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1.
Liz Beastall 《British Journal of Sociology of Education》2006,27(1):97-110
The Department for Education and Skills currently shows a high regard for the potential of technology transforming the British education system. Government White papers demonstrate e‐learning‐based unification strategies that reinforce the message that introducing Information and Communication Technology (ICT) will raise standards in schools. This paper examines the effect of these developments on teachers and pupils, and questions the government’s motivation for change. The introduction of ICT has not been complemented by increased levels of effective professional development for teaching staff in the pedagogy of ICT across the curriculum and may have merely served to reinforce the generational digital divide. In attempting to enchant the pupils, the government may have alienated the teachers. This paper suggests that the Department for Education and Skills should place more emphasis on developing strategies and providing funding for solutions to gaps in the professional development of teachers in their pedagogical understanding of ICT across the curriculum. 相似文献
2.
David Haycock 《International Journal of Inclusive Education》2013,17(8):835-849
This paper examines teachers’ perceptions of their working relationships with learning support assistants (LSAs) when seeking to incorporate young disabled people and pupils with special educational needs (SEN) within mainstream physical education (PE), an area that has been a largely neglected aspect of research in inclusive education. The findings indicate that teachers spoke positively of these relationships when LSAs were perceived as making a positive contribution to the development of pupils’ learning and when they supported teachers as they did in other school subjects. Conversely, when LSAs and other support staff failed to provide teachers with information that was related to pupils’ needs in PE, and when LSAs did not possess the required skills, knowledge and expertise of the subject, teachers were rather critical of their relationships with them. In this regard, LSAs were seen as placing a particularly significant constraint on teachers’ ability to meet the needs of pupils in PE lessons. It is concluded that teachers’ perceptions of the constraints they experience from working with LSAs to help support pupils, and the extent and quality of support they receive, cannot be understood adequately unless they are located within the context of the relational constraints experienced by teachers. 相似文献
3.
May Britt Postholm 《Teachers and Teaching》2013,19(4):491-505
This article outlines in a theoretical and practical way the concepts of self‐regulated learning, learning strategies and metacognition by looking at concrete examples in the classroom. The teachers presented in the article were taking part in a research and development (R&D) work project in which they were cooperating both with each other and a researcher who was facilitating their way through the development processes. The article focuses on how the teachers introduced learning strategies, how the strategies were adapted to the pupils, how the strategies were connected to various tasks and what the use of strategies means for the pupils’ learning in the studied context. The overall aim of the article is to illuminate how the teachers experienced the pupils’ use of strategies in their learning work. Findings from the study indicate that teachers have to adapt the introduction and use of strategies to the pupils’ development levels and that pupils from 13 to 16 years of age need help from their teachers, both in learning and in controlling their own learning processes. 相似文献
4.
In the UK, one consequence of neoliberalism has been the development of test cultures in schools and standardised assessment strategies used to judge all pupils against within and across curriculum subjects. Few studies to date have explored the influence of this on assessing the learning of pupils with special educational needs and disabilities (SEND), and none have centred physical education (PE). This study used the concept of ableism and semi-structured interviews to explore mainstream secondary school PE teachers’ views and experiences of assessing the learning of pupils with SEND. Based on the findings, we discuss the importance of schools disrupting hegemonic, ableist modes of thinking that cast pupils with SEND as being of inferior ability when compared with their peers and thus being disadvantaged by standardised, normative assessment practices. Specifically, we identify a need for senior leaders and teachers in schools to recognise the needs and capabilities of pupils with SEND, through more holistic assessment approaches that focus on social, affective, cognitive and physical learning and development. We end by discussing the significance of initial teacher education and teacher networks to support this endeavour and advocating for the amplification of the voices of pupils with SEND, given that they have expert knowledge about the perceived inclusivity of assessment in PE because they can draw upon their lived and embodied experiences. 相似文献
5.
Among contemporary means of enhancing student learning, formative assessment is perhaps one of the most important and effective. While formative assessment ideas and practices have been shown to have a proven record enhancing student learning, these practices are slow to be fully integrated into teachers’ day-to-day classroom practices. This study describes a collaborative effort among university faculty and public school partners to train teachers in the skills and practices of formative assessment. Regarding teachers’ involvement in the formative assessment professional development, findings highlight that 1) teachers’ participation in the professional development efforts did strengthen their understanding of both general knowledge of formative assessment and the use of formative assessment practices, 2) teachers’ plans to use the strategies in the future were related to their understanding of these strategies, and 3) in-depth and comprehensive understanding of formative assessment practices were critical to concrete applications of such practices in their classrooms. With respect to the impact on student learning, an overall effect size of .41 was found for teachers who utilized a formative assessment strategy compared with district averages for similar learning objectives when the practices were not used. 相似文献
6.
