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1.
In teacher education programmes, written portfolios or text-based self-evaluations are generally used to document the development of student teachers’ competence. However, such approaches do no justice to the complex nature of teaching as they tend to lead to evidence in which teacher competencies are disconnected and removed from the actual teaching practice. In one postgraduate teacher education programme, video narratives were evaluated as a valid way to assess student teachers’ teaching competencies, promoting connections amongst different competencies, situating these in practice and showing their development over time. Data were gathered from self-reports of both teacher educators and student teachers as well as student teachers’ completed video narratives. Most student teachers succeeded in meeting the set criteria for the video narrative assignment with connected video clips and text frames. However, student teachers also came up with only a few video episodes and loosely connected clips, reflections and other sources. Although most of the students during the programme did explicitly reflect upon their personal development towards becoming a teacher, almost none of them explicitly connected these ideas to their long-term development. We conclude that video narratives show potential to be used as a valid assessment of student teachers’ teaching competence. Yet, structured guidance as well as ill-structured assignments are needed in framing assessment of student teachers in teacher preparation: the former to clarify the aims, format and criteria and the latter to enable student teachers to reflect on their teaching in a personally, meaningful way. 相似文献
2.
教师学习的本义是基于教师的需求,与教师专业成长间具有某种对应性。在教师学习视域中的教师培训模式可以从三个层面思考:一是解释教师学习的标准是相互作用原则,教师的自主性确立了教师培训存在的独特性与有效性;二是搭建"重构概念图式"、"注重学科思维"、"追求教育价值观"教师培训模式框架;三是完善相应教师学习的新机制,即改变教师的教育话语体系,强化沉浸式的现场教学和教育价值观转化力。 相似文献
3.
面对教育改革面临的诸多社会挑战,包括新冠疫情对美国教师队伍的冲击以及美国中小学教师队伍离职率高、缺乏多样性等问题,美国联邦政府将教师教育改革纳入其“重建更好”一揽子改革计划的重要组成部分。“公平”价值转向、从“缺陷”到“优势”的政策话语转变和弗雷泽三维社会公正理论构成了美国联邦政府教师改革政策的重要理论基础。美国联邦政府采取的教师教育改革措施主要包括:修改大学和高等教育的教师教育援助计划;实施“培植你自己”教师教育项目;完善一年制教师驻校培养模式;加大对少数族裔学校的资助力度;提高教师工资与专业发展水平。美国联邦政府的教师教育改革凸显了社会公平与多元种族和谐相处的政策价值导向,其政策机制体现了联邦政府协调角色的不断增强和市场化教师教育改革方式的适度消退。 相似文献
4.
《Teaching and Teacher Education》2004,20(7):665-679
How can teacher education seminars be arranged in such a way that theory is integrated with student teachers’ practical experiences? In order to study this key question, we first present a theoretical framework on the sources of teacher behaviour, and discuss its implications for practices within teacher education. Next, we describe our development research study, which led to the identification of three approaches that can help to integrate student teachers’ experiences with theory. We introduce a five-step procedure characteristic of all three of them illustrating each approach with real-life examples of interventions and their effects. 相似文献
5.
《Studying Teacher Education》2013,9(3):284-297
Preservice teachers sometimes experience a gap between best practices that they learn in teacher preparation programs and actual practices that they encounter in classrooms as student teachers. In this self-study, I investigate the gap between best and actual practices, as experienced by a university teacher educator who spent a year as a student teacher in a middle and high school English language arts program. Occupying the identities of a student, a student teacher, a teacher educator, and a researcher, I explored the gap from these multiple perspectives, with the intent of learning how to better support student teachers' development. My findings fall into three distinct phases: (1) In “Mind the gap,” I explain the dilemma I encountered as a student teacher. (2) In “Mine the gap,” I describe the process of exploring the nature and extent of this dilemma. (3) In “The gap is mine,” I analyze a shift in my understanding of where the gap is located. I then illustrate, in a series of short vignettes, the significant impact of that shift on my practice, both as a teacher and as a supervisor of student teachers, and how a core reflection approach to teacher education has supported me in that work. Finally, I discuss some broader practical implications for teacher education programs. 相似文献
6.
J. M. Zottmann A. Goeze C. Frank U. Zentner F. Fischer J. Schrader 《Interactive Learning Environments》2013,21(6):513-532
Analytical competency in classroom situations can be seen as a crucial aspect of teachers' professional competency. While case-based learning is considered to have great potential for teacher education, particularly with respect to the promotion of teachers' analytical skills, there have been very few attempts to investigate the effects of corresponding instructional support. The present empirical study investigated the effects of instructional support in the form of multiple perspectives (i.e. authentic comments made by teachers and learners) and the presentation format of these perspectives in a computer-supported case-based learning environment which was based on the principles of cognitive flexibility theory. Twenty-nine foreign-language student teachers participated in the study. Experimental groups were presented with multiple perspectives in a video (plus audio track) or audio-track format. A control group did not have access to these multiple perspectives. The instructional support with multiple perspectives positively influenced learning processes and outcomes with respect to a central dimension of analytical competency – learners' ability to apply conceptual knowledge to case information. Learners with access to multiple perspectives as “audio only” outperformed learners in the “audio + video” condition, who did not substantially differ from the control group. 相似文献
7.
