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1.
As mathematics educators think about teaching that promotes students’ opportunities to learn, attention must be given to the
conceptualization of the professional development of teachers and those who teach teachers. In this article, we generalize
and expand the instructional triangle to consider different interactions in a variety of teacher development contexts. We
have done so by addressing issues of language for models of teachers’ professional development at different levels and by
providing examples of situations in which these models can be applied. Through the expansion of our understanding and use
of the instructional triangle we can further develop the concept of mathematics teacher development. 相似文献
2.
Exploring a Framework for Professional Development in Curriculum Innovation: Empowering Teachers for Designing Context-Based Chemistry Education 总被引：1，自引：0，他引：1
Machiel J. Stolk Onno De Jong Astrid M. W. Bulte Albert Pilot 《Research in Science Education》2011,41(3):369-388
Involving teachers in early stages of context-based curriculum innovations requires a professional development programme that
actively engages teachers in the design of new context-based units. This study considers the implementation of a teacher professional
development framework aiming to investigate processes of professional development. The framework is based on Galperin’s theory
of the internalisation of actions and it is operationalised into a professional development programme to empower chemistry
teachers for designing new context-based units. The programme consists of the teaching of an educative context-based unit,
followed by the designing of an outline of a new context-based unit. Six experienced chemistry teachers participated in the
instructional meetings and practical teaching in their respective classrooms. Data were obtained from meetings, classroom
discussions, and observations. The findings indicated that teachers became only partially empowered for designing a new context-based
chemistry unit. Moreover, the process of professional development leading to teachers’ empowerment was not carried out as
intended. It is concluded that the elaboration of the framework needs improvement. The implications for a new programme are
discussed. 相似文献
3.
《Africa Education Review》2013,10(3):329-347
AbstractThe recent curriculum changes in the South African education system have necessitated the development of large scale in-service training programmes for teachers. For some teacher training providers this has resulted in utilizing the services of tutors or facilitators from the various regions to deliver the programme. This article examines the role of the part-time tutors in one such programme (designed to upgrade and retrain Mathematical Literacy (ML) teachers in KwaZulu-Natal (KZN)). The purpose of this qualitative case study was to elicit the tutors' perceptions of the learning offer in the various modules and their reflections about the ways in which their participation in the programme enhanced their professional development. The sample comprised 10 out of a total of 25 tutors. Data was generated from the tutors' detailed reflections as documented in response to questions in an open form questionnaire. The participants reported on specific areas of growth in their professional development, including a deepening of their mathematics content knowledge and pedagogic content knowledge. They were also able to provide detailed recommendations for improving the learning offer. The article concludes by calling for increased involvement by tutors in the development and implementation of these large scale teacher development programmes. 相似文献
4.
The purpose of this study was to better understand teacher tensions in professional development. The population under study
was practicing mathematics teachers engaged in a week-long professional development institute. Data sources included observations,
interviews, and teacher products (such as registration forms, surveys, journals, and notebooks). The data were analyzed to
determine what tensions were evident in the institute and how those tensions arose. In this paper, we examine participants’
tensions in a professional development situation when their expectations did not match reality. We have done so by presenting
a theoretical model of professional development based on an instructional rhombus that illuminates the actual and applicatory
aspects of teachers’ professional development experiences. The main tensions expressed by the teachers were related to the
content and pedagogy of the institute. This study points toward the importance of teachers’ expectations in professional development. 相似文献
5.
Michail Kalogiannakis 《Education and Information Technologies》2010,15(1):3-17
The introduction of ICT (Information and Communication Technologies) presents new challenges for teachers and often meets
with their belief that ICT, as well as other changes present a factor, which can cause several changes in school. Although
there have been many education reforms regarding teachers’ training policy in recent years and the number of training programs
has been increased, they have not been able to satisfy teachers’ needs to a substantial degree. In this research the results
from an exploratory study conducted within the framework of a national training programme in Greece on ICT known as "In-service
teacher training in the use of ICT in Education" are presented. Based on a specially constructed questionnaire intended for
the educators, this research elicits teachers’ attitudes towards this programme. Some of the main results point out the preparedness
of these teachers to use ICT in the daily school practice. Furthermore, they expressed their wish for further in-training
programmes concerning the pedagogical development of the ICT use in class practice. 相似文献
6.
