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1.
教师学习的本义是基于教师的需求,与教师专业成长间具有某种对应性。在教师学习视域中的教师培训模式可以从三个层面思考:一是解释教师学习的标准是相互作用原则,教师的自主性确立了教师培训存在的独特性与有效性;二是搭建"重构概念图式"、"注重学科思维"、"追求教育价值观"教师培训模式框架;三是完善相应教师学习的新机制,即改变教师的教育话语体系,强化沉浸式的现场教学和教育价值观转化力。 相似文献
2.
In this paper, we argue from principle that teacher education must enable a positive relationship between educational research and teaching knowledge and practice. We discuss two popular conceptions of good teaching, which conceive of the teacher as craft worker and as executive technician, and suggest that, while each of these aspects of knowing reflects something of the qualities that good teachers need, any one on its own is insufficient. In contrast to such mono-dimensional conceptions, a research-based textured notion of professional judgement encompasses a complementary and mutually enriching relationship between different aspects of professional knowledge and practice. We identify three interconnected and complementary aspects of teachers’ professional knowledge: situated understanding; technical knowledge; and critical reflection. Accordingly, teaching as professional endeavour demands of teachers practical know-how, conceptual understandings of education, teaching and learning, and the ability to interpret and form critical judgements on existing knowledge and its relevance to their particular situation. We conclude that in principle research can both enrich and be enriched by teachers’ professional knowledge and practice but that to build this relationship in a holistic way into teacher education programmes and partnership models presents considerable practical challenges. 相似文献
3.
始于2011年的"卓越教师教育培养计划"对教师教育提出了更高的要求,而课程体系是教师教育改革中的一个至关重要的主题。目前中国教师教育课程体系仍存在着课程结构不够合理、教育类课时过少等问题,优化教师教育培训课程体系有积极意义。在国家实施"卓越计划"及新的时代背景下,教师教育课程体系改革必须走"优化"之路,做到既不加重学生学业负担又要提高课程教学效果。据此,教师教育课程体系改革需要遵循卓越性、前瞻性、实践性和独特性等思路。 相似文献
4.
Maija Lanas 《欧洲师范教育杂志》2014,37(2):171-182
This paper proposes a rethinking of intercultural education in teacher education, arguing that discussion of the intercultural education of student teachers tends to have the following two gaps: one, such discussion tends to overlook student teacher education as a context for teaching intercultural education, and two, it tends to ignore the self of the teacher educator. This paper aims to address both gaps. In doing so, the first task of the paper is to analyse student teacher education critically, as a structural, ideological context for intercultural education; the second task of the paper is to rethink the pedagogical relationship between a student teacher and a teacher educator, considering the self of the teacher educator in particular. The paper concludes by suggesting ‘thoughtfulness’ as a fruitful idea for the intercultural education of student teachers. 相似文献
5.
《Educational research; a review for teachers and all concerned with progress in education》2012,54(2):137-147
Background: Teacher education has been the subject of a seven-year review culminating with the issuing of a consultation document Teacher education in a climate of change: The way forward (Department for Employment and Learning and Department for Education 2010). Issues of rationalisation, demographic trends, the over-provision of teachers and the cost of initial teacher education inter alia dominated the agenda. Purpose: The paper seeks to assess the ways in which the current economic climate, student tuition fees, reduced income from government and the declining demographic situation will affect recruitment, on the profile of applicants to teacher education, on widening access and participation, and on models of teacher education. As the environment becomes increasingly globally competitive, issues surrounding the nature, quality, cost and content of programmes will be analysed. Sources of evidence: Data that informs the paper derive from multiple sources including education policy documents, review and strategy documents, research reports and relevant research literature. It will be complemented by the author's knowledge and experience as a teacher, teacher educator and international researcher, and sustained contributor to the formulation, implementation and evaluation of teacher education policy in NI. Main argument: With the predicted reduction in expenditure for higher education in NI likely to be considerable over the next four years, substantial cuts in teacher education are inevitable. At a time when participation rates for under-represented groups are being encouraged, higher student fees and reduced quotas will impede the goal of achieving a more equitable teaching workforce. Rather than concentrating on the uncertainties that characterise the current economic climate, it will be important not to focus exclusively on survival and sustainability but on longer-term opportunities for transforming and re-conceptualising teacher education. Conclusions: All of the current national teacher education review documents in England, Republic of Ireland, Northern Ireland and Scotland highlight the need to improve teacher education. Irrespective of the constraining global financial situation, a career-long model for teachers' professional learning is overdue. It is possible, even in financially challenging circumstances, to realise the opportunities for creative change to ensure that teacher education maintains its high standards and reputation. Enhanced resourcing by itself does not necessarily guarantee enhanced provision. 相似文献
6.
