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1.
This research aims to understand the key competencies and characteristics for innovative teaching as perceived by Chinese secondary teachers. A mixed-methods research was used to investigate secondary teachers’ views. First, a qualitative study was conducted with interviews of teachers to understand the perceived key competencies and characteristics for innovative teaching among Chinese secondary teachers. Seventeen characteristics were identified underlying four key competencies that were perceived critical for innovative teaching. Secondly, an instrument was developed in order to validate the identified key competencies and characteristics and to measure teachers’ perceived importance of the key competencies and characteristics for innovative teaching. A total of 325 secondary teachers participated in the survey. The results show that the four-factor model of key competencies for innovative teaching was validated and the importance level of the perceived characteristics was also identified. This research has theoretical and practical significance with regard to the development of competence-based teacher education programs. 相似文献
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程红兵 《课程.教材.教法》2020,40(2):20-26,76
未来社会将发生巨大的变化。面对迅速变化的世界,社会已经重新定义知识,重新定义学习,重新定义教育,重新定义培养目标。应对未来变化,国家提出要培养学生的核心素养,并修订体现核心素养的课程标准。面对未来社会,家长应该树立开放的教育观念、立足长远的教育理念。应对未来变化,学校要实现目标现代化、课程现代化、教学现代化。目标现代化包括情意目标、智能目标两个方面,培养学生的核心素养。课程现代化,从群体式课程走向个体式课程;从分科式课程走向整合式课程;从闭合型课程走向开放型课程。教学现代化,技术撬动教学变革,从经验性教学走向实证性教学;从标准化教学走向个性化学习;从传统式教学走向现代化教学。 相似文献
3.
Meng Deng Sisi Wang Wenjun Guan Yan Wang 《International Journal of Inclusive Education》2017,21(4):416-427
The aim of this study was to develop and validate an instrument of inclusive teachers’ competencies for teaching students with special educational needs in China. Data were obtained from a preliminary and large-scale investigation in Beijing. The primary analyses included exploratory factor analysis and confirmatory factor analysis. The findings indicated that Chinese inclusive teachers’ competency is underpinned by four factors: teaching and instruction; communication and cooperation; attitudes and beliefs; and reflection and development. The four-factor model was obtained with satisfactory reliability and validity. The validated questionnaire generated a theoretical understanding of inclusive education teachers’ competency in China. In addition, the findings of the study provided knowledge that will allow for the development of professional standards and teacher education programmes for inclusive education. 相似文献
4.
Dr. des. Dirk Richter M.A. Prof. Dr. Mareike Kunter Prof. Dr. Oliver Lüdtke Prof. Dr. Uta Klusmann Prof. Dr. Jürgen Baumert 《Zeitschrift für Erziehungswissenschaft》2011,14(1):35-59
This study investigates the support that novice teachers receive from their mentors and peers during the teacher induction phase in Germany. It examines the relationship between the support of these two groups and the development of new teachers’ professional competencies. The sample comprises 551 novice teachers in mathematics, who were surveyed twice within one year during their induction period. Results show that both mentors and peers are perceived as providing important support, but that the two groups support different aspects of teaching competencies. Structural equation models indicate that informational and emotional support provided by mentors is associated with an increase in the teachers’ self-efficacy beliefs and a decline in their emotional exhaustion, whereas the support of peers has both positive and negative effects. 相似文献
5.
