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1.
Devecioglu Yasemin Akdeniz Ali Riza 《美中教育评论》2010,7(8):95-101
It is very important to develop student teachers＇ skills and knowledge during the pre-service teacher education process. In this study, the effectiveness of the approach in which student teachers＇ gained skills of developing and using TGMs （teacher-guided materials） based on integration of technology on physics education in STMC-Ⅱ （Special Teaching Methods Course-Ⅱ） for pre-service physics teachers was evaluated. The study was conducted with 33 physics student teachers in KTU （Karadeniz Technical University）. Student teachers were required to develop and present TGMs, which were based on principles of special teaching approaches and techniques and integration of technology through instruction. The data of the study were gained from semi-structured interviews conducted with 14 student teachers, observations of the lessons conducted by each student teacher and document analysis of the student teachers＇ diaries collected during the term. The student teachers stated that STMC-11 was a very helpful experience to gain teaching skills. It is believed that all these activities, which are designed and performed in the classroom by student teachers during STMC-Ⅱ course, will not only prepare them for their teaching but also help them gain basic experiences that they will need in their future career. At the end of the process, it is concluded that all the student teachers gained nearly the whole defined aims--skills and knowledge of the STMC-Ⅱ. The implementation process should be organized very well to have advance of gaining many skills together. Key words： physics student teacher; STMC-Ⅱ; the skills of developing TGMs and integration of technology 相似文献
2.
Tajularipin Sulaiman Wei Hui Suan Saifuddin Kumar Abdullah 《美中教育评论》2009,6(10):67-75
Teachers are often urged to use a variety of modes of instruction to ensure that diverse student interests and abilities can be accomodated. Yet teachers can be limited in the instructional modes they can use because of insufficient background or knowledge about a specific instructional mode （Dawson, 2004）. Teaching approaches are various in purposes such as to trigger students＇ interest in science, to discover through inquiry approach, to build students understanding through constructivism approach or to introduce a concept through demontration approach. Every approach has the strength and weakness in its use. Although inquiry may not be the only way to teach science, many science educators believe that it may be the best way for students to learn science （Audet ＆ Jordan, 2005）. According to Woolfolk （2001）, constructivism is a mode of instruction that emphasizes the active role of the learner in building, understanding and making sense of information. Demonstrations by teacher can be used with students of all ages and across all subjects. The teacher is not only knowledgeable about the topic but also uses a variety of aids to ensure that students understand what is being demonstrated （Marsh, 2004）. By studying their teaching approaches and methods, the actual practices could be analysed and the effectiveness status of their effectiveness could be determined. Specifically, this study aimed to answer these questions in terms of three approaches namely inquiry, constructivism and demonstrations; how far is this approach effective in terms of teaching and learning, and what is the correlation between these three approaches. Data were collected from primary school science teachers （N=239） and the results shown that the teachers were agreeable with the three approaches, inquiry approach （mean=3.74, SD=0.27）, demonstration approach （mean=3.61, SD=0.27） and constructivism approach （mean=3.86, SD=0.30）. The results also showed that there are significant correlations among inquiry, demonstration and constructivism approach. This finding showed that primary school science teachers not depend only on one type of approach and apply variously in teaching science. There are also positive and significant correlation between that approaches used by primary school science teachers. 相似文献
3.
