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1.
Piret Luik Hasso Kukemelk 《美中教育评论》2008,5(10):17-25
The current paper reports on a qualitative study examining in-service and pre-service teachers perceptions about changes in the learning process caused by the involvement of ICT （Information and Communication Technology） in Estonian schools. Based on five in-service and five pre-service teachers＇ interviews, findings indicate some positive, some negative and some in-between （considered by teachers as positive from one side and as negative from the other side） changes in the student＇s and teacher＇s roles in the learning process and teaching process. Interviews were recorded and transcribed. Content analysis was used as the data analysis method. The paper discusses estimated changes by both groups in the Estonian educational system. A comparison of in-service and pre-service teachers＇ opinions has been provided. 相似文献
2.
Communicative language teaching(CLT),as a language teaching approach,aiming at teaching second languages for the ultimate goal of communication,has been known and widely practiced by Chinese teachers in their English teaching.But due to the limitations of both students and teachers,CLT is not executed successfully in quite a lot of higher vocational colleges.To carry it out successfully in English classrooms,the following important factors should be seriously taken into account:understanding communicative competence,class instruction in English pragmatics,teachers’ role in CLT and assessment of communicative language ability.Hopefully,through discussion of these key aspects of CLT,guiding effect can be produced on improving teaching efficiency through CLT from the perspective of teachers. 相似文献
3.
Teacher learning： Reflective practice as a site of engagement for professional identity construction
HUNG Hsiu-ting 《美中教育评论》2008,5(5):39-49
This paper reports a qualitative study in response to the growing research interest in teacher learning. Informed by a sociocultural perspective, teacher learning is considered as a process of identity construction in the paper. This paper taps into the development of teacher identity embedded in teacher learning and views reflection as a social practice for enhancing teacher learning. Through a close analysis of a selected discussion thread, this paper aims to demonstrate that teacher-learners＇ reflective practice in the online learning community provided a site of engagement for developing their professional identity and shaping the practice of teaching in their process of learning to teach. 相似文献
4.
With the rapid development of Information and Communication Technology(ICT),the modern information and communica tion media have been changing the rationale of learning and teaching.Under such circumstances,a person’s,especially an educator’s in formation literacy plays an important role in their personal and professional development.This essay discusses the influence of the new challenge on EFL(English as a foreign language) teachers’professional development.EFL teachers should be fully empowered to be infor mation literate language educators in the curriculum innovation of TEFL(teaching English as a foreign language).It is suggested that EFL teachers’awareness,attitudes,and personal needs should be taken into account in the process of integrating ICT into their professional practice and self-development. 相似文献
5.
Reflection is considered crucial and widely used in educational setting to help teachers to question their teaching practice and promote their professional development.Be a reflective practitioner is very important both for inservice and preservice teachers.Through reflecting on routine teaching practices,teachers can identify the strengths and weaknesses of each session and make improvements upon the inadequacies so that to promote and enhance professional development and practice.In this article,a reflective teacher presents her developing process as a reflective practitioner which is encouraging and inspiring to provide other practitioners in the similar context with a different perspective and reference. 相似文献
6.
The professional development of English teachers in high schools is not only a hot focus of teachers’ education, but also an important turning point in the students’ English learning. English teachers are constantly improving their own personal quality and teaching effect under their autonomous development model and goal. It is necessary for English teachers in high schools to rethink and change their own teaching methods, transform the educational ideas, and make educational methods innovative. Meanwhile, they are required to continuously improve their own teaching practice ability. Thus, development and innovation can be unceasingly sought by them in the process of thinking, criticizing, and denying. In addition, the autonomous factors restricting the continuous professional development must be changed. In this paper, the strategies for the autonomous development of English teachers in high schools are discussed according to the requirements for the professional development so as to produce profound significance to the sustainable development of the teachers. 相似文献
7.
