首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 46 毫秒
1.
This article reports on an innovative pedagogical approach within the Learning Partnerships program in which school students help to ‘teach the teachers’ within pre-service teacher education. Classes of school students join with classes of pre-service teachers to provide input on how teachers can enhance school students’ engagement and wellbeing. The article draws on data collected from 125 students (aged 13–16) and 120 pre-service teachers in these workshops. Findings generated from a mixed methods study combining pre-workshop focus groups (n = Students: 38, Teachers: 33) and post-workshop focus groups (n = Students: 69, Teachers: 15) and post-workshop surveys (n = Students: 96; Teachers: 101) demonstrated that the workshops were mutually beneficial for both students and pre-service teachers. Participants found that workshopping together enhanced their belief in the possibility of positive student–teacher relationships. The pre-service teachers reported greater confidence in communicating with young people about the issues that affect student engagement and wellbeing. The school students reported that they were more willing to use teachers as a source of help. Implications include the need for increased attention to a ‘third space’ for learning in teacher development which provides opportunity for learning with and from young people about how to foster their engagement and wellbeing.  相似文献   

2.
The primary aim of this study was to investigate whether and, if so, how formal teacher competence relates to the relationship between pupil reading achievement and teachers judgements’ of pupils’ reading achievement. The data come from the Swedish participation in the Progress in International Reading Literacy Study (PIRLS) 2001 in Grade 3. Information was obtained from pupils (N = 5271) and teachers (N = 351). Analyses were conducted using multilevel structural equation modeling (SEM) with random slopes. Teacher competence was operationalized using multiple observed indicators and defined as a latent variable. A higher correspondence between teacher judgements and pupil reading achievement for teachers with higher competence was found. The results highlight the importance of teacher competence in assessment practice.  相似文献   

3.
Background: The transition from primary school to secondary school is a crucial period of time for children and this may be especially the case for pupils with migrant backgrounds. While there has been considerable research on the transition from primary to secondary school, more needs to be known specifically about the experiences of this group of pupils during their final year of primary school, as they prepare for their transition to secondary school.

Purpose: The study investigated how Dutch children with migrant backgrounds in their final year of primary school perceive the preparatory process for the transition to secondary school. In particular, we were interested in who the children felt were the important ‘actors’ (e.g. pupils, parents, teachers and others) in the preparatory process.

Sample: We collected data from 76 primary school pupils from three schools in an urban city in the Netherlands. The sample included pupils who, according to the Dutch system, were preparing to follow an academic pathway (i.e. the tracks known in this system as ‘HAVO’ or ‘VWO’) and those who were preparing to follow a vocational pathway (i.e. the track known as ‘VMBO’) in secondary education.

Design and methods: We used photo elicitation (N = 76) and also conducted semi-structured interviews with a subsample of the pupils (N = 25) to examine the roles of the important actors in the preparatory process. Data were analysed qualitatively; responses were coded and underwent pattern analysis in order to identify and describe repeating structures in the data. Data were grouped according to whether the pupils received school recommendations for an academic track or a vocational track.

Results: Findings suggested that the pupils perceived the most important actors to be the pupil, the classroom teacher and the parents. Both teachers and parents were considered valuable resources for pupils in the preparatory process. Patterns representing the participants’ perceptions of the roles of three actors – namely, (1) the child, (2) the classroom teacher and (3) the parents, were identified. Six patterns were identified with respect to the child, four with respect to the classroom teacher and two with respect to the parents. For some patterns, it was apparent that the responses of children in the vocational group and the academic group had different emphases.

Conclusions: The study highlights the importance for teachers and parents of children in their final year of primary school to be aware of the pupils’ perceptions of and feelings about their preparation for secondary school, so as to be in the best position to support them collaboratively.  相似文献   

4.
Personal practical theories (PPTs) are built based on underlying beliefs, experiences, values and conceptions regarding ‘good teaching’. Having a vision of teaching and valuing the work may have a strong effect on one’s sense of identity, resilience and commitment. This study focused on Finnish teacher students’ (N = 84) PPTs constructed during the middle or at the end of their studies, on average during their fourth year of a five-year MA programme. All of the PPTs, written as statements (N = 647), were combined, and a unified conception of the theories was formed using inductive content analysis. The three main categories found were the foundations of good teaching, the teacher and the teacher’s daily work. The analysis of the statements shows that the notions of good teaching are very idealistic: they emphasise abstract ideologies and high standards for the teacher, but also everyday matters of teaching, although also here the ideology of the pupil’s individuality is at the centre. The paper concludes by arguing that it is good to have high aims and values for teaching, although in reality some of them might be difficult to achieve.  相似文献   

