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1.
When any innovations or measurement procedures are introduced into the education system to improve or judge the quality of its teaching force, beginning teachers often have to adapt to these new concepts of what constitute a high quality teaching. This article contends that these new concepts neither necessarily match beginning teachers’ own conceptions about their own competency nor has it given beginning teachers a chance to be heard. This study provides an opportunity for beginning teachers’ ‘voices’ to be heard through phenomenography which is an interpretive research approach to discover what beginning teachers in Malaysia conceive and understand as competence in relation to what they do every day as teachers. The main finding of this study is the key role played by beginning teachers’ conceptions of competency which has provided strong implications for educational policies and teacher education. The findings suggest that teachers need to be represented in any quality improvement measures. Careful attention should also be paid to the school systems and to teacher training programmes to support and encourage teachers in their professional growth as competent teachers. 相似文献
2.
Bella Gavish 《Teachers and Teaching》2017,23(2):153-170
To open a window into perceptions entailed in the professional world view of special education teacher trainees, three research questions were developed: (a) What are their motives for joining the profession? (b) How do they perceive the role of the special education teacher? and (c) What are their expectations from teacher training? The research was carried out using a qualitative approach. Ninety-three students about to begin their professional training in special education in an Israeli teacher-training college completed a questionnaire consisting of five open questions. The data were analyzed according to the grounded theory approach. The research findings showed that the trainees chose special education because they wanted to belong to a group of teachers perceived as the most ethical; one that considers its mission to help ‘vulnerable’ individuals, mold their characters, and ‘have an impact on society.’ The role of special education teachers was perceived mainly as caring for students and their parents; the trainees expected that during their training, they would become completely familiar with the range of disabilities and how to deal with them, as well as learn about themselves and strengthen their teaching skills. The world of special education was perceived as ‘mysterious,’ having a high moral standing; as a closed profession, in that relations are limited to teacher, child, and parents; but with a spiritual aspect. The professional world of special education as perceived by the teacher trainees was different than that actually waiting for them, and for which teacher training institutes must prepare them. 相似文献
3.
Meghan Stacey 《Critical Studies in Education》2016,57(2):209-223
This article reports the findings of a study on the nature of parent–school engagement at an academically selective public high school in New South Wales, Australia. Such research is pertinent given recent policies of ‘choice’ and decentralization, making a study of local stakeholders timely. The research comprised a set of interviews with parents and teachers (n = 15), through which parents – all members of the school’s Parents’ and Citizens’ group – theorized and explained their involvement with the school, and teachers spoke about their views on this involvement. Results are organized around three themes: ‘how parents worked to nurture their children’s schooling’, ‘reasons behind parents’ involvement with the school’, and ‘communication and use of parental resources by the school’. Overall it was found that while parents were making significant efforts to involve themselves in the education of their children and with the school more broadly, the reasons for their involvement were not always consistent, but instead revealed a range of motivations for and conceptions of parents’ roles within schools, which at times were at odds with the teachers’. Through this, the study contributes to our understanding of middle-class parent engagement at an unusual and particular type of school. 相似文献
4.
本研究采用历时质性个案研究方法,对北京某重点高中两位英语教师进行了为期一年的跟踪调查。通过分析访谈、课堂观察等多种数据,本研究发现两名教师都认为英语写作教学应以培养学生的批判性思维和语言综合能力为目的,且与其他技能的培养相融合。她们采用体裁式写作教学方法,将写作教学嵌入日常英语教学活动,关注学生学习写作的过程。本研究发现表明高中英语教师在日常教学中可以突破应试束缚,切实培养学生的写作能力。 相似文献
5.
Steve Kennewell 《Technology, Pedagogy and Education》2013,22(1):1-3
This paper considers the role and development of meaningful dialogue in digitally mediated learning (DML) in UK higher education for teachers. It argues that more research is vital in the field of meaningful dialogue if we are to avoid the risk that pedagogic values in DML become increasingly driven by market forces toward ‘data vending’ without sufficient contextualisation of learning as social practice. Three data collection sources are interpreted. The first is the narrativised experiences of a DML development team transforming an MA Education award; the second is some key reflections on the experiences of MA participants on a newly transformed DML module and the third is a brief analysis of student results and evaluations. The key focus for the paper is how important and challenging it can be to nurture a dialogic academic community online that clearly supports and nurtures the professional development of teachers across the education sector. Using a methodological approach incorporating Ulrich’s notion of ‘reflective competence’, the paper considers the pitfalls of transforming face-to-face modules into DML, arguing that both staff and participant preparation for DML must be at the forefront of such transformations. The paper concludes with a consideration of the vital role in DML of pedagogies which promote emotional engagement and ‘kindness’. 相似文献
6.
