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1.
Donna Tangen 《International Journal of Inclusive Education》2017,21(1):63-72
Teacher education institutions play a key role in preparing pre-service teachers to graduate as competent and confident inclusive educators. Seeking to understand pre-service teachers’ current perceptions of diversity and inclusion, and how they perceived themselves as future inclusive educators, this qualitative study employed inductive analysis to explore pre-service teachers’ self-perceptions as inclusive teachers, utilising the theory of possible selves. Forty-six (n?=?46) of 292 pre-service teachers enrolled in an inclusive education subject in a graduate entry teacher education programme in eastern Australia participated in this study. Findings revealed that pre-service teachers had developed good theoretical understanding of inclusive education through their coursework. However, their development of possible selves as inclusive educators was less well-defined in that they had difficulty extending their understandings of who they might be as inclusive teachers beyond their coursework samples. This difficulty in identifying their cultural selves beyond a stereotypical norm of who a ‘classroom teacher’ is indicates a need for more and extensive time for pre-service teachers to develop their professional identities as inclusive educators. 相似文献
2.
加强研究生课堂教学是提高研究生教育质量的重要视点,这是基于当下研究生教育规模扩张以及导师评价体系的现实思考,也是由不断发展的课堂教学的规定性所决定,还因研究生学习的性质、任务所必需。基于研究生课堂教学的实际,总结归纳出3种模式,即“讲授、讨论”式、“练习、实践”式、“导读、研讨”式。深入分析每一种模式的运用,可以说优劣同在。研究生课堂教学需要打破固定、先验的框架,营造出一种自由、自主的环境氛围,这不仅需要教师要有渊博的学识、高超的教学水平,同时更需教师具有感染学生心灵的思想境界。 相似文献
3.
Chin-Wen Chien 《Teachers and Teaching》2013,19(3):328-345
Though it is well known that pre-service teachers’ field experiences are recognized as key to enhancing teaching practice, Taiwanese pre-service teachers who take ‘Teaching Methods and Materials’ in elementary school’s seven areas often complain that they lack field experience. They do not have the opportunity to experience teaching demonstrations among real elementary school students. This case study discusses 35 pre-service English teachers’ professional learning and the field experience they acquired from expert teachers in the Teaching Methods and Materials of English in the Elementary School course in Taiwan. Data in this study include: (1) observation notes, (2) lesson plans, worksheets, and teaching materials, (3) videos on teaching demonstrations, (4) conversation notes on lesson planning, (5) the class syllabus, (6) semi-structured interviews with expert teachers, and (7) participants’ reflections on their mentoring experience. Participants held positive attitudes toward the mentoring experience and their expert teachers. Because it helped them combine their knowledge of the classroom context, lesson plan content, instructional pedagogy, and their students, these 35 participants regarded teaching practice as more beneficial than observing expert teachers’ instructions and having conversation with expert teachers after teaching practice. In addition to mentored field experience, online discussions and seminars on topics are suggested for inclusion in mentoring activities. 相似文献
4.
Marianne Turner 《Teachers and Teaching》2013,19(1):78-92
This article explores how reflective practice may be facilitated among pre-service teachers preparing to teach in culturally diverse classrooms. The significance of the mentor teacher’s ability to reveal her/himself as a reflective practitioner in order to promote student reflection is well documented. The article specifically addresses one teacher educator’s approach to offering mentor support with a focus on reflective practices related to cultural diversity. She explores how her ethnographic doctoral study on the classroom participation of adult South Sudanese students in different Australian learning environments has informed her own practice as a teacher, and ways in which her teaching philosophy and values were influenced by the sustained reflection needed to complete the study. By making explicit an aspect of her reflective practice, she aims to add to the growing body of literature on how to engage pre-service teachers meaningfully in reflection on their own classroom practice, especially in relation to teaching to diversity. 相似文献
5.
