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1.
《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
2.
当前,学界对于"教师成为研究者"这一命题所涉及到的"怎样的教师成为研究者"、"教师成为怎样的研究者"以及"教师怎样成为研究者"等三个具体问题并无一致性结论。教育科研工作的性质以及教师队伍的特点决定了不是每个教师都能成为研究者,而教育工作本身也并不要求每个教师都应该成为研究者。教师的研究有其特定的属性,具备内在动机、时间精力和多元能力是教师从事科研工作的基础。同时,教师要成为研究者,自身需要学会借鉴和模仿,掌握科研成果发表的技巧,并培养自己健康的科研工作心境。 相似文献
3.
信息时代教师教育评价思想、方法和制度的变革 总被引：2，自引：0，他引：2
进入信息时代的中国需要什么样的基础教育,又需要什么样的教师,需要什么样的教师教育来“生产”出符合时代要求的教师？我们的教师教育评价体系要做什么样的改变以促进和保障我们的教师教育从适合工业化时代向适合信息化时代转化？本文以教师教育评价为立足点,遵循基础教育变革一教师教育变革一教师教育评价变革的逻辑,及其反向,教师教育评价变革一加深和普及教师教育变革一加深和普及基础教育变革的辩证法来展示教师教育评价的变革。 相似文献
4.
Brooke Harris Garad 《British Educational Research Journal》2021,47(4):942-958
In the midst of an international debate about immigration, this qualitative ethnographic study focuses on the stories and teaching practices of immigrant and refugee educators working with immigrant and refugee youth at a community-based after-school programme in the Midwestern region of the USA. Using existing literature to describe the educational experiences of immigrant and refugee youth and teacher narratives to explore the pedagogies of immigrant and refugee educators, the author addresses the following questions: How do political narratives impact the educational experiences of immigrant and refugee students in the USA? How can the narratives of immigrant and refugee teachers serve as both counternarratives and sources of promising pedagogical practices for immigrant and refugee youth? With a data corpus developed through participant observation, reflexive journaling, interviews and focus group discussions, the author uses narrative analysis with teacher vignettes and asserts that educational researchers and practitioners should look to immigrant and refugee educators to enrich the research about appropriate pedagogies for immigrant and refugee youth. 相似文献
5.
《Teaching and Teacher Education》2004,20(7):665-679
How can teacher education seminars be arranged in such a way that theory is integrated with student teachers’ practical experiences? In order to study this key question, we first present a theoretical framework on the sources of teacher behaviour, and discuss its implications for practices within teacher education. Next, we describe our development research study, which led to the identification of three approaches that can help to integrate student teachers’ experiences with theory. We introduce a five-step procedure characteristic of all three of them illustrating each approach with real-life examples of interventions and their effects. 相似文献
6.
《Teaching and Teacher Education》2004,20(1):77-97
There are two central questions determining the pedagogy of teacher education: (1) What are the essential qualities of a good teacher, and (2) How can we help people to become good teachers? Our objective is not to present a definitive answer to these questions, but to discuss an umbrella model of levels of change that could serve as a framework for reflection and development. The model highlights relatively new areas of research, viz. teachers’ professional identity and mission. Appropriate teacher education interventions at the different levels of change are discussed, as well as implications for new directions in teacher education. 相似文献
7.
This article reviews the international literature on video viewing in teacher education and professional development. Two hundred and fifty-five articles were collected, summarized and categorized using a conceptualization that includes four aspects: teachers' activity as they view a classroom video, the objectives of video viewing, the types of videos viewed, and the effects of video viewing on teacher education and professional development. The findings in each of these aspects suggested three main questions that may profitably guide future research: How can teaching teachers to identify and interpret relevant classroom events on video clips improve their capacity to perform the same activities in the classroom? How can we best articulate the diverse objectives of video viewing and the diverse types of videos in teacher education and professional development programs? How can we create a “continuum” between teacher education programs and professional development programs in such a way that video viewing becomes a routine, familiar professional practice able to produce the desired effects over the course of an entire teaching career? 相似文献
8.
The focus of this action research study was on the initial stage in reforming our teacher preparation programs. We designed, conducted, evaluated, and revised the components of our teacher preparation programs that were aimed at providing preservice teachers with the confidence and knowledge needed to meet the needs of youth populations underserved in science education. The conceptual framework of this study predicted that providing preservice teachers with experiences in teaching science to at-risk youth in a nonformal educational setting and that exploring these experiences in a seminar setting will increase the teachers’ confidence and knowledge in regard to teaching science to children from underserved populations. The community-based experience allowed for an experience in which 20 preservice teachers taught in a situation in which at-risk youth were the majority, thus spotlighting their needs in a manner traditionally not experienced by these prospective teachers. A two-phase methodological design (J. Creswell, 1994) was utilized to answer the questions: (a) Did the plan lead to the desired outcomes? and (b) What strategies fostered or hindered progress toward the desired outcomes? The findings of this study were utilized to develop our next action step in preparing teachers to foster science literacy for All Americans. 相似文献
9.
