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1.
ABSTRACT

Teaching Chinese to second language learners is a challenge for preschool teachers in Hong Kong so effective teacher professional development programmes are urgently needed to enhance their knowledge and skills. An Integrative Model Teacher Professional Development Programme which incorporates three theoretical underpinnings (i.e., culturally responsive teaching, meaningful and pleasurable learning, and effective teaching of Chinese as a second language) is designed to equip preschool teachers with knowledge, skills, and awareness in teaching Chinese to ethnic minority students. Through qualitative interviews with 15 in-service preschool teachers who joined the Programme, teachers’ perceptions and changes in three theoretical areas of teaching Chinese to ethnic minority students were explored. Particularly, teachers increased their awareness of ethnic minority cultures, developed empathy with ethnic minority children and their families, gained knowledge of implementing culturally responsive teaching and meaningful and pleasurable learning of Chinese. The role of teacher sharing in effective professional development was highlighted.  相似文献   

2.
This article examines minority teacher recruitment policies and programs of the past two decades and explores their influence on the racial/ethnic makeup of the teaching force in elementary and secondary public schools. The results show that while important progress has been made toward increasing the overall number and proportion of minority teachers in the public schools, those gains have been eclipsed by the rapid growth of the minority student population. As a result, the racial/ethnic gap between students of color and their teachers has actually increased over the years. The authors provide an overview of current minority teacher recruitment state policies and introduce the Teacher-Student Parity Index, a new metric for comparing the proportions of teachers and students from different racial/ethnic groups to gain a more textured understanding of the demographic reality of today's schools than is presently found in the literature. The authors conclude with recommendations for policy and research.  相似文献   

3.
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4.
ABSTRACT

The conflicting education values in Hong Kong kindergartens and primary schools pose various challenges to kindergarten teachers in providing pupils with a smooth transition to primary school which requires collaboration from schools and families. This study explored these challenges as well as the benefits of a professional teacher training programme. In-service teachers (N?=?35) and tutors (N?=?2) engaged in the module ‘The Social and Emotional Aspects of Teaching and Learning’ participated in this study. The trainees’ weekly reflective journals throughout the 22-week module were subjected to documentation analysis. Group interviews with the in-service teachers and individual interviews with the tutors were conducted on completion of the module. Findings reveal a gap between teacher training and providing pastoral care for pupils through supporting the social and emotional aspects of their families in Hong Kong, and indicated that traditional beliefs associated with the teaching profession should be widened. Meanwhile, counselling knowledge and skills should be contextualised and integrated into teacher training programmes.  相似文献   

5.
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6.
《师资教育杂志》2012,38(3):191-206
This research focused on the induction year entitlement in England, with particular reference to timetable, formal assessment meetings, lesson observations and provision of an induction tutor and a named external contact. Pooled data from a postal questionnaire, with a 60% response rate (n = 92), were analysed from three consecutive cohorts of newly qualified science teachers (2003–2006). Focus group interviews and telephone interviews with 20 newly qualified teachers and 20 induction tutors were also used to collect data. The majority of the sample of newly qualified teachers received the main entitlements in their induction year but serious concerns persist for a significant minority. Implications for the induction of all newly qualified teachers, irrespective of their subject area, school and policy‐makers, are identified.  相似文献   

7.

The research presented in this paper, based on ethnographic interviews with 19 female and 6 male Canadian teachers of Chinese ancestry, is part of a larger study examining perceptions of careers in teaching by secondary school and university students as well as practising teachers, all of minority Chinese or Punjabi Sikh ancestry (Beynon, Toohey & Kishor, 1992; Beynon & Toohey, 1995; Beynon & Toohey, 1998; Hirji & Beynon, 2000). Drawing on Britzman's (1992) theoretical distinction between teachers' roles and identities, the thesis of our research is that "role", which Britzman describes as impermeable and prescribed by normative institutional practices and ideologies, is, rather, potentially porous. We see that teachers of minority ancestry infuse their roles with new dimensions that draw on their identities. Hall's (1996) materialist theorizing helps us to see how identity, multifaceted and fluid, can be a source for negotiating roles. We recommend changes in teacher education and schools that would help to authorize transformation so that these settings which presently privilege the values, practices and discourses of the dominant Anglo-European Canadian society can become more inclusive of the identities and experiences of minority teachers.  相似文献   