Teachers’ learning and occupational well‐being is crucial in attaining educational goals both in the classroom and at the school community level. In this article teachers’ occupational well‐being that is constructed in teaching–learning processes within the school community is referred to as pedagogical well‐being. The article focuses on exploring teachers’ experienced pedagogical well‐being by examining the kinds of situations that teachers themselves find either empowering and engaging or burdening and stressful in their work. The study aims to: (1) identify the primary contexts of teachers’ experienced critical incidents of pedagogical well‐being; and (2) determine the kind of action strategies teachers have adopted in these contexts when they are reported as empowering and engaging. The study included data collected from the teachers of nine case‐schools around Finland. Altogether, a selected group of 68 comprehensive school teachers, including both primary and secondary school teachers, were interviewed. Our results suggested that interaction with pupils in socially and pedagogically challenging situations constitutes the core of teachers’ pedagogical well‐being. Success in both the pedagogical goals and more general social goals seem to be fundamental preconditions for teachers’ experienced pedagogical well‐being. Further investigation showed that teachers’ approaches to socially challenging situations varied. Results suggest that teachers’ pedagogical well‐being is centrally generated in the challenging social interactions of their work. Moreover, the way in which a teacher acts in the situation is found to be a regulator for experienced pedagogical well‐being. 相似文献
7.
The main objective of this qualitative research study is to demonstrate Norwegian and Turkish novice teachers’ reflections on bumpy moments and which strategies they use to cope with the challenges they have faced in practice. The participants of the present study are novice teachers (n = 17) with a maximum of five years’ teaching experience. The logbook and interview were the main data collection tools used to reflect novice teachers’ challenging moments. The data were recorded and transcribed separately in the two countries, and then the categories across the data were identified and the codes compared. The results mainly indicate that the novice teachers in both contexts are learning from their bumpy moments and using their problem-solving skills, based on either their repertoire gained during school practicum or their own strategies developed over time to find solutions to their challenging experiences. 相似文献
8.
《Emotional and Behavioural Difficulties》2013,18(2):137-160
Abstract The study explored prospective teachers’ concerns about KEYW ORDS pupils’ emotional and behavioural difficulties, their perceptions of self-efficacy in dealing with them and their coping strategies. The modification of prospective teachers’ perceptions across four levels of teacher training was also examined. Two hundred and eighty-four Greek prospective teachers completed an inventory presenting vignettes on pupils’ behaviour problems. It was found that prospective teachers were concerned about conduct and mixed difficulties, felt efficient in dealing with emotional difficulties, and suggested supportive coping strategies to handle them. These findings were consistent across the four levels of teacher training. The study is discussed in terms of its contribution to understanding prospective teachers’ decisions about emotional and behavioural difficulties, with regard to teacher training programmes. 相似文献
9.
Maria Ruohotie-Lyhty Aino Korppi Josephine Moate 《Scandinavian Journal of Educational Research》2018,62(2):272-286
Teaching is recognised as an emotional practice. Studies have highlighted the importance of teachers’ emotional literacy in the development of pupils’ emotional skills, the central position of emotions in teachers’ ways of knowing, and in their professional development. This longitudinal study draws on a dialogic understanding of emotion to present findings from qualitative interviews with teachers. This study aims to provide further understanding in this area by offering a perspective into 7 foreign language teachers’ emotions in relation to their pupils during their first decade in the profession. The most important finding was that negative emotions decreased while the positive emotions increased. Understanding what emotions teachers face and how they deal with them may help practicing teachers better understand their daily work and support student teacher preparation. 相似文献
10.
Lena Dahl Oeyvind Foerland Standal Vegard Fusche Moe 《Journal of Adventure Education & Outdoor Learning》2019,19(3):256-268
The purpose of this study was to explore how teachers in friluftsliv (the Scandinavian equivalent of outdoor education and outdoor recreation) reflect upon their safety strategies in relation to pupils’ friluftsliv abilities in the upper secondary school ‘Sport and Physical Education programme’. This article is based on six focus group interviews of friluftsliv teachers. The analysis of the empirical material is inspired by John Evans’s understanding of the concept of abilities as dynamic sociocultural constructs and processes. In the findings, different challenges related to teachers’ experiences of a general decline in pupils’ winter friluftsliv abilities are identified. Furthermore, the article identifies and discusses challenges related to teachers’ safety strategies, which led to both inclusion and exclusion of pupils. The findings in this study reveal a tension between important winter outdoor skills and inclusive friluftsliv. 相似文献
11.
