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1.
Eva Gannerud 《Scandinavian Journal of Educational Research》2013,57(1):55-70
The study presented deals with the work and lives of women primary school teachers in relation to gender order in school and society. The study is based on interviews with 20 experienced women teachers. The results are presented as six themes. (i) Consequences of a teachers' sex in their daily work. At a general level, they understand their professional role as gender neutral, but at the same time they express the importance of their sex in their daily work. (ii) Mother and teacher - teacher and mother, experiences of motherhood and of teaching as work and the meaning of a professional attitude. (iii) Balancing the demands of private life and work life where both spheres are characterised by rationality of responsibility and ethics of care, aspects related to gender. (iv) On socio-emotional work, connected to women in the gender order of society. The teachers describe these dimensions as energy sapping and time consuming, but also as most important for work satisfaction and personal motivation. (v) Informal collegial interaction, a source of emotional support as well as development of professional knowledge. (vi) Power, authority and status. Low status views of the teacher and teaching are described in terms of 'women's work'. In an individual perspective, the woman teacher is in a contradictory situation with regard to positional authority. Their emotional work promotes creation of a relational authority. To the teachers themselves gender seems not to be a very important issue, but gender regimes in schools follow the same pattern as in society. Women teachers seem to be in a position where they reproduce, rather than change, traditional gender patterns. 相似文献
2.
卢峳 《沙洋师范高等专科学校学报》2003,4(1):74-76
本文根据个人的教育工和体会,讲述了在当今信息社会建立良好的新型师生关系,教师必须摆脱“我教你学”的传统教育观念,转变角色,师生平等对话。进而牢固树立“学生本位”思想,并以高尚的师德和炽烈的师爱去进行教育与指导学生学习和研究,从教育观点和教育行为的转变中建立良好的新型师行关系。文章最后小结归纳了全文的观点,并强调教师的观念、品格及综合素质是建立良好师生关系的关键。 相似文献
3.
Norzaini Azman 《欧洲师范教育杂志》2013,36(1):113-130
This paper is motivated by concern about the decline in the numbers of males entering the teaching profession in Malaysia. It seeks to explore first year student teachers’ views of teaching as a career choice and to determine the factors that influenced their decision to enter the teaching profession. A total of 425 student teachers completed a questionnaire in which they were asked to rate factors that influenced their decision to become teachers following which a comparison by gender was made. The findings of the study reveal that male and female student teachers have similar motives in selecting teaching as a career. Generally, both groups emphasise altruistic and extrinsic factors. This paper discusses the findings in relation to wider issues concerning gender, and draws conclusions which may be helpful to policy-makers and institutions in the recruitment of students into pre-service teacher training. 相似文献
4.
Katherine Crawford-Garrett Stephen Anderson Andrew Grayson Chrissy Suter 《Educational Action Research》2013,21(4):479-496
This article traces the experiences of three pre-service teachers as they engaged in teacher research as part of their teacher education program and considers how teacher research might disrupt dominant paradigms that aim to de-contextualize teaching and offer one-size-fits-all solutions to address inequities. In particular, the article examines: the role of the teacher’s personal and academic history in the design of their teacher research projects; how their research worked to disrupt and complicate classroom cultures and practices; and the ways in which the pre-service teachers interpreted their research in light of new contexts during their first year of teaching. This work has critical implications in an era when teacher education programs are under attack, including: the value of drawing on pre-service teachers' lived experiences as an entry point into inquiry; creating highly localized inquiries; and positioning novice teachers as knowledgeable practitioners who are able to share research with colleagues. 相似文献
5.
数字时代的高校教师需具备数字素养以应对新型技术整合教学的挑战,帮助学习者充分适应未来的智能化社会.文章对比国内外数字素养研究,分析探讨了数字素养的内涵及其构成要素,制定了数字时代高校教师数字素养框架,并据此提出高校教师提高数字素养的策略:需要政府层面制定具有层级的高校教育者数字素养框架;需要重点探索高校教师数字素养与学... 相似文献
6.