5.
Research has consistently stressed that regular school teachers are important in determining the success of implementing inclusive education. It was also found that teachers’ attitudes, their knowledge about special educational needs (SEN) and teaching strategies are prerequisites for implementing inclusive education successfully. This study examines the effects of an in-service teacher training programme on regular primary school teachers’ attitudes and knowledge about SEN and about teaching strategies. A pre- and post-test control group design study was set up (Nexperimental group = 33, Ncontrol group = 34), comprising 11 public primary schools. The training programme consisted of 32 hours face-to-face training sessions, covering topics about attitudes and knowledge about SEN and about teaching strategies. In order to establish the effects of the training programme, attitudes and knowledge were measured at two moments: before and after the training programme was performed. The outcomes of ANCOVA revealed significant positive effects of the training programme on most dependent variables (attitudes, knowledge about SEN and about teaching strategies) with medium to large effect sizes. Implications for future research and practice are discussed.  相似文献   

6.
In recent years a number of policy and practice initiatives concerning pastoral care in schools in England have led to schools increasingly being expected to take a leading role in addressing a widening range of concerns regarding the welfare, care and education of children, and in working more closely with parents and other professional agencies in addressing these. This has included a consideration of the notion of ‘social pedagogy’ as widely practiced in mainland Europe. This paper explores the views of student‐teachers in Switzerland, a country where social pedagogy is well developed, regarding the role of the school in addressing pupil problems. The findings indicate that these Swiss student‐teachers felt schools should take the lead role primarily in areas regarding poor academic progress, bullying, general misbehaviour and disaffection, and less so in areas of a more personal nature for pupils where schools may be less accountable. The findings provide some pointers concerning how Swiss student‐teachers would benefit from greater attention being given to considering such pastoral care issues in their training course.  相似文献   

7.
A questionnaire survey of 710 Maltese primary schoolteachers revealed that the level of teacher stress, job satisfaction and career commitment was constituted differently in some of the teacher demographic subgroups. A principal components analysis of the stress ratings of 20 items covering various aspects of the teacher's work environment yielded four factors described in terms of ‘pupil misbehaviour’, ‘time/ resource difficulties’, ‘professional recognition needs’ and ‘poor relationships’. Teacher sex and ability‐group taught interacted significantly with the stress factors. Results also showed that teachers who reported greater stress were less satisfied with their job and less committed to choose a teaching career were they to start life over again. Moreover, the association between the general measure of job stress and the stress due to each of the four stress factors was strongest for ‘pupil misbehaviour’ and ‘time/resource difficulties’. Of the four factors, ‘professional recognition needs’ had the strongest inverse relationship with job satisfaction and career commitment.  相似文献   

8.
The determinants of stress in teaching were investigated in a context which allowed many of the characteristics of an educational system to be incorporated in the design. Using a specially developed self-report instrument, 545 secondary schoolteachers in Malta reported the perceived levels of stressfulness of 35 items covering various aspects of the teacher’s work environment. One-third of the respondents rated being a teacher as either very stressful or extremely stressful. A principal components analysis of the data on the 35 sources of stress yielded a four-factor structure described in terms of ‘pupil misbehaviour’, ‘poor working conditions’, ‘poor staff relations’ and ‘time pressures’. Repeated measures ANOVA of the factor scores revealed a number of significant two-way and three-way interactions involving the demographic variables of sex, age, type of teaching post, type of school selectivity, type of single-sex school, size of school, and type of curriculum subject/s taught.  相似文献   

