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《International Journal of Educational Research》2002,37(2):113-129
In an attempt to investigate East Asian teachers’ competence in mathematics, a small-scale exploratory study conducted in Hong Kong and Korea replicating Ma's study (Knowing and Teaching Elementary Mathematics, Lawrence Earlbaum Associates, Mahwah, NJ, 1999) is reported in this chapter. It was found that although Hong Kong and Korean teachers possessed conceptual as well as procedural understanding of mathematics, the majority of their reported teaching strategies were procedurally rather than conceptually directed. Compared with their Shanghai counterparts in Ma's study, they lacked a profound understanding of mathematics, they had not organized their mathematics understanding into an explicit knowledge package which they could talk about readily, and they were weak in strategies for exploring mathematics. 相似文献
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John Schostak 《Asia-Pacific Journal of Teacher Education》2014,42(4):324-336
The paper explores pedagogies of surveillance and counter pedagogies of radical democracy and co-operative practice and their implications for continuing professional development (CPD). Teachers have had to respond to an increasing naturalisation of surveillance in schools. However, this naturalisation can be countered by drawing upon the emergent development of the co-operative education movement in the UK. I argue that critical to developing effective pedagogies of radical democracy and co-operation is the formation of a “public space” of discussion and debate about courses of action. This will be illustrated through research drawn from a co-operative school and its use of information technologies. Although the intentions are to improve standards of learning, the hidden curriculum implicit in the use of the technologies can lead to “supersurveillance.” Teachers, I argue, have a critical role in the deconstruction of the naturalisation of supersurveillance and both pre-service and CPD urgently need to address this. 相似文献
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朱应召 《第二课堂(小学)》2002,(Z2)
物理老师“帅伯伯” 我们的物理老师是我见过的先生中最有风度的一位,尽管已是50余岁的人,但却依然英气逼人——西装、领带、锃亮的皮鞋是他永远的“行头”,加上国字型脸上的方形眼镜,看上去挺帅的。 同桌娜娜总喜欢“选举”最帅男生和最靓女生,但评选来评选去,最帅男生却总是无人入选,倒是物理老师列入她的“选举结果”:帅死了帅死了,可惜 相似文献
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Tomczyk Łukasz Jáuregui Vladimir Costas de La Higuera Amato Cibelle Albuquerque Muñoz Darwin Arteaga Magali Oyelere Solomon Sunday Akyar Özgür Yaşar Porta Mariana 《Education and Information Technologies》2021,26(3):2715-2741
The aim of the article is to highlight the key elements related to the implementation of new technologies in education from the perspective of the opinions and experiences of educators in the field in Bolivia, Brazil, the Dominican Republic, Ecuador, Finland, Poland, Turkey, and Uruguay. The text compares issues related to attitudes towards the use of new media in education, experiences with different forms of e-learning, and the level of restrictions on the use of smartphones in school. These variables are juxtaposed with the self-assessment of digital competence and how cyberspace is used. The survey was conducted using a standardised survey questionnaire translated into the relevant national languages in the first half of 2019, and involved a sample of 873 teachers representing eight countries. On the basis of the pilot studies it was noted that: 1) Teachers from LAC and EU like to use digital media - this is a constant trend independent of geographical location; 2) Teachers note that new technologies are not always better than analogue didactic aids; 3) Teachers from selected countries (the Dominican Republic, Brazil, Turkey, and Uruguay) have much greater techno-optimism in themselves than teachers from Bolivia, Poland, Finland and Turkey in terms of the impact of ICT on student motivation and engagement; 4) In all countries teachers prefer free online courses (the different forms of e-learning are used most often by those in the Dominican Republic, and the least often in Bolivia and Poland); 5) In each country teachers who highly value their own digital competences and have a positive attitude towards new media use ICT much more actively; 6) There is also a global trend in that the extensive use of cyberspace (typical e-services) appears in combination with the extensive use of various forms of e-learning; 7) Teachers from Ecuador are most likely to want to ban the use of smartphones in schools. The most liberal approach in this respect is taken by the Uruguayans; 8) The knowledge of the conditions related to restricting the use of smartphones goes beyond the analyses related to the style of use and attitude towards new media. This article is the result of pilot studies conducted within the framework of the SMART ECOSYSTEM FOR LEARNING AND INCLUSION project carried out in selected Latin American, Caribbean (LAC) and European (EU) countries.
