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1.
Victoria Pavlou 《The International Journal of Art & Design Education》2004,23(1):35-47
This paper contributes to the on‐going debate about specialisation and teaching art in primary schools. Moreover it provides a starting point for further research and the design of in‐service training that responds to the different needs and attitudes of primary school teachers in relation to teaching art. This is done by investigating several profiles of teachers who teach art in primary schools in Cyprus. It describes five profiles of teachers, which emerged from analysing data from pupils (questionnaire and interview data) and teachers (interview data) and thus brings a fresh insight to the learning‐teaching situation. There are two profiles of art specialist teachers, named as artist‐teacher and specialist‐teacher, and three profiles of non‐art specialist teachers, named as enthusiastic, disappointed, and indifferent non‐specialist. The most effective teacher in the pupils' eyes is the specialist‐teacher, who integrates more successfully than the others their subject matter knowledge, pedagogical knowledge, knowledge of learners and knowledge of the environmental conditions. 相似文献
2.
Lynda Graham 《Literacy》2008,42(1):10-18
In this article I consider the digital lives of a number of young teachers. Some are confident, competent movers in digital worlds, some are not. I wonder why, and look back at the teachers' digital histories to see whether ways in which they learned about digital worlds affects their lives now. I identify three different routes to learning about digital worlds, and describe these with representative stories. Two are serious solitary journeys, one self‐taught the other school‐taught. Most teachers in these groups use digital technologies for work and for the business of life. The third route is playful social. Teachers in this group have experienced learning about digital worlds with fellow enthusiasts and in playful contexts. These teachers use digital technologies for pleasure as well as the business of life and work. I argue that it is important that young teachers and student teachers be given time on courses to think about and discuss their own digital literacy histories. 相似文献
3.
Helen Praetz 《Asia-Pacific Journal of Teacher Education》1996,24(1):7-16
The series of Australian Government policy initiatives somewhat misleadingly known as the national‐training‐reform agenda (FitzGerald, 1994) represent a new reference point for faculties of education engaged in the preparation of teachers. The ideas first floated in Australia Reconstructed (ACTU, 1987)—the creation of a high‐wage, high‐skill economy based on a national system of skills formation and skills enhancement—reflected three underpinning principles on which government, unions and employers were united. These principles—a move away from time served and towards competencies achieved, a system of nationally recognised qualifications and a central role for industry in the specification of standards—continue to enjoy such tripartite support and are central to the implementation of training reform. Lundberg (1994) identified five main themes of the training‐reform agenda, namely, nationally consistent competency‐based training, national recognition of competencies however attained, an open training market, fair participation in vocational education and training, and an integrated entry‐level training system. The effect that the implementation of reforms to the training system is having on the work of those teaching in schools is only now becoming apparent (Schools Council, 1994a). This paper describes the approaches used by the Faculty of Education and Training at the Royal Melbourne Institute of Technology (RMIT) and considers the impact that the changed training system might also have on the work of teacher educators in higher education in Australia. 相似文献
4.
Sue Collins Michael Reiss Gordon Stobart 《Assessment in Education: Principles, Policy & Practice》2010,17(3):273-286
The research aims to articulate the experiences and opinions of Year 6 (Y6) teachers, primary headteachers and primary science coordinators as a contribution to the debate about the effect of statutory national testing in England and its abolition in Wales. A multi‐faceted approach of quantitative and qualitative data collection and analysis was used in England and Wales including a telephone survey of 600 respondents and eight focus group interviews involving a total of 74 participants. The findings of this research provide insights into the strategies adopted by Y6 teachers in England in ensuring pupils gain the highest possible scores in high‐stakes national tests, used as the basis of published Schools and Colleges Assessment and Attainment Tables at Key Stage 2 (KS2). Test preparation is perceived by teachers to narrow the curriculum, and for science in particular, as the inclusion of only those aspects of science likely to be included in paper and pencil tests is said to have reduced many aspects of investigatory science in Y6. Year 6 teachers in Wales reported working to develop effective teacher assessment strategies, supported by the continued use of optional test materials, to inform summative judgements about pupils' levels of attainment in science at KS2. Practical science activities, including investigations, were reported as becoming an important feature of science lessons in Y6 in Wales. Although it is too soon to make predictions about the longer‐term effects of the abolition of national testing on Y6 teachers and the teaching of science in Wales, early indications suggest increased opportunities for investigative science in Y6. 相似文献
5.