Collaboration is becoming increasingly important in the realm of education （Novoa, 2004）. For instance, as soon as training is undertaken, the future teacher must develop an ability to cooperate in a pedagogical context. However, in order to learn to make a relevant contribution to a teaching team＇s undertakings and to provide innovative suggestions in pedagogical matters （Gouvernement du Quebec, 2001）, the student teacher needs solid backing from the cooperating teacher. A student teacher＇s willingness to reflect on and to question his own teaching practices will create a much more promising learning context （Portelance ＆ Durand, 2006）. Reciprocally, the cooperating teacher will make a positive contribution to the student teacher by accepting that his positions be questioned and even altered （Johnston, Wetherill ＆ Greenebaum, 2002）. It is the dynamics of sharing of knowledge and know-how in this partnership that retains our interest. From 2004 to 2007, the researchers carried out a study of the subject by examining four practicum sessions at high school level in a number of Quebec schools. To gather data, the researchers used written questionnaires, individual interviews, as well as recordings of conversations between student teachers and their cooperating teachers. These conversations pertain to the conception and to the execution, by the student teacher, of teaching-learning situations. These dialogues were integrally transcribed and processed by N＇vivo, software designed to analyze qualitative data. the researchers present a typology of the respective roles taken on by the two partners in their discussions. The cooperating teacher reveals himself to be an advisor, a transmitter of information and a teacher. The student teacher also takes on the role of transmitter of information, as well as that of reflective practitioner, among others, the researchers observed that the conversations are usually carried out in an egalitarian spirit and, in some cases, give rise to co-construction of practical knowledge. 相似文献
4.
Teachers play an important role in the successful implementation of the current curriculum innovation and their personal practi cal knowledge is a decisive factor in their teaching and that teachers’ knowledge affects every aspect of the teaching act.This paper tries to explore teachers’ personal practical knowledge of a college English teacher and her reading class.It shows how to present her teaching contents,design teaching methods and activities in order to accomplish her teaching tasks and teaching goals.The study combines narrative analysis of the reading design with a process inquiry about teaching and learning.Hopefully,the findings would shed some light on teach ers’ professional development. 相似文献
5.
CHEN Yan-qing 《时代教育》2006,(12):1-4
Teachers＇ beliefs greatly influence the way that the teachers function in the classroom. Teacher as an important medium for student＇ language learning, the study of teachers and their beliefs in Western countries and in China is a worthwhile topic. This paper offers a selective review and rethinking about what has been done and being done in relation to the understanding of teacher＇s belief, and their belief about language teaching and learning, students learning, themselves as both teachers and individuals; identify some sources of teachers＇ belief and address the needs for change. Understanding teachers＇ conceptualizations of teaching, their beliefs, thinking, and decision making can help us better understand the nature of language teacher education and hence better prepare us for our roles as teacher and teacher educators. 相似文献
6.
Nancy Chitera 《美中教育评论》2014,(12):861-872
The purpose of this article is to develop a framework that can be used to describe and explain how mathematics teachers construct a multilingual classroom and the discourse practices being produced in a mathematics classroom. It conceptualizes the discourse practices used by mathematics teacher educators as they prepare student teachers to teach mathematics. The framework developed here is shaped by Critical Discourse Analysis （CDA） drawn from Fairclough. This provides the theoretical and conceptual tools to examine the discourse practices of mathematics teacher educators and how the）＇ make available these discourse practices for student teachers to draw on. In broad terms, this article examines the discourse practices of the mathematics teacher educators and how they support the student teachers develop discourse practices relevant for teaching and learning school mathematics in multilingual classrooms. This article is broken down into several sections. The first section discusses what it means for student teachers to develop discourse practices for mathematics teaching. The second section provides an introduction to CDA, followed by its origins, key terms, and elements of Fairclough＇s CDA. Thereafter, the author outlines the strategies involved in doing CDA. The last section discusses why CDA is relevant to the mathematics classroom. 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.
Parents＇ and teachers＇ perceptions of students＇ general scholastic abilities, such as being able to complete their school work, retain what they learn, and achieve sufficiently compared to other students at their ages, were analyzed for how well they predict parents＇ forms of involvement in their children＇s education and teachers＇ forms of communication to parents. Data were collected from parents and teachers in two Title I, public middle schools in a large, urban city in the southwest. Parent involvement and teacher communication practices were measured using the ＂school and family partnerships survey＂. Parents＇ and teachers＇ perceptions of students＇ general scholastic abilities were measured using a teacher-rating version of the ＂perceived competence scale for children＂. Linear regression analyses revealed that parents＇ perceptions did not predict their involvement, nor did teachers＇ perceptions predict their amount of communication as reported by parents. Although parents＇ and teachers＇ perceptions did not predict involvement in this study, perceptions of children＇s general academic abilities should be further explored in relation to family-school partnerships. The results suggest that involvement in middle school occurs in ways distinctive from elementary school. Therefore, improved instruments are needed to more accurately measure parent involvement and teacher communication at grade levels beyond elementary school. 相似文献
9.