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Tim Cain Sue Brindley Chris Brown Gary Jones Fran Riga 《British Educational Research Journal》2019,45(5):1072-1087
Despite numerous efforts to align educational practice more closely with findings from educational research, there is little clarity about how educational practitioners can, in principle, use research. We propose a conceptualisation based on how research can contribute to practitioners’ thinking: specifically, our framework proposes that research can inform bounded decision-making, teachers’ reflection and organisational learning. Practitioners can also use research without being aware that they are doing so. We argue that this conceptualisation of research use has potential to inform researchers and practitioners. 相似文献
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Joyce L. Epstein 《师资教育杂志》2018,44(3):397-406
AbstractThis article discusses the contributions of the international studies in this special issue and presents a few emerging topics on school, family, and community partnerships. The studies in Part I confirm that, across countries, future teachers are inadequately prepared to conduct effective partnership programmes with all students’ families. Part II reports the results of interventions that provide future teachers with opportunities to practice the kinds of communications with parents that they will use as new teachers. In my and colleagues’ studies, several topics of family and community engagement have emerged that will extend and enrich college courses for future teachers and school leaders. These include a redefinition of the ‘professional’ teacher; understanding partnerships as a component of good school organisation; the importance of goal-linked family and community engagement for student success in school; the role of the community in partnership programmes; and the connections of preservice and inservice education for preparing and sustaining productive connections of home, school, and community. 相似文献
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Mark Priestley 《Journal of Educational Change》2011,12(1):1-23
Educational change is a fact of life for teachers across the world, as schools are subjected to constant and ubiquitous pressures to innovate. And, yet, many school practices remain remarkably persistent in the face of such innovation. This paradox of innovation without change is perplexing for policymakers and practitioners alike. This paper investigates the gap between policy and practice, between innovation and the changes in social practices that occur in response to such innovation. It draws upon empirical data from two case studies in Scotland??schools responding to new curriculum policy??exploring contrasting approaches to the management of innovation. One is a laissez faire approach, and the other a more directive managerial strategy. Through an analytical separation of culture, structure, and agency, derived from the social theory of Margaret Archer, the paper sheds light on the social processes that accompanied innovation in these two settings demonstrating how teacher culture and differing management styles impact upon externally initiated policy. 相似文献
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Jesse L. M. Wilkins 《Journal of Mathematics Teacher Education》2008,11(2):139-164
This study investigated 481 in-service elementary teachers’ level of mathematical content knowledge, attitudes toward mathematics,
beliefs about the effectiveness of inquiry-based instruction, use of inquiry-based instruction and modeled the relationship
among these variables. Upper elementary teachers (grades 3–5) were found to have greater content knowledge and more positive
attitudes toward mathematics than primary teachers (grades K-2). There was no difference in teachers’ beliefs about effective
instruction, but primary level teachers were found to use inquiry-based instruction more frequently than upper elementary
teachers. Consistent with Ernest’s [Ernest (1989). The knowledge, beliefs and attitudes of the mathematics teacher: A model.
Journal of Education for Teaching, 15(1), 13–33] model of mathematics teaching, content knowledge, attitudes, and beliefs were all found to be related to teachers’
instructional practice. Furthermore, beliefs were found to partially mediate the effects of content knowledge and attitudes
on instructional practice. Content knowledge was found to be negatively related to beliefs in the effectiveness of inquiry-based
instruction and teachers’ use of inquiry-based instruction in their classrooms. However, overall, teachers with more positive
attitudes toward mathematics were more likely to believe in the effectiveness of inquiry-based instruction and use it more
frequently in their classroom. Teacher beliefs were found to have the strongest effect on teachers’ practice. Implications
for the goals and objectives of elementary mathematics methods courses and professional development are discussed.
相似文献
| Jesse L. M. WilkinsEmail: |
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The purpose of this small‐scale study is to investigate the outcomes of a brief teacher education programme by exploring student teachers’ views. The teacher education programme aimed to provide teachers with the opportunity to develop qualities and skills that facilitate communication and to enhance teachers’ competence to apply social and emotional (SEL) programmes’ intervention activities in the classroom. According to student teachers’ estimations, the teacher education programme provided them with new knowledge and experiences in communication and counselling, which they felt they could use in teaching practice. Besides, teachers reported that the programme enabled them to develop their self‐awareness and to adopt a non‐directive attitude during the implementation of SEL programme’s activities. 相似文献
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Samantha Elizabeth McMahon 《International Journal of Inclusive Education》2013,17(3):249-264
A study in an Australian university investigated 150 pre-service teachers’ responses to and participation in discourses of attention deficit hyperactivity disorder (ADHD). Interesting data surfaced around the notion of ‘labelling’ children with ADHD. It seemed that the pre-service teachers did not believe ‘ADHD’ to be a label. Whilst the literature reviewed acknowledged diagnosing a child with ADHD to be tantamount to labelling (that is, ‘ADHD’ is a medical diagnostic label), the pre-service teachers in this study differentiated diagnosis from labelling and cast labelling as occurring in the classroom sometime pre- or post- diagnosis. Speaking of diagnosis and labelling in this way re-defines an object of dominant labelling discourse: ‘doctor as labeller’ is replaced with notions of ‘teacher as labeller’. Using Foucault’s ‘rules of discursive formations’ to frame its analysis, this study pondered the pre-service teachers’ conceptions of labelling and in doing so revealed a ‘teacher as labeller’ discursive formation. This article provides examples of how this discursive formation features in pre-service teachers’ talk and outlines an important implication of the ‘teacher as labeller’ discursive formation, namely that it enables teachers to cement their role in the ADHD medical diagnostic apparatus. 相似文献
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Liliana Rodríguez-Campos Rigoberto Rincones-Gómez Jianping Shen 《Frontiers of Education in China》2008,3(3):360-385
Structural Equation Modeling (SEM) was used in this study to determine the extent to which teachers, principals, and superintendents
perceive the leadership construct in the same way. The researchers found that the two-factor model fits the principal group
and particularly the superintendent group better than does the four-factor model. The principals and particularly the superintendents
appear to have a more tightly focused mental model of leadership than teachers. The test of structural invariance across the
three groups indicated that there was configural and weak invariance, but not strong or strict invariance. It appears that
the item-loading patterns and item loadings are invariant, but the intercepts are different, which suggests that the groups
put different emphases on the importance of the factors. The study affirms the importance of determining and reporting the
extent to which comparison groups share the same mental model for leadership.