Jung Eun Hong 《Technology, Pedagogy and Education》2017,26(3):323-345
Although previous studies have proven the usefulness and effectiveness of geographic information system (GIS) use in the K–12 classroom, the rate of teacher adoption remains low. The identified major barrier to its use is a lack of teachers’ background and experience. To solve this limitation, many organisations have provided GIS-related teacher training using various GIS learning materials. However, most materials have been developed without much consideration for the ‘users’ of these materials. This article introduces a user-centred design (UCD) approach to design and develop GIS learning materials in collaboration with a group of teachers to assist teachers in learning about and implementing GIS effectively in their classrooms. To illustrate this approach, the author presents a case study that involves developing GIS learning materials for middle school social studies teachers in Colorado, USA. As a result, the majority of teachers reported that UCD-based materials were easy to learn and follow. 相似文献
7.
《International Journal of Educational Development》2004,24(1):39-52
The need to enhance the relevance and quality of pre- and in-service teacher education in India has long been recognised in official commentaries. Despite the structural innovation of District Institutes of Education and Training to enhance systemic responsiveness to local contexts, training messages mediated through DIETs are largely not having the expected impact on classroom processes. Using qualitative data generated from six case study sites, this paper examines in-service training in DIETs and how they have responded to teacher development challenges. It finds that formal teacher education continues to have low ‘ecological validity’, and highlights tensions in the recruitment and technical expertise of DIET staff, and in their attitudes towards elementary teachers, that constrain engagement with local contexts. The paper then considers several aspects of elementary teachers’ local knowledge which underline the need for a review of the dominant ‘skills and knowledge’ approach to teacher development pursued by DIETs. It argues that training must shift its focus from skills to an engagement with the pressing question of teachers’ will to adopt training messages in current contexts. The paper closes with discussions of how teachers’ professional agency can be promoted, and further considerations of how teacher education can be strengthened in pursuit of quality in a context of decentralisation. 相似文献
8.
Children’s friendships are often neglected by teachers and researchers. This phenomenological study conducted with seven children aged five and six years explores young children’s perceptions of their everyday friendship experiences. This multi-method study used role play interviews, drawings and persona doll scenarios to consider children’s everyday experiences of friendship in school. The paper discusses the importance of socio-cultural aspects of children’s friendship including: imaginary friends; losing friends; protecting time and space to develop friendships and children’s routines and practices as they form and maintain friendships. Data and findings are discussed, leading to an original conceptual framework: a ‘Pedagogy of Friendship’. This is designed to help children make meaning from their friendship experiences and also provide practitioners with the opportunity to nurture and scaffold children through their friendship experiences in schools. We suggest that there is a need to raise the profile of children’s friendships in early childhood education and generate an educational perspective on friendship. Finally we conclude that listening to children’s views of friendship indicates that the application of the framework of a ‘Pedagogy of Friendship’ would be beneficial to children’s all round learning and development. 相似文献
9.
To become a lifelong learner as a teacher, student teachers already have to learn how to direct their own learning during initial teacher education programmes. Previous empirical research has shown that student teachers differ in their patterns of learning-to-teach, but few is known about the changeability of these learning patterns throughout teacher education and the role of teacher training internships in this. In this study, the changes in student teachers’ patterns of learning-to-teach amongst pre-service teachers were investigated using a longitudinal design. 253 student teachers were asked to complete the ‘Inventory Learning To Teach Process’ questionnaire at two points during the last semester of a three-year teaching programme: immediately prior to and immediately following a long teacher training internship. The results of this study demonstrate that learning-to-teach patterns are subject to a relative degree of change. In particular, survival-oriented student teachers appear to have undergone a greater degree of change after the long teacher training internship. 相似文献
10.
Andrew J. Hobson 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):245-261
This article reports findings from a small-scale study of secondary student teachers' evaluations of one-year, postgraduate initial teacher training (ITT) programmes in England [1]. Data were collected via in-depth interviews with 16 student teachers and self-complete questionnaires completed by 224 student teachers from four training courses in central and northern England. The findings suggest that, in line with studies conducted prior to the shift towards school-based training in the early 1990s, some student teachers today remain unconvinced about the utility of ‘theoretical’ components of their training courses. The author examines what some student teachers mean and understand by ‘theory’, suggests a three-fold typology of student teachers, relating to their approaches to learning to teach, and considers some implications for the tutoring process in ITT. 相似文献
11.
