共查询到20条相似文献，搜索用时 15 毫秒
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很高兴参加"爱飞翔"活动。四十多年前,我的梦想就是做一名乡村教师,没实现。那个时候我是知识青年,后来才在一家国有企业子弟中学当了老师,然后从中学老师的岗位上以同等学力直接考进武汉大学读研究生,然后留下来当大学老师,我跟诸 相似文献
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The education of language-minority students is a constitutional right. Throughout this article, the authors synthesize recent literature addressing two main questions: (1) What are secondary teachers’ attitudes toward English language learners (ELLs)? and (2) To what extent are secondary teachers being prepared to teach content effectively to this student population? Secondary teachers’ attitudes about ELLs vary, but are generally positive. The lack of teacher preparation—especially at the secondary level—to teach ELLs effectively is widespread. Thus, it is not surprising that secondary teachers feel ill-prepared to scaffold or differentiate instruction to meet these students’ language and academic needs. Since attitudes, preparation, and practice are interrelated, the authors also provide numerous implications for future practice at various levels: teacher-preparation programs, school district support, and classroom teaching. 相似文献
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学校是文化机构,教师则是学校最重要的人员。这种说法有三重含义其一,文化并非某个体知识的总和;其二,教师有责任保证他们的学生每天接收文化信息;其三,教师是知识分子,换句话说,是文化的继承人、阐释者和批判者。 相似文献
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Janine S. Davis Victoria B. Fantozzi 《Mentoring & Tutoring: Partnership in Learning》2016,24(3):250-266
Research has shown that mentor teachers play varied roles. Using a conceptual framework grounded in these roles, the researchers explored what seven student teachers said during multiple interviews about the roles they wanted for their mentor teachers. Findings showed that while some participants preferred emotional support and others wanted instructional support, none wanted socialization. The researchers identified a new category–mentor as gatekeeper–to capture the preferences of one participant and concerns of others. This category reflected a focus on the credentialing aspect of student teaching as something that students must complete before licensure. Implications for teacher education included additional support for mentor teacher–preservice teacher pairs such as conversations about desired, expected, possible, and emerging roles during the mentoring process. 相似文献
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Rachel R. Briggs 《Equity & Excellence in Education》2013,46(4):520-527
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The paper provides a case study of educators' relations with the state in England. A brief historical sketch is offered along with a more in-depth analysis focusing on the situation in “Midlands County” between 1976 and 1981, a period of the “Great Debate,” policy reforms, and cuts in education. Teachers' perceptions of these events and their individual and collective action related to them are also described. Drawing on theoretical work pertaining to state-economy and state-occupation relations, an attempt is made to understand these developments in terms of the national and local state in England dealing with two structural imperatives — accumulation and reproduction — of the capitalist economy at the national and world system level. The paper examines finally more recent dynamics in England in light of this theoretical framework. 相似文献
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师师互动是教师人际互动的一个重要方面,它对教师的专业发展和生存质量具有重要意义。本文试对师师互动的内涵作出了初步探讨,并在此基础上分析了师师互动的特点与机制。 相似文献
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The purpose of the current study was to examine if preservice teachers’ (PSTs) mathematics anxiety decreased and if their beliefs and stereotypes changed after they completed their early childhood mathematics methods course. It was hypothesized that by using and modeling concrete materials or manipulatives (Thompson, 1992; Vinson, 2001) and placing a greater emphasis on conceptual understanding (Bursal & Paznokas, 2006), two strategies identified as reducing PSTs’ mathematics anxiety, negative beliefs, and stereotypes that are associated with math anxiety, would diminish. Thirty preservice teachers, all female, participated in this study. Using a qualitative research approach, measures included midcourse evaluations, a draw-a-mathematician task (Mewborn & Cross 2007), the Abbreviated Math Anxiety Scale (Hopko, Mahadevan, Bare, & Hunt, 2003), and anecdotal notes. Although we were encouraged that the math anxiety experienced by our preservice teachers slightly decreased by the end of the semester, it was discouraging to find minimal change of beliefs and stereotypes of mathematicians. This confirms that many preservice teachers enter teacher education programs with well-established images of how to do school, along with entrenched beliefs about mathematics and their ability to do math (Vacc & Bright 1999) and these beliefs are very difficult to change. 相似文献
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Sarah J. Carrier Linda P. Tugurian Margareta M. Thomson 《Research in Science Education》2013,43(5):2059-2083
In this article, we present the results from a mixed-methods research study aimed to document indoor and outdoor fifth grade science experiences in one school in the USA in the context of accountability and standardized testing. We used quantitative measures to explore students’ science knowledge, environmental attitudes, and outdoor comfort levels, and via qualitative measures, we examined views on science education and environmental issues from multiple sources, including the school’s principal, teachers, and students. Students’ science knowledge in each of the four objectives specified for grade 5 significantly improved during the school year. Qualitative data collected through interviews and observations found limited impressions of outdoor science. Findings revealed that, despite best intentions and a school culture that supported outdoor learning, it was very difficult in practice for teachers to supplement their classroom science instruction with outdoor activities. They felt constrained by time and heavy content demands and decided that the most efficient way of delivering science instruction was through traditional methods. Researchers discuss potentials and obstacles for the science community to consider in supporting teachers and preparing elementary school teachers to provide students with authentic experiential learning opportunities. We further confront teachers’ and students’ perceptions that science is always best and most efficiently learned inside the classroom through traditional text-driven instruction. 相似文献
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《Educational Philosophy and Theory》2013,45(2):178-192
It has become almost commonplace to recognise that teaching is an embodied practice. Most analyses of teaching as embodied practice focus on the embodied nature of the teacher as subject. Here, we use Butler's concept of performativity to analyse the reiterated acts that are intelligible as—performatively constitute—teaching, rather of the teacher as subject. We suggest that this simultaneously helps explain the persistence of teaching as a narrow repertoire of actions recognisable as ‘teaching’, and the policing of conformity to teaching thus embodied. However, like performatively accomplished subjectivity, this repertoire is unstable and ambiguous, and thus open to change and disruption. Moreover, teacher subjectivities may lead them to mobilise these possibilities of disruption. 相似文献