Model Project as well as qualitative methods. The
results indicated that the teacher's concerns about the innovation focused on how it affected the students. The teacher used
the innovation to support her student-centred teaching methods and the students had positive perceptions about learning science.
Specializations: K-6 Science and Technology curriculum and instruction. 相似文献
15.
John M. Rogan 《课程研究杂志》2013,45(1):97-121
Starting in 1997, a sophisticated, outcomes‐based curriculum was to be implemented in South African schools. This study examines and analyses how science teachers in one rural school responded to the demands of this new curriculum. I consider the capacity of the school and the extent to which outside support and pressure was provided. The levels of implementation are analysed in terms of a proposed ‘zone of feasible innovation’, a hypothetical construct which suggests that innovation should not exceed current practice by too large a gap between existing practice and the demands of the innovation. 相似文献
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小学科学课程资源的开发与利用是目前我国小学科学课程改革特别关注的热点问题之一。通过对小学科学课程资源的开发模式、小学科学教师资源的培育、小学科学教材资源的开发与利用、小学科学实验室资源的建设、小学科学课堂生成资源的有效利用和小学科学校园文化的营造等方面在理论与实践上对此问题进行了较深入的研究,建立起符合新课标、适应新教材、切合学生特点和时代特点的小学科学课程支持系统,以促进小学科学新课程的顺利实施和稳步推进。 相似文献
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在我国其它省市实验区科学课程面对综合还是分科选择的难题之时,浙江省的科学课程改革与实施坚持着“综合”的导向,因而审视与反思浙江省综合科学课程推进中的问题成为必要。本文基于科学课程实施现状的调研、七个维度三个层次设计的访谈、对典型地区学校的课堂观察,提出浙江省综合科学课程推进中的问题,表现为“综合科学”与“组合科学”两种科学课程形态的并存;科学教师对科学课程性质与目标认识不到位;对课程资源理解不一,科学教材之外的课程资源开发不足;有效科学教学方式与方法的使用亟待专业引领。进而立足于综合科学课程实施中的难点,提出有效推进科学课程实施的根本在于以培养与培训相结合促进科学教师专业发展;以教材比较研究促进科学教材的完善;改革中考,促进科学教师对科学教学评价的探索。 相似文献
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教师培训的有效性是高中新课改中极受关注的话题.本文通过课题组四年来开展"聚焦课堂"活动的实践,指出有效教师培训必须直面教师的困难和疑惑,要让教师明确自己的不足,组织教师在积极参与中学习,同时要组建专业化的培训专家团队. 相似文献
19.
Derek Cheung 《Research in Science & Technological Education》2013,31(2):153-169
School‐based assessment of science students' practical skills has two important roles—as a complement to written papers in public examinations and as a catalyst for enriching the science curriculum in schools. This article describes a quantitative study of the concerns chemistry and biology teachers experience as they engage in the process of implementation of a school‐based assessment scheme for practical work. A 23‐item questionnaire was developed to measure five categories of teacher concern: evaluation, information, management, consequence and refocusing. The nature of each category of teacher concern is discussed in relation to innovation adoption and implementation. Data were collected from 400 chemistry and 412 biology teachers in Hong Kong. Teachers' information and management concerns lessened in intensity when they became experienced users of a school‐based assessment scheme. However, teaching experience alone could not motivate teachers to think more about the impact of school‐based assessment on student learning, their professional development in student assessment and the possible refinements in their school‐based assessment scheme. Concerns‐based interventions are suggested to help teachers grow professionally. 相似文献
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教师专业化：我国教师教育发展的机遇与挑战 总被引：5，自引：0，他引：5
穆岚 《河南师范大学学报(哲学社会科学版)》2004,31(1):182-184
教师专业化是世界教师教育发展的趋势和潮流，也是我国教师教育改革的现实需要和努力方向。为推进教师专业化建设，必须对我国现行的教师教育制度进行改革：建立教师教育一体化模式，实现教师教育终身化；以教师专业化为导向，优化教师教育课程结构；改革教师培养模式，提高教师学历层次；打破传统的教师培养体系，建立多元化、开放的教师教育体系；建立教师专业发展学校，加强理论与实践的结合。 相似文献