9.
The prevalence of ‘pre-service’ or ‘trainee’ teachers in schools is rising in England, driven by the expansion of school-led routes to qualified teacher status and increasing demand for newly qualified teachers. This may have important implications for schools, which have historically been concerned with the impact of trainee teachers on their pupils’ attainment. There are, however, confounding factors which affect both the decision to host a trainee teacher and pupil attainment. We empirically model the impact of trainee teachers on contemporaneous pupil attainment in ‘high-stakes’ exams, exploiting unique data combining national administrative data on pupil test scores with a survey of schools’ involvement with initial teacher training over multiple academic years. We use school fixed effects to account for time-invariant school factors which may determine both schools’ teacher training decisions and pupil attainment. Counter to schools’ concerns, we find that pupil attainment in high-stakes assessments, on average, is not significantly affected by the number of trainee teachers. This is an important empirical finding, as it suggests that the rapid expansion of school-led teacher training is not likely to have a detrimental effect on pupil attainment in England, conditional on the set of schools that choose to engage with initial teacher training remaining similar: trainee teachers may still affect pupil attainment in schools that do not currently participate in initial teacher training, as these schools are typically more constrained.  相似文献   

10.
This paper describes teacher educators’ understanding of language for classroom communication in higher education. We argue that teacher educators who are aware of their personal practical knowledge of language have a better understanding of their students’ language use and provide better support for knowledge construction. Personal practical knowledge originates from teachers’ professional practice and is based on their past experience, current awareness and future expectation. Data from focus group interviews with teacher educators (N = 35) were used for content analysis. Findings demonstrate an emerging conceptualization resulting in two language modalities of personal practical knowledge, specified as: ‘language-sensitive and interpersonally oriented’ and ‘language-focused and pedagogically oriented.’ The insights contribute to building a professional practical knowledge base of language and communication-oriented teaching.  相似文献   

11.
This paper reports on a research study conducted with a group of practising primary school teachers (n = 24) in North East Scotland during 2011–2012. The teachers were all participants in a newly developed Masters course that had been designed with the aim of promoting the development of mathematical thinking in the primary classroom as part of project supported by the Scottish Government. The paper presents the background for this initiative within the context of the Scottish Curriculum for Excellence reform. Particular attention is given to the epistemological positioning of the researchers as this influenced both the curriculum design process and also the theoretical framing of the research study which are both described. The project was set up within a design research framework, which aimed to promote classroom-based action research on the part of participants through the course and also research by the university researchers into the process of curriculum development. The research questions focused on the teachers’ confidence, competence, attitudes and beliefs in relation to mathematics and their expectations and experiences of the impact on pupil learning arising from this course. Empirical data were drawn from pre- and post-course surveys, interviews and observations of the discussion forums in the online environment. Findings from this study highlight the way the course had a transformational and emancipatory impact on these teachers. They also highlight ways in which the ‘framing’ of particular aspects of the curriculum had an oppressive impact on learners in the ways that suppressed creativity and limited the exercise of learner autonomy. Furthermore, they highlight the ways in which a number of these teachers had experienced mathematics as a school subject in very negative ways, involving high levels of ‘symbolic violence’ and of being ‘labelled’.  相似文献   

12.
This study explores reflective practice through the lens of counterfactual thinking and examines its role in encouraging student teachers to reflect on negative ‘critical incidents’. The study posits that reflections on critical incidents are often not ‘critical’ in nature. They more frequently result in counterfactual thinking processes which leads to a counterfactually mutated outcome congruent with one’s initial beliefs. To explore this issue, the study examined a collection of school placement reflections (n = 180) from a cohort of initial teacher education students on a 4-year B.Ed programme in the Republic of Ireland. The data revealed that, where present in the student teachers’ reflections, critical incidents of a negative nature did invoke counterfactual thinking. These counterfactually mutated scenarios and actions tended to draw on quite traditional views of teaching and tended to reinforce the idea that teachers should be authority figures. The study discusses some of the factors, specific to teacher education, that increase the likelihood that counterfactually thinking is invoked and raises questions about current practice in teacher education that contribute to this.  相似文献   

