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1.
A growing literature points to the importance of children's relationships with their teachers as a factor influencing attitudinal, cognitive, and behavioral aspects of school adjustment. However, such data may be confounded when the same teacher rates school adjustment as well as relationship quality. The present study sought to address this problem by investigating direct (self-reported feelings about the teacher) and indirect (representations through drawings) procedures to assess children's perspectives on the relationship. Self-report questions were adapted from measures of school liking and maternal acceptance. Drawings applied Fury's system for describing relational negativity in child–family drawings. Results, based on a sample of 125 six-year-olds, showed significant associations between children's reports/drawings and teacher-rated relationship quality and school adjustment. Negativity in child–teacher drawings was a particularly salient correlate, suggesting that children's representations of relationships can provide a useful independent means of identifying relationship or adjustment difficulties at school. 相似文献
2.
Anthony Dickinson 《Learning & behavior》2009,37(1):21-24
In his presentation of the propositional account of associative learning, De Houwer (2009) argues that association formation
models (AFMs) assume excitatory link representations and automatic learning processes. However, the application of AFMs to
human causal and contingency learning has assumed propositional forms of representation, although excitatory link representations
are also required to explain certain nonrational consequences of associative learning. Moreover, at least two of the AFMs
that have been applied to human associative learning invoke processing with nonautomatic characteristics. In conclusion, the
distinction between the propositional account and AFMs of associative learning lies not in the form of representations but
in the specific details of the learning processes generating the associative representations. 相似文献
3.
Nicole Mockler 《教育政策杂志》2018,33(2):262-278
Amid the growing ‘teacher quality’ discourse, early career teachers have increasingly been positioned as problematic in Australian education policy discourses over the past decade. This paper uses a critical policy historiography approach to compare representations of early career teachers in two key education policy documents, from the late 1990s and mid-2010s. Starting with the Government response to A Class Act: Inquiry into the Status of the Teaching Profession (1998) and moving to the Government response to Action Now: Classroom Ready Teachers (2015), it explores changing representations in the context of broader shifts in education policy related to teachers’ work over this timeframe. It argues that the early career teacher ‘problem’ is articulated in very different ways in these two timeframes, explores the antecedents of key tenets of the current policy settlement, and, using the theory of practice architectures, considers the implications of these for the preconditions that shape and frame teachers’ work in contemporary times. 相似文献
4.
Individuals and Leadership in an Australian Secondary Science Department: A Qualitative Study 总被引：1，自引：0，他引：1
Wayne Melville John Wallace Anthony Bartley 《Journal of Science Education and Technology》2007,16(6):463-472
In this article, we consider the complex and dynamic inter-relationships between individual science teachers, the social space
of their work and their dispositions towards teacher leadership. Research into the representation of school science departments
through individual science teachers is scarce. We explore the representations of four individual teachers to the assertions
of teacher leadership proposed by Silva et al. (Teach Coll Rec, 102(4):779–804, 2000). These representations, expressed during
regular science department meetings, occur in the social space of Bourdieu’s “field” and are a reflection of the “game” of
science education being played within the department. This departmentally centred space suggests an important implication
when considering the relationship between subject departments and their schools. The development of an individual’s representation
of teacher leadership and the wider “field” of science education appears to shape the individual towards promoting their own
sense of identity as a teacher of science, rather than as a teacher within a school. Our work suggests that for these individuals,
the important “game” is science education, not school improvement. Consequently, the subject department may be a missing link
between efforts to improve schools and current organizational practices. 相似文献
5.
《师资教育杂志》2012,38(1):67-78
Reading methodology in pre-service teacher training may not be effective because of the literacy beliefs and practices of the trainees. This paper examines the reading practices of a group of pre-service teachers (n=29) in Singapore. Their personal approach to reading revealed that the majority split reading into two domains: leisure reading and academic reading. Trainees use multiple strategies in reading but these are confined to their leisure reading; for academic reading, they adopt a different set of strategies that are geared to remembering rather than comprehension or evaluation. These representations of reading and the associated strategies are developed and reinforced during their schooling. Due to the lack of congruence between the training and trainees' own representations, trainees fall back on remembered routines during their teaching. 相似文献
6.
