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1.
《师资教育杂志》2012,38(2):128-139
Although research reveals that pre-service student teachers often regard their relationships with their significant others as an important element of their initial teaching practice experience, much remains unknown about the influence of significant others on non-native English as a Second Language (ESL) student teachers’ professional learning process during field experiences. This paper presents the findings of a qualitative study of the professional learning experiences of 17 pre-service non-native ESL student teachers during an eight-week-long practicum. Grounded in a sociocultural view of teacher learning, the study explores how the ESL student teachers developed their understanding of professional learning in the light of their experiences of engaging with their supporting teachers, supervisors, other school staff members as well as peer student teachers during the practicum. Analysis of the data reveals that these people assumed the role of coach either directly or indirectly, having a positive influence on the student teachers’ role as a teacher. Analysis of the data also reveals negative interactions between student teachers and their significant others, which sociocultural theories have so far not taken sufficiently into account. While, findings of this study challenge past assumptions about where knowledge for teaching comes from and how it can be learned; this study also suggests an urgent need to consolidate university–school partnership to foster student teachers’ adaptation to the context of teaching practice and maximise their professional learning opportunities. 相似文献
2.
Good teaching that supports final year students’ learning in clinical placements is critical for students’ successful transition from an academic environment to professional practice. Final year internship programmes are designed to encourage student-centred approaches to teaching and deep approaches to learning, but the extent to which clinical supervisors adopt a student-centred teaching approach is unknown. Survey data (n?=?117) from veterinary supervisors were analysed using phenomenography. The results revealed qualitative differences in supervisors’ conceptions of and approaches to supervision. Quantitative statistical analysis was used to investigate relationships between supervisors’ conceptions and approaches. These analyses identified the types of supervisor experiences more likely to encourage students to participate in clinical practice in ways that will help them transition successfully to independent professional practice. The results have value for clinical educators and administrators seeking to improve the quality of placement supervision in a range of professional education programmes. 相似文献
3.
Sarah Capitelli Paula Hooper Lynn Rankin Marilyn Austin Gennifer Caven 《Journal of Science Teacher Education》2016,27(3):283-302
This qualitative case study looks closely at an elementary teacher who participated in professional development experiences that helped her develop a hybrid practice of using inquiry-based science to teach both science content and English language development (ELD) to her students, many of whom are English language learners (ELLs). This case study examines the teacher’s reflections on her teaching and her students’ learning as she engaged her students in science learning and supported their developing language skills. It explicates the professional learning experiences that supported the development of this hybrid practice. Closely examining the pedagogical practice and reflections of a teacher who is developing an inquiry-based approach to both science learning and language development can provide insights into how teachers come to integrate their professional development experiences with their classroom expertise in order to create a hybrid inquiry-based science ELD practice. This qualitative case study contributes to the emerging scholarship on the development of teacher practice of inquiry-based science instruction as a vehicle for both science instruction and ELD for ELLs. This study demonstrates how an effective teaching practice that supports both the science and language learning of students can develop from ongoing professional learning experiences that are grounded in current perspectives about language development and that immerse teachers in an inquiry-based approach to learning and instruction. Additionally, this case study also underscores the important role that professional learning opportunities can play in supporting teachers in developing a deeper understanding of the affordances that inquiry-based science can provide for language development. 相似文献
4.
This paper presents a study of students’ experiences of joint supervision practices and supervisors’ professional work in doctoral education in one department of a Finnish university. A qualitative methodology was used to explore students’ experiences of joint supervision practices and an inductive protocol was used to analyse the data gathered through thematic interviews (N=11). The results describe three identified joint supervision practices: the complementary, the substitutive, and the diversified. The results suggest that departments and faculties should develop more official support and guidance for students to identify additional supervisors during their doctoral education. 相似文献
5.
