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1.
Martyn Wild 《British journal of educational technology : journal of the Council for Educational Technology》1996,27(2):134-143
Research findings in the area of information technology in teacher education (ITTE) appear to be consistent, suggesting that information technology (IT) is still significantly under-used by pre-service teachers, particularly on teaching practice, and by beginning teachers. Investigations that have attempted to attribute the reasons for this have largely addressed students' development of attitudes to IT and their relative success in acquiring IT skills and knowledge. This paper takes a different approach and attempts to rationalise the apparent failure of IT education in pre-service courses in terms of the individual. More particularly, it offers a conceptual framework for investigating and analysing the failure of IT education, particularly at pre-service level, suggesting that IT outcomes are likely to be diverse and variable for any one student-teacher population: and that these outcomes need to be considered in the context of individual students' constructions of IT meaning. 相似文献
2.
Esther Ntuli Jared Keengwe Lydia Kyei-Blankson 《Early Childhood Education Journal》2009,37(2):121-126
The use of electronic portfolios is increasingly becoming popular in teacher education programs. The electronic portfolio
allows learners to express their work and take ownership over their own ability to plan and assess and reflect upon their
learning during a specific period of time. While many teacher education programs have adopted electronic portfolios in order
to meet accreditation requirements, others use electronic portfolios to develop and improve on students’ technology skills—train
students on how to better use technology in instruction and student assessment. Irrespective of the reasons for adoption,
there is the need to assess students’ perceptions of electronic portfolios, and especially to explore the benefits and challenges
students face in using electronic portfolios in their course work. Using a qualitative research design, the current study
explored teacher candidates’ attitudes toward electronic portfolios and the differences that electronic portfolios bring to
their profession. Such a study is necessary to help administrators identify students’ needs to ensure that they are gaining
the maximum benefits from the use of electronic portfolios in their programs of study. 相似文献
3.
Melissa K. Lickteig 《The Educational forum》2013,77(1):44-51
In discussions about information literacy and required research assignments, several high school teachers lamented that student research papers had regressed to the point that the completed work represented nothing more than “point and click” exercises. Similarly, Asselin and Lee (2002, 10) began their article on the need for library instruction for teacher education candidates by quoting a student who stated, “I wish someone had taught me how to develop my library information literacy skills through resource-based learning … in school [pre–K—12]. I might not have had such a horrendous time of it when I came to the university.” The problem is apparent; students on university campuses lack basic research and information literacy skills, and do not have a clear understanding of how to use the resources of their campus library. Students also lack the ability to synthesize knowledge gained from the academic classroom, the library, and information technology for the betterment of academic scholarship. Collaboration between teacher education faculty members and academic librarians for the advancement of academic research and the development of transferable information literacy skills is necessary. These two distinctive, yet interdependent, parts of higher education organizations represent the greatest potential for the development of stronger programs in the fields of research and information literacy by incorporating computer technology and traditional research methods into coursework in a collaborative environment. 相似文献
4.
M. Blackmore D. Coles K. Hodgkinson C. Taylor G. Vaughan 《Technology, Pedagogy and Education》2013,22(2):241-254
ABSTRACT Students enter initial teacher education institutions with a wide variety of experiences of information technology. This report aims to create a national perspective of their abilities and needs based on data collected independently by a number of institutions from England and Wales. For this preliminary survey data were provided by eight institutions. The survey covers 1370 students, of whom 731 were primary and 639 secondary. The data were gathered over a three year period (ending 1990/91) using a variety of questionnaires designed to gather data on the students’ previous computer experience, their proficiency in using computers, and their attitude to information technology both personally and its use in education. The data indicate that students entering initial teacher education have a wide variety of needs regarding information technology (IT). The proportion of students lacking any computer experience prior to their course varied from 8% to 60% depending on institution and course. The most common experience was word processing only. The location of this experience also varied, with school use more common for students who had just left school and use at work common for mature students. Differences were indicated with factors such as age, course and gender. A proportion of students (2% – 49%) felt anxious or very nervous when computers are mentioned. However, most students feel that it is important to use IT in their teaching, despite these anxieties. The provision of a differentiated IT experience for students is recommended. A more reliable annual survey using a common instrument is now underway. The questionnaire is available from the ITTE Association. 1 相似文献
5.