This study investigated how a collaborative mentoring program influenced beginning science teachers' inquiry-based teaching and their reflection on practice. The one-year program consisted of five one-on-one mentoring meetings, weekly science education seminars, weekly mentoring group discussions, and self-evaluation activities. The participants were three beginning science teachers and three mentors at the middle school level (7–9th grades) in an urban area of South Korea. For each beginning teacher, five lessons were evaluated in terms of lesson design/implementation, procedural knowledge, and classroom culture by using the Reformed Teaching Observation Protocol. Five aspects of the beginning teachers' reflections were identified. This study showed that a collaborative mentoring program focusing on inquiry-based science teaching encouraged the beginning teachers to reflect on their own perceptions and teaching practice in terms of inquiry-based science teaching, which led to changes in their teaching practice. This study also highlighted the importance of collaborative interactions between the mentors and the beginning teachers during the mentoring process. 相似文献
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7.
This article reports on a study that explored the management of information and communication technology (ICT) in teaching and learning. In particular it focuses on the use of ICT in the pre-service teacher’s classroom in the South African context. The study was interventionist in that pre-service teachers were trained how to use ICT in teaching and learning, and were then followed into the teaching practice classroom where they were observed as to how they used the technology and managed it. Data for the project was also collected through semi-structured interviews with the pre-service teachers and through the researchers’ reflection. The results showed that the pre-service teachers, who in this case were all digital natives, are willing to use ICT for teaching, but lack the skills to manage ICT in the classroom. The results further showed that the motivation to use and integrate ICT in the classroom may not be sufficient to ensure the effective integration thereof, that is, the teachers still require management. Further, the article recommends the importance of higher education institution lecturers as role models in the use and management of ICT. 相似文献
8.
《The Journal of educational research》2012,105(5):293-309
Abstract The author demonstrated that a reflective disposition toward teaching was related to effective teaching especially in the domains of instructional behavior, classroom organization, and teacher expectation. Data used to test the hypothesis were composed of reflective disposition scores earned by teacher candidates (N = 55) and effective teaching scores given teacher candidates by their field instructors. Reflective disposition consisted of 6 components: the composite of reflective disposition and the composite of effective teaching, reflection on what teachers should know and be able to do, reflection on teaching, reflection on learning, reflection on the relationship between learning and teaching, and reflection on what it would be like to be a teacher in the classroom. Effective teaching consisted of 5 components: the composite of effective teaching, classroom management, instructional behavior, classroom organization, and teacher expectations. 相似文献
9.
During the last decades, digital technologies have become more common in providing opportunities for reflection and in-depth analysis of classroom practices and have afforded new ways of organising teacher education. In particular, videotaped lessons have proven to be a valuable tool for capturing teaching episodes, subsequent reflection and development of student teachers’ professional knowledge, here referred to as ‘pedagogical content knowledge’ (PCK). The aim of this project was to investigate how the use of the reflective tool, content representations (CoRes) in combination with video and associated digital tools might be used as a means for capturing student teachers’ professional knowledge of practice. In the study we explore how a group of 24 secondary science student teachers were provided with Content Representations (CoRe) and video annotations to support their reflection-on-action during their practicum. Video annotations, alongside a written reflection of critical incidents in the student teachers’ teaching constituted data for analysis. Our findings suggest that the different tools enabled the student teachers to connect captured examples of teaching instances with theoretical issues, and in this way offered the ability to see as well as to analyse their teaching practice. As such, the CoRe, together with the video annotation tool, proved to be successful in scaffolding and structuring student teachers’ reflection-on-action, allowing them to connect their reflections to components of PCK and further to articulate connections between these components. 相似文献
10.
课堂是教师实现专业发展的主要场域,教师从课堂教学实践出发,进行反思、研究、提炼、总结而形成的“实践性理论”能为其自身专业发展“提速”。教师“实践性理论”与实践经验、实践智慧、实践性知识、实践性学识等有着密切关联,本文在对相关概念进行辨析的基础上,阐释了“实践性理论”的内涵,进而结合一些实例,剖析了“提速”的内在机理。本文还就教师如何形成关于课堂的“实践性理论”提出一些方法和路径。 相似文献
11.