Greg Burnett Govinda Ishwar Lingam 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,11(5):303-321
This article reports on a study of Pacific primary school teachers’ and university lecturers’ reflections on their involvement
in the in-service Bachelor of Education degree programme offered at the regional University of the South Pacific (USP) in
Fiji. Two rich sets of data have emerged from this study. Firstly, there are a number of critical reflections by ourselves
as teacher educators concerning levels of equitable student access and participation in our degree as it is reconceptualised
for distance and flexible delivery to increase levels of teacher professionalism across the Pacific region. Secondly, there
has emerged a set of statements from teachers themselves about: teaching and learning; professional development opportunities;
and what it means to be a professional educator in the Pacific region. This later data suggests an alternative set of voices
in what has largely been a “conversation between us about them” conducted by Ministries of Education, Curriculum Development
Units, USP, other educational bodies and the media in the Pacific, but particularly Fiji, about teachers and teachers’ work.
Critical reflection upon our own practice as teacher educators and the voices of experienced teachers are particularly pertinent
not only as we seek to reshape a degree programme to suit the needs of the region’s primary school teachers but also as “rethinking”
debates about the purposes of education in the Pacific region are on-going yet exclusive. 相似文献
7.
Chuan-bao Tan 《Frontiers of Education in China》2006,1(3):439-446
The transition from experience-based teachers to expertise-based ones has marked a significant phase in the history of human
education. The conceptive transition from the general “occupational ethics” of teachers to “professional ethics” is actually
an important aspect of the transition from experience-based to expertise-based teachers. The establishment of teachers’ professional
ethics bears the same historical inevitability as the movement of teachers’ professionalization. Complying with this trend,
we ought to promote the establishment of teachers’ professional ethics specifically in view of the improvement in their living
conditions and professional development.
__________
Translated from Educational Research, 2005 (1) 相似文献
8.
All changes of the character of education and improvement of its quality depend, in our view, particularly on the teacher.
To be able to do their work efficiently, teachers have to be equipped with professional skills and dispositions, with “teachers’
competence”. For their professional growth, we consider indispensable competence in reflection, which is aimed at the teacher’s
activities with regard to aspects of pedagogy and/or subject-didactics. From the point of view of the goals and content of
their teaching and the methods of work (and their realisation), the development of teachers’ conscious self-reflection on
their own teaching and systematic pursuance of joint reflection with other teachers and/or researchers can promote the teacher’s
professional growth. In this paper, we show how a selected group of elementary school teachers reflected on their competence
in the course of preparing, carrying out and analysing several instruction experiments. The paper is based on samples of teachers’
reflections and their gradual development from mere simple conversations based on intuitive perceptions, through searching
for effective teaching approaches, to the deep assessment of mathematics teaching from the point of view of topics and their
didactic elaboration and to suggestions for the teachers’ own experiments.
May the teacher know what he teaches.
May the teacher know how to teach.
May the teacher be sincerely interested in teaching.
Comenius 相似文献
9.
This study investigated teacher educators’, prospective teachers’, and K-12 teachers’ opinions about the effectiveness of
ICT related courses and the ways to improve the courses in Turkey’s pre-service teacher education programs. The researchers
used both quantitative and qualitative research approaches within the data collection and analysis processes. The data were
collected from 111 teacher educators, 1,330 prospective teachers, and 1,429 K-12 teachers through questionnaires; and from
6 teacher educators, 6 prospective teachers, and 6 K-12 teachers through interviews. Even though a majority of the participants
felt that ICT related courses are effective, most participants recommended that these courses need to be redesigned to be
more beneficial in practice. 相似文献
10.
Influenced by work on learner-centred education, teacher efficacy and teachers’ concerns, we conducted an investigation of
the influence of 185 preservice teachers’ teacher efficacy and concerns on their learner-centred beliefs. Learner-centred
beliefs were selected for the purposes of this study as the best indicator of future teaching actions because these preservice
teachers had not yet entered the classroom or engaged in teaching practices. Preservice teacher efficacy and concerns, individually
and collectively, significantly influenced learner-centred beliefs. These findings indicate that teacher education can facilitate
the development of learner-centred beliefs by addressing these trainable characteristics and demonstrate the need to further
explore both teacher efficacy and concerns as they relate to learner-centred education within teacher education programs. 相似文献
11.