试论教育信息化对高校教师培训的影响及其对策 总被引：6，自引：1，他引：6
本文分析了教育信息化的发展对高校教师培训目标、内容、模式、方法和手段等的影响，提出高校教师培训工作要加强教育信息化的理论研究工作，提高发展信息化的认识；更新培训观念；加快高校教师培训信息化的建设，提高培训的现代化程度；建立政策导向机制，积极开展信息技术专项培训；探索建立现代远程教育培训模式等对策。 相似文献
6.
Brian Matthews 《Technology, Pedagogy and Education》2013,22(2):201-213
ABSTRACT Information technology has numerous social and political implications. This paper is primarily concerned with beginning to outline some of the more important issues for teacher educators. An understanding of these implications is required before we, as teacher educators or as teachers in schools, can begin to address the issues in our work around information technology in colleges or in the classroom. This article outlines the issues rather than exploring how to present them in colleges. There are important debates occurring around information technology, the nature of intelligence, and education, which have profound implications for society. This article argues that the kind of work done in schools on computers, and generally on information technology, supports implicitly the more traditional ideas in education. In order to take a more balanced position, and to give students a chance to realise how their futures may be affected, it is argued that the social implications of information technology must be addressed centrally in colleges of education. 相似文献
7.
Marilyn Fleer 《International Journal of Science Education》2013,35(4):355-367
Science and technology education within the early childhood field has received the minimum of attention by the general research community. As a result, early childhood educators have had to look to their better established colleagues in the primary and secondary fields, where some research information is currently available. Early childhood practitioners in Australia have little information available to guide them in the implementation of recently introduced technology curricula. In this paper, the findings of a research study investigating conceptual change during the teaching‐learning process of young children is presented. The results indicate the need to show caution in the introduction of technology education within the early childhood area. Three issues are reported. Firstly, the need to define a more useful mediating role for the teacher in the process of teaching technology within a constructivistic model. Secondly, the need for technology to be introduced in a socially contextualized manner. Thirdly, the sex‐role stereotyping that becomes evident when the former two are not addressed. 相似文献
8.
B. Somekh M. Blackmore K. Blythe G. Byrne Hill D. Clemson R. Coveney 《Technology, Pedagogy and Education》2013,22(1):83-99
ABSTRACT This paper presents the main ideas arising from the preliminary research and development work carried out by the Initial Teacher Education and New Technology project (INTENT) in the United Kingdom (UK). The opening two sections provide a rationale for integrating research with development in this field and describe the project's structure and aims (see also INTENT, 1992). The main body of the paper explores a number of issues including: possible management structures for supporting information technology development; strategies for leading the professional development of colleagues; and the resource implications of a project such as INTENT. The final section explores some questions of broader concern, such as: the possibility of teaching transferable skills for approaching technology; the need to take account of the diversities of ‘culture’ which exist in initial teacher education institutions; and the dilemma posed by the importance of subjecting information technology to critical appraisal while working within a national framework of mandatory criteria for initial teachers’ information technology competence. 相似文献
9.
In this article, we propose that guiding teachers to examine the regulative/discursive norms of school mathematics with tools
derived from social semiotics can serve two related goals: (1) to deconstruct the “math is math period!” disposition in prospective
teachers by promoting their critical understanding of the symbolic domination work they often unknowingly perform and (2)
to reconstruct a more socio-political disposition by equipping them with tools for decoding the dominant discursive practices
of school mathematics. After reviewing research on the social semiotics of mathematics education, we discuss two sample teacher
education tasks designed with the above goals in mind. 相似文献
10.
This paper presents a case for attending to preservice teachers’ beliefs that are relevant to the moral work of teaching within teacher education research and practice, and examines what it would look like to do so. The case for attending to candidate beliefs is grounded in a learner-centered approach to teacher education and in the literature on the role of beliefs in teacher learning and change. The authors demonstrate how attending to preservice teacher beliefs is particularly critical for the task of preparing candidates for the moral work of teaching, and present a conceptual framework that can guide that task and teacher education research and practice designed to support it. 相似文献
11.