The purpose of this paper is to gain more insight into the relationship between teachers’ approaches to teaching on the one
hand, and the characteristics of context and teacher demographics on the other. Data were collected from 50 teaching staff
at the University of Antwerp and from three sources: a Dutch translation of the Approaches to Teaching Inventory (ATI), information
given by the participants, and information obtained through the personnel department of the university. Only the conceptual
change/student-focused scale of the ATI had good reliability and was used for further analysis. Analysis of variance (ANOVA)
showed no relationship between teachers’ approaches to teaching and the context variables of expert level of students, teaching
discipline and the number of students in the classroom. Neither was a relationship found between the teachers’ conceptual
change/student-focused approach and the teacher characteristics of gender, academic status, teaching experience, age and intention
to participate in teacher training. Several interpretations of these data and perspectives for further research are discussed. 相似文献
7.
Learning can be seen as a task-oriented process which often requires the reorganization of existing knowledge, usually referred to as conceptual change. This paper describes a theoretical framework for the analysis of conceptual change that considers conceptual knowledge as a generative cognitive tool for the creation of more specific mental representations — propositional symbolic structures and analog mental models. According to this view, conceptual change is based on a task-oriented interaction between these different kinds of mental representations. The assumption is made that it is possible to foster conceptual change by presenting to students well-defined tasks that stimulate the construction of elaborated mental models as well as an intensive interaction between these models and the corresponding propositional representations. In order to test this assumption an empirical study was conducted, in which subjects had to express their prior knowledge about a complex subject matter from the field of geography (time differences on the earth), which contained various conceptual deficits. The subjects were then randomly assigned to different groups who received the same learning material but had to solve different learning tasks requiring differently structured mental models. Afterwards, the subjects were asked to express their knowledge about the subject matter again and were tested for understanding with a comprehension test. The results support the view that a task-oriented interaction between propositional structures and mental models can help learners to evaluate the consistency of their conceptual knowledge. Accordingly, conceptual deficits result in the formation of mental models with an inadequate structure. Such deficits can be detected if the respective model is used in a sufficiently variable way, whereas they can remain unnoticed if it is used in a limited manner. 相似文献
8.
使用辅助变元来引入定义,在知识表达中是一个流行和有力的技巧,能够得到更短、更自然的编码而无需冗长的重复.这篇论文中,我们形式地定义了辅助变元的概念,检验了其表达力并讨论了有趣的相关应用.我们把以下两者联系起来:一是,反复使用中间结果而不通过定义重复;二是,布尔函数其他表达中的相似概念.特别的,我们表明带定义的命题逻辑与具有任意输出端的布尔线路以及约束变元满足Horn性质的存在量化布尔公式(记作(E)HORNb)具有相同的表达力.本文还考虑了定义结构的限制,以及命题定义的扩充.特别的,我们检验了正命题定义与带存在量化的正定义之间的关系(或等价地,检验了(E)HORNb公式和约束变元未被Horn限定的存在量化的CNF公式(记作(E)CNF*)之间的关系).对命题定义的进一步扩充,是允许在定义中使用任意的量词,或等价地,允许布尔公式的嵌入.我们还证明了,量化CNF公式中的约束变元的表达力,是由子句中被约束部分的极小不可满足子公式或极小假子公式的结构所决定的. 相似文献
9.
This paper presents how some Australian schools are changing their approaches to leading the teaching and learning in their diverse and multi-characteristic contexts. Experiences of these schools shows that the development of a school wide approach to pedagogy and its implementation needs to be firmly embedded in the leadership of learning. Drawing on recent research conducted in the Sydney Catholic Education Office system in Australia (Crowther et al. in Leading and Managing 18(2):1–33, 2012) there is evidence of relationship between the development and implementation of a school wide approach to pedagogy and student achievement. There is also evidence to support leadership that is based on a mutualistic relationship between teacher leaders and the principal. This paper focuses on the way schools have used their visions and pedagogical frameworks to enhance whole of school quality outcomes. It highlights the power of teacher leaders taking responsibility for pedagogical development and implementation. In addition, it illustrates the power of mutualistic relationships (parallel leadership) when the principal takes responsibility for unleashing and trusting the creative expertise of teacher leaders in line with the role of strategic leadership and management. 相似文献
10.
This paper presents an approach to planning academic courses for pre-service teachers and for researching development of teacher identity. The approach was implemented in a course, conducted in an Israeli Master Teach program, designed to foster pre-service teacher identity transformation. The research described here addresses two questions: (1) To what extent does the approach contribute to the understanding of teacher identity formation? (2) Using this approach, how can pre-service teacher educators support teacher identity transformation? Using a metaphorical tool, students designed their ‘ideal school’ at the beginning and at the end of the course. Identity transformation was evaluated by comparing their designs. Demonstration of this approach methodology is presented through an analysis of the designs of one female student. Findings highlight the potential of this approach to reveal and cope with obstacles inhibiting transformative learning: narrow, imbalanced, inconsistent, and shallow perspective; rigid patterns of thinking; and lack of emotional awareness. 相似文献
11.
