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教育均衡发展的核心是师资均衡配置,师资均衡配置的核心是提升薄弱学校师资水平,提升薄弱学校师资水平的主要途径是培训。目前,我国中小学师资培训主要存在两个障碍,一是中小学编制紧张,教师们没有时间和机会进行有效培训;二是培训机构撤并,常规性培训受到影响。扩大农村薄弱学校教师编制,恢复和重建高水平师资培训机构,建立经常性教师轮流培训制度,大力提升薄弱学校师资水平,是我国教育均衡发展的主要途径。 相似文献
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师资力量薄弱,是西部中等职业学校普遍面临的难题。破解西部中等职业学校师资薄弱的难题,可以采取如下策略：完善和落实中等职业学校师资力量建设的政策;多渠道引进中等职业学校师资;加强对现有师资的培养培训;加强中等职业学校师资培养培训基地建设;加强东西合作;多方采取措施,提高教师地位和待遇,稳定教师队伍。 相似文献
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《课程.教材.教法》2015,(10):3-9
我国薄弱学校的改革发展,大致呈现出国家教育行政部门主导发挥政策导向作用,各级地方政府负责推行学校标准化建设,学校内部激发提高课堂教学质量三个特点。研究内容涉及基于省域探索的模式类型、基于市域探索的典型做法以及基于学区管理的方式变革等实践探索,理论研究涉及薄弱学校的内涵研究、成因研究和发展研究。薄弱学校的未来发展,应当发挥政府力量,强化政策引领作用;理清理论困惑,明晰发展目标;提升师资素质,促进教师专业发展;借鉴特色经验,推进课堂教学改革。 相似文献
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论义务教育师资均衡配置的路径 总被引：1，自引：0，他引：1
曾能建 《集美大学学报(教育科学版》2010,11(2):14-18
师资的均衡配置是推进义务教育均衡发展的关键,也是义务教育均衡化的重要体现。要实现义务教育师资均衡配置,应建立县域内义务教育师资统筹管理机制;加强紧缺教师的补充工作,保证农村教育教学需要;建立教师定期交流制度,实现县域内师资均衡配置;实行城镇教师农村任教服务期制度,引导城镇教师支援农村教育;加强教师教育教学能力培训,提高薄弱学校教师素质。 相似文献
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位于城乡结合部的学校似乎都面临这样的难题:一是因为校址地处城郊,历史的原因造成校园的布局不合理、环境较差,大量的学生流向城区学校,生源素质偏低且极不稳定;二是进城教师多以此类学校为跳板,导致学科教师不配套,师资力量相对薄弱, 相似文献
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好学校要有一支结构合理,团结稳定,素质较高的师资队伍,这是众所周知的道理。然而,目前教师待遇较低,直接影响到教师队伍的稳定。我校原是一所较为后进的普通完中,转为职校后,教师的职教意识较为薄弱,专业师资严重缺乏,学校的发展亟待建立一支配套合理、素质较高... 相似文献
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近年来,美国尝试通过调整其职前教师培养项目,培养适于到薄弱校任教的师资,以提升薄弱校质量。其遵循的调整策略有:强调家长参与职前教师培养项目;吸纳更多的少数族裔群体或弱势社会经济背景者成为职前教师;补充职前教师培养项目的课程资源;要求教师教育者接受持续的专业培训且有薄弱校工作经历;立足薄弱学区构建教师专业发展学校;在薄弱学区发展驻校教师培养项目;重视对职前教师培养项目进行质量评价和绩效问责。这些对改进我国职前教师教育的质量提供了借鉴。 相似文献
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董玲玲 《天津市教科院学报》2011,(5):69-70,87
促进义务教育师资均衡配置对实现教育公平,推进义务教育的均衡发展具有重要的现实意义。解决义务教育阶段师资配置非均衡的问题,可以从强化政府在政策保障实施方面的责任,增加对贫困地区、薄弱学校和农村地区的教育投入;加强对义务教育师资的管理、调控和监督力度;满足贫困地区、农村边远地区学校的师资需要,加强师资培训;构建标准化学校体系,提高教师队伍的整体素质,充分利用和优化现有教师资源;完善区域内教师资源互动与共同发展机制,建立校长和教师定期交流合作与轮岗制度;构建义务教育师资均衡配置的评价指标,完善教师交流与合作的激励制度六个方面来探寻解决的对策。 相似文献
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《Teaching and Teacher Education》2006,22(7):777-787
A key element in the current attempt to actualise the goals of the Dakar Framework of Action for Education for All in Nigeria is the broadening of access to education for disadvantaged groups. These groups include: nomadic pastoralists; migrant fishermen; and out-of-school children and youth. Special educational programs are being provided for them so as, inter alia, to: integrate them into the mainstream of Nigeria's social and political life; disseminate modern occupational and life skills; and promote cultural renewal based on reconstructionist principles.The major concern of this paper is to analyse the teacher education curriculum in Nigeria vis-à-vis the concrete existential realities in which teachers of these disadvantaged groups teach. It critically examines the extent to which the curriculum prepares teachers for the world of minority children, particularly the realities of the schools and the cultural contexts within which teaching takes place. To what extent has the teacher education curriculum adequately prepared teachers for the realities and challenges of teaching disadvantaged children? What do the teachers themselves think of the training they have received? How have their experiences as teachers of disadvantaged groups influenced their sense of marginalisation, professionalism and sense of worth? These questions are posed using quantitative and qualitative strategies so as to determine the level of congruence or incongruence between the existential realities of teachers’ work and the teacher education curriculum. Finally the paper highlights the suggestions made by the teachers sampled for this study about how to reform the teacher education curriculum in order most effectively to address the peculiarities and challenges of the cultural and educational contexts in which they work. 相似文献
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The preparation of teachers for diversity within and between schools is a growing focus in teacher education worldwide, and particularly in South Africa, where the education landscape has shifted dramatically since the democratic elections of 1994. While diversity is a recurring theme in the literature, the matter of contextual diversity still offers serious challenges to teacher education. This paper focuses on the urgent need to prepare teachers for all school contexts in South Africa, particularly those where neglect carrying over from Apartheid inequalities make failure and a sense of inferiority the norm. It uses critical theory and the capabilities approach to analyse extracts from discussions with early years’ student teachers which express needs with regard to preparation for specific situations faced during field experience with young children. The analysis shows that these students are not adequately prepared to teach in the previously disadvantaged schools which cater for the majority of South Africa’s learners, and that there is a disjuncture between preparation received in the lecture room and realities encountered in the field. It argues for a shift in emphasis from teacher education models which construct middle class classrooms as ideal to those which build quality education for disadvantaged learners, rural contexts, and African language speakers. 相似文献