通过定性和定量分析发现:专家型教师与熟手型教师在课堂提问程度、提问目的和提问后的思考时间上存在差异.专家教师善于提出富有层次的、能激活学生思维深层参与的启发性问题,并具有较强地灵活调控课堂教学的能力.这些现象表明熟手型教师在依靠自己积淀的丰富教学经验的基础上,只要通过针对性的教师培训、自身经验反思以及积极参与科研等方法就有可能成为专家型教师. 相似文献
12.
Knut A. Christophersen Eyvind Elstad Are Turmo 《Scandinavian Journal of Educational Research》2016,60(2):240-254
This study focuses on how different educational programmes contribute to student teachers efficacy for classroom management and their abilities to provide learning opportunities and good classroom outcomes. Data were gathered from 491 student teachers attending different teacher education programmes in Norway and analysed via structural equation modelling. The results revealed the following: (1) problem behaviour in the classroom has a negative effect on student teacher efficacy, (2) students' perceptions of the integration of pedagogic knowledge and practice supports students' efficacy beliefs, (3) support from supervisors contributes positively to student teachers' efficacy beliefs, and (4) student teachers in university college programmes for primary school teaching report higher teacher efficacy than students in university programmes for secondary school teaching. 相似文献
13.
Limin Zhang 《师资教育杂志》2018,44(4):496-499
While research on teacher motivation has proliferated in the past decades, little attention has been paid to kindergarten teachers’ motivation for teaching, male kindergarten teachers’ motivation in particular. This case study examines five male kindergarten teachers’ motivation to teach in Chinese kindergartens in the light of possible selves theory. The data analysis reveals that the ‘ideal self’ (i.e. of professional kindergarten teachers) plays a pivotal role in maintaining the five male kindergarten teachers’ motivation for teaching. Specifically, this study indicates that the male teachers’ ‘ideal self’ motivated them to join the profession and to retain their teaching motivation when there were discrepancies among their ‘actual’, ‘ought’ and ‘ideal’ selves. The findings of this study have several implications for early childhood teacher education. 相似文献
14.
方静 《中国教育技术装备》2012,(21):89-90
在当前素质教育和有效教学的社会背景下,提高课堂教学的有效性已经成为高职院校提高教育质量的重要途径。怎样才能更有效地利用好体育课堂,对高职体育教师的教学能力、育人能力等各方面都提出更高的要求,随之高职体育教师的专业成长问题也就变成一个急需解决的重要问题。体育教师只要多动脑、善学习、勤交流,结合个体反思、拓展视野、学习交流、实践创新等方式,就一定能够在专业领域取得长足的进步,也必定会成为更加优秀的教育工作者。 相似文献
15.
教师信念深受社会环境(课堂、学校、家庭、国家、社会等)的影响,教师信念与教师教学行为处于互动关系,即教师的信念产生于教师实践和教师生存环境,受制于其所处环境中的价值观和文化,同时也影响教师的自我认同和教学效能感,而教师在教学实践活动中进行的反思和积累的经验也可以改变教师已有的信念。改善社会文化、政策层面的大环境,可以引领教师信念的改变。学校文化和基于学校教学实践的教师培训体系为教师信念反思、促进教师专业发展提供有利条件。 相似文献
16.
