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1.
《Teaching and Teacher Education》2006,22(5):538-546
Graham Nuthall described research findings from his recent classroom studies as educationally transformative, analogous to the shift to a Copernican universe. In honouring this assertion, we focus on two aspects of Graham's work: the role of theory in his scholarship, and the relationship between his scholarship and the pursuit of educational equity. In each case, we speak to why these aspects of his work are important and how each facet of his work is poised to advance the enterprise of education. Finally, we address some of the transformative implications of these two aspects of Graham's work for educational research and teacher education. 相似文献
2.
现代远程教育作为一种新型的教育模式,对传统教育带来了巨大的冲击和挑战,引发了教育理念、教学模式、教学手段、教学的主、客体关系等方面深刻变革,改变了教师在教学活动中的地位,使教师由单纯的知识传授者变为学生学习的向导。作为教学模式转型的执行者,教师必须重塑自身角色,适时自觉地转变教育观念,提高应用现代技术能力,把握和跟踪现代教育思想的发展,加强现代远程教育理论的研究,以适应现代远程开放教育的需要,为人才培养模式改革做出应有的贡献。 相似文献
3.
《Teaching and Teacher Education》2004,20(4):397-404
One measure of a scholar's contributions to his field is the extent to which his work has impact beyond his area or original focus. The authors’ examine N.L. Gage's impact in the area of school effects research. The first of Gage's impacts has been in arguing for a pragmatic orientation to the building of a scientific base for the study of education. The second has been in both leading and supporting studies that focused on direct observation of classroom teaching processes, and linking those processes to measurable outcomes. Four examples of the impacts of Gage's work are presented and discussed. The school effects field would not have made as much progress had not the teacher effects field generally, and the work of N.L. Gage in particular, preceded it. 相似文献
4.
《Studying Teacher Education》2013,9(2):129-142
This article, inspired in part by the Levine report that criticizes teacher education programs in the United States for being out of touch with practices that work in real classrooms, is a self-study that explores the rift between educational theory, particularly theory that pushes for social constructionist, child-centered approaches to teaching, and teaching practices in majority African-American, inner-city schools. The authors conducted this year-long self-study to answer the question: What could the college's education program do to improve preparation for teaching in inner-city schools? Through their year-long collaboration in a middle-school writing classroom in an inner-city charter school, the authors examined what a prospective teacher learned in his education program that helped and hindered him and then explored how the successful approaches he developed as a new teacher could be incorporated into the college's preservice program. 相似文献
5.
《Studying Teacher Education》2013,9(2):143-156
This is a self-study of my professional and cultural biography and identity, a history which directed me first toward the work of urban teaching and then into teacher education and research into comparative educational issues of racial and national identity. I use this inquiry to demonstrate how biography and identity influences the lived experience of teaching and the researcher's stance. I also examine areas where preservice urban teacher education programs must improve. My personal recommendations describe experiences that would have better prepared me for urban teaching. Suggestions include expanding coursework in the historical, political, and sociocultural influences on urban education and in designing culturally responsive curricula. I also recommend restructuring field experiences to offer richer classroom-based learning opportunities for preservice teachers and extending fieldwork into urban communities. Finally, I suggest ongoing inservice teacher education in learning-community models that respond to educators' context-specific teaching concerns. 相似文献
6.
This article outlines how I, as a primary teacher engaging with a self-study action research process, have come to a deeper understanding of my practice. It explains how I have also come to an understanding of why I work in the way I do; of how this understanding influences my work, and the significance of this new understanding. My work as a teacher frequently includes doing collaborative digital projects with my class. As I engaged in research on my practice, I initially experienced difficulties problematising this work. I struggled to achieve clarity not only with engaging in critical thinking but also with articulating my educational values. I found Mellor’s idea about ‘the struggle’ helpful as he explains how ‘the struggle’ is at the heart of the research process. My new understanding around these collaborative projects emerged in terms of holistic practice; clarifying my ontological values and learning to think critically. I am now generating an educational theory from my practice as I see my work as a process for developing spiritual and holistic approaches to learning and teaching. I conclude by outlining what I perceive to be the significance of my work and its potential implications for education. 相似文献
7.