ABSTRACT Work-integrated learning (WIL) has assumed life as a central feature of higher education curriculum design in a wide range of disciplines with the ultimate goal of producing work-ready graduates. Under recent Australian government initiatives affecting teacher education, placement forms of WIL have been touted as the panacea for perceived problems with graduate teacher quality; resulting in the national regulation of placement design and length in this discipline. This article reports the findings of a qualitative study into the perspectives of fifteen teacher education students from one regional Australian university. The study investigated these students’ placement experiences and the impact of these experiences on their perceptions of readiness for a career in the teaching profession. Thematic analysis is the method used to identify two key themes in the data collected through semi-structured interviews. Despite recognising the benefits of real-world opportunities for skill development and practice inherent in WIL placement experiences, the study highlights important limitations of these forms of WIL on the development of professional readiness arising from the contextual features of particular placement sites; relationships with workplace supervisors and performance pressure associated with assessment during placements. These findings not only confirm the importance of social processes in the preparation of work-ready graduates but question reliance on placement forms of WIL learning for nurturing graduates’ readiness for professional work. 相似文献
6.
This study focuses on the question of why student teachers stay in teaching even after a profound ‘practice shock,’ i.e., a shock that in itself seems to characterize the complex and emotionally challenging first year of student teaching. Using a line drawing technique, the study investigates student teachers’ views of their first year of teaching by examining how they picture their development, their key experiences during that development, and the ways in which they coped with these experiences. The results suggest that most student teachers perceive their own development not as a steadily ascending line as is often suggested by research on the development of teachers’ professional identity. Instead, we now surmise that most student teachers view their development as a path with highs and lows that include transformative moments or periods. This relates to the idea of transformative learning and to theories on identity development that suggest people need a crisis for identity development to occur. During such a crisis, we saw that student teachers explicitly reconsidered their connections to teaching and that this reconsideration led to a regained motivation for teaching. It appeared that supervisors or mentor teachers played a significant role in first‐year (student) teachers’ regaining motivation for teaching. 相似文献
7.
原有的教师专业发展理念遵循一种"缺陷"模式,将教师视为"有缺陷的"、需要"被"发展的对象,这已不能完全覆盖教师成长的内涵。因此,教师专业学习作为教师专业发展的替代性概念应运而生。教师专业学习的理念认为:教师具有主动学习的意愿。教师不应只是单纯地接受知识,而是要在教育教学中不断建构知识。教师在学习过程中是"完整人"而不单纯是"职业人"。教师专业学习作为提升教师专业素质的重要路径,可以通过校本学习的方式来实现。学校作为教师教育实践的主要场所,应该为教师的专业学习提供环境支持,如建立规范化、制度化的校本学习机制,为教师专业学习提供多种合作平台,指导和引领教师的反思性实践等。 相似文献
8.
Despite the potential environmental impact of urban planning, there is little research on Environmental Education (EE) in the context of urban planning curricula. This study follows graduate planning students’ learning experience during group projects assigned as part of a planning course at the Technion – Israel Institute of Technology. These participatory projects, characterized as project-based learning and service learning, took place in several communities in Israel. We examined the types of learning impacts the projects engendered by analyzing the reported experiences of the students using parameters from the field of EE. The main goal of this research is to understand the contribution of such practical, hands-on project exercises to the course curriculum for inculcating environmental education themes. Findings indicate that projects helped students acquire and/or improve professional tools. They enhanced motivation to consider environmental concerns in their work and in some cases changed students’ personal environmental behavior. 相似文献
9.
通过对学习满意度研究的文献分析和访谈,初步编制了高职生学习满意度问卷,对331名学生进行测查,采用探索性因素分析对高职生学习满意度结构进行剖析。结果表明:高职学生学习满意度因素主要为教学管理、教学条件、师资水平、自身学习和素质拓展5个因素;学习满意度整体上呈中等水平,最满意的是师资水平和素质拓展,不太满意的是教学条件与自身学习;男女生之间、城乡学生之间的学习满意度未见显著差异,但大一、大三学生比大二学生要高,参加过专业实践学生比未参加过社会实践的学生要高。建议地方高职院校应把提高教育教学质量作为学校办学重中之重的任务,并在硬件建设方面加大投入力度;应对二年级学生和男生给予特别关注,以社团为依托,积极开展专业社会实践活动,提高学生的职业素养与学习满意度。 相似文献
10.
《College Teaching》2013,61(4):118-126
This study provides a greater understanding of which factors influence the effectiveness of service learning projects at improving graduate students’ professional skills. Data for this study was gathered from students in eight Master of Public Administration (MPA) courses taught during two semesters at a large state university. Younger students were more likely than older students to believe that their service learning project was helpful in improving their professional skills. We also find that students who spent more time working on a service learning project outside of class reported their projects were more helpful in improving their professional skills. In addition, our ANOVA analysis indicates that for projects involving group activities, students who were members of groups that worked as teams reported that their projects were more helpful in improving their professional skills than students in less cohesive groups. 相似文献
11.