Kathe Callahan Leila Sadeghi 《美中教育评论》2014,(10):728-736
In July 2009, the Obama administration lauched its $4.35 billion Race to the Top （RTT） Fund, providing states with competitive grants in an effort to reform education. One of the main conditions of this program was to award educational innovation. With this in mind, states enacted new legislation in the hopes of attracting more funding for their proposed programs. Although there were many levels of reform targeted by the RTT, of significance to this research is the emphasis placed on improving teacher effectiveness and measuring teacher performance via evaluation systems. The Teacher Effectiveness and Accountability for the Children of New Jersey （TEACHNJ） Act was adopted by the New Jersey legislature in August 2012 with the intent to raise student achievement by improving the quality of instruction. This research explores the impact the TEACHNJ Act has on teacher evaluations and professional development. A survey was administered to 1,235 public school teachers in New Jersey to ascertain teacher perceptions of the： （a） evaluation system in their school; （b） level of communication between teachers and administrators; and （c） availability, frequency, and effectiveness of professional development opportunities. The response rate was 21%. We found that formal evaluations are conducted infrequently with a varying degree of accuracy and impact. Nearly half of the teachers indicated that formal evaluations did not lead to improvements in their classroom. A majority of teachers questioned the administrative value of formal teacher evaluations, in particular the rewards and sanctions associated with the outcome of evaluations and a concem that poor performers were not sanctioned nor were effective teachers rewarded. We found that teachers perceive the greatest value to professional development, which is derived from peer mentoring and observations. We also found that professional development is the most effective when it is offered onsite, embedded in the classroom, continuous, and sustained over ti 相似文献
8.
Daming Feng 《美中教育评论》2005,2(3):13-19,12
In designing and implementing the pilot program of serving principal training, the author of this paper learnet the experience from what E. Bridges and E Hallinger did but didn＇t imitate fully, rather, created several new strategies because Chinese principals faced different situation from their American counterparts. The pilot program introduced and implemented the Problem-Based Learning （PBL） approach. The outcome of this pilot program shows： （1） PBL is a promising approach to serving principal training in China in casting off the traditional ＂chalk and talk＂ lecture approach. （2） The actual learning of trainees will happen prior to the classroom sessions if a trainer lets trainees participate the process of problem identification in pre-training stage. （3） PBL approach is much welcome and strong supported by local government and policymakers when the focal problem is related to implementation of current local nolicv. 相似文献
9.
M Del Mar Marin Sanchez Alicia Mateos Ronco 《美中教育评论》2010,(3):53-61
The Spanish educational system will require certain changes in order to achieve the Bologna objectives for the European Higher Education Area, including a more professional profile, with new activities and roles for both students and teachers, who must assume new skills that will affect concepts and attitudes related to the teaching and learning processes within the framework of training projects. However, students must also take a leading role in the educational process by adopting independent, meaningful and cooperative learning methods. This process will imply a notable change of mindset for the typical Spanish students and will involve a high degree of collaboration between students and teachers. Teachers will have to choose suitable methodologies for achieving those objectives, within the academic framework and considering the characteristics of professional training in skills. In addition, they must create the appropriate structural and organizational conditions to carry out these activities （class size, space, educational organization, etc.）. This paper describes the authors＇ experience in designing learning methodologies for the teaching of accountancy in the business administration degree course at the Polytechnic University of Valencia. The paper is divided into three parts. The first part describes the methodology designed for teaching accounting, based on PBL （problem-based learning）, compiled with Internet-based technologies. We analyze its use and evolution in two accounting subjects in the first and the fourth years of the degree. The second part presents the results for each subject in these years. The authors also point out the differences between students who chose the learning methodology described and those who used the traditional approach. The final part of the paper presents the conclusions obtained from the statistical treatment of the results and the analysis of different options for correlating the information obtained. These results show that there is a direct correlation between the use of an active learning model--through the teaching methodology--and obtaining satisfactory exam results in the subject. Finally, the authors analyze these results and consider how they should be used for evaluating the suitability of the methodology and to determine whether it is necessary to redesign the methodology to fit in with the characteristics, conditions and limitations of the teaching and learning processes. 相似文献
10.
