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1.
This article explores the beliefs and practices of a high school biology teacher through three interrelated theoretical frameworks: common knowledge, collaborative learning, and communities of practice. The data were obtained from an in‐depth case study of Maria, a biology teacher from a Mexican public high school that was participating in a 4‐year international science project using collaborative learning and information and communication technology. Her beliefs and practices were explored by means of questionnaires, semi‐structured interviews, and nonparticipant observation of classes. Through the use of the three‐component framework, the degrees of coherence between practice and beliefs that guide the teacher's daily behavior became apparent, as well as the difficulties of incorporating innovations due to institutional constraints. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 465–491, 2005 相似文献
2.
王健刚 《中国现代教育装备》2013,(23):25-28
利用现代信息技术,结合口语实践性强的特点及北京邮电大学教改实践,尝试提出基于信息技术的任务驱动型大学英语口语实验教学模式。该模式利用信息技术构建的网络化实验平台和新理念教学系统实现了口语教学和信息技术的深度融合;实现了口语任务的多样化、系统化、量规化;实现了口语输入和输出并重;实现了口语教学重心课内与课外均衡发展。初步实践表明,该模式调动了学生课上和课下练习口语的积极性,提升了学习自信心,提高了口语水平。 相似文献
3.
Universities have a long history of change in learning and teaching to suit various government initiatives and institutional priorities. Academic developers now are frequently required to address strategic learning and teaching priorities. This paper asks how, in such a context, academic developers can ensure that work they do in relation to one specific institutional priority can support future learning and teaching strategies. Two examples of efforts to integrate research and teaching are discussed to demonstrate the length of time needed to develop institutional understanding and how to create sustainable resources to meet the needs of changing initiatives. The paper highlights the importance of a sustainable approach to ever-changing learning and teaching priorities, suggesting that resources and other work developed to meet institutional initiatives should be structured so that they can be readily reused or adapted when policies change. The paper concludes by drawing out some implications for academic development. 相似文献
4.
Catherine McLoughlin 《International Journal for Academic Development》2013,18(2):116-128
The adoption of information and communications technologies (ICT) is a catalyst for innovation and evaluation of teaching, and are driving many tertiary institutions towards a reconsideration of the nature of quality learning. While the technology of online delivery receives most attention, it is arguably the management of teaching and learning that requires new approaches. Universities which have been engaged in traditional forms of distance education are considering how best to integrate communications technologies that offer alternative forms of course delivery, communication, flexible pedagogies and new roles for teachers and learners. Institutional change issues are also linked to ICT adoption: developing students' generic skills, fostering lifelong learning and catering for greater flexibility in delivery of educational services is now core business in tertiary institutions across Australia. This paper argues that such changes require tertiary teaching staff to adopt a different mindset, that of facilitating and supporting learning while assuming new roles as managers, motivators, mentors and mediators of learning. The rationale for each of these roles within Web-based learning environments is presented within a constructivist framework, which affirms and extends good teaching practice. In addition to highlighting aspects of teaching and learning that are supported and transformed by constructivist, Web-based delivery, this paper proposes that professional development is essentially about establishing partnerships for renewal of teaching values, and that staff developers need to learn the craft of supporting change at various levels: at the individual level, at the course and unit level and at the institutional level through systemic contextualized affirmation of constructivist values. Professional development for adoption of Web-based teaching requires multi-dimensional thinking. Rather than acting as a driver of top-down change, effective staff development is participatory and supportive, seeking action research partnerships where more profound changes in teacher conceptions of learning must take place before online pedagogies become part of tertiary teaching culture. 相似文献
5.