Maria Rontou 《Journal of Research in Special Educational Needs》2013,13(1):92-103
This paper investigates the collaboration of Greek secondary school teachers of English as a Foreign Language (EFL) with psychologists and advisers for dyslexia issues. Data were collected through audio recorded observations and interviews with head teachers and teachers. Taking a Vygotskian approach to learning, activity theory is applied to analyse the contradictions that emerge around the collaboration of teachers and head teachers with specialist provision for dyslexia issues from data in interviews and field notes across two schools. The analysis shows that contradictions are created when the participants try to achieve their goals for dyslexia support by the absence of ‘what’ artefacts – such as knowledge on dyslexia – and ‘how’ artefacts – processes and procedures such as collaboration with a counsellor – to support the collaboration of EFL teachers with EFL and special educational needs advisers and psychologists, the lack of staff at diagnostic centres and lack of funding for training. This finding indicates that the collaboration between psychologists, advisers and teachers to exchange information on pedagogy needs to be established through meetings and in‐service training of teachers. 相似文献
12.
Analysis of the impact of professional learning and development (PLD) programmes for educators is complex. This article presents an analysis of a PLD initiative in which classroom teachers learned to use narrative assessment for students with ‘high’ and ‘very high’ learning needs. Using Cultural Historical Activity Theory (CHAT), the analysis showed how various tensions arose across the activity system of participants during the initiative. Tensions were associated with the roles of those involved, the narrative assessment approach, and the rules of the initiative. While the new narrative assessment approach resulted in benefits for the students and their parents, role conflict emerged in relation to established assessment approaches already used by the educators. It is argued that CHAT enables a more nuanced understanding of the complex ways in which teachers actually engage with official curriculum, pedagogy or assessment PLD initiatives, than do theories that position teachers as simply resistant to change. 相似文献
13.
《Teaching and Teacher Education》2004,20(7):745-758
Research on decision-making skills of teachers has indicated the importance of experience. Also, occupational culture has been found significantly related to teachers’ thinking and behavior in the class. This study investigates in what aspects experienced teachers (cooperating teachers) and less experienced teachers) (student teachers) differ when making instant decisions on diverting from their lesson plans as they teach, and what cultural/institutional influences can be related to these differences. The data for this qualitative study came from four cooperating teachers and seven student teachers through several research instruments: video-taping the participant teachers’ lessons, the interviews held at post-teaching meetings, the written retrospectives, and the questionnaire. The findings indicate that while ‘timing’ and ‘classroom management’ were major motives for student teachers to make changes in their plans, cooperating teachers were more concerned about discipline problems. Both groups of teachers were equally affected by ‘motivation’, ‘physical conditions’ and ‘language skills’ in making instant decisions. The paper ends with the implications of the study for teacher training and education. 相似文献
14.
AbstractFirst-year university students’ underdeveloped academic literacies can lead to dissatisfaction and poor performance. University teachers find it difficult to take action without an understanding of students’ perceptions and needs. This study investigates first-year Chinese students’ perceptions and experiences related to assessment of academic literacies in an English-as-a-foreign-language university context. The datasets include student focus groups at two different time points over their first university year, self-reflective essays written by students at the end of the year, and audio records of nine units of teaching in three teachers’ classes. Findings highlight that fostering students’ academic literacies incorporates both linguistic development and epistemological adaptation. Students held mixed feelings towards alternative assessment other than examinations. Their personal learning goals of using English in everyday scenarios dampened their commitment to teachers’ goals of developing learners’ academic literacies. Findings suggest assessment can be an effective ‘card’ played by teachers to nurture students’ appreciation of new learning goals, communicate areas for improvement in learning strategies, and demonstrate their visible progress. 相似文献
15.
Melissa B. Schieble 《Changing English: An International Journal of English Teaching》2010,17(4):375-384
In this article, the author challenges English teachers of literature to examine applications of reader response theory in teaching reading which posit that readers approach a text from two stances: ‘aesthetic’ (emotional) or ‘efferent’ (literal). The essay presents a case study of pre‐service English teachers and adolescents’ web‐based discussions about a work of young adult fiction based on a transgendered character. The study highlights how the pre‐service teachers’ framing of questions about the book provoked the adolescents to adopt an aesthetic stance with the text that effectively ‘othered’ transgenderism, leaving potential opportunities for critical reflection and analysis of gender and sexuality unexamined. 相似文献
16.