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Rebecca Allen 《牛津教育评论》2018,44(4):441-458
Gaps between the educational attainment of pupils from higher and lower income families are widespread and persistent. Teacher quality is amongst the most important school-based determinants of pupil attainment, making the allocation of teachers to pupils a potentially important reason for this attainment gap. We use a range of well-evidenced indicators of teacher quality from the School Workforce Census and the Teaching and Learning International Survey to investigate the extent of social inequalities in access to teacher quality in England. Looking at the allocation of teachers between schools, we find that disadvantaged pupils are more likely to have unqualified, inexperienced or out-of-subject teachers. We present evidence that this reflects both demand from early-career teachers to work in such schools and a greater supply of vacant positions in these schools, due to poor staff retention. We find some evidence of an inequitable allocation of teacher quality to classes within schools, though this is limited to our teacher experience indicator. This is in part due to teachers with more experience at a specific school being better able to influence their allocation to less disadvantaged classes. Implications for policy are discussed. 相似文献
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Tania Ferfolja 《Asia-Pacific Journal of Teacher Education》2008,36(1):5-18
This paper reflects on a new pre‐service teacher education initiative, Classmates. Classmates is a collaboration between the University of Western Sydney (UWS) and the New South Wales Department of Education and Training (DET), South Western Sydney Region. Classmates aims to prepare pre‐service teachers to work in challenging, hard‐to‐staff schools. These contexts typically have socially disadvantaged populations and annually experience teacher shortages and high teacher turnover, particularly amongst beginning and early career teachers. Classmates seeks to produce beginning teachers who are highly prepared for, confident and mentally and emotionally equipped to work in such environments. This discussion focuses on some of the positive attributes about the initiative, particularly its practicum structure; its nurturing of pre‐service teachers to work in challenging contexts; and its strong focus on networking and development of ongoing support structures. 相似文献
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The media suggest that accountability pressure increases teacher stress and drives teachers away from teaching, resulting in teachers leaving disadvantaged schools that serve larger proportions of poor and minority students. However, no prior work has systematically examined the changes in the national trends of teacher turnover in response to No Child Left Behind (NCLB) school accountability. Drawing on nationally representative samples of schools and teachers from the Schools and Staffing Surveys and Teacher Follow-Up Surveys from 1993–2009, this study applied difference-in-differences approaches to examine the effects of NCLB on teacher turnover. We found a weak increase in the average rate of teachers transferring involuntarily to other schools following school-initiated separations, particularly in disadvantaged schools that served larger proportions of poor and minority students. We also observed that NCLB reduced the involuntary attrition rates of teachers. Importantly, the policy effect is indistinguishable from zero on voluntary transfer between schools or voluntary leaving the teaching profession. 相似文献
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《师资教育杂志》2012,38(2):175-185
Two national reports published in 1986 marked the beginning of teacher education reform in the United States of America. Both of these reports proposed a twofold approach to teacher education reform: first, to enrich the professional education of teachers by eliminating undergraduate teacher certification programs and requiring graduate level training; and second, to change the structure of the teaching profession by replacing the existing undifferentiated system in which all teachers have the same rank with a two-tiered system in which lead teachers or career professionals would assume higher level responsibilities and receive higher salaries than regular teachers. A ten-year follow-up report identified some progress toward these goals of teacher education reform but criticised schools of education for not making greater efforts to connect their educational programs to elementary and secondary schools. The report argued specifically for professional development schools to link university schools of education to school systems. Most of the recent efforts to reform teacher education have adopted this approach. A particular focus has been the preparation of new and experienced teachers to educate an increasingly diverse student population. 相似文献
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Junius L. Meriam 《Journal of Experimental Education》2013,81(4):327-332