Charles C. Chan PhD Ming-sum Tsui PhD Mandy Y.C. Chan MEd Joe H. Hong PhD 《Journal of Teaching in Social Work》2013,33(1-2):87-100
This study aims to evaluate the perception of a cohort of social workers studying for a part-time master's program in social work in using the popular Web-based learning platform-World Wide Web Course Tools (WebCT) as a complimentary method of teaching and learning. It was noted that social work profession began incorporating computer technology in its practice long after other professions. Its incorporation into social work teaching came even later. Questionnaires were used to collect views on computer-assisted learning (CAL) and the WebCT. Follow-up, individual in-depth interviews were conducted to obtain further qualitative data to understand the specific conditions under which a virtual learning environment becomes facilitative. It was found that in general students have a positive towards CAL and the WebCT, but they do not think that their education should be entirely Web-based. Teacher-student interactions were still essential to achieve the educational objectives. Nonetheless, the complementary value of the virtual learning environment, that is, a good measure of independence and productivity in their study depends on the students' level of competence and familiarity with the WebCT platform. 相似文献
6.
Cheryl Allendoerfer Denise Wilson Mee Joo Kim Elizabeth Burpee 《Teaching in Higher Education》2013,18(7):758-771
In this paper, we identify beliefs about teaching and patterns of instruction valued and emphasized by science, technology, engineering, and mathematics faculty in higher education in the USA. Drawing on the notion that effective teaching is student-centered rather than teacher-centered and must include a balance of knowledge-, learner-, community-, and assessment-centered learning environments; we use qualitative interview data to explore how faculty's reported beliefs about teaching are associated with their consideration of these four types of environments. Findings indicated that although a range of beliefs about teaching emerged, most were firmly located in knowledge-centered learning environments, with little or no focus on the remaining three learning environments. Furthermore, even patterns of instruction that were heavily student-centered were situated within a knowledge-centered learning framework. We argue that for student-centered instruction to be truly successful, faculty must consider all four learning environments in crafting and facilitating the classroom environment. 相似文献
7.
《学校用计算机》2013,30(3-4):95-107
ABSTRACT A key question for educational researchers is whether information and communication technology (ICT) use enhances teaching and learning. In this paper, the authors report findings from a three-year study (2001–2004) investigating teaching and learning effects of ICT use in 26 secondary schools in New Zealand as perceived by teachers. The most obvious effects did not include changes in teaching philosophy or pedagogy but rather increased efficiency of management and administration of teaching, including lesson preparation and presentation. In terms of student learning teachers considered that improved presentation was the biggest impact of ICT use. In addition to the positive consequences of ICT use in education, negative aspects were also reported by teachers, with plagiarism being a frequent concern. Overall, social and motivational effects were more frequently observed in comparison to learning and cognitive effects so that, although the study identified some positive effects of ICT use on teaching and learning, these were mostly surface or indirect and did not change pedagogical beliefs or practice to a great extent. 相似文献
8.
＂学＂和＂教＂,是学校教育教学的核心概念和关键事件。但是,因＂师教生学＂、＂重教轻学＂的惯习影响,很少有教师对＂学＂与＂教＂的内涵、特质以及孰主孰从、孰先孰后的关系等作系统深入思考。事实上,唯有对＂教育的目的是学而不是教＂、＂什么是真正的学习＂、＂学什么更有价值＂、＂怎样教能更好地促进学＂等问题作深刻思辨和清醒认识,学校教育才能实现＂重教＂向＂重学＂转型、＂为学而教＂的美好愿景。 相似文献
9.
The higher education sector has become increasingly internationalised over recent decades. This paper examines a range of challenges that can arise where teaching staff in one context support and implement learning and teaching initiatives in another international context – transnational teaching. We use examples and experiences from our own practice to highlight challenges that arise from implementing cross-cultural and transnational teaching and that warrant further exploration, including differing expectations; differing views of learners and learning; the illusory nature of transformed practice; and time constraints. We discuss these challenges in the light of Hofstede's model of cultural dimensions as well as critiquing this model. We then highlight some possible guiding principles for transnational higher education work that include modelling good practice; ensuring reciprocity and mutual benefit; ensuring individual integrity and institutional credibility; and developing and supporting transnational staff. 相似文献
10.