13.
This study aimed to investigate internet usage among post-primary pupils in years 9, 11 and 13 in two contrasting post-primary schools in Northern Ireland, the nature and incidence of cyberbullying among these pupils, and the ways in which their schools are currently addressing the problem. A mixed methodological approach was adopted: a paper questionnaire was completed by pupils in Years 9, 11 and 13 (n = 425) in the two post-primary schools; focus group interviews were conducted with pupils from each year group (n = 18); and individual semi-structured interviews were carried out with the pastoral care coordinators (deputy heads with responsibility for pupil wellbeing) of each school (n = 2). The findings confirm that the post-primary pupils in these two schools own a range of internet-capable media devices and spend considerable time online. The incidence of cyberbullying among these pupils was relatively low, and most often consisted of hurtful or nasty comments sent via texts or posted on social networking sites. The study reveals inconsistencies between the approaches taken by the two schools, but also generally low levels of staff training, little engagement with parents, a lack of pupil confidence in the school’s ability to discuss cyberbullying openly, and a worrying absence of any systematic evaluation of the effectiveness of the schools’ current strategies for tackling this complex issue.  相似文献   

14.
Background: Transition to school is a highly demanding phase at an intellectual, social and emotional level and is, therefore, an opportunity for growth and development. Despite the greater emphasis given to school transition in Portugal over recent years, namely by means of new educational policies, studies on the adaptation processes involved in the transition to primary school are still scarce.

Purpose: The present qualitative study sets out to contribute to the knowledge on the adaptation process of children to school transition (around age 6) in Portugal, by comparing preschool teachers’, primary school teachers’, and parents’ perceptions about success indicators and relevant factors in the transition to school.

Design and method: In order to collect data, 14 focus group interviews with different participants were conducted, three with preschool teachers (N = 18), three with primary school teachers (N = 13), four with parents conducted before the child’s transition to primary school (N = 14) and four with parents conducted after the child’s transition to primary school (N = 20).

Results: While the preschool and primary school teachers stressed factors of a family nature, such as parental involvement and parental support of children, the parents referred more frequently to the overall running of the school and the characteristics and methodology of the teacher as being relevant to the adaptation process in the first year of primary education.

Conclusions: The findings suggest different factors associated with adaptation to school and also offer clues for designing strategies to facilitate such adaptation. New strategies are needed to facilitate the construction of a robust educational family–school partnership.  相似文献   

15.
The present study examined associations between boys’ and girls’ self-reported psychological adjustment and a wide spectrum of peer-rated behaviours in the school context using a sample of 463 Estonian early adolescents (Mage = 12.90). Although girls had more internalised problems and boys more externalised problems, the associations between adolescents’ psychological adjustment and behaviour were not gender-specific. Among both boys and girls, hostility was positively associated not only with their peer-reported misbehaviour, but also with sociable behaviour and negatively with studiousness. Adolescents with negative self-esteem were perceived to exhibit high levels of self-centred competitive behaviour, misbehaviour and also sociable behaviour. Those with negative self-adequacy, on the contrary, were less likely to behave in a self-centred competitive and sociable manner. In general, the findings show that psychological maladjustment may appear not only in well-observed problematic behaviour but also in seemingly ordinary behaviour in school.  相似文献   

16.
This paper reports a small-scale, mixed methods research project exploring the perceptions and experiences of primary school teachers regarding domestic abuse. The paper focuses on the psychoanalytic concepts of containment and denial present in such situations. Questionnaire findings suggested that there was a significant difference between teachers who had attended relevant training and those who had not in their confidence levels in 1) responding to disclosures, and 2) recognising whether a child was exposed to domestic abuse (n = 165). Semi-structured interviews, analysed using thematic analysis, were carried out with experienced teachers (n = 8). Four overarching themes were identified: emotional factors of the teacher’s role; working within the school system; the relationship with the child and family; and uncertainty about what teachers need to know. Findings are discussed in relation to the psychoanalytic concepts of containment and denial. Implications for practice, identifying the roles of unconscious processes and holistic containment, are discussed.  相似文献   

17.
Background:?The school environment has shown itself to be an important factor in explaining adolescent behaviour. The relationships and experiences that pupils have at school have been found to influence their development, psychological well-being, self-esteem and social adjustment.

Purpose:?The aim of the study is to explore whether there is a relationship between pupil–peer and pupil–teacher relationships and psychological well-being and self-esteem, and whether this relationship varies according to pupils’ experience of bullying or being bullied.

Sample: Data consisted of a sample of 3694 students (mean age?±?SD 14.3?±?0.62 years; 51% girls) from elementary schools in Slovakia.

