共查询到20条相似文献，搜索用时 140 毫秒
1.
Briony Beaven 《英语辅导》2004,(11)
如果你是一位不断超越自我的教师,如果你相信还有更好的、更适合你的职业发展,如果你有勇气面对挑战,那么请坐下和Briony Beaven聊聊,相信她权威专业的分析定会对你的职业生涯有着积极的指导作用。 相似文献
2.
My name is Yanjiaai. I am 14 years old. I study in YuYing School. My Chinese teacher and English teacher is Miss Du, she is tall and thin, and she is very strict. My math teacher is Miss Zhang, she is short and strong, she is very striek too. But they are very nice, I love my teachers![第一段] 相似文献
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My name is Yanjiaai. I am 14 years old. I study in YuYingSchool. My Chinese teacher and English teacher is Miss Du, she istall and thin, and she is very strict. My math teacher is MissZhang, she is short and strong, she is very strick too. But they arevery nice, I love my teachers!study......学习 strict......严格的tall......高的 thin......苗条的strong...... 强壮的 very......非常My teacher$惠阳市惠阳区平潭镇育英小学六年级@严嘉爱… 相似文献
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为了提高同学的英语写作水平,使大家在中考中立于不败之地,应广大师生的要求。我们开辟了"学生习作名师点评"栏目。同学们如果想让自己的英语习作得到名师的点评,请邮寄给我们。老师们如果发现自己学生的优秀习作需推荐的话,请按栏目要求邮寄给我们。 相似文献
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I have a teacher. He's Mr Wang. He is the most handsome man in this world, I think. He has a pile of work to do every day. He always has a lot of work to do. We love 相似文献
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MissMengismyEnglishteacher.Sheisverybeau鄄tifulamdyoung.Herhairislongandblack.Therearetwobigeyesonherface.Sheisalwayshappyandshelikeslaughing.Butsheisstrictwithusallthetime.MissMengisgoodatEnglish.ShealwaystalkswithusinEnglishnotonlyintheclass熏butalsoafterschool.IloveMissMengverymuch.Doyoulikeher芽孟老师是我的英语老师。她既年轻又漂亮。她的头发又黑又长。眼睛长得很大。她总是很高兴并且爱笑。但是她总是对我们很严厉。孟老师的英语很好。她不但在英语课上,而且在课后,总是和我们讲英语。我非常喜欢孟… 相似文献
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一年级的时候,我的班主任姓周,大家都叫她周老师。她长着一双会说话的大眼睛,一张樱桃小嘴和一头飘逸的长发,而且待人和蔼可亲。课堂上,她是我们的朋友,课后,她又是我们的好伙伴。曾经,她打开了一个不自信的小女孩的心灵,那个小女孩就是我…… 相似文献
10.
王汉骊 《小学生作文辅导(作文与阅读版)》2004,(6)
想起那张胖胖的圆脸,我就会想起都德,想起《最后一课》,想起小弗朗士,尽管她与他们风马牛不相及。我们谈论她时,从来都直呼其名,似乎有点不恭。因为我们无意识地把她当作一个长着娃娃脸的姐姐,而不是长一辈的“老师”。大概她自己也感觉到了。那一天,一头蓬蓬松松的卷发出现在门口,教室一静。她翘起嘴笑起来,眼睛很柔和地闪一下,越加显出她的近乎天真可爱了。于是,整个教室的学生都不由自主地咧开了嘴。喜欢听她讲“布丁”和万圣节的南瓜灯,还有卡本特的歌;喜欢听她的朗读课文,情不自禁地要跟着她的语调学;喜欢上她的课,可以潇洒地说:“I’… 相似文献
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《师资教育杂志》2012,38(2):99-110
The role of teaching practice in pre‐service teachers' training at the University of Education, Winneba in Ghana is reported. Teaching practice as a teacher development programme has come under the limelight for some time now in Ghana. The Initial Teacher Training Colleges (ITTC) in Ghana and the University of Education, Winneba (UEW) have replaced the four‐week per year teaching practice with a new programme that seeks to enhance the efficiency of teacher‐trainees. This involves teacher‐trainees spending the entire last year of their training period out of campus to undertake teaching practice. In UEW the programme is dubbed ‘Student Internship’. The programme is an outcome of recent developments in the policies and practices of teacher education in Ghana. At UEW the innovative programme aims at reforming the training of the teacher‐trainees so as to infuse greater professionalism into the students that the university turns out yearly. Despite the initial criticisms that the duration was too long, the programme has taken off with well‐prepared structures that gave a resounding success to the first batch of teacher‐trainees. 相似文献
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Leena Krokfors Heikki Kynäslahti Katariina Stenberg Auli Toom Katriina Maaranen Riitta Jyrhämä 《Teaching Education》2013,24(1):1-13
In this article, we examine teacher educators’ views on research‐based teacher education. Finnish research‐based teacher education has four characteristics: (1) the study programme is structured according to a systematic analysis of education; (2) all teaching is based on research; (3) activities are organized in such a way that students can practice argumentation, decision‐making and justification when inquiring about and solving pedagogical problems; and (4) the students learn formal research skills during their studies. According to the results, teacher educators appreciate the research‐based approach to which the university is committed, although they were sceptical about how well this vision transfers to the students. 相似文献
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Daniel Alvunger 《Teachers and Teaching》2018,24(4):332-349