The development and validation of a framework for teaching competencies in higher education 总被引：4，自引：0，他引：4
Dineke E.H. Tigelaar Diana H.J.M. Dolmans Ineke H.A.P. Wolfhagen Cees P.M. van der Vleuten 《Higher Education》2004,48(2):253-268
In higher education, approaches to teaching are becoming more student-centred, which demands different teaching competencies. Therefore, it is necessary to have an adequate framework of teaching competencies that can be used for evaluation purposes. The weaknesses of the existing frameworks are that they do not pay attention to the person as teacher, they are too narrowly defined, they are not validated and they are not adjusted to modern approaches to teaching. The aim of this study was to develop and validate a framework of teaching competencies in higher education. A framework for teaching competencies was therefore constructed containing the following domains: The Person as Teacher, Expert on Content Knowledge, Facilitator of Learning Processes, Organiser and Scholar/Lifelong Learner. The framework was validated using a Delphi method. Educational experts (N = 63) were asked: ``How important are the following teaching competencies in each domain for an experienced teacher in higher education?'' A confirmatory factor analysis was conducted to assess the adequacy of the domains. After two rounds, the shift in ratings was minimal, so the results were considered stable. The response rate was 82%. From the original list with 134 items, 30 items were omitted because many experts failed to respond to them. The experts reached consensus on 61 out of the resulting 104 items (59%). A confirmatory factor analysis on the three best scoring items in each domain confirmed the model. A framework of teaching competencies was developed and validated that can be used as a starting point for teacher evaluation in higher education. 相似文献
6.
在成人教育专业化发展趋势下,美国将成人教育教师资格作为促进教师有效教学、提高成人教育绩效的手段。本文分析了美国联邦教育部的指导性文件《成人教育教师资格及绩效指示》及其实施情况,对美国成人教育教师资格的指导理念、内涵特征、实施环境、使用途径及其意义和作用进行了评析。 相似文献
7.
Ya-Chun Chen Yi-Ting Pan Zuway-R Hong Xue-Fang Weng 《Research in Science & Technological Education》2020,38(2):185-207
ABSTRACTBackground: As inquiry-based instruction is not universally implemented in science classrooms, it is crucial to introduce instructional strategies through the use of contextualized learning activities to allow students with different background knowledge and abilities to learn the essential competencies of scientific inquiry and promote their emotional perception and engagement.Purpose: This study explores how essential scientific competencies of inquiry can be integrated into classroom teaching practices and investigates both typical and gifted secondary students’ emotional perception and engagement in learning activities.Sample: A case teacher along with 226 typical and 18 gifted students from a suburban secondary school at Taiwan participated in this study.Design and methods: After attending twelve 3-hour professional development workshops that focused on scientific inquiry teaching, the case teacher voluntarily developed and elaborated her own teaching activities through the discussions and feedback that she received from workshop participants and science educators. Quantitative and qualitative data were collected through activity worksheet, questionnaire, video camera, and tape recorders. Frequency distribution, Mann-Whitney U test, and discourse analysis were used for data analyses.Results: Case teacher’s teaching activities provide contextual investigations that allow students to practice making hypotheses, planning investigations, and presenting and evaluating findings. Students’ learning outcomes reveal that typical students can engage in inquiry-based learning with positive emotional perception as well as gifted students regardless of their ability level. Both gifted and typical students’ positive emotional perception of and active engagement in learning provide fresh insight into feasible instructions for teachers who are interested in inquiry-based teaching but have little available time to implement such instructions into their classrooms.Conclusions: The results of our work begin to address the critical issues of inquiry-based teaching by providing an exemplary teaching unit encompassing essential scientific competencies 相似文献
8.
Around the world reforms in teacher education have been oriented towards making the preparation of teachers more functional for development of competencies they need in practice. At the same time, much criticism has been voiced about such reforms jeopardising the fundamental humanist traditions in teaching, based on beliefs about non-instrumental values of education. In this study we examine teachers' perceptions of importance of competencies and explore their implications for teacher education. The study has been designed to ensure that voices of teachers and teacher educators are heard in identification of areas of expertise that make up a competent teacher. We conducted a principal component analysis of the response of 370 teachers and teacher educators in Serbia to a questionnaire about the importance of a number of aspects of teacher competence. We identified four components underling teachers' perceptions of competencies relating to 1) values and child-rearing; 2) understanding of the education system and contribution to its development; 3) subject knowledge, pedagogy and curriculum; and 4) self-evaluation and professional development. Teachers perceived all but the second area of competence as very important, with the fourth scale perceived as of the highest importance. Implications of each area of competence for teacher education are discussed and conclusions are drawn for the development of teacher education curricula. 相似文献
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国内外科学教育界普遍认为科学实践与科学认识的协同发展是培养学生科学素养的重要途径。本文以化学学科为例,对科学实践与科学认识的内涵进行了解构,认为科学实践由“一般科学实践”“学科实验活动”“学科能力活动”组成,科学认识由“学科核心知识”“学科认识方式”组成。在阐述科学实践与科学认识协同发展必要性的基础上,提出了促进科学实践与科学认识协同发展的四维模型,对促进二者协同发展的教学设计提供了建议。 相似文献
11.
