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1.
首先介绍了新手型和专家型教师的界定标准,接下来从四方面比较了新手型教师和专家型教师的差异,最后提出计算机专家型教师应该具备的素质。 相似文献
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随着我国教师年龄年轻化,新手型教师数量的增加,如何实现由新教师到专家型教师的过渡．以促进教师的专业成长就显得尤为重要。本文试图通过新手型教师与专家型教师教学内容设计的比较,寻找两者之间的差异。并从差异当中寻求新手型教师的需要,从而为帮助新手型教师过渡到专家型教师提供有效的途径。 相似文献
3.
葛玲霞 《集美大学学报(教育科学版》2007,8(3):33-37
以情绪调节方式和应付方式为内容，对92位中小学教师进行问卷调查，分析中小学专家型教师与新手型教师的差异。结果表明：1．新手一专家型教师在六种情绪排序上一致，体验快乐、兴趣较多，恐惧最少，且存在新手一专家型教师的差异。2．原因调节多于反应调节，正情绪以重视、宣泄为主，负情绪以忽视、抑制为主，且新手型教师在正情绪的忽视和负情绪的重视上显著高于专家型教师。3．新手一专家型教师在自责、求助、退避各因子上存在显著差异，新手型教师在这三个因子上均显著高于专家型教师。 相似文献
4.
教师情绪调节及应付方式的差异性研究——基于新手-专家型教师的比较 总被引：1，自引：0，他引：1
葛玲霞 《集美大学学报(教育科学版》2007,8(3)
以情绪调节方式和应付方式为内容,对92位中小学教师进行问卷调查,分析中小学专家型教师与新手型教师的差异。结果表明:1.新手—专家型教师在六种情绪排序上一致,体验快乐、兴趣较多,恐惧最少,且存在新手—专家型教师的差异。2.原因调节多于反应调节,正情绪以重视、宣泄为主,负情绪以忽视、抑制为主,且新手型教师在正情绪的忽视和负情绪的重视上显著高于专家型教师。3.新手—专家型教师在自责、求助、退避各因子上存在显著差异,新手型教师在这三个因子上均显著高于专家型教师。 相似文献
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对于教师群体来说,新手教师与同事关系不良,尤其与专家型教师关系不良是新手教师入职面临的主要问题。具体而言,新手教师与专家型教师关系不良主要表现在以下几方面:新手教师不愿意甚至拒绝与专家型教师交往,突出表现为"不屑"听取专家型教师的建议;新手教师与专家型教师 相似文献
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合理有效的课堂导入可以促进教学活动的开展。以石河子市高中化学教师为研究对象,了解新手型教师与专家型教师在导入技能方面运用的情况,并选取"盐类的水解"作为新手型—专家型教师课堂导入技能的比较研究,在此基础上提出提升新手型教师导入技能的策略。 相似文献
7.
对于教师群体来说,新手教师与同事关系不良,尤其与专家型教师关系不良是新手教师人职面临的主要问题。具体而言,新手教师与专家型教师关系不良主要表现在以下几方面：新手教师不愿意甚至拒绝与专家型教师交往,突出表现为“不屑”听取专家型教师的建议;新手教师与专家型教师交往略显被动,表现为不敢主动找专家型教师交流、讨论,不敢提出与专家型教师不同的观点; 相似文献
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文章从教学的计划与准备、课堂的反馈与评价、教学的控制与调节、课后的反省四部分比较了专家型教师与新手型教师在教学监控能力上的差异，并对其影响因素进行了分析，以期能为新手型教师尽快成为专家型教师提供有益的启示。 相似文献
9.
教师教学专长发展的心理历程 总被引：4，自引：0，他引：4
Lian Rong Vice President professor doctoral supervisor at Educational Science Technology Institute of Fujian Normal University 《教育研究》2008,(2)
教师专业发展的实质是教学专长的不断提高。在对3000多名新手型、熟手型和专家型教师的成长心理的实证研究基础上,探讨从新手到熟手再到专家的教师教学专长发展的心理历程。在这一成长过程中,从新手到熟手的变化主要是常规水平的胜任,从熟手到专家的变化主要是创新水平的胜任,而熟手是从新手型教师成长为专家型教师的关键阶段。 相似文献
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本文分析了新手型、熟手型和专家型教师处于专业发展不同阶段在教学策略、工作动机、职业承诺和职业倦怠的特点,指出应依据教师专业发展不同阶段的特点采取相应的教师教育措施:加强对新手型教师成长的干预;充分认识熟手阶段的敏感性和关键性;充分发挥专家型教师的优势。 相似文献
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专家型教师:教师成长与发展的目标 总被引：2，自引：0，他引：2
陈丽云 《成都教育学院学报》2005,19(4):82-84
随着社会的不断发展,培养专家型教师已成为世界教育发展的共同趋势,文章从专家型与新手型教师的研究入手,探讨两者的本质差异,通过对专家型教师的主动反思、对基本教学问题的处理达到自动化、知识结构化、高水平的自我效能感与自我监控能力等四个基本特征的分析,阐述了其对教师成长与发展的启示. 相似文献
13.
新手教师的专业成长是新建本科院校提高教学质量、实现内涵转型的关键因素,教学反思是促进新手教师成长为专家教师的有效途径.通过对新手教师与专家教师教学反思的对比研究发现:新手教师反思行为的经常性高于专家教师;专家教师的反思认知水平显著优于新手教师,专家教师更有效地通过文献、同事、学生和自身4个视角进行教学反思. 相似文献
14.