刘莹 《读与写:教育教学刊》2012,(3):8+19
The traditional teaching approach has long been concerned with imparting knowledge,and many college teachers still opt for this method in their practice In English class teachers choose to emphasize ma the language points,ignoring that English language mainly functions as a tool of communication.On the other hand,for students the purpose of learning English is to pass the examination.This traditional approach fails to cultivate students’ communicative ability in English.In recent years,however,the general shift from a knowledge-based education to an ability-oriented one makes it an imperative to reform the traditional teaching methods.As a new kind of teaching theory and teaching activity,task-based approach(TBA) has been introduced and applieded by English teachers in China,especially those engaged in English teaching in higher vocational colleges. 相似文献
11.
As part of a two-year long professional development program for in-service teachers leading to endorsement in English as a Second Language (ESL), this investigation examined teachers' perceptions of the role of professional learning communities on their professional development experience, particularly on their sharing and transfer of learning into their instructional practice. Results from this mixed-methods research indicated that teachers perceived their professional learning communities, especially the reflective dialogue enacted during their weekly Try It Out discussion based on peers’ strategy implementations, as the most relevant component of their professional development program to their transferring of learning into their instructional practice. 相似文献
12.
《师资教育杂志》2012,38(2):197-212
The Developing E‐learning for Teachers (DEfT) project, a collaborative venture between UK and Chinese universities, has produced e‐learning modules for master's level programmes for in‐service high school teachers in China. E‐learning offers Chinese teachers new and innovative forms of professional development and provides for transformative learning. The paper investigates teachers' online learning experiences and how e‐learning facilitates teacher transformation from three perspectives: the ‘learner‐centred perspective’, the ‘knowledge‐centred perspective’ and the ‘community‐centred perspective’. The paper concludes that e‐learning, while not without some caveats, is a feasible solution for the training needs of serving Chinese teachers. 相似文献
13.
视频研究是学习科学研究中倡导的运用视频技术探究学习、教学与教育过程的一种重要方法。通过研究者运用视频研究促进在职教师的学习与专业发展的一个案例,具体描述了该案例中面向4位教师的视频研究活动的设计与实施,并基于对教师视频研究活动中的话语分析,发现有效的视频研究活动设计能够促进教师:(1)转变原有观念,发展教学理解与专长;(2)主动参与学习,对新知的获得持积极倾向;(3)发展视频研究的意识,获得视频研究的方法和策略。最后就视频研究在教师学习与专业发展中的有效设计与运用问题进行了讨论。 相似文献
14.
Melissa Glackin 《International Journal of Science Education》2016,38(3):409-433
Teaching outdoors has been established as an important pedagogical strategy; however, science classes rarely take place outside. Previous research has identified characteristics of teachers who have integrated out-of-classroom opportunities into their teaching repertoire; yet little is understood as to why teachers make these different pedagogical decisions. This paper explores the relationship between secondary science teachers’ beliefs and their pedagogical practice during a two-year professional development programme associated with the ‘Thinking Beyond the Classroom’ project. Using data from lesson observations, interviews, session questionnaires and field notes, six teacher case studies were developed from participants completing the programme. Data analysis reveals that teachers who successfully taught outside generally held social constructivist beliefs about learning and valued ‘authentic’ science opportunities. Conversely, teachers who were less successful in teaching outside generally held traditional learning beliefs and simply valued the outdoors for the novelty and potential for fun. All the case study teachers were concerned about managing student learning outside, and for the majority, their concerns influenced their subsequent pedagogical practice. The findings are discussed in detail, as are the implications for pre-service and in-service professional development programmes related to outdoor science learning. 相似文献
15.
Enhancing Part-time Teaching in Higher Education: a Challenge for Institutional Policy and Practice 总被引：2，自引：0，他引：2
Higher education in the UK has seen a steady increase in the numbers of part‐time teachers, yet the way in which they are inducted into teaching and the utilisation of their expertise are under‐researched. This qualitative study of 33 part‐time teachers from several universities suggests that their involvement in higher education should be considered from a fresh perspective, which differs from approaches to the enhancement of university teaching that rely upon simply educating individual teachers to do better by requiring their attendance at formally provided courses and events. While these approaches have their place, modern research on professional learning is increasingly pointing to the view that professional formation is an ecological process that is insufficiently served by the formal provision of learning opportunities. The ecological perspective, which emphasises the part played by the everyday workplace in professional formation, provides a challenge to leaders and managers regarding the development and implementation of institutional policy and practice. 相似文献
16.
