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May Britt Postholm Kjersti Wæge 《Educational research; a review for teachers and all concerned with progress in education》2016,58(1):24-38
Background and purpose: Many researchers agree that teachers’ learning processes are social and that teachers need to be brought together to learn from each other. Researchers have also stated that intellectual and pedagogical change requires professional development activities that take place over a period of time in school. The purpose of the study presented in the article was to develop knowledge about the teachers’ learning when taking part in a school-based development project. Main argument: The study shows that it takes some time before the teachers identify with the work in school-based development. Even though the national authorities decided what to focus on during the development work, the participating teachers felt that they had autonomy in the work. The study presented in the article shows that it is important for the teachers’ learning culture that they are listened to and taken into consideration and that the leaders have competence in leading school-based development to support the teachers’ learning. Sources of evidence and method: The article is based on a study connected with school-based development in three lower secondary schools. Qualitative interviews were used as the data-collection strategy to capture the teachers’ and school leaders’ experiences and reflections. Conclusion: The article presents new knowledge connected with teachers’ learning in school-based development. The study presented in the article shows that schools’ learning culture can make a difference for the teachers’ learning and their job satisfaction and wellbeing. 相似文献
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Teachers’ role in curriculum design is a broad question that inspires political educational reforms among European countries, a trend that even extends to higher education politics. The perspective on teachers’ role in curriculum, both at the level of the policies and of the practices, shapes recent educational reforms in Portugal. These are the concerns underlying our research that intends to substantiate school teachers’ involvement in curriculum development as it is experienced by them, and while comparing their views to the roles they are attributed in the political and academic dominant discourses. To reach teachers’ perceptions, we distributed questionnaires which were completed by 214 teachers in primary and secondary schools. We could conclude that the enactment of a professional identity on the basis of teacher assumption of their role as real curriculum designers is still far from being achieved. 相似文献
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Deborah K. Zuercher Cristy Kessler Jon Yoshioka 《美中教育评论》2011,(1):1-13
The CAST （content area specialized training） model of professional development enables sustainable teacher leadership and is responsive to the need for culturally relevant educational practices. The purpose of this paper is to share the background, methods, findings and recommendations of a case study on the CAST initiative in Guam. The case study is worth a look given that 100% of the participants in the CAST initiative indicated that they were satisfied with the CAST model of professional development. 相似文献
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Teachers’ learning in a learning study 总被引：1，自引：0，他引：1
Mona Holmqvist 《Instructional Science》2011,39(4):497-511
The point of departure in this study is the question: do teachers who develop theoretical knowledge of the variation theory change the way(s) they offer their pupils the object of learning due to the theoretical framework. The aim of the study is to describe this development, i.e. to find if and how teachers developed theoretical knowledge when planning instruction, and in what way(s) this has an impact on the pupils’ learning outcome when using contrasts in the instruction. The theoretical framework is strongly content related, and by analysing the learning object’s critical aspects the teachers are guided to focus on the content in this particular way. The question “what does it take to develop knowledge about the object of learning?” has to be answered by the teachers before choice of teaching method is made. The research method used is Learning Study, a fusion between lesson study and design experiment. The teachers (6) have carried out nine research lessons in three Learning Study cycles (containing three lessons each). The pupils belong to three different classes and are between 9 and 11 years old. The result shows how the teachers gradually use the variation theory when planning instruction and how the learning outcomes shown by the pupils improve. The developed theoretical insight seems to affect the teachers’ ways of seeing the object of learning, such as subtle changes of how to organize the critical features of the learning object, are discerned. In every learning study cycle contrasts are used in one lesson, and in the analysis of the effect of the contrasts, the two remaining lessons are used as control groups. The results show the impact of contrasts in the pupils’ learning outcomes. The need to complement a lesson study with a theoretical perspective on learning is that the teachers are then given the opportunity to make use of the theory when planning instruction individually, not only in a lesson study. There again, the Learning Study model seems to be a powerful model with which to develop teachers’ understanding of the theoretical framework. 相似文献
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Kilic Hulya Dogan Oguzhan 《International Journal of Science and Mathematics Education》2022,20(2):345-366
International Journal of Science and Mathematics Education - The aim of this paper is to discuss preservice mathematics teachers’ in-the-moment noticing of mathematical opportunities and how... 相似文献
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ABSTRACT Innovative uses of technology may require a revision of educational policy and practice if technology is going to have an impact on the educational system. In 1993 the University of New Mexico College of Education began a four semester in‐service graduate program to develop teacher knowledge, attitudes, and behaviors that might assist the teacher to confront today's challenges without being restricted by past patterns. During the second year of its implementation, a comprehensive research study was instituted to assess the impact of the program. This paper presents findings relevant to the outcomes of the program. The results reveal that significant shifts occurred among participants in the frequency of use of technology and student‐oriented strategies and that participants were increasingly concerned with assuming leadership roles in their schools and school districts. Four dimensions of the program were central in achieving these results: its cohort nature, the fact that it was graduate, the use of telecommunications, and the incorporation of group activities by faculty that modeled frameworks and practices under study. The program was effective in helping participants to examine their educational beliefs and assumptions, to turn their perceptions into practices, and to shift their concerns from personal impacts and insecurities to global and system‐wide impacts and potentials. Graduate study for these educators has become a process of change with already discernible consequences for New Mexico schools. 相似文献
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Nadia Touba 《通化师范学院学报》2002,(4)