Lily Orland-Barak 《Cambridge Journal of Education》2001,31(1):53-68
This paper describes and interprets the process by which two novice mentors of English teachers, who are experienced high school teachers of English, learnt to construe their new role by articulating differences and similarities between their practice as teachers of children and as mentors of teachers. The evolving competencies that the focal mentors attributed to their learning are interpreted through the metaphor of 'learning to mentor as learning a second language of teaching'; an organising framework that emerged from the findings of a qualitative case study that investigated the learning process experienced by two veteran teachers of English in their passage from teaching English to school children to becoming mentors of teachers of English (Orland, 1997). The study suggests that although the passage from being a teacher of children to becoming a teacher of teachers is shaped by strong emotional and motivational dispositions, it is also a highly conscious and gradual process of developing communicative competencies, whereby the mentor learns to redefine his/her context of teaching in order to make sense of his/her new context of mentoring. At an operational level the study indicates that there is a definite need to prepare teachers for this passage by providing opportunities to voice and articulate these connections in teacher education programmes. 相似文献
12.
核心素养是个体应对21世纪知识经济快速发展的必备品格和关键能力,是基础教育课程改革深化的重要内容。培育学生核心素养需要推进教学变革,即从知识本位教学走向素养本位教学,从课堂讲授走向合作探究,从单一式教学评价走向综合型教学评价,从独白式教学情境走向复合式教学情境。 相似文献
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外语习得的西方理论研究中表明,情感因素是外语教学中的重要不可或缺的因素。现代教育在高速发展的经济政治的影响下,对外语教学提出了更高的要求。该文结合多年的外语教学和对本学期刚入校的中职一年级的新生近一年的英语教学中情感因素的研究,总结出情感因素对英语教学的影响以及在教学中应注意的情感因素,为提高教学效果服务。 相似文献
15.
Vladimir Kricsfalusy Colleen George Maureen G. Reed 《Environmental Education Research》2018,24(4):593-610
Improving student competencies to address sustainability challenges has been a subject of significant debate in higher education. Problem- and project-based learning have been widely celebrated as course models that support the development of sustainability competencies. This paper describes a course developed for a professional Master’s program in environment and sustainability that employs such a model. Additionally, the course was designed to offer value-added opportunities by introducing attributes of interdisciplinary training, service learning, academic research, and professional practice. Results from the course assessments by students, faculty, community clients and organizational partners show this model provided a range of learning, professional and practical outcomes for course partners. The value-added benefits include strengthening sustainability competencies and professional skills for students; longitudinal research opportunities for teaching faculty; real-time assessments of farming practices for community clients; and a heightened regional profile for the non-profit biosphere reserve organization supporting course delivery. 相似文献
16.
