共查询到20条相似文献，搜索用时 31 毫秒
1.
杜帅 《佳木斯教育学院学报》2012,(8):239-239
新课程背景下的音乐教师,应不断充实专业知识,提高自身素质;要依据课程标准的要求,确定教学目标,合理选择教学资源,根据学生的实际情况来设计教学方案,为学生创造良好的学习环境,引导学生创新与实践,促进学生的发展;将新的理念运用于课堂实践,以学生为主体,构建和谐、高效的课堂。 相似文献
2.
In November 1987, the School of Education at the University of Tasmania at Launceston (then the Tasmanian State Institute of Technology) commenced a programme of pre‐entry assessment of BEd applicants with a view to conducting an ongoing research programme aimed at improving the quality of trainee teachers. Pre‐entry data gathering included English and mathematics skills, learning style, Higher School Certificate (HSC) aggregate scores and interview assessments of each applicant by a panel of at least two academic staff of the School. This paper reports findings from the interview data gathered on students who entered the BEd programme in 1989. In particular, the evidence from this cohort of students suggests that interview ratings by academic staff are successful predictors of future practice‐teaching performance, whereas HSC aggregate scores are not at all predictive. In addition to this finding, the data indicate that staff interview assessments are only marginally weaker than HSC aggregate scores as predictors of academic performance on the BEd course. 相似文献
3.
This account of a programme for PGCE Art/Design students at University College Bretton Hall, Wakefield (UK) describes an attempt in initial teacher training to develop a course of study which links art, design, environment and education. It seeks to develop a range of perceptions of the built environment, including those of the artist, the critic and the designer. The ideas and methods of working developed on this programme support students’ work in schools. The paper explains the rationale and describes the intensive workshop programme, which includes streetwork, studio sessions and critique. It reports on students’ research and their work in schools. Issues include the place of built environment studies in the Art/Design curriculum, the use of the environment as an educational resource and learning methods and teaching strategies. It comments on the satisfactions and frustrations of developing such a programme in initial teacher education. It presents the work at Bretton Hall as a case study in a wider range of work currently being developed by students, tutors and teachers involved in other courses. They have come together through the ‘Site Specific Project’ to create a research network to support curriculum innovation and teachers’ professional development. 相似文献
4.
5.
《Journal of Education & Work》2012,25(2):113-117
Abstract As part of the foundation of its developmental work, the project Industrial and Commercial Perspectives in Initial Teacher Education (ICP) conducted a survey of existing industry‐education work within initial teacher education. All institutions with BEd, PGCE and concurrent courses were surveyed, using questionnaires directed towards educational studies and curriculum (methods) tutors. Respondents identified substantial benefits to students from involvement in activity of this kind. The benefits were felt to include contributions towards greater maturity of out look and an enhanced ability to relate to other adults, including parents of pupils. It was also considered that students gained a wider knowledge of the outside world and broader perspectives on the aims and processes of education. A further view was that students were able to give their teaching greater reality and impact through the use of materials and examples and through the involvement of people from industry and commerce. 相似文献
6.
John Kenny 《International Journal of Science Education》2013,35(10):1267-1288
This paper reports on the effectiveness of a professional partnership approach to preparing pre‐service primary teachers to teach science. The study involved final year BEd pre‐service primary teachers at the University of Tasmania, each working in the class of a volunteer colleague teacher. The programme provided an authentic science teaching experience in which pre‐service teachers were supported to plan and teach a sequence of work in a chosen science topic and reflect upon the experience. Many reported an initial lack of confidence in science and no experience with teaching it during their normal practice teaching. During 2007 and 2008, teachers from 17 schools in Northern Tasmania volunteered to work with the pre‐service teachers in their classrooms for one lesson a week over a six‐week period. The findings indicated that this approach was an effective way to build the confidence of pre‐service teachers and may also have benefits for practising teachers. 相似文献
7.