Claudia Mitchell David Dillon Teresa Strong‐Wilson Kathleen Pithouse Faisal Islam Kevin O’Connor 《Changing English: An International Journal of English Teaching》2010,17(1):45-55
In this article, we focus on the use of the visual for reflection in ‘alternative’ pre‐service teacher education and, in particular, we address the question: How and what can we learn about teacher education using the visual? By way of illustration, we focus on the use of pre‐service teachers’ photographs in a public exhibition, participatory video documentary production and pre‐service teachers’ use of photographs in their professional teaching portfolios. The article draws from research done in relation to three alternative pre‐service teacher education projects based at McGill University in Canada and the University of KwaZulu‐Natal in South Africa. 相似文献
6.
This paper examines what can be learnt from ‘new rhetoric’ (focusing on the work of the American rhetorician Kenneth Burke [1897–1993]) about (national) identity and discusses how nationalism can be taught from such a rhetorical perspective. Despite the ‘deconstruction’ of nation(alism) as a grand narrative, there is a new tendency towards emphasizing national identity, caused by trends such as globalization and multiculturalism. In the language and literature teaching curriculum, this paradoxical situation often causes frictions for teachers who very often are expected to teach standard language and national literature. The hypothesis is that rhetoric is a tool to deal with these tensions in the curriculum. This paper focuses on Flanders as a case‐study. Together with pre‐service teachers it analysed the rhetorical construction of Flanders from a dramatistic perspective. It is argued that Burke’s concepts are useful tools to make students ‘symbol‐wise’: to understand the way national symbols work, and to develop critical engagement with, as well as on behalf of, those symbols. 相似文献
7.
John Williamson 《Educational studies》1995,21(1):3-12
The issue of writing in accordance with the conventions of standard English usage is one which is becoming increasingly prominent, with changes in the National Curriculum in English reflecting concerns about correctness in language. The present study examines the writing of a group of Year 11 pupils to examine the nature of the deviance of their writing from standard English patterns and, in particular, to assess the impact of non‐standard dialect forms on their written work. Errors in writing are seen to be very largely attributable to difficulties with such aspects of the system as punctuation, spelling and other orthographic features. There is evidence of non‐standard dialect influences on grammar and vocabulary but these are relatively slight, and, it is argued, should not be the prime concern of teachers interested in meeting the demands of the National Curriculum with regard to writing. 相似文献
8.
From national policy to classroom practice: Promoting reading for pleasure in post‐primary English classrooms 
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下载免费PDF全文 In 2011, a national strategy Literacy and Numeracy for Learning and Life was published in the Republic of Ireland. One key aspect of the strategy was that it placed a renewed focus on reading for pleasure in post‐primary classrooms. The researchers involved in this article worked for the Professional Development Service for Teachers, a national, government‐funded professional development organisation. In response to the strategy, the researchers worked with teachers from nine post‐primary schools across the Republic of Ireland. Through working closely with these English teachers, it was possible to identify assumptions that the teachers made around their students' reading in post‐primary education. This article considers and challenges some of these assumptions and demonstrates what happened when the teachers were invited to do the same. In the course of the research, questions were also raised about some of the recommendations made within the national strategy, recommendations which were themselves based on contestable assumptions, assumptions such as the fact that boys prefer to read non‐fiction. The need for national policy to be rooted in research was, therefore, also identified. Finally, through feedback from teachers and students involved in the research project, the authors of this article were able to devise a series of recommendations for schools seeking to focus on reading for pleasure in the post‐primary English classroom. 相似文献
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Heinrich Mintrop 《教育政策杂志》2013,28(5):333-354
This article reports on a multi‐year study of changes in eastern German schools after the fall of the Berlin Wall. In the wake of national unification, the traditional three‐track structure of the West German educational syatem was re‐institutionalized in eastern German secondary schools. The article explores how teachers respond to this shift from the untracked socialist common school to the new track system. The study found that influences of state policies on teachers’ tracking pedagogy varied. The new institutions have forcefully shaped many teachers’ assumptions about students’ ability and career paths. Value orientations are characterized by ambivalence; while organizational goals and values are very exclusion‐oriented, the role of schools in society is defined in more inclusive terms. Contrary to exclusion‐oriented sentiments, instructional routines changed little; they flow, to a large extent, from the previous inclusive curriculum that was geared to the average or ‘normal’ student during socialist times. The study underlines the importance of examining multiple layers of beliefs and practices for an adequate understanding of the relationship between policy and practice. 相似文献
11.