Teacher knowledge: The relationship between caring and knowing 总被引：1，自引：0，他引：1
While everyone acknowledges the importance of the “caring teacher,” little acknowledgment of caring as an issue exists at the level of educational policymaking. This paper presents teacher and researcher stories which describe a teacher's knowledge in practice and argues for recognition of an epistemological role for caring in teaching. The teacher's narratives describe what she knows from caring and being in relationship with her students - her relational knowing (Hollingsworth et al., 1993, 1994)- and how this knowledge alters her pedagogy and the curriculum that is constructed with each student. Caring for the person (Noddings, 1984, 1992) is revealed as central to what the teacher knows. The findings of this research suggest that for the teacher, the relationship between caring and knowing is complex and involves a constant reflective process. In attempting to situate caring within existing theories for teacher knowledge, Elbaz' (1983) structures are found to be too neat and the boundaries too well defined. A construct of teacher knowledge as relational and dynamic is described. This builds upon Lyons' provisional characterization of the epistemological relationship between students and teachers as nested knowing: “that is, students and teachers are considered to have nested, interacting epistemological perspectives” (1990a, p. 162). In this view, knowledge is not limited to what one person knows, but the intersection where the knowing of two persons in-relation overlap and the consequences for student learning (and teacher development) when one of those persons is a teacher. 相似文献
12.
To maintain a professional identity, teachers are to some degree dependent on their student's mental representations of, and interactions with, them. This affords students’ relational power over teachers possibly invoking a unique form of attachment dependence and responding in some teachers. Data reported in this paper were drawn from a larger research project which asked 11 questions about the nature of the teacher–student relationship. The attachment styles of 291 pre-service and experienced elementary and secondary school teachers were examined using the Experience in Close Relationships Questionnaire (ECR). Significant differences were found for teacher type (elementary versus secondary), experience, age and gender. Implications for classroom relationships, management and teacher education are discussed. 相似文献
13.
Diane Dalby Malcolm Swan 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(2):832-845
In this paper, which is based on research from the EU-funded project Improving Progress through Formative Assessment in Science and Mathematics Education, we explore how iPads are used within formative assessment processes by six mathematics teachers and their classes in two secondary comprehensive schools in the Midlands of England. A design research approach is first used to develop and trial six lessons in which iPads are used in different ways within formative assessment processes. Through lesson observations, video analysis and teacher interviews we then examine how iPad technology contributes to these processes, the functions it performs and the distribution of activity between the main actors (teacher, technology and student). An analytic approach is developed which captures the interactions in visual representations, showing how the technology is often used as a form of communication but also performs more active functions which affect the role taken by the teacher in formative processes. The study offers insight into ways in which iPad technology contributes to effective student learning through formative assessment and introduces an analytic approach that may be useful for further studies. 相似文献
14.
Eric D. Reynolds 《课程研究杂志》2013,45(1):123-142
Despite the dominance of instrumental, psychological approaches to educational theory and practice in North America, a different understanding of the value and dynamics of education is often articulated informally in cultural representations (e.g. fiction and feature films) and in personal recollections. This alternative understanding is one in which the personal characteristics of a teacher or professor, and the relation between student and teacher are often paramount. Through reference to existing research and to examples drawn from real‐life practice, this paper presents a broadly existential and explicitly relational way of understanding education, or, rather, pedagogy. It gives special emphasis to the way that such an understanding has been articulated in the text Vergessene Zusammenhänge: über Kultur und Erziehung [Forgotten Connections: On Culture and Education] by Klaus Mollenhauer. The paper describes how the insights of Mollenhauer and other writers regarding an existential and relational pedagogy were translated and adapted for a North American course in teacher education, and how such a course can serve as an important ingredient in nurturing undergraduate students who are becoming teachers. 相似文献
15.
Tugba Temiz Mustafa Sami Topcu 《European Journal of Psychology of Education - EJPE》2013,28(4):1435-1452
The purpose of this paper is to explore the relationship between preservice teachers’ (PTs) teacher efficacy beliefs and their constructivist-based teaching practices. Data were gathered through the questionnaire (Teachers’ Sense of Efficacy Scale) and the observation protocol (Reformed Teaching Observation Protocol) administered to the participants. A total number of 101 PTs (53.5 % from science education and 46.5 % from mathematics education) from a university in eastern part of Turkey participated in the study. Also, qualitative data were also used in order to clarify quantitative data. The semistructured interviews were conducted with 20 PTs who voluntarily participated in these interviews. Results showed that PTs’ constructivist-based teaching practice was positively correlated with their teacher efficacy beliefs. Also, qualitative findings confirmed that finding. To conclude, PTs with high teacher efficacy tend to employ constructivist approach in their teaching while PTs with low teacher efficacy tend to use traditional approach, lecturing in their teaching. 相似文献
16.