Rebecca Miles Narelle Lemon Donna Mathewson Mitchell Jo-Anne Reid 《Asia-Pacific Journal of Teacher Education》2016,44(4):401-414
As a field, Teacher Education has lived with continued criticism from governmental and research bodies on the quality of professional preparation and the lack of a strong research base. We respond to such criticisms by considering possibilities for further exploration of the research of practice and the practice of research in both initial and continuing teacher education. As both a theoretical and methodological challenge, this is tied recursively with research and practice in teacher education, for teacher educators, about teacher education. We draw on the theoretical resources of practice theories, to argue that teacher education practice must be informed by the study of the practice of teaching as well as research addressing the teaching of practice. In conclusion, we make a methodological case for reframing the roles of teacher and researcher within a “thirdspace” to consider the practice of researching teaching as recursive and always regenerative. 相似文献
7.
Michael Singh 《Asia-Pacific Journal of Teacher Education》2007,35(4):333-349
This paper focuses on the recommendations of Top of the class, the February 2007 report of an inquiry into teacher education conducted by the Australian House of Representatives Standing Committee on Education and Vocational Training. To do this action policy analysis, it presents Raymond Williams' dictum of “making hope practical” through five interdependent strategies. Then it scrutinises and uses them by exploring the relationship between this report's recommendations and, the deepening and extension of the basis for sound educational research. Critical self‐reflection focuses on rigorously re‐examining what is taken as good educational research. Framing entails identifying the good sense in policies, challenging teacher education stakeholders to collectively advance life‐enhancing agendas. Engaging in research with the real world of winners and losers in education is a third strategy. Assessing the desirability and dangers in current teacher education policies and programs is integral to making decisions about the field's future. Communicating the spirit of teacher education publicly is necessary for constructing the grounds for forward movements. It is argued that these strategies may provide support for new directions in researching productive innovations and policy actions in beginning teacher education. 相似文献
8.
《Educational research; a review for teachers and all concerned with progress in education》2012,54(2):125-136
Background: Teacher education is an area of concern both in the policy and practice domains in both international and national contexts. Internationally, there are a wide range teacher education programmes and there is also considerable diversity with reference to policy approaches that operationalise such provision. Purpose: This paper focuses on teacher education policy in Ireland and explores the relationships that exist between policy and teacher education as a sub-system of the education system. Sources of evidence: Data from Governmental legislation, discussion papers, professional bodies commentaries, institutional practice and research. Main argument: The paper provides a critical analysis of existing policy and practice in the area and it reflects on recent policy approaches in the context of the difficult economic circumstances, which Ireland has been experiencing since 2010. Conclusions: The process of policy formation has been historically slow and rarely rational. It is likely to remain so for the foreseeable future given the current fiscal crisis and the need to further reduce public spending, with teacher education viewed primarily in terms of promoting economic objectives. 相似文献
9.
Brian Hansford 《Asia-Pacific Journal of Teacher Education》1992,20(2):113-120
The quality of teacher education programs and teacher educators has frequently been questioned in the research literature, government reports and general media releases. As a consequence, the image of teacher education is not as positive as it should be in both tertiary institutions and the wider community. The current paper focuses on the perceptions held by a sample of 47 teachers. Some of the reported perceptions are quite negative and it is important that teacher educators and teacher education associations endeavour to address the problem as to how a more positive image of teacher education can be projected. 相似文献
10.
H.H. Tillema 《欧洲师范教育杂志》1997,20(3):283-296
This paper presents an approach to belief change in teacher education programmes. Although belief change may constitute a more relevant goal for initial teacher education than knowledge transmission and competence attainment per se, relatively few models or methods have been put forward that can help student teachers to become aware of, knowledgeable about, and actively involved in changing and (re) constructing their own teaching beliefs. The model of study teams is presented as a relevant approach to teaching in teacher education, together with some preliminary evaluations regarding its implementation. It shows that utilising study teams can have a strong impact on teacher education programmes as well as on student teachers’ thinking. 相似文献
11.
