共查询到20条相似文献，搜索用时 31 毫秒
1.
GLENDA MACNAUGHTON 《Gender and education》1997,9(3):317-326
ABSTRACT Traditional approaches to curriculum development in early childhood education derive from modernist developmental understandings of the child. The article argues that such understandings of the child can support patriarchal gender relations by skewing the teacher's gaze and that reconstructing the teacher's gaze is central to feminist pedagogical praxis in early childhood education. One early childhood teacher's struggle to reconstruct her gaze via feminist readings of the child is used to explore the possibilities and challenges of working for feminist reconstructions in the early childhood curriculum. 相似文献
2.
A pre-service teacher's Pedagogical Content Knowledge (PCK) and their personal constructs of teaching develop throughout their teacher education program. PCK integrates generic pedagogical knowledge, mathematical teaching methodology and knowledge of the discipline of mathematics and this paper reports on a survey that can be used to assess a pre-service teacher's PCK. TELPS (Teacher Education Lesson Plan Survey) was developed to determine the PCK of pre-service teachers during their teacher education program. TELPS is shown to analyse pre-service teachers' PCK with some indication that the pre-service teacher's development of PCK can be observed. 相似文献
3.
The notion of deliberated teacher reflection as a means of improving professional teaching practice has become one of the most pervasive concepts to influence science teacher education during the past decade. In this case study, we use the notion of teacher reflection and Lytle and Cochran‐Smith's ( 1990 ) typology of teacher research to examine the relationships between a beginning high school chemistry teacher's articulated personal practice theories and his actions as demonstrated by his curricular decisions and instructional practices. In so doing, we describe the ways in which the formal articulations of this teacher's personal practice theories lent themselves to his development as a teacher/researcher and propose this development as a useful model of science teacher practitioner professionalism. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 408–441, 2001 相似文献
4.
Stefano Bertone Sébastien Chaliès Jacques Méard 《Asia-Pacific Journal of Teacher Education》2006,34(2):245-264
The purpose of this study was to characterise the development of a preservice physical education teacher's professional activity over the course of training interactions with her co‐operating teacher. The student teacher's professional development was studied using a hermeneutic and inductive approach based on the analysis of data from observation and self‐confrontation interviews. The results showed that the preservice teacher's conceptions regarding her teaching developed despite communication difficulties with her co‐operating teacher and that she constructed new knowledge—at times without her co‐operating teacher's awareness—even when she disagreed with him. However, the student teacher's classroom activity did not always change as a result of this new knowledge. The self‐confrontation interviews revealed her construction of knowledge, as well as the reasons for disagreement and her resistance to changing her classroom action. 相似文献
5.
J. W. Staines 《Interchange》1971,2(2):60-70
An analysis of the work of Australian pre-school teachers shows the presence of underlying assumptions in three areas: the nature of education, the nature of the child, and the nature of the teacher's task. The assumptions in the third area occupy most of the teacher's attention. She sees her educational task as three problems: what developmental changes can be sought in children, what factors determine the choice of development for a particular child, and how are these obtained? The teachers' answers and necessary extensions stemming from research findings are considered. 相似文献
6.
Michael A. Gottfried 《The Journal of educational research》2018,111(5):620-630
Over the past 20 years, the number of teacher's aides in the United States has more than doubled, potentially in response to the growth of special education programs now taking place in general education schools. Surprisingly, little research at all has focused on the role that teacher's aides may play in improving student achievement, and no known study had examined this for students with disabilities. The author addressed this void by examining how teacher's aides link to achievement outcomes for students with disabilities in kindergarten. Using nationally representative data, the findings suggest that students with disabilities in full-day kindergarten have higher reading and mathematics outcomes at the end of kindergarten when the classroom has a teacher's aide. In contrast, there was no observed benefit for students with disabilities in part-day kindergarten. The size and strength of this relationship differs by individual characteristics and teacher and classroom characteristics. Implications are discussed. 相似文献
7.
教师实践性知识研究已成为研究者关注的热点,运用教育叙事,以一位小学教师为个案,从自我知识、学科教学知识、学习者的知识和情境知识等方面展示其实践性知识发展的真实状况。个人的教育信念、原有的受教育背景和生活经验、教学反思的意识、学习方式的转变和学校文化的创设等是影响小学教师实践性知识形成与发展的深层次原因。研究启示,教师实践性知识的生成离不开日常教学生活、教学反思以及教师学习共同体的建立。 相似文献
8.
Anne M. Phelan 《课程研究杂志》2013,45(1):93-114
Practical reasoning refers to a teacher's capacity to discern particulars and make wise judgements about how to act in pedagogical situations. But how do teachers know what is right? How are teachers' preferences to be grounded and their choices justified? I explore the disciplines as one source of moral perception. Assuming that narrative unities underscore the coherence and continuity of an individual's experience, I generated data in the context of a 2‐year teacher education programme. The case study of an aspiring teacher of secondary school language arts illustrates how the intellectual virtues of a discipline can influence a student teacher's practical reasoning. I conclude that teacher educators must attend to the complex ways in which a prospective teacher's prior discipline may influence aspiring teachers' orientations to experience, their consideration of educational ends, and, finally, their characters. 相似文献
9.