Tran Le Huu Nghia 《Educational studies》2018,44(2):230-246
Contributing to a lack of studies related to generic skills (GS) assessment, especially in non-Western university contexts, this article reports a study that explored practices and challenges of assessing students’ GS in the Business Administration programmes in six Vietnamese universities. Content analysis of interviews with 41 teachers of skills subjects and specialised subjects revealed that teachers were organising different formative and summative GS-assessment activities. Unfortunately, the analysis indicated that their GS-assessment practices were fragmented across subjects in the curriculum. Teachers’ beliefs regarding their roles in the university, teachers’ expertise and several contextual factors were found to influence their assessment practices. The article argues that leadership should be exercised more effectively in order to remove obstacles and engage teachers with assessing GS, which will yield washback effect on students’ learning of these skills. 相似文献
12.
This paper addresses the identification of pupils with special educational needs (SEN) in mainstream primary schools by their teachers. Data were analysed from two consecutive measurement occasions of a large cohort study in the Netherlands. The types and severity of pupils’ problems, and their school careers were studied. Around 25% of the pupils were considered by their teachers to have SEN. Results show that a substantial percentage of pupils who had been identified with SEN at the first measurement occasion were not identified with SEN three years later, whereas the same percentage had not been identified with SEN at the first occasion but was at the second occasion. Significant predictors of being identified with SEN include results from skills tests, and the teacher’s views on the pupil performing below expectations, having a less favourable attitude to work, being less popular with classmates, and being more dependent on the teacher. In addition, boys are more likely to be identified with SEN in comparison to girls. Cognitive impairment and/or delayed cognitive development proved to be the most influential predictor of referral to special education. In addition, chances of a pupil being referred to special education are influenced by several other pupil characteristics. Implications of these outcomes are discussed. 相似文献
13.
《International Journal of Educational Development》2004,24(1):39-52
The need to enhance the relevance and quality of pre- and in-service teacher education in India has long been recognised in official commentaries. Despite the structural innovation of District Institutes of Education and Training to enhance systemic responsiveness to local contexts, training messages mediated through DIETs are largely not having the expected impact on classroom processes. Using qualitative data generated from six case study sites, this paper examines in-service training in DIETs and how they have responded to teacher development challenges. It finds that formal teacher education continues to have low ‘ecological validity’, and highlights tensions in the recruitment and technical expertise of DIET staff, and in their attitudes towards elementary teachers, that constrain engagement with local contexts. The paper then considers several aspects of elementary teachers’ local knowledge which underline the need for a review of the dominant ‘skills and knowledge’ approach to teacher development pursued by DIETs. It argues that training must shift its focus from skills to an engagement with the pressing question of teachers’ will to adopt training messages in current contexts. The paper closes with discussions of how teachers’ professional agency can be promoted, and further considerations of how teacher education can be strengthened in pursuit of quality in a context of decentralisation. 相似文献
14.
15.
Student teachers' prior knowledge as prerequisite to learn how to assess pupils' learning strategies
This study analyzed whether student teachers exhibit insufficient prior knowledge concerning learning strategies and whether different contexts lead to variations in activated knowledge. Furthermore, we investigated whether pieces of prior-knowledge and their structured-ness were associated with the assessment of pupils' learning strategies. In a within-subjects experiment (ABABAB design; N = 47 student teachers), questions about learning-strategy application referred to either (A) pupil-focused or (B) teacher-focused contexts. After a short training intervention, student teachers assessed strategies in pupils’ work. Different prior knowledge was elicited depending on contexts, suggesting “knowledge-in-pieces”. Prior-knowledge pieces, even if insufficient, served as a prerequisite to learn strategy assessment. 相似文献
16.