A major impetus to the development of learner-centered language teaching came with the advent of communicative language teaching. The enhancement of the role of the learner in the language learning process has compelled both classroom researchers and curriculum developers to focus their attention 相似文献
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1.T eachers’D ay in Singapore31st A ugust w as a day like any other school-days,except that the teachers,instead of beingbogged dow n by assignm ents,w ere besieged bygifts,flow ers and cards from the ever-grateful stu-dents.The hall w as beautifully decorated w ith colourfulballoons and stream ers.The C lass C hairm an andV ice-C hairm an w ere given the honour to invite theteachers personally to the hall.W ith each teacher’sarrival,the students roared and cheered for them.The concert com prised of dances ... 相似文献
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Lay See Yeo Wan Har Chong Maureen F. Neihart Vivien S. Huan 《Asia Pacific Journal of Education》2016,36(1):69-83
Teachers’ positive attitude is most critically and consistently associated with successful inclusion. However, little is known about teachers’ first-hand encounters with inclusive education in Singapore. We present findings from a qualitative study on inclusion based on focus group interviews with 202 teachers from 41 resourced primary schools. The data were transcribed and coded using Interpretive Phenomenological Analysis and NVIVO software. Two broad clusters identified were teachers’ positive and negative experiences in implementing inclusion. More reference was made to negative than positive experiences. The most dominant negative experience was stress from challenging behaviours and instructional difficulties of catering adequately for diverse needs in the same classroom. The most salient positive experience was satisfaction with pupils’ progress and new learning for teachers. Classroom practices that facilitated inclusion and the value of training in shaping teachers’ attitudes towards inclusion were highlighted. 相似文献
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The traditional prejudice against Non-native English language teachers(NNETs)has been challenged recently.This essay examines features of NNETs and calls for acknowledging their integral position in global English teaching filed thanks to their established bilingual models for learners,mastery of professional knowledge,resourcefulness in teaching practice,and adaptability to local contexts. 相似文献
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The present study deals with a school‐based professional development trajectory for secondary science teachers, aiming at scaffolding teachers in open‐inquiry teaching for the topic of water quality. Its design was based on the leading principle of ‘guiding by scaffolding’. Seven experienced teachers participated in institutional meetings and teaching at school. The research focused on designing scaffolding tools, addressing these tools in the meetings, and implementing them in the classroom. The main research data were obtained from meetings, classroom discussions, and observations. The results indicated that the professional development trajectory has promoted teachers’ learning of scaffolding students in open inquiry, especially the ability to know when and how to give students a well‐balanced combination of ‘structure’ for open‐inquiry learning and sufficient ‘space’ for that. The implications for science teacher education are discussed. 相似文献
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This paper investigates the views of immersion teachers in Hong Kong and Xi’an towards the immersion curriculum they are teaching.
Teachers are important stakeholders in any curriculum implementation and their views are significant in both evaluating progress
and determining future directions. The teachers’ views were gathered from questionnaires and interviews. Topics include their
understanding of the objectives of immersion education, their preparedness for their roles as immersion teachers, the main
challenges in immersion teaching they identify and the support they receive from their schools. The responses are discussed
to identify areas of concern which may be future priorities for professional development. 相似文献
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Toronto boasts a large and diverse system of public alternative schools: schools where democratic practices, student access and a commitment to public education are fundamental. There are academic schools; schools with thematically focused curricula; schools driven by social movement principles such as antiracism and global education; schools for students who do not thrive in mainstream schools; and schools with alternative scheduling and delivery practices for students who must work. The schools are small, supporting personalized relationships among teachers and students, with teacher-driven curricular programs that are responsive to student interests. Curricular innovation is made possible because alternative schools are only loosely coupled with the rest of the public education system, but they still must comply with school system regulations. This paper describes how teachers’ work and the structural elements of alternative schools support school-based innovation. 相似文献
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The paper analyzes the characteristics of the spoken English class and proposes the suggestions to the teachers in term of how to design the spoken English class, organize and administrate the class and assess the learners’ oral English ability. The paper introduces the various classroom activities and how to conduct them in teachers’ teaching process as well. 相似文献
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《高等教育与学术研究》2007,(2)
Motivation is a key issue to make students actively engage in their learning in the classroom.Instead of presenting statements of fact,teachers should ask provoking questions to develop students' thinking and make them more interested in the topics;encourage students to set learning goals at an early time and set it for their own sake;design fun and stimulating activities which challenge students at all levels;give awards or punishment to motivate students to perform better.It is necessary for teachers to make sure that all of these strategies are appropriately applied so that students may be highly motivated and facilitate their learning. 相似文献
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在自主学习环境下,教师不仅是管理者、组织者,而且是辅导员、评估者、教材开发者、观察者和研究员。要推动自主学习,教师首先要转变传统观念.更为重要的是,教师必须帮助学生树立对自己的学习负责的态度,培养学生的独立学习能力,并且为学生创造自主学习的环境。 相似文献
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Teachers have the opportunity to discuss the emotions of children as they occur in the context of the classroom. As such, teachers play an important role in the socialization of emotions of young children. This observational study examines teachers discussions of emotions in three child care centers. The findings suggest that child care centers are important social contexts for learning about feelings because of ongoing interaction between teachers and children. Teachers in child care centers use various strategies with children to discuss their emotional expressions. They help children learn to identify emotion-related words, to understand the causes of emotion, and to provide them with constructive means of emotion regulation. The implications for teacher-training programs focusing on methods of facilitation of emotional competence and appropriate emotional socialization are presented. 相似文献