Andrea English 《Educational theory》2011,61(2):171-189
In his central educational work, The Science of Education (1806), J.F. Herbart did not explicitly develop a theory of listening, yet his concept of the teacher as a guide in the moral development of the learner gives valuable insight into the moral dimension of listening within teacher‐student interaction. Herbart's theory radically calls into question the assumed linearity between listening and obedience to external authority, not only illuminating important distinctions between socialization and education, but also underscoring consequences for our understanding of the role of listening in educational relations. In this inquiry, Andrea English argues that critical listening in teaching contributes to the moral education and development of the learner. To do this, she examines Herbart's view of the teacher's task as a moral guide in the realm of moral education. English contends that reexamining Herbart's theory of education (a theory that is, for the most part, no longer discussed in Anglo‐American educational philosophy) can productively inform our understanding of moral education in democratic and pluralist societies. 相似文献
8.
从合法性走向合理性——中小学教师教学研究的定位问题 总被引：1，自引：0，他引：1
随着基础教育课程改革的深入,校本课程的开发和校本教学研究开始引起人们的广泛关注,这在客观上要求中小学教师必须在课堂中开展教学研究。但在现实中,当前的教师教学研究却表现出研究方法的机械化、研究成果的形式化、价值取向的功利化等“不合理”的特征。教师教学研究既不同于教育理论者的研究,又不同于经验总结和工作报告,它具有实践性、价值性和科学性的特征。为此,教师应通过反思性教学、提升自己的教育理论水平、与专家或其他教师开展合作等方式来进行教学研究。 相似文献
9.
《Teaching and Teacher Education》2006,22(5):563-579
In this article I consider what teacher educators might learn about our own teaching practice from Nuthall's work on learning in elementary school classrooms. Using key ideas from Nuthall's theory of student learning applied to data from two prior studies of my own teacher education practice, I illustrate how his work might provide a productive way for teacher educators to analyze and critique the tasks they use to promote the learning of prospective teachers. 相似文献
10.
Minnie L. Lynn 《Quest (Human Kinetics)》2013,65(1):1-2
Of increasing interest to educational researchers is the process of learning to teach and the role that teacher education plays. The teacher-socialization program of research has provided the most inclusive theoretical structure for such investigation. Unfortunately, this program has been discouraging. The outcomes indicate (a) a survival-oriented approach to teaching of the preservice student and (b) limited positive influence of teacher education on this development. Fortunately, evidence has emerged that poses a more encouraging, progressive view. This evidence stems from classroom research on the development of preservice students' perspectives on teaching. The purpose of this article is to review the outcomes from this literature and to identify possible implications for physical education teacher education (PETE). This paper focuses on four dimensions: (a) an overview of the construct of teacher perspectives, (b) the characteristics of the more progressive perspectives of the teacher education students, (c) the features of the teacher education program that influence those perspectives, and (d) possible implications for PETE. A caveat is included in this latter section that cautions generalizing outcomes from research in the classroom areas to physical education. 相似文献
11.
《Teaching and Teacher Education》2006,22(5):529-537
Graham Nuthall was drawn to social constructivist theories but relatively pessimistic about the feasibility of social constructivist approaches to teaching, except in rather narrowly specified situations. This article summarizes Nuthall's views on these issues and the research findings that shaped them, drawing in particular on a chapter in which he spoke to the issues directly. The author then draws on some of his work to support and elaborate on Nuthall's conclusions, and argue for more theory and research on both the affordances and constraints of social constructivist teaching. 相似文献
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13.
This article introduces readers to some of the cultural characteristics of education and educational development in Russia. Action Research is as yet a new influence on Russian educational thinking, and so this article makes a beginning by tracing the connection between the ‘Action Research’ approach and Russian ‘Activity Theory’ in the teacher training process. The assumption of the Russian participants in an international project devoted to action research in teacher training was that the facilitation of the ‘Activity Theory’ approach would make a relevant contribution to an understanding of action research. The practical implications of this link in various different contexts are described in the article. 相似文献
14.
教师教育改革的理论、模式与实践 总被引：2，自引：0，他引：2
武海顺 《山西师大学报(社会科学版)》2007,34(4):46-48
实现教师教育的专业化、职前职后的一体化是国际教师教育的发展趋势,进行教师教育改革既是建设创新型国家、实施人才强国战略的必然要求,也是教师教育市场开放态势下市场竞争和高等师范院校间综合实力竞技以及基础教育和学生就业双刃剑作用下的必然结果。从各师范大学的改革实践来看,教师教育的培养模式正趋于多样化。通过教师教育改革,可以实现教师教育与学科教育的相对独立,使教师教育与学科教育专业化;实现教师职前培养与职后培训一体化,使教师教育体系更加完整;实现教师教育资源的整合与共享,使教师教育资源发挥更大的效力;实现教育科学研究与服务社会的有机统一,使理论与实践的结合更加紧密;实现高等教育质量与基础教育质量的共同提高,使教师教育与基础教育形成联动关系;实现与国际教师教育高等院校合作,使教师教育办学形式国际化。 相似文献
15.