Validating teaching competencies for faculty members in higher education: A national study using the Delphi method 总被引：1，自引：0，他引：1
In this study the Delphi Method was used to validate teaching competencies of faculty members in higher education. Through the use of expert opinion, a panel of national leaders in college-level teaching validated twenty seven competencies as important or very important for faculty members who teach. Seven other competencies were rated slightly below a mean score of 4.0 suggesting, based on additional feedback by the panel, that the importance of some competencies may depend on specific variables found within a given context.Kathleen S. Smith is Coordinator of Teaching Assistant Support at The University of Georgia, Office of Instructional Development. She holds graduate degrees from The University of Georgia and has served as Administrative Coordinator and Acting Head of The University of Georgia's intensive English program. Her research and teaching focus on the development and administrative support of teaching assistants with emphasis on International Teaching Assistants. Ronald D. Simpson is Director of the Office of Instructional Development at The University of Georgia, where he also is professor of Higher Education and Science Education. He holds degrees from The University of Tennessee and The University of Georgia. 相似文献
17.
Dealing with ethnic and linguistic diversity is one of the major challenges in today’s education. Therefore, the formulation of competencies for teachers and teacher training should take into account the specific requirements of teaching in multicultural schools. In 2002, a series of small‐scale studies were conducted to identify and formulate teachers’ communicative competencies in multicultural classes through a mixture of instruments and data sources. The studies aimed at providing recommendations for improving these competencies through teacher education and professional development. This study reports on the multiple instruments used to study the practical knowledge and behaviour of experienced teachers in multicultural schools by discussing research evidence from a series of case studies from primary and secondary education. These case studies explored teachers’ knowledge, beliefs and behaviours in creating healthy teacher–student relationships as well as making lesson content accessible for all students, including students with limited language skills. The findings show how small‐scale studies with multiple data collection techniques can help in providing an empirical foundation for the formulation and specification of teacher competencies in multicultural settings. Based on our findings, we argue that by conducting multiple investigations in different settings, using a variety of instruments and by interpreting this data from different communicative domains, a valid, reliable and complete picture of teachers’ scientific competencies can be obtained. 相似文献
18.
自身情感体验浅显和对外情感沟通不畅,这一直是聋生教育中的难题,为了使聋高中学生在毕业后能更好地融入主流社会,笔者作为一名特教学校语文教师,积极转变教学思想,研究聋生情感现状,分析了语文教学在聋生情感教育中的优势。这种语文教学中渗透情感教育的方式能够使聋生开始注重的情感积累和情感表达,为聋生健康、和谐的成长与发展打好基础。 相似文献
19.
Jennifer Roberts 《Distance Education》2018,39(1):37-53
AbstractThe roles of distance education teaching staff are changing, necessitating role clarity and the development of appropriate competency frameworks. This article investigates the perceptions of the teaching and research staff at the University of South Africa, regarding the current and future roles of distance educators, their own competencies in each role and training that they require in order to address competencies required in these future roles. This research forms part of a larger project that focuses on capacity and continuous professional development processes that are necessary to train staff to be prepared for these changing roles. A quantitative web-based survey was sent to all academic (teaching and research) staff at the University of South Africa. Key results indicate that competencies in the roles of technology and instructional design have emerged as crucial for distance educators, and that future training programmes need to be developed to support these areas. 相似文献
20.
Altay Eren 《The Australian Educational Researcher》2014,41(4):381-409
The present study examined the mediating roles of prospective teachers’ emotional styles in the relationships between their emotions about teaching and professional plans about teaching. A total of 684 prospective teachers, majoring in computer education and instructional technology teaching, mathematics teaching, preschool teaching, special education teaching, and English language teaching, voluntarily participated in the study. Correlation and structural equation modeling analyses were conducted in order to examine the mediating roles of emotional styles. Results showed that the prospective teachers expected to experience enjoyment more than anger and anxiety regarding their future teaching. Results also showed that the prospective teachers’ attention style and social intuition style played significant mediating roles in the relationships between their emotions about teaching (i.e. enjoyment and anger) and professional plans about teaching (i.e. planned effort and professional development aspirations). Overall results of the study suggest that PTs’ emotions about teaching should be taken into account together with their emotional styles in order to understand their teaching-related future plans more comprehensively and accurately. Implications for teacher education and directions for future studies were also discussed in the present study. 相似文献