8.
Abstract

School‐based mentors are taking increased responsibility for the initial training of student teachers as a result of government policy to lengthen the proportion of time students spend in school during their training. The role of the mentor is critical in the development of a partnership model of initial teacher education (ITE), involving close collaboration between higher education institutions (HEIs) and schools. This article draws on our research into the practice of mentoring on the one‐year Primary Postgraduate Certificate in Education (PGCE) at the Chichester Institute. Through observations of mentoring sessions at school we analyse the process of mentoring in action. Drawing on mentor observations and interviews with mentors, students and college (link) tutors we examine the diverse nature of mentoring and identify some of the common qualities of good mentoring practice.  相似文献   

9.
This paper describes ongoing research that builds on earlier studies by the authors that have investigated issues concerning the selection of science graduates to secondary PGCE courses. These studies identified the need for criteria that are understood by tutors and applicants to ensure that candidates from ethnic minority groups are not disadvantaged. The research focuses on the perceptions that science graduates have about the selection process for secondary teacher education courses and seeks to identify whether the procedures used disadvantage any particular groups or individuals. We are interested also in whether there is a mismatch between tutors’ perceptions of the interview process and those of the applicants. During 1995/96 current students and applicants for one year PGCE courses in science were asked how they had prepared for their interviews and for their impressions of the interviewing process. The paper describes initial findings and the implication of these findings.  相似文献   

10.
Abstract

This study evaluates the effects of school desegregation by court-ordered busing on the subsequent dropout rate of majority and minority students. Using before and after busing measures of dropout rates, school records and personal interviews, this research finds majority dropout rates are not affected by desegregation procedures. While the dropout rates of bused minority students appear to be identical to those of non-bused minority students, large disparities between minority rates in various bused sectors indicate highly uneven educational experiences of bused minority students. School socio-economic composition and the expectations of teachers concerning student behavior are used to analyze the disparities, with the conclusion reached that the more favorable expectations of teachers at higher socio-economic climate schools produce lower minority student dropout rates. Desegregation produces a positive benefit for this most crucial dimension of minority student educational accomplishment, when the school to which the minority student is bused is one where teachers' expectations are positive and supportive.  相似文献   

11.
This article, which is based on research funded by the Nuffield Foundation, examines the responses of higher education institutions (HEIs) to the recent reform of advanced level qualifications in England, Wales and Northern Ireland, known as Curriculum 2000. The research, undertaken in late 2002 and early 2003 following the ‘graduation’ of the first cohort of Curriculum 2000 learners, combined documentary analysis, use of national survey findings and interviews with a sample of university admissions tutors from new (post‐1992) and old (pre‐1992) universities in England. The research shows that HEIs were generally well‐informed about most aspects of the advanced level reforms and, at the level of public statements, welcomed the possibility of a broader advanced level curriculum. However, this relatively positive approach was not reproduced in terms of offer‐making to candidates: admissions tutors, particularly in the pre‐1992 universities, continued to make offers largely on the basis of predicted grades in three main A Levels. We argue that the reason for this cautious approach by the HEIs was not simply a result of their traditional support for subject specialisation, but also stemmed from systemic problems related to the Curriculum 2000 qualifications, their voluntarism and their less than universal up‐take by schools, colleges and learners. We conclude by looking briefly at the implications of these research findings for the future reform of 14–19 curriculum and qualifications in England.  相似文献   

12.
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13.
《Africa Education Review》2013,10(3):329-347
Abstract

The recent curriculum changes in the South African education system have necessitated the development of large scale in-service training programmes for teachers. For some teacher training providers this has resulted in utilizing the services of tutors or facilitators from the various regions to deliver the programme. This article examines the role of the part-time tutors in one such programme (designed to upgrade and retrain Mathematical Literacy (ML) teachers in KwaZulu-Natal (KZN)). The purpose of this qualitative case study was to elicit the tutors' perceptions of the learning offer in the various modules and their reflections about the ways in which their participation in the programme enhanced their professional development. The sample comprised 10 out of a total of 25 tutors. Data was generated from the tutors' detailed reflections as documented in response to questions in an open form questionnaire. The participants reported on specific areas of growth in their professional development, including a deepening of their mathematics content knowledge and pedagogic content knowledge. They were also able to provide detailed recommendations for improving the learning offer. The article concludes by calling for increased involvement by tutors in the development and implementation of these large scale teacher development programmes.  相似文献   