Design and method:?Questionnaires were administered to the students. In terms of data analysis, linear regression was firstly used in the whole sample to explore pupil–peer and pupil–teacher relationships and psychological well-being (the depression/anxiety and social dysfunction subscales of GHQ-12) and self-esteem (positive and negative self-esteem subscales of RSE). Next, the whole sample was divided into four groups in terms of involvement in bullying (normative contrasts, passive victims, aggressive non-victims and aggressive victims). Linear regression was used to explore the associations between pupil–peer and pupil–teacher relationships with the two factors of psychological well-being and two factors of self-esteem in these four groups.

Results:?As findings showed, better pupil–peer relationships and also pupil–teacher relationships were significantly related statistically to less depression/anxiety and social dysfunction, as well as to more positive and less negative self-esteem. All bullying categories were significantly related to pupil–peer relationships and the four dependent variables. However, in the categories of aggressive victims and aggressive non-victims, the pupil–teacher relationship was not significantly related to their psychological well-being and self-esteem. Also, in all subgroups, better pupil–peer relationships were significantly related to less depression/anxiety and social dysfunction, as well as with more positive and less negative self-esteem.

Conclusion:?Given the differences found in the connections between pupil–teacher relationships and well-being and self-esteem, between those who bullied and those who were bullied, it would seem that the school environment can play an important role in implementing anti-bullying prevention strategies.  相似文献   

18.
This study aims to explore the relationships between the extent and perceived quality of teachers’ experience of training in behaviour management (BM), and their awareness of the nature and extent of behavioural problems among school students, and their confidence in their own competence to deal with such problems. Teachers (n = 183) from Hong Kong primary schools were surveyed. The results showed that gender, age and whether teachers have received training had no significant influence on teachers’ awareness, conception and confidence regarding BM. A negative correlation was found between teachers’ levels of satisfaction in relation to their training experiences and their perceptions of the level of problematic behaviours among students, and the impact of students’ problematic behaviour on their teaching. A positive correlation was found between teachers’ levels of satisfaction in relation to their training experiences and their confidence in their own competence to deal with students’ problematic behaviour.  相似文献   

19.
This study explores the effect of an innovative course examining Greek elementary student teachers’ (STs’) efficacy beliefs and self-confidence for curriculum-based teaching on ‘Studies for the Environment’ topics. These two variables are influencing teachers’ ability to teach environmental issues for young children. Five new factors were also examined for their influence on STs’ self-efficacy and self-confidence: the role of workshops and simulations, teacher–student interchange role, teaching observation, analysis of other teachings and student-assessed teaching. The study provides useful guidelines for teacher preparation programmes towards the implementation of textbook-free and curriculum-based teaching that maximise students’ learning. A pre/post/6 month-delay-post research design using both quantitative (STEBI and factors’ ranking) and qualitative (interviews) research tools were implemented in two cohorts of pre-service teachers (N1 = 25, N2 = 16). Quantitative data were subjected to significance testing and effect sizes analysis, and triangulated with bottom-up categories developed from interviews. Results indicate a considerable and durable increase in STs’ personal and outcome expectancy self-efficacy beliefs scores. In respect of the STs’ self-confidence, pedagogical content knowledge and especially its sub-factors of Studies for the Environment Pedagogy, reflection, and teaching experience were the most influential factors, while some inertia in the increase of self-confidence was also observed.  相似文献   

20.
The interaction between school pupils’ schematic representations of ‘social’ and ‘technical’ roles and the impact that the ‘sex‐typing’ of careers has on occupational choice were investigated using stimulus vignettes. Questionnaire data pertaining to occupational choice were collected from first‐year university students enrolled on courses designated as either ‘social’ or ‘technical’. The prototypical in‐group positions for the two occupational areas were calculated and used as the basis of vignettes depicting either a male or female school pupil experiencing difficulty in deciding whether to pursue a technical or socially oriented career. The vignettes were presented to 107 school pupils aged 16‐18 who were asked which career area they thought the target pupil was likely to choose. Results indicate that subjects were able to identify correctly the prototypical characteristics utilised in the vignettes and that these were of greater importance in their expectation of course choice than the ‘sex’ of the target pupil.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号