《Teaching and Teacher Education》2001,17(5):583-597
This paper explores the thesis that teacher education prepares teachers to fit into existing patterns and structures of teaching, schooling and society. The key questions explored are: (1) How have some discourses emerged as privileged, as others have been eclipsed? (2) What do these processes reveal about the relationship of power and place in teacher education? The case examined is Northern Ireland. The author concludes that if teacher education is to be one of the means by which educators learn new ways of seeing within a deep sense of tradition, then teacher education itself needs to become a discursive project. 相似文献
10.
Kip Téllez 《Teachers and Teaching》2013,19(6):543-564
This article examines three conceptual reforms in US teacher education (competency‐based teacher education (CBTE), reflective teacher education (RTE) and constructivist teacher education (CTE)) for their effects on the education of multicultural, multilingual youth, as well as considering alternative certification (AC), known here as an ‘anti‐reform’. The author suggests that although each reform made incremental improvements in the ways that preservice teachers are prepared to teach multilingual and multicultural learners, none significantly altered the education of under‐served children and youth. For instance, CTE points out the importance of prior knowledge, but fails in connecting its core concepts with culturally relevant instruction. CBTE, while also generally failing to alter teacher preparation for multicultural learners, did try to make explicit connections for preservice teachers. RTE made explicit the moral consequences of working in diverse communities but fell short when it altered the apprenticeship–mentor relationship. AC of teachers is presented as the work of neo‐liberals whose largely successful efforts to deregulate teacher preparation offer both an improvement and retrenchment for urban children and youth. Finally, the article links the field’s focus on the preparation of teachers for diverse students and the moral dimension of teacher education, concluding that such a connection may be the only way to maintain the professional school preparation of teachers. 相似文献
11.
Elizabeth Garber 《The International Journal of Art & Design Education》2002,21(2):132-145
The status, content, and social factors influencing craft education in Finland, a standard subject in comprehensive schools, were examined during interviews with craft teachers, craft teacher preparers, and educational administrators. In this paper, the following areas are examined: How are crafts defined? What rationales and cultural and social factors keep craft education robust and what factors threaten it? What is perceived as the future of craft education? The status, content, and social factors influencing craft education in Finland, a standard subject in comprehensive schools, were examined during interviews with craft teachers, craft teacher preparers, and educational administrators. In this paper, the following areas are examined: How are crafts defined? What rationales and cultural and social factors keep craft education robust and what factors threaten it? What is perceived as the future of craft education? interviewees for teaching craft in schools fell into five categories: craft provides 1) cognitive development in several dimensions, 2) learning about living in the world, 3) Finnish traditions and culture, 4) social and individual growth, and 5) a break from the demands of academic subjects. All interviewees seemed to agree that teaching crafts in Finland is changing in terms of how teachers are prepared, who writes curriculum, the content of the curriculum, and the configuration of craft in the comprehensive school curriculum. Some interviewees portended a decline in craft education in public schooling, while others embraced change as part of nation building. 相似文献
12.
Claudia Mitchell David Dillon Teresa Strong‐Wilson Kathleen Pithouse Faisal Islam Kevin O’Connor 《Changing English: An International Journal of English Teaching》2010,17(1):45-55
In this article, we focus on the use of the visual for reflection in ‘alternative’ pre‐service teacher education and, in particular, we address the question: How and what can we learn about teacher education using the visual? By way of illustration, we focus on the use of pre‐service teachers’ photographs in a public exhibition, participatory video documentary production and pre‐service teachers’ use of photographs in their professional teaching portfolios. The article draws from research done in relation to three alternative pre‐service teacher education projects based at McGill University in Canada and the University of KwaZulu‐Natal in South Africa. 相似文献
13.
14.
Sue Brindley 《Teacher Development》2013,17(3):393-408
The construct of the ‘good teacher’ has teacher knowledge as a fundamental component; but teacher knowledge is contested. Policy makers offer one version, articulated through such documents as Teachers’ Standards. However, it might be argued that this version of teacher knowledge, largely defined by national curriculum and assessment demands, does not constitute the whole of what teacher knowledge might encompass. Using a card sort research approach, this article explores what teachers say about teacher knowledge, and the implications this might have for the future of teacher education. How might the development of ‘good teachers’ be impacted in the light of these findings? 相似文献
15.