高校年轻教师为师之道 总被引：1，自引：0，他引：1
高校年轻教师的教学之道与为师之道,即是他们成长、成才、成功之道,是他们职业道德与思想境界、教育理念与教学能力、科研意识与科研水平的综合体现。高校年轻教师应该爱岗敬业、忠诚教育事业,崇尚以师爱为核心的职业道德;拥有符合时代发展和社会要求的教育思想和教学理念,练就扎实的教学功,尽快过好教学关;增强科研意识,找准科研切入点,有效推进科研进程,练就过硬科研功,从而使自己迅速成长为一名合格的大学教师。 相似文献
16.
《Teaching and Teacher Education》2006,22(3):353-361
This paper points to a neglected dimension to Schön's work on the reflective practitioner: his distinctive characterisation of the practicum. We argue that Schön's understanding of the practicum is integrally related to his understanding of the reflective practitioner. The appropriation of the latter concept within programmes of initial teacher education has tended to go hand in hand with a different model of the practicum that regards this as being synonymous with practice in schools. We outline a number of ways in which the practicum, as described by Schön, is significantly different from this. We identify key aspects of Schön's characterisation of the practicum and describe one alternative approach to initial teacher education that uses microteaching as a practicum context. This is a significant issue because concern has been expressed both as regards the quality of new teachers’ reflection and the perceived inability of TEIs to change student–teachers’ preconceived notions of learning and teaching.Whilst research into student teachers’ perceptions of microteaching has generally viewed this process positively, we were interested to research whether this remained the case once students had made the transition to teaching. The voices of recently qualified practitioners who have been through this programme are drawn upon as illustrative of the key features of this process which they identify. The article is a contribution to the discourse upon reflective practice and initial teacher education and also makes a contribution to debate concerning the preferred location of initial teacher education. 相似文献
17.
《学校用计算机》2013,30(4):191-204
Abstract This article describes a collaborative university-school district project for improving teaching and learning by using state-of-the-art educational technologies. The work resulted in the simultaneous improvement of P-12 education and teacher education. The article illustrates some of the important outcomes of a project known as Technology 2000, a collaborative effort between a university, a school district, and a business partner. Through using appropriate educational technologies, pre-service teachers, in cooperation with their supervising teachers in five classrooms at two school sites, engaged in the collaborative alignment of curriculum, instruction, and assessment to facilitate student achievement. The participants believe that the outcomes of this educational technology project have important implications for improving teaching and learning in other schools and teacher education settings. 相似文献
18.
This article considers the positive aspects of inclusion in Australian primary schools through a historical account of the nation's journey to adopting current policies and practices. The authors suggest that across the different states the picture is positive as there are clear attempts to make Australian schools as inclusive as possible. The importance of adequately resourcing schools to support teachers in the implementation of an inclusive environment is discussed as being second in importance to teacher attitudes to inclusion. The combination of these two factors has a direct influence on a school's ability to be effectively inclusive as it is the teacher at the ground level who must ensure inclusion is effective. As a result of improvements in teacher education programmes at universities, where inclusive education subjects are now compulsory, teaching in an inclusive environment is the ‘professional positive’ of teacher practice, which may potentially improve educational outcomes for all involved. 相似文献
19.
胡德海先生一生以教师为职业,以教育理论的教学和研究工作为主要的学术事业。他的教育学思想的形成有着独特的历史渊源,他的研究成就涉猎了教育学体系的构建、哲学研究、少数民族教育研究、雷沛鸿教育思想研究等领域,其中渗透的学术品格和人格精神给予人们深刻的启迪。 相似文献
20.
乔明文 《渭南师范学院学报》2012,(8):90-94
信念的研究是判断教师教育成效的一项重要指标,是当前教师教育中最有价值的一部分。职前教师信念由于受到先前经验和信念本身特质等因素的影响,不易改变,教师教育应该对职前英语教师的信念进行检视与再建构。在自我反思教学模式下发展起来的教育行动研究是近年来国外教育界探究和实践的一种教学理论,是一种非常适合没有接受过教育研究训练的职前教师的研究方法。开展行动研究有助于职前教师将理论学习与教学实践相结合,在教学实践过程中,充分利用有限的直接经验进行教学反思,不断检视、并重构教师信念,提升教学行为。 相似文献