Trina L. Spencer 《Journal of Personnel Evaluation in Education》2007,20(3-4):211-226
This study examined cooperating teachers’ perceptions of how student teacher supervision is aligned with the standards of
the National Staff Development Council (NSDC). The conceptual framework of this research advanced that serving as a cooperating
teacher is equivalent to a professional development activity. The researcher adapted an instrument from the NSDC to measure
cooperating teachers’ perceptions in grades K-12. The survey was completed by 181 out of the 287 sample population. Cooperating
teachers moderately agreed that student teacher supervision aligned with the standards of the NSDC. This role used the three
categories needed for effective professional development: context, process, and content. 相似文献
12.
The case study, which explored the implementation of learner-centred approaches, emerged from an action research study of a three-year INSET (In-service Education and Training) programme for 145 unqualified primary teachers in Namibia. A learner-centred curriculum was introduced in Namibia soon after her Independence from South Africa in 1990. It was considered an effective antidote to the stifling teacher-centred practices used within the previous apartheid system. The case study raises questions about the implementation of learner-centred approaches. Data emerged which indicated their non-implementation, and reasons are presented to explain this: teacher professional capacity at the time of the study, limited resources, cultural factors and learner background. Efforts within the INSET programme to support teachers’ implementation of learner-centred approaches led to their reconceptualisation. The study indicated the effectiveness of developing teachers’ skills in the use of whichever approaches, methods and skills best bring about learning. The study highlights the usefulness of an adaptive approach—examining the realities within which teachers work and experimenting with strategies that seek to achieve student learning within the limitations of these realities. The focus is on learning-centred rather than learner-centred approaches. 相似文献
13.
Since the 1980s, children with disabilities in China have been integrated into general education settings; the practice is
termed sui ban jiu du, literally “learning in a regular classroom” (LRC). The term LRC means “receiving special education in general education
classrooms”, and it is regarded as a practical form of inclusion in China. This paper provides context for understanding the
issues of teacher education and inclusion in China by comparing the concept of LRC in China to the international concept of
inclusive education. It discusses the challenges for and development of LRC at the levels of policy and practice. The main
issues involved in teacher education for special/inclusive education are discussed in relation to the culture and context
of current policy and its implementation, teachers’ attitudes toward LRC, the professional competence of LRC teachers, the
shortage of qualified teachers, and the lack of a national system for special education certification. The final section considers
strategies to develop high-quality inclusive education in China from the perspectives of policy development, professional
development, and the development of procedures for policy implementation. 相似文献
14.
A case study of teacher appraisal in Shanghai, China: in relation to teacher professional development 总被引：1，自引：0，他引：1
Literature has confirmed that teacher appraisal can and should facilitate the professional development of teachers. In the
past, teacher appraisal in China has been conducted mainly for administrative purposes; nowadays, it is increasingly being
viewed as a means of teacher professional development. However, the way in which teacher appraisal affects teacher professional
development has not been fully recognized. This case study, of a junior secondary school in Shanghai, China, explores how
teacher appraisal has been carried out and how teachers and administrators have perceived it in relation to teacher professional
development. The research findings identify the mechanism by which the teacher appraisal system in question facilitates professional
development. The system creates pressure and extrinsic incentives that ‘push and pull’ teachers to improve, and supports their
growth through guidance and directions. In addition, environmental factors such as school culture contribute to the positive
impacts that teacher appraisal has on professional development. 相似文献
15.
This paper reports a qualitative case study of four preservice student teachers’ professional learning experiences in an international
field experience programme situated in the language and cultural immersion component of a PGDE(Primary) Programme in Hong
Kong. Two of the student teachers undertook the international field experience in Australia and Canada. The other two had
their “non-local” field experience in mainland China1. The findings reveal student teachers' development in personal and intercultural
competence in cross-cultural experiences. Their professional learning experiences in the action context, socio-professional
context, and supervisory context of the cross-cultural school settings, and their reflection upon these experiences constituted
the development of their professional competence. Suggestions for improvement of the international field experience programme
and implications for future research are discussed. 相似文献
16.