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《Early childhood research quarterly》1999,14(3):363-382
The purpose of the study was to describe teachers’ involvement in activity settings, their roles, and their talk during free play time. Forty teachers and assistant teachers from 22 Head Start classrooms in two midwestern Head Start programs were audiotaped during free play time. Audiotapes were transcribed and coded. Results revealed that teachers were most often in the role of play enhancer/playmate and stage manager. They spent the most time in constructive and manipulative activity settings. Their talk focused most often on statements supporting play with objects, practical/personal assistance, and questions supporting play with objects. There was evidence that teachers modified their role by activity setting and modified their talk by role and activity setting. Teachers exhibiting different patterns of involvement in roles and activity settings were found to differ in how they talked to children. 相似文献
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Gerry Czerniawski 《欧洲师范教育杂志》2011,34(4):431-447
Within the context of globalisation, this article problematises some of the literature on teachers’ professional identities in which a convergence and homogenisation of the profession is implied. It achieves this by focusing on the early experiences of 32 newly qualified teachers in Norway, Germany, and England. The article explores conceptions of identity, deployed for this research, relating these to high- and low-trust forms of trust and accountability in teaching. Aspects of similarity and difference between the three education systems are then used to focus on generic as well as culturally specific issues raised by some of the interview extracts. 相似文献
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The paper examined whether in-service teachers from Australia to Italy differ in terms of their attitudes, concerns, efficacy beliefs and intentions to include learners with disabilities in their classrooms. An attempt was also made to determine predictors of the participants’ intentions to include learners with disabilities in their classrooms. Participants for the study consisted of 153 Australian and 156 Italian in-service teachers. Results revealed that Italian teachers had significantly more positive attitudes, lower degree of concerns and higher level of intentions to implement inclusion in their classrooms. In both countries, attitudes and efficacy emerged as significant predictors of participants’ intentions to include learners with disabilities in regular classrooms. Reasons that could explain differences in the teachers’ beliefs from the two countries are explained using historical-cultural and legal frameworks prevalent in Australia and Italy. Implications of the findings for policy-makers, university teachers and researchers are presented that may have relevance in guiding the implementation of inclusive education in Australia, Italy and beyond. 相似文献
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ABSTRACTTo better understand the reasons underlying attrition and the teacher shortage, and to develop ways to attract and retain high-quality teachers in early childhood education, it is necessary to explore teacher motivation and commitment to teaching. Although previous research has investigated various aspects of teacher motivation and commitment to teaching, little attention has been paid to this in the context of early childhood teachers, especially early career teachers. Drawing upon in-depth interviews with 12 early career, early childhood teachers in mainland China, this study aims to examine early career early childhood teachers’ motivation to teach and commitment to teaching in the Chinese context. Four distinct types of early career, early childhood educators were identified: committed passionate, committed compromiser, undecided, and uncommitted. Each of these had unique motives for teaching and different levels of commitment to kindergarten teaching in mainland China. The four types of early career early childhood teachers identified in this study demonstrate the diversity and complexity of teaching motivation and commitment to teaching in the field of early childhood education. The findings from this study can provide implications for policy-makers and teacher educators to enhance novice teachers’ motivation and commitment to teaching in the early childhood context. 相似文献
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Robert Klassen Elaine Wilson Angela F. Y. Siu Wanwisa Hannok Marina W. Wong Nongkran Wongsri Panwadee Sonthisap Chaleosri Pibulchol Yanisa Buranachaitavee Anchalee Jansem 《European Journal of Psychology of Education - EJPE》2013,28(4):1289-1309
In this study, we examine the teaching-related stress, self-efficacy, and occupational commitment of preservice teachers from two culturally western and two culturally eastern countries. The sample included 1,187 participants from Canada (n?=?379), England (n?=?203), Hong Kong (n?=?211), and Thailand (n?=?394). Self-efficacy partially reduced (mediated) the effect of stress from student behavior and from workload on commitment in three of four contexts. Mediation tests with country as moderator revealed significant differences in the strength of the mediating effect across the four contexts. The results suggest that teachers’ self-efficacy changes the way in which work stress influences the commitment to continue teaching, although cultural milieu influences the nature of the relationship according to context. 相似文献