Luke Rodesiler 《Clearing house (Menasha, Wis.)》2017,90(2):35-40
Sports culture is central to the lives of many students, whether they participate in athletic competitions or sports fandom. Unfortunately, sports culture also reflects many sociopolitical issues and inequities that impinge upon our greater society in the present day (e.g., domestic violence, racism). For those reasons, sports-based text sets—diverse collections of texts about figures, events, and happenings in sports culture—stand to support teachers in honoring students' knowledge of and interests in sports culture while also facilitating critical literacy practices through the investigation of inequities that ail both sport and society. This article introduces the notion of a sports-based text set, addresses the types of texts that might be featured in such a set, and presents ideas for exploring specific texts with students, using the issue of inequitable compensation for male and female athletes as an example. 相似文献
7.
Socio‐demographic factors relating to perception and use of mobile technologies in tertiary teaching
《British journal of educational technology : journal of the Council for Educational Technology》2018,49(3):492-504
In 2014, we investigated how socio‐demographic factors such as gender, teaching disciplines, teaching experience and academic seniority were related to the perception and use of digital mobile technologies in learning and teaching of a group of university teachers from one research‐intensive university in New Zealand. Three hundred and eight teachers from this university completed an online questionnaire and 30 of them participated in a follow‐up interview. Survey results showed that while there was a strong positive correlation between using mobile technologies for personal learning and their use in teaching, only a small number of participants utilised mobile technologies in their learning and the vast majority also did not use these technologies in their teaching, More female teachers and humanities teachers used mobile devices and applications more frequently than male teachers and teachers from other academic disciplines. Also, female teachers had a more positive perception in learning and using mobile technologies. Junior teachers also tended to be more positive in technology use. While the overwhelming majority of the interview participants also perceived positive benefits of incorporating mobile devices and applications into their teaching, it was found that female teachers paid greater attention to pedagogy when considering mobile technology use and the lack of professional development limited their use in teaching. 相似文献
8.
ABSTRACT Problem solving is perhaps the key characteristic that makes us human. Given the kinds of problems that we face in a competitive economy and society, the new generation of learners is ever more required to have problem-solving abilities. By drawing from the literature on technological pedagogical content knowledge, design thinking, general and specific methods of problem solving, and role of technologies for solving problems, this article highlights the importance of problem solving for future teachers and discusses strategies that can help them become good problem solvers and understand the requirements of teaching their students problem solving in technology-rich contexts. This article consists of two main parts. Part 1 focuses on strategies required to help preservice teachers to be better problem solvers, and Part 2 summarizes approaches to introduce preservice teachers to the methods of teaching problem solving. The strategies reviewed provide a tangible guidance for teacher education programs regarding how to promote future teachers’ problem-solving skills. 相似文献
9.
Melissa Glackin 《British Journal of Sociology of Education》2018,39(1):61-76
Drawing on qualitative data, this article presents an analysis of six secondary science teachers’ expectations and practices related to teaching outdoors during a professional development programme. Using Foucault’s and Bernstein’s theories of ‘space’, routines and set practices, I argue that participant teachers’ fear of losing control of their students when in contexts outside the classroom was constructed as place specific in terms of boundaries (or lack of), familiarity and disturbance. Teachers’ ‘fearful’ expectations when outside triggered the initial use of regulatory technologies that were frequently more assertive and controlling than their usual classroom practice, resulting in increased authoritative teaching approaches. However, once technologies of power were developed for use outside, teachers were able to translate and apply their normal dialogic teaching approaches from the classroom. The article concludes with a discussion of student self-regulation through collaborative group work as a step towards resolving the tensions between dialogic pedagogy and teaching in new contexts. 相似文献
10.