Carolyn M. Thomas Matthew A.M. Thomas 《International journal of qualitative studies in education》2013,26(5):583-585
This research examines Zambian teachers’ perceptions of expert teaching, as identified by characteristics possessed by a theoretical “expert teacher”. One primary question guided the study: In the minds of teachers at basic schools (grades one to nine) in Choma District, Zambia, what specific characteristics are believed to be essential for teachers to possess in order to be an expert teacher? Additionally, an ancillary question was explored concerning the relationship between teacher perceptions of expert teachers and the local environments where they live and teach. Conducted in 2008, this study utilized qualitative methods to explore these questions. The results of the research revealed six characteristics Zambian teachers believe are essential to being an expert. The characteristics have implications for change within national educational policies, teacher training programs, and individual schools. These suggested modifications, in turn, have the potential to improve the overall quality of education in Zambian schools. 相似文献
15.
随着教师职业地位的逐步提升与教师专业化的不断发展,专家型教师的研究日益成为人们关注的焦点。已有研究肯定了专家型教师的时代价值,注意了专家型教师的内涵阐释,重视了专家型教师的特征分析,突出了专家型教师的素质探讨,涉足了专家型教师的成长探究,但研究对象缺乏准确界定,研究风格缺乏本土气息,研究内容缺乏深层分析,研究范式缺乏多元综合,研究成果缺乏操作策略。为此,我国专家型教师研究的未来方向应是重视概念界定,强化本土研究,深化理论探讨,拓展研究视野,致力操作策略。 相似文献
16.
Svenja Buttner Sip Jan Pijl Jan Bijstra Els Van den Bosch 《International Journal of Inclusive Education》2016,20(6):569-587
Teaching students with emotional and behavioural difficulties (EBD) is a challenge for many teachers in inclusive education. Much research has been done to find out what differentiates expert teachers from their less skilled colleagues. Recent evidence points to personality as an underlying core factor influencing teacher performance. In this study, the predictive value of teacher personality for teacher quality in teaching students with EBD was examined among a sample of Dutch primary school teachers. Personality was measured using a self-report questionnaire based on the personality dimensions of the Five Factor Model of personality: Extraversion; Agreeableness; Conscientiousness; Neuroticism; and Openness to Experience. Different dimensions of teacher quality in teaching students with EBD were measured using an observation instrument, a self-efficacy questionnaire, and a nomination procedure. The dimensions of Agreeableness, Conscientiousness, and Openness to Experience were found to predict teacher quality in teaching students with EBD measured by the self-efficacy questionnaire. Altogether, personality explained 35% of the variance in teacher quality in teaching students with EBD measured by the self-efficacy questionnaire. The results relate to issues about teacher education and employment. Directions for future research are discussed. 相似文献
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我国关于专家型教师问题的研究虽然在研究主题上与国外保持着高度一致,但在研究成效方面却远远逊色于国外。国内外在专家型教师的价值剖析、内涵阐释、特征揭示、素质探讨以及成长探究等方面存在着研究差异,因此,重视专家型教师概念的统一界定,凝炼专家型教师问题的研究重心,加强专家型教师问题的本土研究,应该是我国专家型教师问题研究的未来取向。 相似文献
18.
Chin-Wen Chien 《Teachers and Teaching》2013,19(3):328-345
Though it is well known that pre-service teachers’ field experiences are recognized as key to enhancing teaching practice, Taiwanese pre-service teachers who take ‘Teaching Methods and Materials’ in elementary school’s seven areas often complain that they lack field experience. They do not have the opportunity to experience teaching demonstrations among real elementary school students. This case study discusses 35 pre-service English teachers’ professional learning and the field experience they acquired from expert teachers in the Teaching Methods and Materials of English in the Elementary School course in Taiwan. Data in this study include: (1) observation notes, (2) lesson plans, worksheets, and teaching materials, (3) videos on teaching demonstrations, (4) conversation notes on lesson planning, (5) the class syllabus, (6) semi-structured interviews with expert teachers, and (7) participants’ reflections on their mentoring experience. Participants held positive attitudes toward the mentoring experience and their expert teachers. Because it helped them combine their knowledge of the classroom context, lesson plan content, instructional pedagogy, and their students, these 35 participants regarded teaching practice as more beneficial than observing expert teachers’ instructions and having conversation with expert teachers after teaching practice. In addition to mentored field experience, online discussions and seminars on topics are suggested for inclusion in mentoring activities. 相似文献
19.
孙有智 《湖州师范学院学报》2007,29(1):83-86
为了研究新手型、熟手型、专家型中学体育教师教学策略的不同,给中学体育教师的专业化发展提供思路与对策,通过问卷调查法、访谈法、数理统计法,以及随机抽取法,并运用自编的《中学体育教师教学策略量表》,对不同学历、教龄、性别的中学体育教师进行教学策略施测.研究结果表明,中学体育教师教学策略总体水平在教龄、职称上存在显著性差异,在学历、性别上没有显著性差异;在教学策略上专家型中学体育教师与新手型、熟手型中学体育教师之间存在着显著性差异,而熟手型中学体育教师与新手型中学体育教师之间不存在显著性差异. 相似文献
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现代社会需要大量的优质教育资源,亟需大量高素质的教师,尤其是专家型的教师。本文从专家型教师的特征入手,分析了专家型教师的素质结构,并具体探讨了培养专家型教师的方法和途径。 相似文献