The advent of computer technology in the classroom raised the issue of its appropriate use by teachers and their students
alike. It has been recommended that teacher education programs provide more opportunities for teacher candidates’ use of technology
including teaching their own technology-enhanced lessons. With a goal of integrating scholarship into student teaching, a
teacher candidate enrolled in a graduate program in childhood education carried out a technology-enhanced research project
within a professional development school. Examining the impact of the project on the teacher candidate, this article describes
how one’s pedagogical content knowledge and technological competence can be developed through a research-oriented teaching
experience. The article also demonstrates the emergence of a community of practice that shares the goal of providing learning
spaces for the teacher candidate and young children in the context of mathematics enrichment with computers. 相似文献
12.
Caroline Dyer Archana Choksi Vinita Awasty Uma Iyer Renu Moyade Neerja Nigam 《比较教育学》2002,38(3):337-351
This paper argues for the need to adopt a more participatory and research-based approach to teacher development in India. Drawing on the experiences of a participatory teacher educator development project in three States, we discuss processes of developing a democratically orientated qualitative research team to work with teachers and teacher educators, highlighting the interplay between their education and socialisation and the demands of the methodology. In the second part of the paper, aspects of developing collaborative action research projects with teacher educators in the context of District Institutes of Education and Training are discussed. Both these approaches require the development of autonomy and critical reflexivity, and although there are tensions in this process, these emerge as vital components of developing a more democratic approach to teacher education. 相似文献
13.
This article draws on research in one teacher education course in England and examines the ways in which the programme prepares student-teachers for inclusive practice in science teaching. We frame our analysis by drawing on aspects of institutional mediation of official policy in teacher education, as well as theories around inclusion and critical pedagogy. Using data from official sources, lecture material, and interviews, we argue that in order to achieve real inclusion in teacher education programmes, we need pedagogies of praxis that move beyond (and sometimes against) the official policy definitions of inclusion, and draw instead on a more critical approach to the formation of future professionals. 相似文献
14.
Gillian Potter 《The Australian Educational Researcher》2001,28(3):117-139
This paper emanates from a study that analysed the critical reflection of teacher researchers as they talked about their investigations of the home cultures and literacies of a small group of children from socioculturally diverse family contexts. The collaborative research enterprise was undertaken by university and teacher researchers. The important role that collaborative teacher research and social interaction played in the critical reflection and co-construction of professional understandings in the project is the focus of this paper. The teacher researchers’ theorising about the complexity of their work as a result of the collaborative enterprise is discussed. Through the voiced research and critical reflection of the teachers, it has become obvious that their life’s experiences and resources are powerful in their pedagogical theorising. Teachers comment on the way in which they are positioned by ‘the system’ as technicians and how they experience tension between their own professional and primary discourses and that of the system. It is suggested that teachers be given opportunity within their work sites to enter the conversations about curriculum, pedagogy and change in knowledgeable and meaningful ways that are grounded in collaborative reflection and research. This paper explores the critical reflection and the social construction of new understandings about the complexity of teachers’ work that occurred in a collaborative research project carried out by a university-based researcher and four school-based early years teacher researchers. It will show how the collaborative research process facilitated critical reflection on previously unquestioned or unconsidered issues about the teachers’ work. The paper has been written by the university researcher under the watchful eye of the teacher researchers who want to remain anonymous. Their pseudonyms have been used. When the terms of this project were negotiated among the group, it was agreed that the voices of the teachers would always be reported authentically and anonymously. It was also agreed that any theorising, integrated language analysis (Freeman, 1996) or reporting that might be carried out, would be done by the university researcher That is not to say that the teacher researchers have not spoken about their involvement in the project to colleagues in professional development forums and conferences. Nor is to say that the teachers were not privy to the analysis process. It is to say that written reports for publication are to be done by the university researcher. 相似文献
15.
Dr Tim Hardy Ms Margaret Bearlin Dr Valda Kirkwood 《Research in Science Education》1990,20(1):142-151
The aim of the Primary and Early Childhood Science and Technology Education Project (PECSTEP) is to improve teaching and learning
in science and technology of by increasing the number of early childhood and primary teachers who are effective educators.