Jef Verschueren is the representative of European Continental pragmatic thought.He puts forward a new theory that pragmatics is a perspective on language and he uses the theory of adaptation to analyze pragmatics."The general concern for the study of linguistic pragmatics is to understand the meaningful functioning of a language as a dynamic process operating on context-structure relationships at various levels of salience"(Verschuren 2000:69).The focal points in contexts are the utterer and the interpreter,for the physical,social and mental aspects of contexts are activated by language users’cognitive processes.Verschueren divided interpreter’s roles into five types:addressee,side participant,bystander,listener-in and eavesdropper,which can explain the adaptation of context and language choices.This is also applicable in college English classroom as the English class is also a context.At present students taught at the same time by the same teacher do not master the knowledge at the same level.One of the reason is that students are not engaged in the class at the same level.According to the Verschueren’s theory,the best English teaching class is one that each student in the addressee of teachers.Addressee is a metaphor which means everyone should follow the teachers’explanation carefully and take part in the teaching activities.It has something to do with interaction theory,which considers students as active individuals but not passive receivers.One of the common interaction patterns is questioning.In this thesis,the question how to make students addresses through adoption of questioning approach in college English class will be researched. 相似文献
10.
In the process of classroom education, setting questions in class is an important teaching method, which is used in the whole teaching activity and acts as the link between the thoughts of teachers and students. Hence, creating a wisdom class and using according questions to aid the class are of great significance to both students and teachers. In this paper, 40 elementary students from the 9th grade and 10 of their teachers were studied and the result showed that learning requirements facing to the whole class and students＇ learning beliefs are essential principles, and questions should be set by having an exhaustive understanding of the textbook, giving previous homework, creating a thinking atmosphere, and setting a proper difficulty for the students. The proper time to set questions is when the old knowledge and new knowledge of the student conflict in the awareness of the student, when the teacher wants to spread thought, and when the teacher wants to make a conclusion. 相似文献
11.
Susanne Garvis 《美中教育评论》2009,6(12):23-28
Arts education is an essential component of a comprehensive education, requiring highly skilled teachers to achieve quality arts integration （Andrews, 2004）. It equips students with skills necessary for the 21st century workforce, allowing nations to develop the human resources necessary to tap their cultural capital （UNESCO, 2006）. A world trend however suggests that arts teaching by pre-service teachers is subject to lack of confdence, motivation and knowledge （Henessy, Rolfe ＆ Chedoy, 2001; Russell-Bowie, 2004）. Greater recognition of confirming and disconfirming experiences that shape pre-service teachers＇ self-efficacy beliefs for arts education is necessary. This paper provides insights into a research project that attempts to contribute towards filling this void in order to improve teacher effectiveness in the arts domain. After the first semester of teacher training, pre-service teachers completed a questionnaire based on their personal teaching beliefs for instructional design, student engagement and classroom management in arts education. Findings provide a greater understanding of how pre-service teachers regulate their own behaviour for teaching the arts, acting as validation beliefs of capabilities. 相似文献
12.
The influence of teachers＇ beliefs in curriculum implementation has been explored in a number of contexts. With the aim of describing curricular beliefs about practical activities in laboratory and 1CT （information and communication technology） resources, and the relationship between thinking and practice, the author has carried out the case study of a physics teacher, both in his classroom activities and those in laboratory. The sources of information include field notes, questionnaire, interviews, planning and class observation. The results indicate that, what teachers believe is not the same as what they do, appearing more constructive in thinking and more traditional in practice. For example, they believe that ICT must be used to teach science, however, in practice, the most utilized resource is the textbook. The author considers that, taking into account this kind of incoherence is essential in order to reflect about teachers＇ knowledge of sciences, practices and the relationship between these. 相似文献
13.