Mariana Souto-Manning Detra Price-Dennis 《Journal of Early Childhood Teacher Education》2013,34(4):304-321
Given the prevalence of popular media in the lives of young children today, early childhood teacher education stands to benefit from fostering critical media literacy practices. Through the use of critical media literary practices, early childhood teacher educators can facilitate a process whereby preservice teachers learn how to critically reposition cartoons and other media texts, transforming them into tools for more equitable teaching. Offering a situated representation of this phenomenon, this article features a semester-long qualitative study in which a teacher educator engaged preservice teacher educators in critically reading the texts and contexts of media, while simultaneously discussing inequities in education and society. Findings indicate that such media texts can serve as codifications of generative themes whereby preservice teachers can start acknowledging and addressing issues of inequity. Implications point toward the power and possibilities of early childhood teacher educators engaging preservice teachers in making curricula more accessible and equitable by repositioning popular culture media texts in early childhood classrooms. 相似文献
11.
A key area of interest is the way in which early years educators’ perceptions about the concept of gender may influence their practice in relation to how children’s ideas about gender might be supported and reinforced. However, this area has received little attention in the highly gender-segregated context of Pakistan. Understanding evidence-based issues related to gender in Pakistan is thus crucial to overcoming educational barriers. This article explored Pakistani female pre-primary teachers’ perceptions and practices related to gender in the early years. Interview and observation data were collected with seven teachers in one urban, co-education school and were analysed thematically. Results indicated that teachers’ perceptions reflect the complex and multifaceted dimensions of gender within the gradually shifting, but still traditional, cultures of Pakistani society. For the most part, female teachers’ views are rooted in dominant patriarchal ideologies, for example, of boys as active and assertive and girls as passive and quiet. However, in a few instances such as in children’s academic performance and play, their perceptions reflect attempts to push gender boundaries which challenge patriarchal ideologies. Teachers’ gender perceptions have significant implications for young children’s development and understanding of gender roles in Pakistan. 相似文献
12.
Noortje van Amsterdam Annelies Knoppers Inge Claringbould Marian Jongmans 《Gender and education》2012,24(7):783-798
This article explores how Dutch physical education (PE) teachers discursively construct body differences between students related to gender, (dis)ability and health. Our results show how disciplinary technologies of categorisation and normalisation are embedded in two distinct discourses that our participants used: the discourse of naturalness for explaining and managing differences in gender and ability and the discourse of transformation for explaining and managing differences in health. Both these discourses produced body norms in PE as male, abled and slender. However, how the teachers managed deviance and normalcy varies per discourse. ‘Fat’ bodies that were produced as deviant through the discourse of transformation were disciplined in explicit ways. The use of the discourse of naturalness resulted in justification and naturalisation of perceived differences in gender and (dis)ability and practices such as differentiated teaching. 相似文献
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14.
教学活动价值关系是教师和学生能动性和创造性的重要根源;通过分析教师和学生、社会主体与客体的价值关系,使师生认识到不断创新教学内容、应用和实践,才能主动调控教学价值关系向紧耦合方向发展,进而促进教学过程从被动向主动创新教学的方向发展,形成教学过程的共同体,主动探索学科知识和实践的螺旋上升,实现师生共同创新的发展,完成学生的创新培养;使师生从适应到促进社会主体与客体价值关系向紧密耦合发展,提升学校、社会和国家的创新水平. 相似文献
15.
Moira Savage 《Technology, Pedagogy and Education》2016,25(5):533-554
The research examined the nature and scope of e-portfolio reflective writing by primary pre-service teachers about their classroom implementation of information and communication technologies. Familiar and new technologies require a teacher to be able to confidently identify the pedagogical potential for effective learning and teaching. With the author as a teacher educator, uncovering of aspects of commonality and patterns of emphasis in pre-service teachers’ reflective writing prompted reconsideration of established education practice. A qualitative thematic coding approach was adopted using an initial stimulus of Mezirow et al.’s notions of transformational learning: content, process and premise reflection. Extracts were coded by case, structurally and thematically using qualitative analysis software. Distinct categories emerged from cycles of analysis and a comprehensive typological map was created that provided insights into pre-service teachers’ emergent pedagogic thinking in relation to their use of technology whilst on school placements. The research led to revised scaffolding prompts, particularly in relation to premise reflection, for pre-service teachers engaged in reflective writing as a tool to transform and enrich their pedagogical understanding of the interplay between technology, teaching and learning. 相似文献
16.
