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导师制：引领专家型教师成长的有效范式——厦门市小学专家型教师培养的研究与实践 总被引：2，自引：0，他引：2
导师制既有指导针对性强、导师与被指导者接触密切和指导持续时间长等优势,也有对导师责任心依赖过大、易陷入单打独斗局面等不足。中小学专家型教师的培养实行导师制,可充分利用其优势,因人制宜促进培养对象专业发展个性化,利用缄默知识提升其科研能力,全程指导提供持久的发展动力;同时也应采取加强监管、分工合作、开放学习系统等各种必要措施,防患和弥补导师制的不足,扬长避短才能有效促进专家型教师成长。 相似文献
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论中小学专家型教师的基本特征与培养 总被引：3，自引：0，他引：3
肖映雪 《西南师范大学学报(人文社会科学版)》2001,27(3):55-58
培养一支中小学专家型教师队伍是实施素质教育的客观要求，中小学 专家型教师应具备丰富而高度组织化的知识并能有效运用、有很强的教学监控能力，教学反思能力，合理归因能力，很强的洞察力和创造性解决问题的能力、有较强的教育科研能力等特征，中小学专家型教师可通过观察、理论学习、教学能力培养等途径来培养。 相似文献
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提高教育质量是教育改革发展的核心任务,也是教育工作的方针之一。教育大计,教师为本。有好的教师,才有好的教育。培养中小学专家型教师是持续提高基础教育质量的保障。一、中小学专家型教师培养的必要性问题专家型教师是世界教师专业化发展的结果。1955年召开的世界教师专业组织会议率先研讨了教师专业化的问题。 相似文献
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小学专家型教师素质与培养初探 总被引：1，自引：0，他引：1
培养专家型教师已成为当今世界教育发展的共同趋势."研究型、专家型"将成为中小学教师的职业定位.加强师德建设、提高专家型教师素质、高效率解决教学领域问题是培养专家型教师的关键. 相似文献
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培养和造就大批专家型中小学教师,是我国基础教育发展的根本大计,但教师培养要遵循一定规律,特别是要遵循教师成长的动力规律.因此,探讨教师成长动力的含义,揭示教师成长动力的本质,有利于我们在专家型教师的培养与开发中明确着眼点,找准落脚点. 相似文献
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宋运来 《语文世界(高中版)》2011,(8):51-53
企业产品靠“品牌”打市场，教育行业教师也应该树立自己的“品牌”，树立名师形象。教师的“品牌”就是教师由个人的综合素质、业务能力、社会威望等因素，在教师群体乃至社会中形成的个人知名度。品牌教师具有先进的教育理念，鲜明的教学主张，成型的内在结构，稳定的教育风格。实施“园丁工程”，培养新世纪的骨干教师、学科带头人，就是在教育界树立教师个人的著名“商标”，打出、打响教师个人“品牌”，开创新世纪教育行业新局面。 相似文献
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以人为本:高校思想政治教育的核心理念 总被引：3，自引：0，他引：3
培养和造就大批专家型中小学教师，是我国基础教育发展的根本大计，但教师培养要遵循一定规律，特别是要遵循教师成长的动力规律。因此．探讨教师成长动力的含义．揭示教师成长动力的本质．有利于我们在专家型教师的培养与开发中明确着眼点，找准落脚点。 相似文献
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陈安平 《中学历史教学参考》2013,(9):11-14
1996年夏天,迈出大学校门的我,只身来到厦门并紧紧扎根于此。17年中学历史教学,我一步一个脚印,蹒跚前行,市、区骨干教师和学科带头人的长期积淀,让我在2012年底被厦门市教育局确认为中学专家型教师培养对象。这是迄今为止厦门市培养专家型教师以来的第一个初中历史专任教师,让我受宠若惊,喜悦与紧张同在,兴奋与压力俱存。下面就结合自己的专业成长过程谈一些体会。 相似文献
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Carolyn M. Thomas Matthew A.M. Thomas 《International journal of qualitative studies in education》2013,26(5):583-585
This research examines Zambian teachers’ perceptions of expert teaching, as identified by characteristics possessed by a theoretical “expert teacher”. One primary question guided the study: In the minds of teachers at basic schools (grades one to nine) in Choma District, Zambia, what specific characteristics are believed to be essential for teachers to possess in order to be an expert teacher? Additionally, an ancillary question was explored concerning the relationship between teacher perceptions of expert teachers and the local environments where they live and teach. Conducted in 2008, this study utilized qualitative methods to explore these questions. The results of the research revealed six characteristics Zambian teachers believe are essential to being an expert. The characteristics have implications for change within national educational policies, teacher training programs, and individual schools. These suggested modifications, in turn, have the potential to improve the overall quality of education in Zambian schools. 相似文献
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安玫 《新疆教育学院学报》2006,22(4):10-13
本文针对当前小学语文课改中存在的重形式,缺乏对本质把握的现象提出:要改进小学语文教学,发扬小学语文的人文性,展现其丰富的人文价值和人文底蕴,最为关键的就是提高教师的文化底蕴。 相似文献
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Data on responses to the National Curriculum were gathered from personal interviews with a sample of 50 primary school head teachers, 304 primary class teachers and 223 secondary heads of department. In the primary schools concern centred around an anticipated increase in the level of assessment and record‐keeping and curriculum documentation. Increased levels of science and technology in the curriculum were also anticipated and these were the areas in which primary teachers felt in greatest need of support. In secondary schools changes were anticipated in individual subject curricula, especially in the fields of science and modem languages. The results suggest that there is great concentration in schools on a few specific areas of concern and that this may be at the expense of wider issues involved in the National Curriculum. 相似文献
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内江市中小学体育教师缺编现状调查 总被引：1，自引：1，他引：0
运用走访调研、数据统计、归纳分析等方法对内江市体育教师的配置以及现状进行了全面调查,系统的研究了内江市体育教师的基本状况,分析了内江市体育教师配置以及其他问题,并对有关的解决提出一些建设性的意见和构想,为内江市政府改革和完善内江市体育教师的师资结构和师资力量提供一定的参考。 相似文献
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Stavroula Kaldi 《欧洲师范教育杂志》2009,32(1):35-49
This qualitative study examined mature student teachers in initial teacher preparation for primary schools in Greece. More specifically it sought to identify the profile of mature student teachers, their intentions to become primary school teachers, their academic needs, concerns and expectations as well as their coping strategies across private and public spheres in university departments preparing primary school teachers. Adapting an ethnographic research approach and a case study design, 15 mature student teachers were followed throughout the final year of their studies, investigating patterns of personal and academic identities developed in order to become primary school teachers. Mature student teachers consist of a limited number in the total higher education student population. However their skills and experiences can be regarded as significant in course completion and contributing to a high standard of education in both the university and primary schools. 相似文献