14.
This paper is based on three observations and independent thinking of the classroom teaching of the author’s colleagues.It attempts to examine how macro and micro contexts affect teaching and learning in the classroom.The author focuses the discussion on three aspects:(i)the present EFL contextual setting in China;(ii)the influence of the evaluation system on both teachers and students;(iii)his own beliefs as a teacher.Finally,he comes to the implications that teachers should often reflect on their teaching by means of observing other teachers’teachings;In order to bring more effective teaching and learning to the class,Teachers should change their class from a teacher-centered one to a students-centered one. 相似文献
15.
Sonja Andersson Susanne Bergstrom-Nyberg Martina Dumbrajs Sivbritt Dumbrajs Victoria Martelin Tove Westerlund 《美中教育评论》2010,7(9):34-46
The authors investigate how disciplines at school. Interdisciplinarity can be addressing a topic that is too broad to be understanding of the topic, the process going an integrative approach can be applied to teaching of different defined as a process of answering a question, solving a problem or dealt with by a single discipline. In addition to an integrated on inside the learner interests the authors. Unsuspected abilities, development of new views of the world and new commitment may emerge. Constructivism and narration, together with the socio-cultural theory of learning, form the background of the teaching and learning processes. The curriculum will integrate between subjects and recommends work in small groups to develop students＇ social capacities. The collaborative problem-solving approach, while including telling and re-telling features, allows students of natural sciences to hypothesize and test hypotheses using scientific methods. The target audience of this paper is class teachers and subject teachers in comprehensive schools （Grades 1-9）. The research questions are： Do students that undergo integrative education work think and problem-solve in different ways compared to when partaking in standard instruction？ Can they develop a deep understanding of the topic they are studying？ The authors plan to present story re-telling and visualization activities in groups concerning one theme： eggs. The topic covers arts, foreign languages, mathematics and science. Such an approach strengthens students＇ understanding of the disciplines themselves. It is hoped that this work can be useful for teachers that are interested in giving their students a more holistic view of their life world. 相似文献
16.
isa Korkmaz 《美中教育评论》2011,(2):177-183
The Disabilities Education Act was introduced in June, 1997 in the Turkish Education System. The Act states that schools have a duty to educate children with disabilities in general education classrooms. All children with disabilities should be educated with non-disabled children at their own age and have access to the general education curriculum. The philosophy of inclusive education aims at helping all children learn in regular classrooms. Children learn at their own pace and style within a nurturing learning environment because schools are important places for children to develop friendships and learn social skills. Children with and without disabilities learn together and from each other in inclusive classes. On the other hand, when children attend classes that reflect the similarities and differences of people in the real world, they learn to appreciate diversity. The aim of this study is to examine the perceptions of teachers about implementation of inclusive education in elementary schools. In order to collect data for this study, a questionnaire which consisted of eight open-ended questions was developed and administered to 66 elementary school teachers. The teachers worked at primary schools and taught 1-5 grades. They were asked to write their opinions and experiences about the implementation of inclusive education in the elementary schools. Primary school teachers generally have a positive attitude about inclusive education and its philosophical and psychological foundation. However, they express that they encounter some difficulties in implementing inclusive classrooms. A crowded classroom is a main obstacle to obtain desired objectives in educational activities. The levels of students＇ disability are related to effectiveness of classroom management. The effectiveness of inclusive education depends on not only the teachers＇ quality but also the school administrators＇. Some superintendents assess the effectiveness of teachers in inclusive and regular classrooms in the same way. 相似文献
17.