The educative goal of citizenship education through science education converges to the declared purpose of the SSI research movement. Socioscientific issues formulated in science education research covering topics as biotechnology, environmental issues, sustainable development, energy choices, have been introduced in French Middle Schools. But citizenship is often not clarified and can be multiple. After having clarified who is the citizen targeted by SSI research movement, the concept of citizen in the French curriculum needs to be clarify. What do these citizens have in common with the citizen that a sociology literature review let see oscillating between obedience and critical thinking has also been investigated. The paper also looks at the teachers’ views and their contribution to citizenship education through socioscientific topics described in the national curriculum. From the analysis, different teachers’ views of citizenship education have been highlighted: a normative citizenship education in connection with civility and rules and an emancipatory citizenship education to develop pupils’ skills such as searching and evaluating information, argumentation and critical thinking in order to enable pupils to build their own argued opinion and to participate to public debates. This last emancipatory view of citizenship education is congruent with the aim of social empowerment within the SSI research movement. 相似文献
17.
The purpose of the present study was to examine validity aspects of teachers’ judgements of pupils’ reading skills. Data come from Sweden's participation in the Progress in International Reading Literacy Study (PIRLS) 2001, for Grades 3 and 4. For pupils at the same achievement levels, as measured by PIRLS 2001 test, teachers’ judgements of pupils’ achievement levels varied from one teacher to another. Moreover, there were significant differences between teachers’ judgements in Grades 3 and 4. Teachers in Grade 3 who had taught their pupils for almost 3 years showed higher correspondence between their judgements and pupil achievement within classrooms than 4th-grade teachers who, typically, had only taught their pupils for approximately 1 semester at the time of the data collection. The results indicate that teachers’ judgements and tests can be useful within classrooms, but that teachers may need external assessments to calibrate judgements over classrooms. 相似文献
18.
Amanda Gutierrez 《Critical Studies in Education》2016,57(3):313-329
Teacher training for developing nation contexts is often conducted in short, intensive inside and outside-of-country programmes. Concerns have been raised in relation to the uncritical take-up of the western-centric material provided by these programmes, which are usually funded by national and international government organizations. This paper explores an approach used in an outside-of-country teacher training programme funded by an Australian government grant. The research focused on teacher trainers from the Monastic education system and their reflections on whether critical literacy approaches could be incorporated into curriculum in Myanmar. It used a Bakhtinian framework to analyse the teacher trainers’ ideological environments and their hybridizations of critical literacy discourses for their own contexts. It was found that while the teacher trainers were passionate about the worth of developing critical literacy skills for their teachers and pupils, they struggled with a range of constraints that existed for them within their country. The research illustrated the importance of providing spaces for participants in programmes such as these to critically reflect on the relevance of non-government organization (NGO) and international non-government organization (INGO) training programmes, especially in light of the multiple challenges that are a part of their everyday lives. 相似文献
19.
Newly qualified teachers' learning related to their use of information and communication technology: a Swedish perspective 总被引：2，自引：0，他引：2
Sven B. Andersson 《British journal of educational technology : journal of the Council for Educational Technology》2006,37(5):665-682
This qualitative study focuses on newly qualified teachers’ use of information and communication technology (ICT) as a tool for meeting the challenges of their everyday work. The overarching aim is to investigate whether they can contribute to new knowledge about learning in ICT contexts. Theoretical points of departure concern the changeable nature of learning in situations where ways of communicating knowledge and skills are changed. The study draws upon interviews and observations. The findings show intersections picturing the new technique as partly changing the circumstances for teaching, learning and collaboration between colleagues. The new teachers’ utterances show that ICT utilisation is extensive and exhibits great variation both among female and among male participants. Boundary‐crossing changes become visible in the collaboration between more experienced teachers and those who are newly qualified, especially when they work on a common development project. However, there are relatively few teachers who bring up active ICT use in connection with pupils’ learning. Changed roles because of ICT competence raise questions about the importance of systematic ICT features within teacher education. Many of the newly qualified teachers wish they had more knowledge about ICT and related techniques. Another question is whether newly qualified teachers who show interest in using the technique can take on the role as agents of change in their active and creative use of ICT. 相似文献
20.
The importance of educational psychologists’ (EPs’) skills to the formulation of evidence-based educational strategies, as well as in response to learning difficulties, is demonstrated here in relation to mathematical problem solving. Initiatives to improve the link between mathematical skills from school to everyday life have drawn significantly on problem solving tasks. Through critical evaluation of research, the relevance of visualisation methods and working memory to problem solving is considered within this article. Studies suggest that differences exist in the effectiveness of particular visualisation methods, but that training can improve their utility and thereby problem solving performance. Additionally, differences between individuals and contexts can influence visualisation use, and some pupils experience specific difficulties in this area. Recommendations are made to enhance the teaching of visualisation as a strategy for problem solving, and to support those pupils with specific difficulties. 相似文献