Formative assessment has recently become a preferred assessment strategy in educational institutions worldwide. However, it is not easy to implement in Asian classrooms, because local cultures and institutional constraints potentially hinder the practice. This one-semester study aimed to use the ‘third space’, as the core of the third generation of activity theory, as a frame to capture how Vietnamese teachers took into account both traditional practices and contemporary influences to transform formative assessment practices to make them feasible in their classrooms. Participants were 2 lecturers and 250 students from two college classes in Vietnam. The results showed that Vietnamese students’ conceptions of learning were heavily influenced by examinations and their traditional learning culture. Consequently, the teachers needed to transform the initiative to align with these features in Vietnamese classrooms. When the revisions were made, the students were evidenced to achieve a growth in learning, change their beliefs about learning and develop both self-learning and collective learning. 相似文献
11.
In the current learning environments, technology is integrated in different ways. Teachers acting in the capacity of main change agents bring with them beliefs about teaching which effects their use of technology in the classroom. This study aims to examine the possible relationship between teachers' beliefs about teaching and uses of technology. Unlike past research on this issue, the results from this study show that belief in constructivist teaching correlates significantly with both constructivist and traditional uses of technology. However, a belief in traditional teaching is only significantly correlated (negatively) with constructivist use of technology. Implications for teaching training and future research are discussed. 相似文献
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13.
Päivikki Jääskelä Päivi Häkkinen Helena Rasku-Puttonen 《Journal of Research on Technology in Education》2017,49(3-4):198-211
This study examines university teachers' beliefs about the role of technology in achieving the pedagogical aims of learning within teaching development initiatives at a Finnish university. The initiatives targeted technology adoption in teaching and learning and were enhanced within teacher groups, with support from a university-level network program. Thematic interviews were conducted with the members of 11 initiative groups, covering 18 teachers from various disciplines. The qualitative content analysis revealed diverse belief groups. Technology was perceived as a tool for the promotion of self-paced studying without explicit learning aims; for active and interactive learning; for integrative learning with continuous assessment; and for meaningful learning. The study highlights the need for a more systematic explication of teacher beliefs and the acknowledgment of alternative ways of thinking in teacher developmental programs. (Keywords: higher education, pedagogy, teacher beliefs, technology) 相似文献
14.
Pamela Roberts 《Teaching in Higher Education》2013,18(5):542-555
This research is based on an empirical study exploring how academics make curriculum decisions and their perceptions of the influences that shape their decisions. Interviews were held with 20 academics from diverse disciplines, who were both research active and committed to teaching. The higher education curriculum was conceptualised as a field of decision-making shaped by academics’ beliefs about educational and contextual influences. The study identified five distinctive curriculum orientations representing coherent patterns of curriculum decisions aligned with academics’ beliefs about educational purposes. Case studies are presented to elucidate each of the curriculum orientations. Curriculum orientations were also found to shape academics’ responses to educational change. The following higher education change drivers are explored: graduate employability and the skills agenda, teaching–research relationships, changing understandings about teaching and learning, educational technologies and flexible delivery. The findings suggest implications for institutional curriculum change initiatives and academic development programmes. 相似文献
15.
Reflections on Web-based language teaching 总被引：1，自引：0，他引：1
CHEN Yiping School of Education the University of Queenslan Australia College of Foreign Languages Chongqing University Chongqing P.R. China 《重庆大学学报(英文版)》2004,3(1):43-46
1.IntroductionRecentinformationtechnologicaldevelopments,especiallytheWorldWideWeb,haveprovidedapowerfulstimulusfortheproductionofarangeofelectronicmaterialsforeducationandthereforechangedthewayofeducationquitedramatically.ThemajorcontributionoftheWebisthewayinwhichinformationcanbeassessedandreviewed.Theuseofagraphical,coherentinterface,andtheuseofhyperlinksthatenableonetoassociativelybrowsethroughseriesofdocumentsprovideauser-friendlyfrontendtotheInternet.TheWebenablesanyuserthatisconnecte… 相似文献
16.