This article presents Malaysian student teachers’ reports of using an action, reflection and modelling (ARM) pedagogical approach during their placements in Malaysian primary schools. The ARM approach was designed to support the implementation of the Malaysian primary school mathematics curriculum, which involved changing classroom practice in learning and teaching. It was developed and used during a Malaysia–UK collaborative project to construct a Bachelor of Education (Honours) degree programme in Primary Mathematics for a cohort of 120 student teachers in Malaysia. The three principles integral to the ARM approach were repeatedly made explicit to the student practitioners who were engaged in learning and teaching on the new degree programme. Using findings from surveys carried out with the students at the end of their first and final placements, this article provides examples of the way some of them described ARM and recounted how they had used the approach in the classroom. Four of these narratives are used as ‘vignettes’ to illustrate the students’ perceptions of using new ways of learning and teaching in primary schools and to inform and enable a discussion of the relationship between theory and practice in teacher education. 相似文献
17.
One response to the disconnect between principle-based university methods courses and practice-oriented elementary school classrooms has been to create co-learning spaces by bringing prospective teachers (PSTs), practicing mentor teachers (MTs), and teacher educators together to explore key ideas related to teaching and learning. The purpose of this study was to examine MTs’ and PSTs’ perspectives on their experiences in co-learning events designed to maximize co-construction of knowledge that might lessen the gap between theory and practice. Findings from the analysis of interviews with 16 PSTs and 22 MTs included numerous benefits of co-learning events, including opportunities for (a) MTs to learn about PSTs’ world and build relationships; (b) PSTs to learn from MTs’ practical knowledge; and (c) to foster diverse perspectives and mutually beneficial collaboration. Participants also described tensions related to positioning MTs and PSTs in collaborative roles. Implications for the design of co-learning events in teacher education are discussed. 相似文献
18.
对小学数学教师专业化发展问题的思考 总被引：6，自引：0，他引：6
数学教师专业化发展问题是教师专业化建设的一个重要组成部分.由于对小学数学教学的特殊性认识不足,加之小学数学教师本身的专业化程度不高,我国小学数学教师专业化发展面临的形势异常严峻;在教师专业化意义下,小学数学教师专业发展有着特定的专业素质结构,这是小学数学教师专业发展的主要内涵与要求;小学数学教师专业化发展,离不开对数学教学问题的执著探求、对数学教育理论的不断学习、对数学课堂教学的反复实践、对数学教学行为的深刻反思. 相似文献
19.
斯蒂芬.D.布鲁克菲尔德(Stephen D.Brookfield)教授从批判理论的传统出发来探讨教师的反思。他将反思看作教师不断学习、探究自己教学的方式。当教师开展批判性反思时,他们实际上是对自己作为成人学习者有更清晰的意识;通过反思,教师持续地了解自身,了解他们与同事的关系,了解他们如何对学生施加影响。批判反思型教师不断质疑自己带到教学中的前提假设,尤其是课堂中的权力关系及其相互转换;确保课堂中的权力和权威被负责任地使用从而有助于支持学生的学习,而不是被误用或滥用而使学生感到不公或无益,或者是被胁迫或压制。他提出,每一位教师都可以运用从学生那里收集来的反馈信息、同事的感受、理论学习和对自身经验的反思这四条途径来探查自身的教学假设,寻求教学实践的改善。 相似文献
20.
Paula Mayoral 《Infancia y Aprendizaje》2014,37(4):816-850
AbstractThe aim of this study was to analyse the discourse of beginning teachers and mentors in Secondary Education throughout their participation in reflection groups on teaching practice, as part of a program designed to palliate the reality shock and encourage reflection on the practice, thus promoting the construction of professional knowledge.The data collected consist of speech recordings from five pairs (beginning-mentor) who participated in five reflection groups during a school year. This interpretative and longitudinal study draws on a qualitative analysis (Atlas.ti) of the discussion topics and types of sentences produced by the participants. The most frequent discussion topics were the thematic areas considered to be the most problematic for beginners (pair adjustment; attention to the diversity; student assessment; assessment by the program; fatigue and stress; classroom management; teacher identity; status and school culture). Mentors tended to produce more metacognitive statements while beginning teachers tended to use more conceptual statements. The results show that taking part in a discussion group on teaching practice was not enough to promote a really thoughtful (most sophisticated) elaborative pattern for beginner teachers. 相似文献