刘岩 《鞍山师范学院学报》2015,(1)
教师教育课程是教师教育质量提高的关键所在,科学合理的教师教育课程教学评价的标准是培养高水平教师的重要因素,也是教师教育教学质量持续不断提高的有效保障。目前,我国教师教育课程教学存在的诸多问题无不与教师教育课程教学评价的标准有关。在当前我国高等教育“质量工程”和教师教育课程改革的大背景下,应用CIPP评价模式评价教师教育课程教学质量,对促进学生发展、教师发展、课程改进和教学资源优化配置等具有重要的价值。 相似文献
8.
Abstract This paper examines a programme which aimed at creating alternative school‐based experiences for postgraduate students following a 1‐year higher diploma of education course at the University of Natal in Pietermaritzburg. The programme was premised on the belief that critical reflection is necessary for educational transformation, and that teacher educators increasingly will be expected to raise the quality of teaching in schools. The background to the Mentor Programme is described and the underlying rationale is discussed. Whilst the evidence from the study reflects mentor satisfaction at the quality and range of teaching skills developed by students during the programme, the investigators express disappointment at their lack of success in attaining critical reflection by their students. Students generally did not look critically, as they had been encouraged to do, at the institutional or societal context of their teaching. The discussion identifies three possible reasons for this, but concludes that any approach to teacher education which does not encourage teachers to reflect critically on their own educational views and on the nature of education as it is realised in the institutional setting of schools will be inherently flawed. 相似文献
9.
Margareta Ekborg 《International Journal of Science Education》2013,35(14):1671-1694
This paper is about a longitudinal study to investigate how student‐teachers developed understanding of some key ecological concepts during a teacher education programme. Another aim was to interpret the student‐teachers' intentions in respect of the programme and to examine how these intentions influenced their learning. A group of students were followed through 2.5 years of a teacher education programme. The whole student group (n = 47–60) answered a questionnaire three times. Their understanding of scientific concepts, relevant to environmental education, was examined. Fourteen students were interviewed three times about a newspaper article discussing the use of surplus heat from a crematorium. The students were also asked about expectations of the teaching programme and of learning experiences from their science courses and from school practice. It is concluded that many of the student‐teachers did not develop the conceptual understanding necessary to be able to engage with the socio‐scientific issue presented to them. It also concludes that many of the student‐teachers approach the learning of science content from the perspective of their personal notions of the tasks of a primary schoolteacher, which is significantly different from the perspectives underpinning the curriculum and the intention of teacher educators. The connection between these two conclusions is discussed. 相似文献
10.
Bi Ying Hu Sarah Quebec Fuentes Chun Yan Wang Feiwei Ye 《International Journal of Science and Mathematics Education》2014,12(1):193-217
In 2001, the Chinese Ministry of Education issued Guidelines for Preschool Education (GPE) (trial version) to call on early childhood practitioners to use a child-centered and play-based approach to teaching and learning. The guidelines also include mathematics within the science domain and described its standards in a way that significantly lessens the teacher’s role as knowledge disseminator. Instead, the guidelines encourage mathematics learning and teaching through play, self-discovery, and problem solving. This qualitative case study examined one kindergarten teacher’s implementation of and associated challenges in delivering mathematics lessons from a newly developed integrated provincial curriculum (PC) and the quality of instruction as influenced by using a curriculum that is organized around thematic units. The analysis of the curriculum, ten videotaped lessons, two teacher interviews, and other supporting documents, such as student work and teacher lesson plans, indicated that the teacher encountered difficulties implementing the PC as intended due to a number of factors, including inadequate curricular resources, incoherency of the curriculum design, and a mismatch between the mathematics standards and curriculum goals and the teacher’s instructional style and teaching philosophy. As a result, the quality of mathematics instruction was poor, especially in the areas of (1) using effective teaching strategies, (2) providing clear and accurate instruction with a positive attitude, (3) engaging students in sustained interactions with mathematical ideas, and (4) offering on-going assessment and feedback. To close, recommendations for curriculum refinement and professional development are provided. 相似文献
11.