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This article explores the attitudes and opinions of Cypriot primary teachers about the use of the Internet for their personal development and as an educational tool. It also examines the teachers’ concerns about the implementation of the Internet in schools and their opinions about what has to be done in order to ensure its effective integration into the educational settings. The research revealed that Cypriot primary teachers had positive attitudes towards using the Internet both for their professional development and as an educational tool. The only factor that appeared to have a significant positive relationship with the attitudes of the teachers was the degree of confidence in using the Internet. Additionally, teachers considered training in the use of the Internet as the most important need for its effective implementation in primary schools. 相似文献
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Hélène Leenders Johan de Jong Mélanie Monfrance Carla Haelermans 《Cambridge Journal of Education》2019,49(4):519-533
This study investigates which subjects teachers talk about with parents in parent–teacher conferences and other contact moments, and how they communicate with regard to these subjects. Fifty-five in-depth interviews were carried out with teachers from special education schools, at-risk schools serving low socio-economic status children and mainstream primary education schools in the southern part of the Netherlands. The results illustrate that (1) two-way communication is used the most in at-risk schools, (2) teachers find it difficult to involve parents in the decision-making process concerning special care for the child, and (3) the teachers’ attitude towards parents is best when it comes to difficult discussion topics. When situations are really difficult, teachers stand alongside the parents instead of addressing them from their expert role, asking them ‘How can we solve this together?’. Teachers should be more aware of this quality, and not be afraid to address difficult subjects or conflicts. 相似文献
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小学作文评语是师生间的一种对话交际方式,是作文教学的重要环节,然而现有研究大都是小学语文教师自己的个人经验型的随想性的研究。本文运用社会语言学分析方法,以十所小学五十个班级共两千多份小学作文评语为样本,对其言语行为数量、语义选择和存在的问题作了田野调查,并以此提出小学作文评语言语行为应遵循的准则。 相似文献
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Evidence suggests (Ofsted, 2007) that the role of the Subject Leader is crucial in how well poetry is taught in schools. This paper attempts to provide some insights on “what it is like” to coordinate poetry teaching in a primary school. Some of the data confirm elements of the findings from earlier research on the state of poetry in schools, particularly concerning space in the curriculum, teacher subject knowledge and personal interest in poetry. However, we attempt to show that, much to the surprise of some of the Subject Leaders, where poetry teaching in the participants’ schools was perceived to be successful it was often nourished by the combined enthusiasm and ‘zeal’ of the teachers and children experiencing poetry together, which in turn was maintained by an empowering synergy of professional/personal pleasure and engagement with poetic texts experienced by some of the teachers while in school. 相似文献
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BURNOUT IN SPECIAL NEEDS TEACHERS AT KINDERGARTEN AND PRIMARY SCHOOL: INVESTIGATING THE ROLE OF PERSONAL RESOURCES AND WORK WELLBEING 
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下载免费PDF全文 Simona De Stasio Caterina Fiorilli Paula Benevene Lotta Uusitalo‐Malmivaara Carlo Di Chiacchio 《Psychology in the schools》2017,54(5):472-486
The purpose of the current study was to examine, within an integrative predictive model, the relative contributions of sociodemographic variables, personal resources, and work wellbeing to teacher burnout. The research was conducted with special education teachers at Italian preschools—a context in which few previous studies have been carried out—and primary schools. A cross‐sectional survey‐based study with a sample of 194 kindergarten and primary school teachers was conducted. The results indicated that teachers’ happiness at school and job satisfaction incrementally predicted variance in personal, work‐related, and student‐related burnout, even after controlling for the effects of sociodemographic factors and personal resources. Furthermore, the final integrative predictive model was similar for both kindergarten and primary teachers. 相似文献