In this article, we explore the meaning potentials of teacher education in terms of the significance of a research-based approach and the different pedagogic identities that such an approach implies. The study’s aim is to examine the important factors for education to be considered research-based and to identify and analyse the research base of teacher education in Sweden. The results from the analysis of a large number of course documents and from a survey administered to teachers and students in four teacher education programmes indicate that the emerging potential meaning is that teacher education is generally a strongly framed professional education with a relatively weak and adapted research base. The analysis of the classification and framing of disciplinary content and pedagogy in the Swedish teacher education curriculum points at different pedagogic identities emerging from the different meaning potentials that are made available to the students. We argue that a thorough understanding of research-based teacher education needs to be grounded in both course content and its research base as well as other possible pedagogical aspects of research-based education; the education as a whole must be included in the concept of research-based education. 相似文献
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《少年读者》2003,(9)
阳光普照,园丁心坎春意暖雨露滋润,桃李枝头蓓蕾红———祝我们的老师,节日快乐Yourkindnesstoyourstudentengravesonmymind.您对学生的恩情永远铭记在我的心中。Arealteacherinalifetimeistheverybestofmyluck.能遇良师,实乃人生之大幸。Ican'tthankyouenoughforyourhelpwithmylearningandgrowth.衷心感谢您在学习和成长上对我的帮助。Thankyouformakinglearningnotajobbutajoy.感谢您使我们枯燥的学习变成快乐的享受。Icouldhaveachievednosuccesswithoutyouunselfishdedication.没有您无私的奉献,就没有我成功的今天。Iamnotyourbests… 相似文献
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啊哈,亲爱的小伙伴们,大家好!快乐的暑假结束了,新的学期即将开始。首先,顶顶姐姐要祝各位同学在新的学期里,芝麻开花节节高,心想事成乐翻天,学习顶呱呱,身体一级棒,心情乐呵呵! 相似文献
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《师资教育杂志》2012,38(4):391-408
This article addresses the teacher educator’s role in defining and facilitating teacher well-being. It does so by first exploring the literature on teacher well-being, resilience, resistance, morality and professional dispositions. It then examines the policies and rhetoric of two countries, the USA and England, as examples of a global tilt towards the excessive promotion of institutional well-being at the expense of individual teachers. It concludes with specific recommendations at the university programme and teacher educator levels for bringing individual and institutional well-being into better balance. These include: innovating sustained and reciprocal university–school partnerships; helping new teachers become ‘mindful’ rather than solely resistant; analysing cases of teaching to become more aware of macro vs. micro influences; and facilitating skills in taking oppositional stances, including within the teacher educator’s own classroom. 相似文献
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Supporting emerging teacher identities: can we identify teacher potential among students? 总被引：1，自引：1，他引：0
Erika Löfström Katrin Poom‐Valickis Markku S. Hannula Samuel R. Mathews 《欧洲师范教育杂志》2010,33(2):167-184
The research focuses on Estonian university students’ emerging teacher identity and their interest in becoming teachers. Five hundred and sixty‐five first, third and fifth year students participated in the survey. The results suggest that pedagogical reasons for entering teacher education and clear motives for studying are significant indicators of teacher potential. Pedagogical reasons for entering teacher education or the teaching profession and the wish to function as a change agent in the society were related to academic self‐efficacy beliefs and the belief that the teacher expertise is mainly pedagogical in nature. However, at the point in their studies at which the students are able to choose their masters programme and entry into teacher education, their likelihood of choosing teacher education remains low, indicating that there is a need to develop pedagogical content, study counselling and career guidance services to encourage students’ continued interest in and entry to teacher education and the teaching profession. 相似文献
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Elson Szeto 《International Journal of Leadership in Education》2018,21(3):363-379
Teacher leadership lies at the heart of school improvement. Leadership development among beginning teachers, however, is often neglected. This paper examines the role of principal–teacher interactions in the leadership development of a group of beginning teachers. Using a case study design, interviews were conducted and documentary evidence was collected. The results showed that the beginning teachers were able to take up leadership roles in schools both formally and informally. Development of teacher leadership requires constructive and regular communication with teachers and encouragement of their continuing professional development. Three types of effects on principal–teacher interactions in developing teacher leadership were identified: ‘inspirational’, ‘empowering’ and ‘allowing’. These interaction patterns contribute to the international knowledge on teacher leadership development in schools. Implications for school leadership are discussed. 相似文献
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新来的语文老师姓田,压趴的鼻梁上架着一副眼镜,最为有趣的是:他一生起气来,两腮就会略微鼓起。"四只眼、姓田、鼓腮、青蛙、田鸡",这么多词语堆在一起,让我们拼凑到了一个新的名字——"四眼田鸡"。 相似文献