Researchers have identified general pedagogical knowledge (GPK) as a relevant category of teacher knowledge. However, hardly any study has examined the relationship between GPK of teachers and the instructional quality delivered to their students. This article therefore investigates the relationship between teachers’ GPK assessed via a standardised paper–pencil test and the quality of their instruction rated by their students. A sample of 246 in-service teachers at vocational schools in Austria is used. Teachers’ GPK positively correlates with students’ perceptions of effective classroom management, generic teaching methods/teacher clarity and teacher–student relationships. Regression analysis shows that GPK is a significant predictor for instructional quality even when controlled for teacher education grades, teacher personality (Big-Five) and teaching experience. Implications of teachers’ GPK as a resource for their teaching, limitations of the study and perspectives for future research are discussed. 相似文献
12.
协商性教学策略是提高学生英语口语水平、激发学生学英语的兴趣、增强学生学英语的主动性与责任感的一条有效途径。教学实践证明,通过师生协商的方式进行英语教学符合新课程改革的方向,可以提高英语课堂教学质量。 相似文献
13.
Dr. Srinivasiah Muralidhar 《Research in Science Education》1991,21(1):253-262
One of the issues identified in a recent study of science teaching and learning in Fiji's primary and secondary schools was
the problems faced by students in coping with scientific terminology, and in expressing ideas in their own words (Muralidhar,
1989). In this paper, some examples from the study are used to illustrate the extent of the problem and to discuss the implications
for teaching and learning science. It is argued that the quality of communication is an important factor in promoting the
understanding of science, especially when the main sources of information for the majority of students are the textbook and
the teacher.
Specializations: Science teacher education, curriculum in action, problem solving, curriculum evaluation, naturalistic research. 相似文献
14.
教师教学方式转变的效能问题是新课程改革以来要求促进教师教学方式转变之后涌现出来的一个根本性、基础性和深层次问题。教师教学方式转变的效能是指师生秉承素质教育精神,并依凭自身的专业技能和学习能力而有效达成教育教学目标和学习目标的程度。它涵括了目标维度、效率维度和质量维度。实行增值评价方法可以真实、科学、全面地反映出教师教学工作业绩和学生学业成就的进步幅度,进而促进教育教学质量的提升。 相似文献
15.
What makes a good educator? The relevance of meta programmes 总被引：1，自引：0，他引：1
Nigel Brown 《Assessment & Evaluation in Higher Education》2004,29(5):515-533
This paper reports the results of a qualitative study which explores the relevance of meta programmes to students' perceptions of teaching quality. Meta programmes are a model of personality preferences from the discipline of Neuro Linguistic Programming (NLP). Research into teaching effectiveness indicates that students rate as important ‘hygiene factors’ such as the teacher's ‘knowledge of the subject’ as well as less tangible qualities including ‘ability to communicate’ and ‘student–teacher rapport’. This study reveals the need for similar qualities but, in some cases, presence of these ‘hygiene factors’ was insufficient; students cited other factors related to personality. Some students were found to like the approach of certain teachers whilst other students rated the same teachers less favourably. When questioned as to why, factors emerged that relate to the distinct teaching style adopted by these teachers that appeared to suit particular students and not others. This study suggests that a teacher's meta programmes influence the approaches adopted in their teaching and these styles suit students with matching meta programme preferences. Where students have different meta programme preferences from the teacher, then, even where the ‘hygiene factors’ are met, this leaves the student dissatisfied. There is potential for teachers to adopt teaching approaches more appropriate for the meta programme profiles of their students. Also, on the part of the students, an increased awareness of their meta programme preferences offers the potential to improve their learning experience. 相似文献
16.