Sara W. Lundsteen 《Prospects》1970,1(1):35-37
What is the role of the teacher in curriculum research? This question was put individually to a number of teachers in California who had participated in a research project designed to evaluate new approaches for improving communication or language/thinking skills of children in the elementary school. This report presents their combined opinions and comments as regards some of the successes and pitfalls of attempted ‘curriculum reform’. The specific curriculum research involved in this study concerned the need (possibly world-wide?) to give school-children more opportunity to express them-selves and to interact with their equals during the process of problem-solving. The project was designed to help teachers develop skills as ‘discussion leaders’ and ‘question askers’ while presenting situations containing human problems for which there exist no ‘correct’ strategies. 相似文献
17.
《International Journal of Educational Development》2003,23(4):429-438
This paper presents a comparative overview of teacher education variables associated with primary science in 13 TIMSS educational systems. While using TIMSS mean cohort performances at the Year 4 level to rank the sample systems, the study went beyond TIMSS in that it was at the whole-system level and took into account developments since those tests. The study reinforced the view that primary teacher training ideally occurs in a university, and involves a 4-year degree programme that preferably adheres to common standards across institutions. Teachers’ attainment at high school emerged as a principal correlate with TIMSS rankings. Better rankings were also associated with the existence of mandatory science ‘content’ studies as part of teacher training. These observations are consistent with the axiom that teachers’ competence in primary science arises largely from their own mastery of scientific concepts. The authors propose that candidates for primary teacher training programmes should have been awarded passes in science, including physical science, at minimally the middle secondary level, and urge primary teacher training institutions to include compulsory science ‘content’ as well as science pedagogy courses in their programmes. 相似文献
18.
Anthony Wilson 《Cambridge Journal of Education》2013,43(1):69-87
Drawing on Vygotsky’s notion, developed by Bruner, of learners growing into ‘the intellectual life of those around them’, this paper reports on a small-scale questionnaire survey of teachers’ thinking about poetry writing and their instructional practices of teaching it. Thirty-three teachers, with a range of teaching experience and service, took part in the study. This paper presents, analyses and evaluates the central metaphor of ‘freedom’ used by teachers. This presents poetry writing instruction in four contrasting ways: as freedom to explore personal creativity; as a site of integrated thinking; as a rejection of ‘formulaic writing’; and as freedom from curricular ‘directives’. The paper argues that these metaphors indicate considerable personal investment by teachers of poetry and that they consider the teaching of poetry writing to have impact as much on themselves as on pupils. 相似文献
19.
Annette Braun 《牛津教育评论》2013,39(2):231-246
Drawing on a qualitative study of 32 UK student teachers, this paper asks what constitutes the vocational culture of teaching by exploring contradictory discourses of care and authority as they are presented to, and interpreted by, trainee teachers along their journey to becoming newly qualified teachers. Introducing the concept of ‘vocational habitus’ in relation to teaching, ‘ideal teacher narratives’ recounted by respondents are examined and mismatches between the expectations of individuals, institutions and wider policy contexts are explored. The later part of the article focuses specifically on three trainee teachers who struggled more than other research participants with their new roles as teachers. Their experiences suggest that simultaneous and gendered notions of caring and commanding respect can present considerable obstacles for the acquisition of a ‘successful’ vocational habitus. In light of proposed changes to teacher training in England, this paper argues that for government teacher education policies to be successful, they need to demonstrate an awareness and consideration of these contradictory notions. 相似文献
20.
Julian G. Elliott Steven E. Stemler Robert J. Sternberg Elena L. Grigorenko Newman Hoffman 《British Educational Research Journal》2011,37(1):83-103
Skilled interpersonal relations are crucial for effective teaching and learning but much professional knowledge here is tacit and thus not easily communicated. This article presents the results of a study that examined the tacit knowledge of trainee and experienced teachers in relation to various problematic interpersonal aspects of school life. Trainee (n = 501) and experienced (n = 163) teachers in secondary schools were presented with a series of hypothetical vignettes and asked to rate each of 128 potential response options. Trainees completed the survey at the beginning and end of their professional training year. It was found that experience appeared to be related to the capacity to identify ‘bad’ responses, but there was little difference in relation to the identification of ‘good’ responses. Further differences between novice and experienced teachers in relation to preferred strategies are reported. Implications for teacher education and for future research are identified and discussed. 相似文献