Continuing professional education and the discipline reviews 总被引：1，自引：1，他引：0
Barrie Brennon 《Studies in Continuing Education》2013,35(1):53-69
Continuing professional education (CPE) is an emerging area of educational provision in Australia for which there is no national policy. However, four single discipline reviews focusing on the law, medicine, engineering and teachers of mathematics and science, have been commissioned at the national level to examine, among other issues, CPE. The four reviews are discussed, using the same five headings relating to the importance given to CPE and its purpose, the relationship between CPE and pre‐service training, the mandatory and voluntary options and the delivery of CPE. General statements about CPE in Australia and possible policy developments in the field are drawn from the review reports. 相似文献
12.
Beginning teachers in Queensland Catholic primary schools were surveyed before, during and after their first term of full‐time teaching practice in order to identify predominant concerns and professional‐development needs. Anticipatory concerns about personal adequacy dissipated quickly after teaching began, allowing concerns over student‐learning needs and class control to emerge. By the end of the first term, teachers were beginning to feel more confident and relaxed in their role. Most had maintained a preference for discovery/inquiry methods of teaching although issues such as students’ classroom behaviour, the availability of teaching resources and time pressures were beginning to exert an influence on their choice of teaching styles. The results are interpreted in the context of beginning teacher induction programmes, and recommendations are made regarding areas in which beginning teachers need particular assistance during their first teaching term. 相似文献
13.
Donald Herron 《Irish Educational Studies》2013,32(2):118-136
Abstract Effective school administration is seen as important and is the task not only of the principal but also of promoted senior teachers in national schools today. Information on principals’ involvement in tasks that may be viewed as not exclusively theirs was gathered as part of a project on principals’ work behaviour in national schools. Some principals appeared to perform duties that could be delegated. One‐quarter of the national schools in the survey either had no delegated areas of responsibility or did not delegate duties to all promoted teachers. The emphasis in delegation is strongly towards organisational and support duties (and even chores) and to insignificant degrees in the areas of curricular responsibilities or leadership and co‐ordinating roles and duties. The level of professional development involved for promoted senior teachers is not considered adequate. 相似文献
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Jordan insists that teachers should be free to exercise their professionalism and that respect for difference is integral to that professionalism. For Connor, this implies teachers who can critically consider the discourses available to them as practitioners. The authors draw upon the philosophising of Gilles Deleuze to develop an account of teaching and learning as an autonomous creative process in which teachers contribute to rather than strictly control outcomes. This account of teaching as processual following resonates with Jordan's vision of equity for autistic or neuro‐atypical pupils and compassionate professionalism. It rests less easily with intensive behaviourist‐training programmes and educational cultures premised on the assumption that outcomes can, and should, be pre‐determined and precisely engineered. From a Deleuzian perspective, ethical practice is the interplay of conceptual, perceptual and affective knowledge, and it is suggested that intuitive practice involves a similar interplay along with numerous contextual considerations. A Deleuzian theory of simulation is initially outlined and accords with the emphasis placed by Jordan on reimagining an educational system in which all pupils are valued and supported to develop their varied talents and teachers are free to assess the suitability of particular methods for individual pupils. 相似文献
16.
Robert M. Danielowich 《Teachers and Teaching》2013,19(3):264-288
Since many studies that use video to support teacher learning are situated in strongly guided contexts and encourage particular kinds of thinking, we still know very little about how more loosely guided contexts can support teachers to think about the dilemmas of practice associated with their own goals by reflecting about video. This study explores how video-based and peer-based reflections about one’s own and others’ practices both indicate and guide the development of teachers’ change-directed thinking when they are sequenced before supervisor feedback. Six secondary preservice teachers reflected about peer-evaluated mini-teaching and videotaped field-based teaching in the prestudent teaching term and then about videotaped teaching alone, with peers, and alone again with supervisor feedback in the student teaching term. These reflections were coded by their subject, degree of reform-mindedness, and tendency toward three foci (player, stance, and source). Patterns in their ‘higher focus’ codes across the three reflective resources during student teaching showed how teachers were developing the goals they espoused in the fall term. Teachers situated their learning in contexts where the degree of scaffolding matched their degree of readiness for change, which was better characterized by their tendency toward subjects and foci that were less ‘one-sided’ than by their tendency toward only reform-minded (standards-based) thinking. While teachers whose reflections were intermediately different from the peer group were better supported by it, most teachers found direct support from the self-video and/or peer-video contexts to advance change-directed thinking associated with their own goals for teaching. The findings reveal not only how goal-related teacher learning can be powerfully supported with loosely guided video-framed contexts, but also how the diversification and/or expansion of teachers’ reflections across the categories used in this study provide robust indicators of both the content and efficacy of their change-directed thinking. 相似文献
17.