Harvey F. Clarizio 《Psychology in the schools》1992,29(1):28-35
This study examines the validity of teacher judgment as the primary or sole means for determining eligibility for special education services among pupils referred as learning disabled (LD). The rationale is predicated, in part, upon two premises: (a) the high referral-to-placement ratio; (b) the regular education teacher's provision of the most influential data in the eligibility determination process. Results indicate that reliance on the teacher's ability to judge whether or not a student is LD would nearly double the number of students identified as LD and result in far more errors (false positives) than would be acceptable. Any savings associated with reduced testing costs would be more than offset by the doubling of personnel costs associated with increased services. Given the national concern about overidentification of the LD, extreme dependence on the use of “teacher as test” is misguided. 相似文献
10.
Theo van der Zee Chris Hermans Cor Aarnoutse 《Educational Research and Evaluation》2013,19(3):271-293
So far scholars have researched beliefs about knowledge, knowing, and learning mainly in the areas of science and mathematics and among secondary school students. In this article, we explore primary school students' metacognitive beliefs about religious education. The article reports on a study involving 656 fifth- and sixth-grade students. We investigated their metacognitive beliefs, how these beliefs interrelate, and which students agree with which beliefs. In the minds of young students 7 categories are discernible: realistic learning, the transformative power of religion, social learning, intrinsic task value motivation, learning satisfaction motivation, the teacher's empathic orientation to learning, and the teacher's respect for students' contributions. These categories and their interrelationships open up new perspectives for the construction of a metacognitive beliefs system and for an interconnected network of beliefs across domains. We also outline implications for religious education in schools. 相似文献
11.
Thomasenia Lott Adams 《Community College Journal of Research & Practice》2013,37(5):481-484
This study examines the influence of graphing calculators on a teacher's assessment practices in a college algebra course. The researcher focused on three techniques of alternative assessment: oral discourse, teacher observations, and problem‐solving investigations. The teacher's assessment practices were revealed during 6 weeks of classroom observations. The researcher examined the teacher's assessment practices before and after the teacher used graphing calculators as tools for teaching and learning mathematics. The use of the graphing calculators enhanced the teacher's assessment practices as related to oral discourse, classroom observations, and problem‐solving investigations. The results of the study indicate the potential for technological tools to influence teachers’ practices of alternative assessment in the mathematics classroom. 相似文献
12.
This study reveals the multicultural perspectives in the curricula of two colleges of education in Israel. It examines the perceptions of teacher educators with regard to: the importance of the teacher's role in educating students for sensitivity and diversity; the needs of students from different cultural backgrounds in colleges of education; the roles of the teacher and the college; and an evaluation of how multiculturalism is dealt with in teacher education in Israel. Faculty members in both colleges perceived multiculturalism as relating to two domains: student population and curriculum. The findings and conclusions confirm the existence and increasing awareness of multiculturalism in the two colleges. However, it is obvious that as yet the concept has not been thoroughly investigated, nor has it penetrated all realms of activity. Clearly, teacher educators know the meaning of multiculturalism and believe that it should play a more significant role in colleges of education. However, they seem to be uncertain as to how to go about it. 相似文献
13.
Turki A. Alquraini 《Journal of Research in Special Educational Needs》2012,12(3):170-182
In Saudi Arabia, the majority of students with severe intellectual disabilities are still educated in special schools that do not meet their unique needs for interaction with their typically developing peers in public schools settings where they could improve social, communication and academic skills. One of the most significant obstacles to inclusion of this group of students is teachers' perspectives regarding inclusive education for this category of students. As a result, this study examined teachers' perspectives regarding the inclusion of students with severe intellectual disabilities using a quantitative approach. In addition, this study also examined the relationship between teachers' perspectives regarding the inclusion of students with severe intellectual disabilities and current teaching position, training, teacher's levels of education, previous teaching experience with any kind of disabilities in inclusive settings, grade level being taught, teacher's gender and whether they have a family member with a disability. Three hundred and three teachers responded to the Opinions Relative to inclusion of Students with Disabilities (ORI: Arabic version) survey, including 161 males and 139 females, and three non‐specified gender. A two‐way analysis of covariance (ANCOVA), a one‐way analysis of variance (ANOVA) and an independent t‐test were used to answer the research questions. The findings of the study indicate that teachers have slightly negative perspectives towards the inclusive education of students with severe intellectual disabilities. Significant factors regarding teachers' perspectives towards the inclusion of this group of students included their current teaching position, previous teaching experience with students who had any kind of disability in inclusive settings and the teacher's gender. 相似文献
14.