Attitudes, beliefs, perceptions, and classroom practices of teachers in 24 urban and suburban elementary schools throughout the United States were assessed with teacher questionnaires and classroom observations during a single school year. Teachers in schools serving students from economically disadvantaged backgrounds put greater emphasis on teacher authority and control and less on student autonomy and constructivist approaches than teachers in other schools did. Teachers in schools serving students from economically disadvantaged backgrounds also were less trusting of students and more skeptical about their abilities. Teachers’ beliefs were generally consistent with their practices, even when school poverty level and students’ mean achievement levels were statistically controlled. 相似文献
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In recent years, inquiry-based science instruction has become widely advocated in science education standards in many countries and, hence, in teacher preparation programmes. Nevertheless, in practice, one finds a wide variety of science instructional approaches. In South Africa, as in many countries, there is also a great disparity in school demographic situations, which can also affect teaching practices. This study investigated the pedagogical orientations of in-service physical sciences teachers at a diversity of schools in South Africa. Assessment items in a Pedagogy of Science Teaching Test (POSTT) were used to identify teachers’ science teaching orientations, and reasons for pedagogical choices were probed in interviews. The findings reveal remarkable differences between the orientations of teachers at disadvantaged township schools and teachers at more privileged suburban schools. We found that teachers at township schools have a strong ‘active direct’ teaching orientation overall, involving direct exposition of the science followed by confirmatory practical work, while teachers at suburban schools exhibit a guided inquiry orientation, with concepts being developed via a guided exploration phase. The study identified contextual factors such as class size, availability of resources, teacher competence and confidence, time constraints, student ability, school culture and parents’ expectations as influencing the methods adopted by teachers. In view of the recent imperative for inquiry-based learning in the new South African curriculum, this study affirms the context specificity of curriculum implementation (Bybee 1993) and suggests situational factors beyond the curriculum mandate that need to be addressed to achieve successful inquiry-based classroom instruction in science. 相似文献
19.
Carmen Mills Trevor Gale Stephen Parker Catherine Smith Russell Cross 《British Journal of Sociology of Education》2019,40(5):614-630
This article advances current conceptions of teacher activism through an exploration of the social justice dispositions of teachers in advantaged and disadvantaged contexts of schooling. We interrogate the practices of teachers in a government school, with a high proportion of refugee students and students from low socio-economic backgrounds, in a high-fees, multi-campus independent school, and in a disadvantaged Systemic Catholic school to illustrate how Bourdieu’s notion of dispositions (which are constitutive of the habitus) and Fraser’s distinction between affirmative and transformative justice are together productive of four types of teacher activism. Specifically, we show that activist dispositions can be characterised as either affirmative or transformative in stance and as either internally or externally focused in relation to the education field. We argue that the social, cultural and material conditions of schools are linked to teachers’ activist dispositions and conclude with the challenge for redressing educational inequalities by fostering a transformative activism in teachers’ practices. 相似文献
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Yvonne Leckey Lynda Hyland Gráinne Hickey Anne Lodge Paul Kelly Tracey Bywater 《Irish Educational Studies》2016,35(1):35-55
Inappropriate, aggressive and disruptive behaviour in the classroom can be detrimental to child and teacher well-being. This study involved a longer-term evaluation of the Incredible Years Teacher [Classroom Management] programme (IYTP) undertaken mainly within disadvantaged schools in south-west Ireland. The IYTP is designed to strengthen teacher classroom management competencies. Eleven teachers, who had previously participated in a group-randomised control trial (RCT), took part in a 12-month post-baseline follow-up assessment. Psychometric and observational measures were administered to assess teachers when interacting with children (n?=?217) in their classes. Qualitative data were collected from a sub-sample of teachers to explore their perceptions of programme impact and utility. The quantitative results showed some significant improvements in teachers’ classroom management, although few changes were recorded on teacher-child observation measures. Qualitative findings indicated continued implementation of proactive disciplining strategies and higher levels of teacher self-efficacy. These results suggest, albeit tentatively in view of the study limitations, that the IYTP can benefit teacher classroom management, as well as teacher well-being, particularly within disadvantaged schools where behavioural problems tend to be more prevalent. The IYTP could prove useful in improving teacher competencies and the classroom environment in the longer term, although a need for further research is indicated. 相似文献