CHEN Yiping 《重庆大学学报(英文版)》2004,3(1)
Web-based education has been enjoying greater popularity because of its undeniable advantages. It has been seen as a panacea by more and more people in educational field, including language teaching. Based on the realization of the great potential brought by the development of technology, some viewpoints about the relationship among technology, teaching and pedagogy are put forward: firstly, technology is a tool, not a strategy; secondly, pedagogical concerns and theory should drive the way technology is used in education, not the other way around; thirdly, what matters more than technology is how the technology is used for learning, and how it is integrated into the daily classroom scheme so that active engagement in acquisition-oriented work take place; and finally, the change of learning environment inevitably calls for parallel changes in teaching and learning procedures. Available technologies can greatly enhance both student-teacher and student-student interaction and can afford students increased opportunities for self directed learning. To be most effective, technology must be used to support well-planned curricular goals and should involve carefully designed activities providing students with meaningful educational experiences. 相似文献
17.
Why should computers be used in primary schools and what roles have they come to play in the classroom? This paper describes an investigation into UK primary teachers' perceptions and use of computers in the classroom. The responses collected illustrate the existence of two broad groups of teachers. Those who adopt a computer awareness perspective and those who believe that the computer should be used as a means to facilitate and enhance teaching and learning. Furthermore, the responses suggest an association between teachers' beliefs about computer use and teachers' patterns of actual computer use and thus demonstrate that educational innovations are primarily and intrinsically realized in our way of thinking before they become practice. Yet, this way of thinking may be formed not only by teachers' interpretations of official orders and requirements but also by their knowledge of information technology (IT) and their comprehension of what teaching and learning is about. 相似文献
18.
大学外语授课作为一种学科教学方式,其理论依据来自语言学和学科自身两个方面,大学外语授课教学理论是建立在学科语言研究基础上的学科发展和知识重构。如何进行更好、更有效的教学是大学外语授课目前面临的关键问题。要解决这个问题,必须搞清楚大学外语授课发展的知识背景,在澄清了全球化背景下教学项目运作的知识逻辑、市场规则和文化互动结构之后,结合地域经验,我们才能通过成功的资源配置和组织管理推进大学外语授课的发展。 相似文献
19.
Sarah K. Howard 《Technology, Pedagogy and Education》2013,22(3):357-372
Teachers who do not integrate technology are often labelled as ‘resistant’ to change. Yet, considerable uncertainties remain about appropriate uses and actual value of technology in teaching and learning, which can make integration and change seem risky. The purpose of this article is to explore the nature of teachers’ analytical and affective risk perceptions, and how these influence decisions to integrate technology in their teaching practice. These ideas are explored through an in-depth qualitative analysis of teacher interviews focusing on experiences with, and beliefs about, technology and teaching. Results suggest decisions to integrate technology in teaching are influenced by negative affective responses to technology, general risk-aversion in teaching, and the perceived value of technology in teaching. The risk analysis framework and findings presented in this paper can be used to support communication with teachers to minimise perceived risks and, where appropriate, help support future technology use. 相似文献
20.
ABSTRACTConstructive alignment (CA) has become internationally established as an educational approach linking strategic planning and corporate policy to discipline and course teaching and learning practice. The literature to date has focused predominantly on either single institutional or specific discipline settings and curriculum level initiatives. This research study seeks to broaden the conceptual and methodological perspective on constructive alignment with a cross-institutional study from two Australian universities. The case study learnings from a top-down institutional implementation of CA at one university and the bottom-up teaching and learning approach within the other have been jointly investigated. By mapping the implementation process of constructive alignment, the key strengths and constraints for both approaches have been identified. These findings offer new insights for institutional managers as well as academics and teaching and learning professionals. In addition, a potential ‘gap in the middle’ at faculty level is highlighted. It is within this nexus that the transitions from institutional policy and targets to successful discipline-specific teaching and learning practices and outcomes are shaped. This research seeks to raise the awareness that CA design, planning and implementation should be conceptualised from the outset as a dynamic, multi-directional and iterative process, irrespective of whether a predominantly top-down or bottom-up approach for implementation is chosen. 相似文献