Ove Øllegaard Christensen 《欧洲师范教育杂志》1980,3(1):43-48
Christensen, O.Ø., “Practice and theory in teaching practice,” Revue ATEE Journal 3 (1980) 43‐48.
The thesis of this word for student teachers on their way to acquire school‐based experience is that there is no direct link between the theory of teacher education and the practice of the school. It is pointed out that, just like the school, teacher education has its own theory and practice. During teaching practice a synthesis is established between the theory‐practice relation of teacher education and that of the school. That is why it is extremely important that the teaching practice tutor should be able to: (a) give justification of his own practice when teaching children; and (b) to function as an adult educator who can argue for his own contribution towards widening the student teacher's growing perception of the teacher's role in society. 相似文献
15.
Theresa S. Chang 《Psychology in the schools》1976,13(1):111-113
One hundred ninety-eight pupils from fourth, fifth, and sixth grades were studied to determine the relationship between children's self-concept, academic achievement, and teacher's rating of children's self-concept. The differences between grade levels, sex, and ethnic group membership were tested by analysis of variance. Significant correlations were found between child's self-concept and teacher's rating of child's self-concept, and between teacher's rating of child's self-concept and child's academic achievement. Significant ethnic group differences were found in self-concept, academic achievement, and teacher's rating of self-concept in this study, with interethnic groups showing the higher scores. 相似文献
16.
Elizabeth B. Moje 《科学教学研究杂志》1995,32(4):349-371
This paper builds on research in science education, secondary education, and sociolinguistics by arguing that high school classrooms can be considered speech communities in which language may be selectively used and imposed on students as a means of fostering academic speech community identification. To demonstrate the ways in which a high school teacher's language use may encourage subject area identification, the results of an interactionist analysis of data from a 2-year ethnographic study of one high school chemistry classroom are presented. Findings indicate that this teacher's uses of language fell into three related categories. These uses of language served to foster identification with the academic speech community of science. As a result of the teacher's talk about science according to these three patterns, students developed or reinforced particular views of science. In addition, talking about science in ways that fostered identity with the discipline promoted the teacher as expert and built classroom solidarity or community. These results are discussed in light of sociolinguistic research on classroom competence and of the assertions of science educators regarding social and ideologic implications of language use in science instruction. 相似文献
17.
Michael Kamen 《科学教学研究杂志》1996,33(8):859-877
This study describes an elementary school teacher's implementation of authentic assessment strategies in her science classes. After completing a graduate elementary science methods course, this teacher decided to make changes that would align her assessment strategies with her hands-on approach to teaching science. She experimented with a variety of assessment strategies and was successful in the use of science logs, performance assessment, creative drama, scrapbooks, and interviews, while rejecting the use of portfolios. Factors that contributed to the successful implementation included administrative support, close contact with parents, collaboration with university faculty, teacher's ownership, and the teacher's flexibility to try a variety of strategies. The teacher's perception of assessment shifted toward an integrated model wherein instruction and assessment occur simultaneously. Her typical reaction after assessing her students changed from disappointment in how they performed on a test to surprise at how much they knew. © 1996 John Wiley & Sons, Inc. 相似文献
18.
Is it possible to specify teaching situations and to control their effects on students' learning? This general question is essential regarding the scientific character of research on mathematics education. It especially concerns the teacher's role in the class: can she ensure sufficient fidelity to a predefined scenario? This question is of special importance in the case of an experimental scenario the design of which is the result of a collaboration between a researcher and a teacher. This is considered here in the context of two case-studies. These case-studies exhibit two types of factors which tend to hamper fidelity in reproducing a given scenario: - first, constraints on the teacher resulting from the didactical system: time constraints, success of the teaching process; - second, teachers' conceptions about mathematics and learning. These results are considered with reference to prior research on didactical transposition and teacher's beliefs. 相似文献
19.
This longitudinal study focused on change in university students' beliefs about the role of teachers. The students (n = 80) were Estonian undergraduates, whose beliefs were investigated in the first and third years of their studies and followed up to the point at which the students either entered teacher education or chose other paths. Beliefs about teaching were neither unambiguously persistent nor malleable. Students who continued in teacher education exhibited stronger beliefs about the teacher as pedagogue and aligned less with the belief that the teacher's role is to be a subject matter expert than peers who did not choose teacher education. 相似文献
20.
Much of teacher knowledge research in teacher education has focused on Western views of teacher knowledge. By reporting on a case study of an immigrant Chinese language teacher's personal practical knowledge in teaching secondary school students, this paper presents an Eastern view of teacher knowledge, and illustrates how knowledge and identity are entwined. The study found that an immigrant teacher's awareness of her identity and her cultural heritage had a profound influence on shaping her personal practical knowledge and teaching practice. The paper suggests that more cross-cultural studies be undertaken to further our understanding of teacher knowledge. 相似文献