Jo Lunn Brownlee Terri Bourke Leonie Rowan Mary Ryan Peter Churchward Sue Walker Lyra L’Estrange Anita Berge Eva Johansson 《British Educational Research Journal》2022,48(4):684-703
Recent research points to the importance of teacher educators teaching for diversity in initial teacher education programmes. Teaching for diversity is an approach to teacher education in which an understanding of specialist literature and a focus on critical thinking supports a social justice agenda as opposed to merely using different tips and tricks to prepare future teachers for teaching diverse learners in the classroom. In this study, we explored how Australian and New Zealand teacher educators negotiated a social justice agenda in teacher education programmes, using a new transdisciplinary framework of epistemic reflexivity. The Epistemic Reflexivity for Teacher Education (ER-TED) framework draws on epistemic cognition (Clark Chinn’s Aims, Ideals, Reliable epistemic processes – AIR – framework) and Margaret Archer’s reflexivity to explore knowledge claims in teacher educators’ pedagogical decision-making. The findings identified how teacher educators in our study discerned and deliberated with respect to epistemic aims for justification, which involve transformative critical thinking and critical thinking for self. They reported good knowledge (ideals) as being scholarly in nature, and reliable epistemic processes based on higher-order thinking (analysis and evaluating competing ideas) or engaging with multiple perspectives. The teacher educators in our study are clear examples of how strong overall evaluative epistemic stances enable teaching for social justice. We argue that the ER-TED framework can help us as a profession to address teaching for diversity in teacher education programmes based on the belief that the pursuit of social justice requires an evaluativist epistemic stance. 相似文献
12.
Rui Yuan 《Asia-Pacific Journal of Teacher Education》2016,44(4):379-400
While teacher educator identities have received increasing attention over the past decade, there is a lack of research on teacher educators’ professional identities in the complex and shifting higher education contexts. Informed by the sociocultural linguistic perspective, this study investigates two language teacher educators’ professional identities in Hong Kong universities. The findings show that the participants discursively constructed their identities, such as “accidental teacher educator,” “teacher educator-researcher,” “struggling researcher,” “teacher of teachers,” and “inactive researcher” in their professional work. By drawing on the three interrelated processes of identity formation (i.e. adequation/distinction, authentication/denaturalisation, and authorisation/illegitimation), the study adds to our knowledge of the complex and contested nature of teacher educator identity in relation to the ongoing restructuring and reform in higher education. The study concludes with some implications for teacher education and higher education. 相似文献
13.
《Educational research; a review for teachers and all concerned with progress in education》2012,54(2):225-237
Background:?A newly elected centre-right coalition government in New Zealand was forced to deal with the cumulative fiscal consequences of two unforeseen challenges: a global financial crisis in September 2008 and two major seismic events in the country's second largest city in 2009 and 2010. This paper examines the way in which policies for initial and continuing teacher education were reshaped thereafter and the justifications provided by government for these changes. Purpose:?The paper examines the plausibility of the government's contemporary ‘crisis’ discourse and aims to show how ‘rational’ education policy changes also carry broader ideological and political agendas for teacher education. Thus, current changes to teacher education policy are located in the historical context of trends over the last two decades. Sources of Evidence:?The paper uses official statements by government and officials to show how they justified the policy changes as the only possible responses to an external economic crisis. Secondary sources of statistical economic data and policy texts are used to demonstrate that equally plausible alternative responses were overlooked, rejected or ignored. Main argument:?The paper construes teacher education policy as both text and discourse. It is argued that the media statements of politicians and officials are intended to secure popular approval for public education austerity measures, while at the same time masking an underlying political and ideological project and ignoring the informed policy rebuttals of some educationists. Conclusions:?The steps taken in New Zealand to respond to a short- to medium-term national fiscal crisis have major long-term consequences for teacher education. Most apparent is the continued failure to acknowledge the major incremental reductions in public subsidies for initial teacher education that have occurred year on year since the early 1990s and, instead, to reiterate the new public management ideology of further public service efficiencies. 相似文献
14.