A teaching programme designed to foster the reflection on and development of more sophisticated epistemological beliefs was implemented with 29 pre-service graduate teacher education students at the Queensland University of Technology, Brisbane, Australia. As part of the year-long teaching programme, students were required to reflect in journal entries on the content of an educational psychology unit in relation to their epistemological beliefs. The students engaged in this teaching programme (the research group) were interviewed in relation to their beliefs at the beginning (Time 1) and conclusion (Time 2) of the teaching programme. Students in a comparison group were not encouraged to explicitly reflect on their epistemological beliefs. They were asked to complete written statements about their beliefs about knowing at the beginning (Time 1) and end (Time 2) of the year-long unit. Schommer's (1988, 1990) epistemological beliefs questionnaire was administered to both the comparison and research groups at Time 1 and Time 2. This questionnaire measured beliefs about knowing. The results of both the quantitative and qualitative data analysis indicated that the group of students engaged in the teaching programme experienced more growth in sophisticated epistemological beliefs. The success of the teaching programme has implications for how teacher educators develop learning environments. 相似文献
17.
《Africa Education Review》2013,10(4):491-511
AbstractThe study described in this article was prompted by the poor performance of students in an ‘at risk subject’ in a science faculty at a university in South Africa. Teacher performance could contribute to poor performance among students, therefore the performance of one of the science teachers whose students were performing poorly was evaluated by his students and through peer observation of his teaching. The article draws on a merger between Bernstein's ideas on framing as well as deep and surface approaches to learning to form a theoretical framework that underpinned the study. Peer observation showed that the teacher employed predominantly teacher-centred, passive approaches to teaching, and the facilitation of active learning was minimal, that is, framing was strong. Students, however, evaluated their teacher positively, indicating that he was an ‘effective’ teacher. Therefore, the perception of what constitutes ‘quality teaching’ is viewed differently by peers and students. This is most likely due to the incompatibility between peers' conception of teaching and students' conception of learning. Therefore, students' feedback on teaching is not necessarily accurate or useful. 相似文献
18.
The aim of this project is to increase teacher education students' understanding of the learning process by focussing on their own learning experiences. 67 preservice teacher education students in 4 classes completed measures of academic locus of control and study processes before and after a semester course in a specially designed programme in Educational Psychology. The programme focuses on students taking greater responsibility for their own learning by exposing them to a variety of learning experiences. These experiences include negotiation of the curriculum, peer discussion and teaching, learning contracts, self, peer and collaborative assessment and critical reflection on these and other learning experiences by means of an ongoing learning log.Results indicate an increase in academic locus of control for one class, and an increase in deep motive, achieving strategy, deep approach and deep achieving approach to learning for the whole group. These outcomes are discussed in terms of the congruence between these changes and the particular learning experiences to which the students were exposed. 相似文献
19.
许薇 《思茅师范高等专科学校学报》2014,(5):133-136
新课改推行了十余年,取得了一定的成绩,通过实地走访,可以看到在农村小学,语文教学在有了一定发展的同时,依然凸显出一些问题。教师教学引导意识较弱,学生参与课堂意识较弱,学生的课外阅读量小且缺乏有效指导,学生的写作热情低,教学条件有所改善,但仍有不足且利用率低等。传统的应试教育观念,有待提高的教师专业素养都制约了教育改革的进一步推动。加大教育投入,提高现有教学资源利用率,积极开发语文课程资源,全面提升教师素质能够为农村小学语文教学改革提供有效推动力。 相似文献
20.
Use of different teaching materials and curriculum for the same subjects is always a confounding factor in studies investigating teacher characteristics and student achievement. The purpose of this study is to understand the effects of different teacher qualities on student achievement in high schools with a standards-based curriculum delivered over a blended learning environment. Utilizing quantitative research approach, this study investigates the effects of teacher characteristics and teaching practices in a course offered through Cisco Networking Academy, which has a standards-oriented curriculum delivered online. Participants in the study were 226 teachers and 3299 students from Networking Academies located in the USA. The findings suggest that certain teacher characteristics such as teaching experience, degree, and primary teaching field do not have effects on student achievement. 相似文献