AbstractThe notion of “resources” is often framed in an economic sense: money, time, equipment and the like. The authors reconceptualise this notion, situating resources as embedded in curricular frameworks, teacher practice and student experience. This leads them to define resources as “the potential to participate in socio-cultural action” which is illustrated in this article through a series of reflections on the part of the authors, all within the context of engineering education. First, they demonstrate that curriculum can be productively thought of as a route marker for the development of resources that students need in order to enact their role as professional engineers. Thereafter, they show that lecturers bring tacit resources of trust, care, creativity and credibility to the teaching and learning space, and that these are necessary to overcome the inertia that often resists the transformation of teaching and learning practice. Finally, they reflect on how students’ prior learning experiences can be harnessed as a resource for teaching and learning. In so doing, they present resources as tied to sociocultural practices and personal and institutional histories, and encourage others to take up these ideas so as to consider how resources, viewed in the authors’ sense, are valued within (engineering) education. 相似文献
12.
Anders Jonsson Christian Lundahl Anders Holmgren 《Assessment in Education: Principles, Policy & Practice》2015,22(1):104-121
This study reports on a large-scale implementation of Assessment for Learning (AfL) in a Swedish municipality. The implementation was founded on two principles: (1) teaching should be informed by educational research; (2) to be successful teachers’ professional development needs to be based in everyday classroom practice. From these principles, AfL was chosen as a strand of educational research to inform teaching and ‘Teacher Learning Communities’ were chosen as a vehicle for professional development and for implementing AfL practices. Findings indicate that the project has been successful in bringing about a change in how teachers talk about teaching and learning and in changing teachers’ pedagogical practice towards AfL. Findings also suggest that AfL practices are mostly teacher-centred, which means that the teachers still take most of the responsibility for the assessment. This leads to high workload for the teachers and may also hinder students from taking responsibility for their learning. 相似文献
13.
学习环境的未来发展趋向是:以学习为中心,鼓励学生积极参与,使其具有自我管理意识;社会性的合作学习;与学习者的动机和情感具有高度的契合性;关注学习个体间的差异;学习者在这种学习环境中没有过多的学习负荷;使用与目标相一致的评估标准,强调形成性评价的反馈;能促进学校内外以及跨学科活动间的横向连接。为适应学习环境的发展趋向,要将教师放在变革的第一线并改变教师的教育信念,提倡创新形式的教育,提高学校知识管理所发挥的作用,并关注专业化的合作和实践社区。 相似文献
14.
Jessica L. Lucero Jenifer Evers Jennifer Roark David Parker 《Journal of Teaching in Social Work》2017,37(3):260-279
This article describes community–university partnership building, course development/management, and evaluation outcomes related to an intensive community-based research project that was integrated in two sections of an undergraduate course on community practice. Pre- and posttest data were collected from 60 BSW students who were enrolled in community practice and who participated in a community-based research project with their state’s fair housing office. The evaluation outcomes focus on changes in professional interest in macro practice, students’ self-efficacy, and differences in students’ learning experiences, based on traditional bricks-and-mortar or distance learning contexts. Results show that students experience increases in self-efficacy related to community assessment and intervention. Qualitative results show that students experienced shifts in their professional goals related to macro practice, increased competence and understanding, and personal transformation. A number of differences emerged between traditional and distance learners. Results are discussed in the context of curriculum development and next steps for institutionalizing CBR in community practice courses. 相似文献
15.
体育合作学习是一种新型的教学理论体系,是让学生通过自己的努力和教师的科学指导完成教学任务的学习方法,这种体系对教师的要求较高,是从传统的教学体系向科学的教学体系转变,体现学生的主体作用,教师是教学中的组织者、策划者、执行者、协调者、监督者、评价者;各个学校体育教师要仔细研究合作学习的方法,把这种方法应用到具体的实践教学当中,让学生通过自己的努力和教师的科学指导完成体育教学任务,同时,也提高自己的教学实践工作,为自己的工作经验奠定良好的基础。 相似文献
16.