Rosie Le Cornu 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):355-366
This article discusses a peer mentoring teacher education initiative that aims at developing pre‐service teachers’ capacities to participate successfully in learning communities, both during their initial teacher education and throughout their teaching careers. Peer mentoring utilizes the latest conceptualization of mentoring, that of co‐mentoring by Bona et al. or that proposed by Hargreaves and Fullan, where all teachers give and receive support. Such a conceptualization challenges the traditional assumption that the mentor knows best and is consistent with the latest approaches to teacher professional development, where teachers are encouraged to participate in learning communities. A peer mentoring teacher education initiative is described and three essential elements are highlighted. 相似文献
15.
As a result of multi-disciplinary research on learning, a consistent and comprehensive body of knowledge on effective learning environments is currently emerging (OECD 2010). While this evidence is increasingly influencing the academic and policy discourse on the improvement and innovation of schools, its impact on the design principles of effective initial teacher education has been limited so far. In this paper, the seven transversal learning principles published in the 2010 OECD publication The Nature of Learning: Using Research to Inspire Practice serve as a framework for systematic reflections on how learning research on effective learning environments can inform initial teacher education and how the seven transversal learning principles can contribute to greater coherence and alignment in initial teacher education programs. We consider the implications of The Nature of Learning and other research on teacher education, alongside international examples of next practice, concluding that initial teacher education should model effective student learning. 相似文献
16.
Terry Atkinson 《欧洲师范教育杂志》1997,20(1):101-106
This paper considers the traditional pedagogies underpinning the use of technology in order to deliver learning in educational settings and the lessons that can be drawn for the case of teacher education. It then considers the pedagogy of teacher education itself in order to propose an integrated pedagogical model for the delivery of teacher education by means of the new technologies. It concludes with the view that technology can and should be applied to teacher education but that this might best be viewed as an evolutionary process rather than a revolutionary one. 相似文献
17.
In an era of recurring teacher shortages, Flanders struggles with a considerable proportion of teacher education graduates who do not enter the teaching profession. This study identifies the predictors of teacher education graduates’ choice on job entry (teaching profession or not). A prospective research design with two data collection phases is adopted. Student teachers (subsequently graduates) (N = 217) of integrated teacher training for secondary education were surveyed shortly before as well as shortly after graduation. Results of chi-squared and t-tests indicate that gender, initial motivation for teaching, mentor support, teacher education preparation, teacher efficacy, learner-oriented beliefs, performance in teacher education, and employment opportunities show differences (at 1% level) between graduates who entered and those who did not enter the teaching profession. Results of the subsequent logistic regression validate the importance of teacher education (i.e. mentor support) – beside initial motivation and labour market factors – to explain graduates’ decision on job entry. 相似文献
18.
19.
As China transitions from teacher education to teacher training, its vocational teacher development system should focus on vocational and technical teacher education institutions with the participation of other higher education institutions. The advantages and unique functions of vocational and technical teacher education institutions should be fully used and recognized in order to adapt to the transition and build an open development system for vocational teachers. 相似文献
20.
Conclusion Assessing teacher effectiveness is a complex issue with social and historical dimensions. Assessment of teacher effectiveness
was an alien concept in ancient and medieval India. The teacher's moral authority, scholarship, wisdom and role in shaping
the lives of the youth and the society was unquestionable. The place of the teacher ('the Guru’) was always considered much
higher than that of the parents.
Original language: English
J. S. Rajput (India) Has contributed in the areas of science education, elementary education and teacher education. Has guided research in the
field of concept formation in science, education of minorities and tribal groups, and non-formal education. In addition to
numerous research papers and articles, recent publications includeExperiences and expectations in elementary education andUniversalisation of elementary education—role of the teacher education. Appointed first Chairperson of National Council for Teacher Education.
K. Walia (India) Doctorate in teacher education from the Central University of Jamia Millia Islamia (1992). Interest in elementary-stage teacher
education and in the development of a competency-based teacher-education curriculum at elementary stage. Has conducted a major
study on the profiles of teacher educators in India. Is co-ordinating the development of a curriculum framework for teacher
education in India, a task undertaken by the National Council for Teacher Education where she is presently working as a research
officer.
The authors gratefully acknowledge the help rendered by Prof. O.S. Dewal in the preparation of this paper. Several ideas and
suggestions offered by R.H. Dave, S.C. Behar and R. Govinda are also acknowledged. John A. Smyth of UNESCO provided the opportunity
and motivation for developing this paper. 相似文献