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教师耐受力是指教师在不利的环境条件下职业生存、专业成长的能力,具体包括对所受困难和挫折忍耐的程度、克服的强度。由于教育"场域"的压迫性力量以及教师的社会性不足,致使教师耐受力的缺失,教师可以通过淬炼自我弹性、经常阅读、把简单的事情做好、磨课、增强自我效能感、放慢工作和生活节奏、提升社会的适应能力等来自我提升耐受力。 相似文献
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从教师个体生命意义和生存价值的角度去看教师专业发展,教师专业发展就是教师的自主发展。教师必须通过提升教师人格、提升自主意识、自我反思、自我超越才能实现教师自主。 相似文献
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教师反思是教师为了提升教育教学实践合理性而进行的自我检查、自我评价和自我修正。反思使教师成为自觉的开放的存在,是教师自我成长之道。职前教师教育应转变培养范式,为反思型教师奠定素质基础：涵养德性,发展反思的动力;提升理性,发展反思的能力。 相似文献
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闵钟 《南昌教育学院学报》2012,(12):126+128
教师反思是教师为了提升教育教学实践合理性而进行的自我检查、自我评价和自我修正。反思使教师成为自觉的开放的存在,是教师自我成长之道。教师反思由于与教师的自我成长和教育实践的改善密切相连,因而为教育各界所关注。 相似文献
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教师德性相对于教师道德,主要是指教师在教育教学过程中,不断自我修养,自我陶冶,自我充实,自我价值实现的过程。教师德性超越了教师道德的群体性,把“德”指向了群体中的个体。教师德性的提升有助于教育工作的改善,有助于学生道德的进步,素质教育需要教师德性的提升,而教师德性的成长,又与教师的自律度、理解度、宽容心、责任心的提升密切相关。 相似文献
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课程改革不仅要促进学生的发展,也应该同时提升教师的自我生存质量。教师理解课程不仅是改革的需要,也是教师自我发展的条件。教师的课程理解与其自我发展是一种相辅相成的关系。当前的课程改革和课程理解研究对教师自我不够重视,一定程度上造成教师在课程理解中的自我缺失。推动教师对课程的真正理解和参与,促进教师的自我发展,需要进一步提升教师的自我意识。 相似文献
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Joyce Hwee Ling Koh Ching Sing Chai Huang-Yao Hong Chin-Chung Tsai 《Asia-Pacific Journal of Teacher Education》2015,43(5):378-391
This study investigates 201 Singaporean teachers’ perceptions of their technological pedagogical content knowledge (TPACK), lesson design practices, and design dispositions through a survey instrument. Investigation of these constructs reveal important variables influencing teachers’ perceptions of TPACK which have not yet been explored. The confirmatory factor analysis and reliability analysis confirm the validity and reliability of the instrument. The structural equation model shows that the teachers’ perceptions of design dispositions (orientations towards design) and lesson design practices (approaches used for lesson design) have direct relationships with the teachers’ perceptions of TPACK. The results of this study show that to enhance teachers’ TPACK perceptions, teacher educators need to help teachers develop lesson design practices that support ideation and iteration. They also need to develop teachers’ design dispositions that are amenable to exploring and resolving conflicting lesson design ideas. Going beyond TPACK, understandings of teachers’ lesson design practices and design dispositions are important for teacher educators to better design professional development for integration of information and communications technology. 相似文献
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王若维 《四川教育学院学报》2011,27(11):11-14
针对教师特别是青年教师反映的说课难问题,着重举例分析说课中的常见问题,并对怎样有效地说课,从涵义、内容、对象、重点、特色和形象上阐述说课的技术与艺术,旨在对教师的说课起有效的指导作用。 相似文献
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《Exceptionality》2013,21(3):171-187
This study reports the results of a survey of special education teachers regarding: (a) how special education teachers organize and develop their lesson plans, (b) which lesson plan components special education teachers include in their lesson planning activities and how each component is planned, and (c) what lesson plan components special education teachers recommend that beginning teachers include in written lesson plans. As indicated by the results, the majority of the special education teachers who participated in this study did not write out lesson plans for each lesson they taught. They indicated that, even though most of the planning prior to instruction was unwritten, it was often "consciously" planned, or planning was unnecessary because the component was performed by habit or instinct. A substan- tial majority indicated that they did not use any expert's lesson planning format, such as Hunter's (1984) or a format suggested in preservice teacher training. None of the 14 components regularly included in preservice lesson plans and instructional design models were written out by a majority of the teachers; only 3 of the 14components were written out by over one third of the respondents. Conversely, this study demonstrated that, although these teachers did not write out detailed lesson plans, they strongly recommended that beginning teachers do so. All 14 components were recommended by at least one third of the respondents, with 8 recommended by a majority. Limitations, questions for future investigation, and implications for teacher preparation are discussed. 相似文献
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陈算荣 《襄樊职业技术学院学报》2006,5(6):82-83,86
由于新课程思想和内容的挑战性，使得当前中学教师的备课产生了诸多新问题，在备课新问题成因的分析过程中．提出新课程呼唤学校教师形成和建立一种与时代发展相适应的大备课思想。并指出，建立一套大备课观制度是落实和体现大备课思想的保障，这一制度能有效的解决备课新问题，使得教师能够顺应课程和教学改革的发展需要，提高备课的质量。 相似文献