Chinese middle school teacher job satisfaction and its relationships with teacher moving 总被引：1，自引：0，他引：1
Junjun Chen 《Asia Pacific Education Review》2010,11(3):263-272
This study examined teacher job satisfaction in Chinese middle schools from the aspects of school, community, and life and
the relationships between these factors and teacher moving. A convenience sample of 294 teachers was approached through a
35-item questionnaire. Data were analyzed using SPSS. Three major results were found: (1) Chinese middle school teachers were
dissatisfied with their job in general. (2) Younger, less-experienced, junior teachers were more satisfied. Most groups of
teachers were more satisfied with their working conditions, but less satisfied with income. (3) The sub-factors of leadership,
professional opportunities, working conditions, and income had significant relationships with teachers’ future career planning.
The reasons contributing to job dissatisfaction and teacher retention in schools are discussed. 相似文献
17.
Kim Beswick Rosemary Callingham Jane Watson 《Journal of Mathematics Teacher Education》2012,15(2):131-157
In this article, we report on the use of a teacher profiling instrument with 62 middle school teachers at the start of a 3-year
professional learning programme. The instrument was designed to assess the aspects of teachers’ knowledge identified by Shulman
(1987) refined by Ball et al. (2008) and extended to include teachers’ confidence to use and teach various topics in the middle school mathematics curriculum
and their beliefs about mathematics teaching and learning. Based on a hierarchical coding of items, the application of the
partial credit Rasch model revealed that the profile items were measuring a single underlying construct and suggested that
the various facets of teacher knowledge develop together. We describe the characteristics of four levels of the hierarchical
construct measuring teacher knowledge and understanding for teaching mathematics in the middle years of schooling, and discuss
the unique affordances of a holistic view of teacher knowledge in contrast to considerations of multiple knowledge categories. 相似文献
18.
The Indonesian government has been struggling to improve the quality of teachers in its public and private schools. Several programmes of teacher education and teacher certification have been designed to enhance teacher quality. However, the programmes do not yet develop effective teachers. Supporting the government programmes, the Tanoto Foundation has facilitated teacher professional development programme since 2010, specifically in elementary schools in the provinces of Riau, Jambi, and North Sumatra. This paper first describes how the Tanoto Foundation has designed and implemented its teacher quality improvement programme for in-service teachers in remote schools in Indonesia and then uses this context to examine to what extent teachers benefited from these programmes. Reported findings broaden our understanding of how teachers can improve their quality via privately sponsored programmes. 相似文献
19.
Doris Choy Sylvia Chong Angela F. L. Wong Isabella Y.-F. Wong 《Asia Pacific Education Review》2011,12(1):79-87
This study investigated changes in beginning teachers’ self-perceptions of their pedagogical knowledge and skills after their
first year of teaching. Surveys were administered to 322 graduating student teachers at the end of the initial teacher preparation
programme and at the end of their first year of teaching to compare if there were any differences in their self-perceptions.
The results of the study showed significant increases in beginning teachers’ perceptions of their pedagogical knowledge and
skills in three factors: Instructional Support, Accommodating Diversity and Classroom Management. Results established the
development of teachers to be an ongoing process that is initiated but not completed in initial teacher preparation. Implications
of findings for induction and mentoring of beginning teachers are discussed. 相似文献
20.
A role for practising teachers in initial teacher education 总被引：1，自引：0，他引：1
This paper discusses the problems which can arise from the location of initial teacher education in two contexts, namely higher education and schools. An attempt to reduce the resulting dissonance by deploying practising teachers on an initial teacher education programme within higher education is described and the views of those teachers are presented. It is suggested that the use of practising teachers in higher education has a number of advantages, such as the presentation to students of situated and practical knowledge of teaching and the opportunity for more consistent quality assurance of professional inputs to the programme. But questions are raised about access to the craft knowledge of the teachers and the relationship between theoretical and practical components of the course. It is concluded that bringing practising teachers into the higher education contexts could act as a basis for the development of a more effective initial teacher education and for professional development of both teachers and lecturers working on initial teacher education programmes. 相似文献