The data discussed in this paper derive from post‐lesson and end‐of‐year interviews with 17 teachers in their second year of teaching. They form part of a longitudinal study which first tracked these teachers through their initial postgraduate teacher education programme and induction year. In the light of earlier analysis, which had highlighted both the enduring importance of individuals’ dispositions towards their own learning and the profound sense of professional isolation that some teachers experience once the support of their induction year is withdrawn, this paper focuses specifically on the interplay between teachers’ orientations towards their own professional learning and the nature of the learning environments in which they are working. The complex interrelationships between these two dimensions are illuminated by six case studies, which offer strong support to those who have challenged exclusive conceptualisations of ‘learning’ as either ‘construction’ or ‘participation’. The findings have important implications for all those responsible for the professional education of beginning and early career teachers, especially as they respond to the government launch in England of a new ‘national framework’ intended (eventually) to offer opportunities for Masters level professional learning to all newly qualified teachers. 相似文献
18.
John Tomlinson 《欧洲特需教育杂志》2013,28(3):184-196
ABSTRACT The Report, Inclusive Learning (1996), is the result of a three‐year enquiry into the educational needs of and provision for adults with disabilities and/or learning difficulties in England. It arose from the requirement of an Act of Parliament, in 1992, that the new national funding council for further education should ‘have regard’ for such students in all its work of funding, development and evaluation. The Committee commissioned some fundamental research into the nature and extent of provision, the actual and potential demand for further education and the current requirements of law, and also reviewed existing academic research (chiefly in English‐speaking countries). It took extensive evidence in many modes and, in particular, created a series of workshops in which the students and their advocates could speak for themselves. The outcome was the main Report and summary, together with six supplementary publications. The core of the Report is the notion of ‘inclusive learning’, which places the responsibility for providing appropriate education with the teachers, the managers and the system (ultimately, with society), rather than problematizing the student as one with a deficit. A good education system is not merely about offering access to what is available, but also the making of what needs to be available accessible: the moulding of opportunity. Thus the Report concentrates on a theory of learning and its educational consequences. It represents another step towards embracing students with learning difficulties and/or disabilities unequivocally within the general approach to learning appropriate for all students. This article summarizes the main lines of analysis and argument in the Report and its framework of recommendations to the Further Education Funding Council, teachers, managers, voluntary organizations and to the government. 相似文献
19.
The premise that underlies the preservice‐teacher‐education programme at Monash University is the need to focus on the nature of learning (for example, Gunstone et al., 1993). One approach currently being used to enhance this process is the use of portfolios. The portfolio is an open‐ended task designed to explore teaching from many different vantage points. It is organised as a dynamic assessment task through which the student teachers work on developing their understanding of what it means to be a science teacher, and the teaching portfolio itself is a mixture of artefacts designed to help student teachers demonstrate this to others. This paper reports on the effectiveness and value of portfolios in helping preservice teachers learn about learning and teaching. 相似文献
20.
Robin Millar 《International Journal of Science Education》2013,35(13):1499-1521
Although the term “scientific literacy” has been increasingly used in recent years to characterise the aim of school science education, there is still considerable uncertainty about its meaning and implications for the curriculum. A major national project in England, Twenty First Century Science, is evaluating the feasibility of a more flexible science curriculum structure for 15‐year‐old and 16‐year‐old students, centring around a core course for all students with a scientific literacy emphasis. Over 12,000 students in 78 schools have followed this course since September 2003. The development of a detailed teaching programme is an important means of clarifying the meanings and implications of a “scientific literacy” approach. Questionnaire data from teachers at the end of the first and second years of the project (N = 40 and N = 51) show a strongly positive evaluation of the central features of the course design. Teachers perceive the scientific literacy emphasis as markedly increasing student interest and engagement. Key challenges identified are the language and reasoning demands in looking critically at public accounts of science, and the classroom management of more open discussion about science‐related issues. 相似文献