Yuen Sze Michelle Tan 《Educational Action Research》2013,21(3):411-427
This paper explores how a learning theory enriched a collaborative teacher inquiry discourse where lesson study was adopted as the educational action research model to promote teacher professional development. Four Grade 9–10 biology teachers in Singapore drew from variation theory to collaboratively plan and teach new genetics content as part of teacher research. As a researcher-facilitator, I have drawn from the teachers’ experiences of infusing variation theory into their teaching practice, of developing their own theories of teaching and learning, and of developing student-focused pedagogies to highlight the roles variation theory played. These included providing concrete examples of patterns of variations teachers could use, increasing the teachers’ attention and sensitivity to students, and developing the teachers’ theoretical lens in their approach to teaching. Reflecting on the teachers’ experiences, I made an appeal for teachers’ development of theoretical lenses in teacher inquiry, and bridging of theory and research to teaching practice. 相似文献
17.
Walker Denise M. Teles Oliveira Joy Hendricks LaVelle 《International journal for the advancement of counseling》2022,44(2):337-355
Home-based therapy has become an ongoing trend within the mental health field. This transcendental phenomenologically designed study explored the lived experiences of clinical mental health counseling internship students (N=8) who provided home-based therapy as their primary method of gaining required clinical experience for the completion of their master’s degree. The overall personal and professional development of the students providing therapy in this setting was explored. Insights of the internship students regarding their experiences and challenges in providing home-based therapy were revealed. Recommendations based on the experiences of the students providing home-based therapy were offered. Implications to students, counselor educators, and supervisors have also been provided.
相似文献18.
Hagar Ibrahim Labouta Natasha A. Kenny Rui Li Max Anikovskiy Leslie Reid David Thomas Cramb 《International Journal of Science Education》2018,40(12):1476-1492
Research on understanding the full extent that an authentic science research experience engages students in how scientists think and act is sparse. ‘Learning-science-by-doing-science’ (LSDS) is an emerging self-guided process-learning model in postsecondary science education. It offers authentic science research opportunities that drive students to think and act like scientists. This study investigates the LSDS approach as a potential model for science learning at postsecondary level and aims to answer a main research inquiry – what are the students’ and teaching staff’s perceptions of students’ learning gains and the quality of their learning experiences in an authentic research environment within the LSDS model? To answer this question, data were collected from the students, alumni, instructors, teaching assistants and the program director via questionnaires, focus groups and interviews. Students’ and staff’s lived experiences and their perceptions on their authentic research experiences within the LSDS model were used to articulate the key attributes and stages of the LSDS model. The outcomes of this study can be used to help other science programs implement similar authentic research process learning approaches in their own contexts. 相似文献
19.
Anna Wilson Susan Howitt Denise Higgins 《Assessment & Evaluation in Higher Education》2016,41(6):901-916
We suggest that academics involved in the provision of research experiences to undergraduate science students may benefit by reconceptualising these experiences as work-based learning. In particular, drawing on the widespread use of reflective practice in work-based learning allows for a more effective focus on process-related learning. We describe an empirical study involving the implementation of reflective blogs in which science students responded to prompt questions designed to focus their attention on how their project was progressing, the process of research and their own learning. The blogs reveal examples of students engaging in independent thinking, creative thinking and developing a sense of themselves as scientists, all qualities valued by supervisors. They also show how these combine as ‘wicked competences’ that allow students to address the complex problems and uncertainties of research. We identify characteristic patterns of reflection that indicate the exercise of such competences and suggest that these could be used as explicit evidence by academics making judgements for assessment purposes. 相似文献
20.
Graham Rogers 《课程研究杂志》2013,45(2):249-268
A coherent view of student‐teachers’ preparation and the learning experiences to which they are exposed are key to sustaining the relevance of university‐based teacher‐education programmes. Arguably, such coherence is lacking and the research base to an understanding of the student‐teacher experience is still a relatively limited one. This paper takes the view that student‐teachers’ epistemological growth is a key component of their professional development, their sense of identity as intending teachers, and their successful entry into a teaching career. In adopting a phenomenographic approach it explores a chain of evidence which demonstrates that immersion in the processes of learning and knowing, within a specific disciplinary context, had a significant impact on students’ emerging professional identities and on their values as teachers which extends beyond the subject matter itself. Arguably, the findings of this case‐study hold important implications for a teacher‐education programme and for effective pedagogic practice. 相似文献