14.
《师资教育杂志》2012,38(3):221-239

As from February 2001 all new entrants into teaching in England have been required to take and pass skills tests in the fields of numeracy and literacy before they are allowed to move on to the school-based induction phase of their training. These computerised tests were preceded by a paper-based numeracy test. In light of the considerable concern about the impact of the tests, we undertook a small pilot study consisting of interviews with a range of relevant people and written responses elicited by our letter to the Times Educational Supplement announcing our study and inviting contributions. Based on this data, our article focuses on: the origins and rationale of the tests; student and tutor response; institutional procedures and support for student teachers taking the test; issues of equal opportunities and social justice; technical requirements of testing; and implications for the recruitment of teachers. The conclusion that we draw is that there are major flaws in this recent example of 'fast policy' that may have serious implications for the future shape of the teaching workforce.  相似文献   

15.
ABSTRACT

This paper considers claims that students from minority ethnic backgrounds are treated less favourably than their white peers in schools because their teachers make negative, ethnocentric judgements of their behaviour. The paper challenges the empirical basis of these claims and the implicit model of good practice on which they are based. It goes on to examine some of the implications for teacher practice of this discussion. The aim is to try to clarify the meaning of equality of treatment in schools, a right we expect all citizens to enjoy, and to examine the way this principle should be operationalised by teachers in multi‐ethnic schools.  相似文献   

16.
Abstract

This article describes a study of the uptake of places on ‘access’ to higher education courses in Scottish further education (FE) colleges by students from minority ethnic backgrounds. Colleges surveyed recruited access students from minority ethnic backgrounds in close approximation to the proportions attracted to FE in general, despite the commitment to prioritise under‐represented groups, including students from minority ethnic communities. The study found a general acceptance of the principle of positive action by colleges, but little evidence of strategies likely to prove effective. It is suggested that the government's agenda for widening participation in education can only be accomplished when the FE sector recognises ethnicity as an important issue.  相似文献   

17.
Colleges and universities have expanded their use of the internet and social media in marketing strategies, but the direct mailing of admissions brochures continues to be at the heart of recruitment efforts. Because admissions brochures often serve as a potential student's introduction to the campus, they are carefully crafted to provide a specific impression of the institution. This study examined one aspect of the marketing of colleges by examining the portrayal of racial and ethnic diversity. Through a content analysis of over 10,000 photographs from 165 four-year institutions in the US, the accuracy of the photographic portrayal of diversity in recruitment materials was assessed. Findings indicate that the majority of institutions provided images of diversity to prospective students in 2011 that were significantly different than the actual student body. Furthermore, diversity was typically symbolized by portraying African American students at higher rates rather than presenting a more representative student body.  相似文献   

18.
《师资教育杂志》2012,38(2):97-115
Currently in the UK there is much pressure to increase the recruitment and retention of ethnic minority teachers, not only to respond to the continuing shortage, but to develop a teaching force that reflects the diversity in the UK population and provides role models for ethnic minority students. There is, however, little research on how ethnic minority teachers cope with the demands of the profession, especially in their first year. The introduction by the Department for Education and Employment (DfEE) of an induction period for Newly Qualified Teachers (NQTs) in 1999 was an attempt to create a programme of individual support and monitoring to provide NQTs with a bridge from Initial Teacher Training (ITT) to becoming established in their chosen profession. We believe it is now timely and important to examine how ethnic minority beginning teachers experience these new arrangements. In this paper we, therefore, explore the induction experiences of British teachers of Asian and African Caribbean origin in three Local Education Authorities (LEAs) in the North West of England. We conclude that the NQTs are being provided with equal opportunities by their employers and that affirmative action may have been undertaken by a few of these employers during the recruitment and selection process, although some anecdotal evidence is also presented of discrimination. Further, the paper suggests that the majority of the NQTs find their schools and LEAs supportive and the induction process valuable, although it highlights the need for additional support in some individual cases.  相似文献   

19.
ABSTRACT

This article examines the experiences of 22 Black and minority ethnic (BME) trainee teachers who were enrolled on a secondary teacher training course at one university over a two-year period. It argues that BME trainee teachers experience different forms of exclusionary practices in the classroom, but use their identities in a positive way to reinforce aspects of their experiences.  相似文献   

20.
This study investigated the associations between cultural diversity approaches endorsed by teachers and adolescents' positive and negative intergroup contact in schools. Participants were 984 adolescents (Mage = 14.66; 62.7% female; 24.8% ethnic minority) involved in a three-wave longitudinal study between 2019 and 2020. Results highlighted that perceived equal treatment by teachers was related to higher positive and lower negative contact over time. However, perceived support for contact and cooperation and interest of teachers in children's cultural background were not related to either positive or negative contact over time. Importantly, the results were replicated across ethnic minority and majority adolescents. This study provides novel insights into the key role that teachers can play in promoting cultural diversity approaches to facilitate harmonious intergroup interactions in schools.  相似文献   

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