用问卷法对民办中学教师教育观念与教育方式的关系研究发现:民办中学教师在教育方式上性别、职称影响不显著,教龄显著影响放任的教育方式。高职称教师在个人教学效能感、总效能感中与低职称教师存在显著差异。各类型教师在学生观诸维度均没有出现显著的性别、职称、教龄差异。教育作用的认识和教学效能感对积极的教育方式有正面的预测功能,对消极的教育方式有负面的预测功能,对遗传和自然成熟作用的认识与此相反。 相似文献
17.
教育资源是学校生存和发展的前提条件。教育资源分配不均造成了城乡教育发展差距拉大。教育不公平现象成为社会和教育部门及政府共同关注的问题。试从城乡学校的教育经费、师资、教学条件等方面进行对比,并对这种差距进行深层次的分析。 相似文献
18.
Nancy Lesko 《Prospects》2007,37(3):333-344
In the context of ongoing social divisions, lack of coherent leadership by government, and even divisiveness over medical advances and public health mandates, how might universities respond? What university actions can support social cohesion in a society splintered by class, race, gender, colonial legacies, the history of apartheid, and HIV/AIDS? More specifically, what approaches to university teaching of HIV/AIDS might foster social cohesion? During 2006, I interviewed 22 instructors at the University of KwaZulu-Natal (UKZN) at three campuses. The interviewees were faculty members in education, sociology, history, psychology, theology, gender studies, and theater. I observed numerous classes that focused on HIV/AIDS and interviewed approximately 40 undergraduate, honours (4th year), and graduate students. I found that the curriculum and teaching went beyond the technical, individualistic, rational, self-interested assumptions and approaches (such as how to distribute information and condoms) typical of much safe-sex education. The courses explicitly critiqued assumptions, beliefs, and stereotypes that contribute to social divisions and stigma. The teaching efforts consciously included cultural understandings, specifically Zulu cultural understandings of health, community responses, and individuals within communal relationships. The approaches explicitly connected HIV/AIDS with social divisions and inequities of power. The teaching promoted an awareness that public health initiatives (and church or counseling responses) are fraught and controversial. Thus, the teaching tried to place its own ideas within history and society, offering a post-colonial/critical understanding of knowledge, theories, and social “solutions.” In foregrounding social divisions in relation to AIDS, these programmes promoted a critical-edged social cohesion. 相似文献
19.
The Models of Media Education research project in England explored major issues about the aims and methods of media teaching amongst teachers of English. Its central research question was 'What are teachers of English doing when they say they are doing media education at Key Stage 4 (ages 14–16) in secondary schools?' This article begins with a brief contextualisation of the current curriculum for media teaching within English. It then examines, through a detailed case study, the work of one teacher in the classroom and relates this to the wider picture in secondary schools. This is followed by a discussion of the project's general findings. It concludes that the study of media production and institutions is frequently avoided by teachers of English and that teaching methods often repress essential aspects of social learning in relation to the media, privileging limited teacher knowledge over young people's own cultural experience. Finally, it suggests a new focus for research in the future that will encompass these neglected learning areas, teaching methods and new media technologies. 相似文献
20.
班主任是高校实施班级德育教育的主导力量。改革开放以来我国尊师重教已经形成一种良好的风气,然而近些年来我国高校师生关系出现了冷漠现象,值得我们引起重视。作为进行学生德育工作的班主任老师,如何改善师生关系应是新形势下对我们教育工作者提出的耐人深思的重要课题。 相似文献