目前我国中小学教师的学习大都停留在被专家灌输知识或同行低水平交流的状态,如何创设跨界学习情境,引发教师对自己思维和行为习惯的深度反思,形成新的对教育教学的理解和行动,是教师学习的一大难题。鉴于此,有必要从跨界学习的视角,探索教师在跨界课例研究中其学习是如何发生的。基于一个小组合作学习案例,分析了教师如何通过与外来学者合作,根据具体情境对理论进行再工具化,改进教案设计和教学实施,在提高学生学习素养的同时生成了自己新的实践性知识。研究发现,教师跨界学习的意义协商、视角再造、实践重构三个机制,对教师专业学习具有重要的指导意义。 相似文献
17.
?ebnem Feriver Gaye Teks?z Refika Olgan Alan Reid 《Environmental Education Research》2016,22(5):717-746
In this study, we discuss findings from a small-scale project evaluating an in-service teacher training programme focused on ‘perspective transformation’ in early childhood education and education for sustainability (EfS). A bespoke professional development programme was developed for Turkish early childhood teachers, based on a variety of Mezirowian-inspired adult education activities. Data were gathered using a mixed method research design, from 24 early childhood educators, through learning diaries, a Learning Activities Survey and follow-up interviews. Initial findings illustrate the range of transformations possible in the teachers’ perspectives during and after the training workshops. Influential factors in facilitating perspective transformation are shown to be the content, structure and sequencing of the training, and peer support. We conclude that transformative learning techniques offer a viable framework for engaging practicing early childhood teachers with EfS and also discuss implications for teacher preparation in both areas. 相似文献
18.
Studies of professional development have examined the influence of school-based approaches on in-service teacher learning and change but have seldom investigated teachers’ job-embedded learning processes. This paper explores the dynamic processes of teacher learning in school-based settings. A qualitative comparative case study based on the framework of organisational learning was conducted to analyse the ways that 17 teachers from two school-based communities in a secondary school in Shanghai, China, experienced learning through various learning activities. The findings showed that the two group teachers had actively developed implementation-oriented and experimentation-oriented processes of learning. The former process is referred to as exploitation learning. Exploitation learning helps teachers by creating a stable environment to learn the existing knowledge and norms of practice of a school organisation. The latter process is referred to as exploration learning. Exploration or exploratory learning provides a platform for new knowledge construction aimed at improving existing practices in a more radical way. Teachers’ perceptions of and participation in school-based learning activities shape their learning experiences in different ways. Specifically, the support of school leaders is necessary to promote teachers’ exploratory learning in school-based settings. However, the leadership strategies that best support teachers’ learning require further investigation. 相似文献
19.
Han Leeferink Maaike Koopman Douwe Beijaard Gonny L. M. Schellings 《Teachers and Teaching》2019,25(1):69-89
ABSTRACTThis study reports on how student teachers learn in the workplace. Data from 10 student teachers were collected by means of digital logs and in-depth interviews. By reconstructing data into stories and unravelling these stories, it became clear that the learning process of each student teacher was dominated by one specific theme, such as student-centred teaching or creating a positive learning climate. These themes could be typified as professional identity themes, because all appeared to be both personal and professional. Five student teachers experienced their workplace learning process as continuous: they integrated their teaching experiences relatively easily into their personal conceptual framework. The other five experienced their workplace learning process as discontinuous: they experienced tensions caused by frictions between personal and professional aspects of becoming a teacher. Both types of learning can stimulate and hinder student teachers’ professional development. The findings indicate that reconstructing data into stories and unravelling these stories is a useful technique for understanding student teacher workplace learning as a result of the interaction between personal and professional aspects of becoming a teacher. 相似文献
20.
章木林 《四川教育学院学报》2014,(1):15-19
外语教师专业素质直接影响到信息技术与课程整合的深度.教师专业发展本质上是教师自主学习和自主专业成长的过程,与教师知识密切相关.TPACK新视域下,可通过构建校本教研共同体、学习-研究共同体和信息技术整合式校本培训等路径实现外语教师的自主专业发展. 相似文献