魏芳梅 《阜阳师范学院学报(社会科学版)》2000,(4):105-106,109
以素质教育为核心的教育体制改革,是我国中学教育改革的战略重点。但在从传统的应试教育向素质教育转变的过程中,我们的教师队伍却面临着极大的挑战。如何正视教师队伍中存在的问题,建设一支适应新时代要求的、高素质的教师队伍,是实现这一改革的关键环节。本文从素质教育对教师队伍的要求、我国中学教学教师队伍存在的问题以及解决这些问题的思路三个方面阐述了笔者对这一问题的思考。 相似文献
16.
孙锦明 《江西师范大学学报(哲学社会科学版)》2012,45(5):121-128,134
笔者深入基础教育一线发现,无论是在岗的中小学教师,还是即将毕业的师范大学本科生,他们从事教育教学工作时主要凭借于常识判断、经验摸索和榜样模仿,明显缺乏理论素养、科学依据和专业判断。因而,笔者建议地方师范大学应当将办一流教师教育作为自己的时代使命,紧紧围绕＂愿不愿教＂、＂教什么＂、＂如何教＂等三个核心问题的解决,研发具有全国共性和区域特性的教师教育人才培养标准、修改完善教师教育人才培养方案与课程设置方案、优化教师教育的师资队伍、革新教师教育的知识基础、提升教师的教学能力水平,努力培养具有良好专业水准的师范毕业生,从而推进我国基础教育的改革与发展。 相似文献
17.
作为大学教师,"我是谁"的问题是回答"我如何生存和生活、如何进行教学及科研工作"等问题的一个本源性的或本体问题,大学教师的知识分子角色所包蕴的四对基本矛盾,揭示了当代大学教师的知识分子角色正在发生一系列相应的转变。 相似文献
18.
Four year initial teacher education courses have recently undergone radical reform, in particular in relation to the time that students spend in schools. Through the introduction of mentorship programmes, teachers have become very much more involved in training the students whilst they are in school. How do teachers view the changes that have been introduced? Do they agree with the principles and models that guided the developments? Headteachers and class teachers who acted as mentors for students from the University of Reading have supplied some answers. They are very committed to the model of student learning upon which the mentorship programme is built, the belief that schools and the university must work in partnership to implement and further develop the mentorship programme and the view that schools need to adopt a whole school approach to their involvement in initial teacher education. These findings indicate that the teachers agree with the underlying principles that guided the development of the mentorship programme in which they are involved and they are supportive of the resulting changes to school experience. 相似文献
19.
The political, economic, social, equity, and historical influences on the status of kindergarten education and early childhood teacher education in the United States are discussed. There are many sources of data that create a picture of the diverse programs, resources, and opportunities that kindergarten children experience, including the preparation of kindergarten teachers. This article addresses the questions: What does kindergarten curriculum look like today compared with other times? What is the status of full-day kindergarten? What are the influences of the high-stakes testing movement, school budgets, and economic status across communities? How has early childhood state teacher certification changed during the past two decades? What is worthwhile learning? This article takes an editorial position that supports an intellectually significant curriculum in which specially prepared early childhood teachers match teaching with the ways in which kindergarten children learn, and might want to learn more. 相似文献
20.
Annalee G. Good Sadie Fox Barocas Laura C. Chávez-Moreno Rachel Feldman Carlos Canela 《Peabody Journal of Education》2017,92(4):505-520
Policy reflects and shapes society's beliefs about schools, teachers, children, learning, and society, as well as the power structures embedded in our communities and decision-making processes. Although teachers may be central to the implementation of education policy, they are marginal to the design of policy agendas and text, especially around issues of teaching and learning. Their absence in the policymaking process creates a disconnect between the goals and design of education policy and the actual lived challenges of implementation. In examining the dynamics in this critical disconnect, we address the following research questions: How do institutional norms and routines affect teachers' agency in the policymaking process? Following this research question is our action question: How do we support conditions that support teachers as policy agents? We draw on qualitative data from two sites (West Virginia and Wisconsin) where K–12 teachers partnered with university researchers in a range of capacity-building efforts. Analysis illustrates how teachers interact with certain institutional norms that make it hard to engage in policy design. Based on our findings, we discuss how a teacher–university partnership can better support the conditions that facilitate greater teacher agency in thinking, talking, and acting on policy. 相似文献