Maura Iori 《Educational Studies in Mathematics》2018,98(1):95-113
While many semiotic and cognitive studies on learning mathematics have focused primarily on students, this study focuses mainly on teachers, by seeking to bring to light their awareness of the semiotic and cognitive aspects of learning mathematics. The aim is to highlight the degree of awareness that teachers show about: (1) the distinction between what the institution (school, university, society, etc.) proposes as a mathematical object (not in itself but as the content to be learned) and one of its semiotic representations; (2) the different aspects of a semiotic representation that the student able to handle the representation and the student who handles the representation with difficulty may focus on; (3) the semiotic conflicts generated by the contents of semiotic representations that are similar to each other in some respect. For this purpose, in this study, the semio-cognitive approach introduced by Raymond Duval was complemented with the semiotic-interpretative approach of the Peircean tradition. By embracing the pragmatist research paradigm, the methodology was based on the research questions, which guided the selection of the research methods within a qualitatively driven mixed methods design. The research results clearly show the need for a review of professional teacher training programs, as regards the role the semiotic handling plays in the cognitive construction of the mathematical objects and the learning assessment. 相似文献
17.
《The Journal of educational research》2012,105(8):304-307
AbstractThis study examined the relationship between teacher-student attitude similarity and the student's subsequent attraction to the teacher, the lesson and die audio-visual approach. Extreme attitudes were given by a videotaped teacher in the context of a social studies lesson. Stepwise multiple regression analyses revealed a significant positive relationship between attitudinal similarity and short and long term liking for the teacher. The effect was not significant for liking of the lesson or liking of the audio visual approach. The results are discussed within a classical conditioning model of attraction. 相似文献
18.
To help students acquire mathematics and science knowledge and competencies, educators typically use multiple external representations (MERs). There has been considerable interest in examining ways to present, sequence, and combine MERs. One prominent approach is the concreteness fading sequence, which posits that instruction should start with concrete representations and progress stepwise to representations that are more idealized. Various researchers have suggested that concreteness fading is a broadly applicable instructional approach. In this theoretical paper, we conceptually analyze examples of concreteness fading in the domains of mathematics, physics, chemistry, and biology and discuss its generalizability. We frame the analysis by defining and describing MERs and their use in educational settings. Then, we draw from theories of analogical and relational reasoning to scrutinize the possible cognitive processes related to learning with MERs. Our analysis suggests that concreteness fading may not be as generalizable as has been suggested. Two main reasons for this are discussed: (1) the types of representations and the relations between them differ across different domains, and (2) the instructional goals between domains and subsequent roles of the representations vary.
相似文献19.
西方国家教师学习研究动态及其启示 总被引：7，自引：0，他引：7
西方国家教师学习研究自20世纪80年代后发生的变化主要表现在对教师学习的重视与定位，学习目标、内容、方式、研究方法更为具体、细腻，关注课堂实践的有效性以及教师专业发展。从西方国家教师学习研究的趋势看，许多国家着重探讨教师学会教学、学会反思和学会为师等基本问题，力求说明教师学习与教师专业成长的关系。 相似文献
20.
Bruce Waldrip Vaughan Prain 《International Journal of Science and Mathematics Education》2012,10(5):1191-1213
There is growing research interest in the challenges and opportunities learners face in representing scientific understandings, processes and reasoning. These challenges include integrating verbal, visual and mathematical modes in science discourse to make strong conceptual links between representations and classroom experiences. Our paper reports on a project that aimed to identify practical and theoretical issues entailed in a representation-intensive approach to guiding students’ conceptual learning in science. We focus here on a teacher developing students’ understanding of the formation of ions and molecules. We argue that the representations produced by students in this process met the criteria for representational competence proposed by diSessa (Cognition and Instruction, 22, 293–331, 2004) and Kozma & Russell (2005). The students understood that an effective representation needed to show relevant information, focus on pertinent points, be self-sufficient in its claims about the topic and provide coherent links between different parts of the representation. The final activity showed that their representations reached Kozma & Russell’s (2005) highest level of competence, where the students were able to use specific features of their representations to critique their suitability for explaining bonding and were able to show how their representation linked to the periodic table as a representation. We conclude by considering the implications of these findings. 相似文献