PECSTEP is based on an interactive model of teaching and systematically links work on gender with the learning and teaching
of science and technology. The project involves: a year-long inservice program which includes the development of a science
curriculum unit by teachers in their schools; linking of the preservice and inservice programs; and the development of support
networks for teachers. Each phase of PECSTEP has been researched by means of surveys, interviews and the use of diaries. Research
questions have focussed particularly on changes in: teachers’ and student teachers’ attitudes to teaching science and technology;
their perceptions of science and technology; their perceptions of their students’ responses and their understandings of how
gender relates to these areas.
Specializations: primary science curriculum, science teacher education, sociology of science, technology and education.
Specializations: gender and science/science teacher education, feminist theory, curriculum theory.
Specializations: Science education research, curriculum development. 相似文献
16.
Building a Science of Teaching: How objectives and reality meet in Finnish teacher education 总被引：1，自引：0，他引：1
Teachers play an important part in school reform. They have practical knowledge and internalised views of good teaching and learning, which guide their work and their interaction with pupils and colleagues. The foundation for this knowledge and competence is laid in teacher education. Teachers' continuing professional development is supported by in-service training, which should be linked more closely with initial teacher education. Based on the findings of national and international evaluations, the article discusses the extent to which aims and reality meet in Finnish teacher education. The article notes that teacher research produces important information in support of teacher education. Teacher education should be anchored not only in research-based education, but also in the reality of teachers' work. More researched data are needed about the everyday reality and practical knowledge of teachers working in the field. 相似文献
17.
Dr Richard Gunstone 《Research in Science Education》1994,24(1):129-136
Technology education and science education are seen to be related in a particular fashion by many science educators, a relationship
exemplified by the common pairing of the two areas in labels such as “Science-Technology-Society” and “Science and Technology
Curriculum”. At the heart of this common science education perspective is a view of technology education as dependent on and
subservient to science education. In this paper engineering, often seen by scientists as a form of applied science dependent
on and subservient to science, is considered. An analysis of the arguments that engineering, far from being an applied science,
is a unique way of knowing (that engineering has a unique epistemology) is used to consider the technology education view
of the relationships between science education and technology education. It is suggested that science educators need to rethink
their perceptions of this relationship if they are to understand the arguments of technology educators.
Specializations: science education, teacher education. 相似文献
18.
Conclusion In conclusion, as early childhood teachers prepare to meet the “unknown” —mainstreaming—the early childhood community has
an excellent opportunity to benefit from both past experiences and the research literature on mainstreaming and teacher change.
This work suggests that teachers' feelings and attitudes about mainstreaming must be addressed in dynamic relation to their
needs for information and skills as these change over time. Teachers, directors, and teacher educators need help in understanding
that teachers' development and the development of the children they teach are inextricably linked. While these concepts have
been explored previously, it is imperative that practitioners at all levels recognize their relevance at this critical juncture
in the implementation of P.L. 99–457 and consider new and creative ways to translate them into practice.
I feel... not just that I couldn't cope with it... but emotionally I don't think I could... Emotionally I think I would have
a hard time, you know, going home and feeling good about myself when I know that there's this child [with disabilities in
my classroom]. 相似文献
19.
Dr. Jeff Northfield 《Research in Science Education》1993,23(1):208-213
The importance of recent and relevant experience is being asserted for teacher educators though not others responsible for
education policy and curriculum. The paper will review the “self evident” value of recent and relevant experience from the
perspective of researcher/teacher educator returning to classroom teaching. The potential and implications for research on
teaching and learning and the opportunities for more significant school experience in teacher education are outlined.
Specializations: teacher education, science education, health education, curriculum evaluation and research. 相似文献
20.
Influenced by work on learner-centred education, teacher efficacy and teachers’ concerns, we conducted an investigation of
the influence of 185 preservice teachers’ teacher efficacy and concerns on their learner-centred beliefs. Learner-centred
beliefs were selected for the purposes of this study as the best indicator of future teaching actions because these preservice
teachers had not yet entered the classroom or engaged in teaching practices. Preservice teacher efficacy and concerns, individually
and collectively, significantly influenced learner-centred beliefs. These findings indicate that teacher education can facilitate
the development of learner-centred beliefs by addressing these trainable characteristics and demonstrate the need to further
explore both teacher efficacy and concerns as they relate to learner-centred education within teacher education programs. 相似文献