Wang Jianfang 《铜仁学院学报》2001,3(1):34-38
The quality and benefit of college English teaching is, to someextent, decided by what methodological approach it employs. The current teachingsyllabus adopts the communicative approach, which is well established as thedominant theoretical model in college English teaching. This paper tries to discussthese characteristics and explain why the model, procedure and links of college English teaching in the classroom are so vital to improve the language and communicative abilities of students. The teaching methods cannot and should not be fixed. It is restricted by the English levels and learning strategies of students, and by the academic quality and teaching ideas of teachers. A good teacher is such and flexibly to help his students attain the goal that syllabus demands. 相似文献
18.
Saida Kacem Laurence Simonneaux 《美中教育评论》2009,6(2):44-47
This research starts from a relatively optimistic thinking based on the fact that the teaching of the socioscientific issues through the practice of argued debates can contribute positively towards education in scientific citizenship. The teaching of techno-sciences raises topical questions which interfere in the classroom and at the same time carry scientific and social controversies within which it is possible to anchor the construction of new knowledge and citizen＇s behaviours. These controversial issues raise more questions and motivate the pupils more. Setting these topics for debate in the classroom could ＂restore, if only a little, what＂ Astolfi likes to call ＂the taste of knowledge （savoirs） ＇since the two words （saveur and savoir） come from the same Greek root＇ sapere＂, as Astolfi, 2006, marvellously put it in the foreword to the recent book How to teach socially acute questions （Legardez ＆ Simonneaux, 2006）. The present contribution is research in progress. It questions a protocol of training of future teachers. The principal objective is to train the pre-service teachers to teach socioscientific issues （SSI）. Like Funtowicz and Ravetz （1992, 1993）, we think that the SSI belong to ＂Post-Normal-Science＇. Accordingly, we will study the contribution of the training in epistemic, social and ethical values in the analysis of socioscientific issues by biology and philosophy future teachers. We will analyze the evolution of teacher trainees＇ decision-making after training on 3 socioscientific issues （the oncomice, the baby drug, the therapeutic cloning） and the impact of this socioepistemologic and ethical training on their teaching practices. 相似文献
19.
The rapid development of ICT （information technology and communication） in the last two decades has changed society substantially as a whole. For higher education institutions, the external environment pressure to incorporate ICT in their educational and administrative processes has forced them to invest in resources for infrastructure and training. In addition, teachers have found that they can use technology in their teaching, but lack of full knowledge of how to use it effectively from a pedagogical point of view. The incorporation of new education modalities depends largely on the contextual variables prevailing in the institution and teachers. In UABC （Autonomous University of Baja California）, the early days of online education go hack to 1996, so the study period was from 1996 to 2009. An online survey was designed to fmd out the teachers＇ backgrounds and involvement in online education, their experience as online teachers, and the tools and practices used. Of 97 teachers who were identified with some experience in online teaching, 70% responded to the Survey （68）. It was found that the highest percentage （33%） of teachers who responded the survey started teaching online between 2003 and 2006. 56% of teachers have been teaching between one and five online courses. On the other hand, most teachers recognized that 30%-79% of the content of their courses were online based. The most popular learning management system used is moodle followed by blackboard in teachers＇ preference. In general, teachers expressed using the three main communication tools of online education： forums, chat and e-mail, favoring the use of e-mail. The communication slrategies teachers often use in their courses promoted student-student and student-teacher interaction. In their evaluation strategies, most said that they used self-assessment, rubrics and to a lesser extent online exams and co-evaluation. The results show that most teachers who have been involved in online education in UABC campus have expressed havi 相似文献
20.
After analyzing the three dimensions(teachers,students and classroom activities) in EFL teaching,it can be found that rapport and delivery are of great importance to a teacher;a quality teacher should comprehensively understand his students and always keep individual differences in mind and modern teachers should also grasp many skills of managing classroom activi ties.In order to activate students’motivation and at the same time keep a high teaching efficiency level,classroom teaching should be carefully shifted from teacher-centered to student-centered when possible.In this process,class activities can greatly reinforce a student-centered class. 相似文献