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教师的课例研究能力对课例研究开展的成效具有决定性作用,因此科学地评价教师的课例研究能力具有重要意义。在借鉴参考教师教育研究能力、行动研究能力结构模型的基础上,立足于课例研究的五个基本环节,构建了由确定研究主题的能力、合作设计教案的能力、课堂观察的能力、课后研讨的能力、撰写课例研究报告的能力5个一级指标,发现问题的能力、收集整理资料的能力等35个二级指标构成的指标体系。通过对小学教师课例研究能力评价指标体系的信效度检验以及对教育专家、一线教师、学校管理者、教研员的认同度调查,初步验证了构建指标体系的合理性。 相似文献
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In this paper, we first present a theoretical approach to study mathematics teacher knowledge and the conditions for developing it, which is firmly rooted in a systemic approach to didactic phenomena at large, namely the anthropological theory of the didactic. Then, a case of open lesson is presented and analysed, using this theoretical approach, to show how the format of open lesson contributes to the construction and diffusion of didactic knowledge in the community of mathematics teachers in Japan. The basic idea of this format is that teachers from other schools are invited to observe a class taught by a teacher then participate in a discussion session with him on the details of the lesson. For the case study, we analyse the lesson plan prepared for an open lesson, the observed lesson and the teachers’ discussion. As a result, an open lesson session has been described as a specific form of post-didactic practice related directly to an actual observed lesson, and aiming specifically at elaborating the theoretical aspects of teacher’s didactic practice in the lesson and beyond it. 相似文献
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Rossella Santagata Claudia Zannoni James W. Stigler 《Journal of Mathematics Teacher Education》2007,10(2):123-140
A video-based program on lesson analysis for pre-service mathematics teachers was implemented for two consecutive years as part of a teacher education program at the University of Lazio, Italy. Two questions were addressed: What can preservice teachers learn from the analysis of videotaped lessons? How can preservice teachers’ analysis ability, and its improvement, be measured? Two groups of preservice teachers (approximately 140 in total) participated in the program. A three-step lesson analysis framework was applied to three lesson videos: (1) goal(s) and parts of the lesson; (2) student learning; and, (3) teaching alternatives. Preservice teachers’ ability to analyze lessons was measured through an open-ended pre- and post-assessment. In the assessment, preservice teachers were asked to mark and comment on events (in a lesson not included in the program) that they found interesting for: teachers’ actions/decisions; students’ behavior/learning; and, mathematical content. A coding system was developed based on five criteria: elaboration, mathematics content, student learning, critical approach, and alternative strategies. In both studies, the ability to analyze instruction improved significantly on all five criteria. These data suggest promising directions for the development of both an instrument to measure lesson analysis abilities and a model for teacher learning. 相似文献
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陈然 《中国教育技术装备》2012,(24):95-96
立足理工科学校大学语文课程的开设现状,探讨充分发挥大语任课教师的专业优势,激发他们的主观能动性,鼓励其以经典文本为基础,以点带面,重新组织和完善拥有强大信息量、富有感染力而又具有成效的大学语文课程。 相似文献
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《师资教育杂志》2012,38(4):434-436
ABSTRACTLesson study is a collaborative model of professional development that provides teachers with the opportunity to learn from the planning, conduction and reflection of a specifically designed research lesson. Lesson study is increasingly incorporated in initial teacher education (ITE) and calls have been made to further detail the lesson study structures that support student teacher learning. In this paper the core organisational elements of incorporating lesson study in ITE are investigated as a comparative case study situated in two distinct educational and cultural settings: one in Ireland (post-primary) and the other in Norway (primary). Qualitative data, including student teachers’ planning notes, research lesson designs, and observation notes from live research lessons, were analysed and findings reveal three structural factors for the incorporation of lesson study in ITE. First, defined roles of mentor and university teachers as knowledgeable others; second, the engagement of student teachers at each phase of lesson study, with the inclusion of case pupils; and third, the conduction of the lesson study cycle on both university campus and in the classroom. These findings contribute to the growing literature of lesson study in ITE and may support the inclusion of lesson study in ITE programmes. 相似文献