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
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9.
分析了新时期德育工作实效性不强问题出现的原因,提出了“做为人师表的表率,起好示范带头作用”、“走进学生的心灵世界,进行师生间精神对话”、“加强班级文化建设,铸造班级灵魂”等三个方面的做法,以提高德育工作的实效性。 相似文献
10.
我国幼儿园教师专业发展观经历了理智取向、实践取向和精神取向的三次转变,由此带来了幼儿园教师职前教育课程从关注知能到关注实践再到关注精神的变革。随着幼儿园教师教育的深化发展,研究术语从“教师培训”改为“教师专业发展”,进而被“教师学习”所替代。这一转变凸显了幼儿园教师是自主的终身学习者,体现了幼儿园教师培训观从外铄论转向内发论,自主取向的幼儿园教师发展观得到了普遍认同。同时,这一转变还催生了个人和集体的教师文化之间的相互调适,营造合作共生、带有学习共同体特征的幼儿园教师文化生态成为共识。在方法论层面,哲学思辨范式、科学实证范式、人文诠释范式、社会批判范式等研究范式呈现出齐头并进、互取所长的横向格局,但在当前大数据和人工智能的时代背景下,同时也存在着过度推崇“基于证据”的实证研究的倾向。研究范式的多元化是幼儿园教师教育研究发展的内在要求,基于“复杂性思想”,从多元整合的视角开展研究应是未来幼儿园教师教育研究发展的重要趋势。 相似文献
11.
Johannes König 《International Journal of Science and Mathematics Education》2013,11(4):999-1028
Teacher education systems worldwide are confronted with the essential question of how to foster both future teachers’ theoretical and practical knowledge and to adequately enable future teachers to connect their theoretical and practical knowledge for teaching. This article investigates how future teachers acquire general pedagogical knowledge (GPK) as a central component of teacher knowledge during initial teacher education, exemplified by pre-service teachers in Germany, where initial teacher education is divided into a first phase with a heavy focus on theoretical, academic study, and a second phase where future teachers learn how to apply their theoretical knowledge in the classroom. Data from teacher knowledge studies Teacher Education and Development Study in Mathematics and Längsschnittliche Erhebung pädagogischer Kompetenzen von Lehramtsstudierenden/Longitudinal Survey of Student Teachers’ Pedagogical Competencies are used to compare future teachers’ GPK at different teacher education stages (the beginning, after 2 years, and end of training). Findings show the more advanced future teachers are in the course of their initial teacher education, the better they perform in the test measuring GPK. When analyzing subscales of the test measuring cognitive dimensions of GPK, as would be expected declarative-conceptual knowledge (measured by cognitive dimensions “recall” and “understand/analyze”) was gained predominantly during the theoretical study (first phase), whereas future teachers who had additionally passed through the practical second phase performed much better on the practical knowledge test subscale (measured by the cognitive dimension “generate”). Research findings are discussed with regard to the development of teacher expertise during initial teacher education, and recommendations for future policy directions with respect to teacher education are given. 相似文献
12.
斯坦福大学教师教育专业化模式包括培养领导型教师的愿景、分类培养教师的目标定位、融合型课程结构、"递进式责任制"实习模式、以教师专业标准和学术研究为依托的质量保障等.我国高水平综合大学可以在借鉴美国一流研究型大学教师教育模式的基础上,充分发挥生源优势,提升教师教育课程的融合性,深入挖掘教育实习在教师专业成长中的价值,以培养具有专业权威的领导型教师.同时,要加强教师教育研究,促进教师教育学科与教师培养的协同发展. 相似文献
13.
Tania Cassidy 《Teaching Education》2013,24(2):175-188
The attempt to understand the relationship between messages intended and messages received has been an enduring issue in teacher education. For the past three decades researchers have made forays into understanding this enduring issue, and in the process have drawn on various explanatory frameworks, one of them being socialisation. In this paper we work with Giddens' structuration theory as well as his concept of knowledgeability as analytical frameworks for understanding the relationship between messages intended (by the teacher educator) and messages received (by the student‐teachers). Our discussion is informed by the findings of a study that investigated student‐teachers' interpretations of the pedagogical process of a physical education teacher education course. Data generated from conversations with, and observations of, the student‐teachers indicated that there was considerable “slippage” between the teacher educator's critical pedagogy inspired intentions and what was understood by the student‐teachers. 相似文献
14.
The aim of the study was to understand the development of professional identity of prospective teachers, their ideals and experiences during interactions with their surrounding learning environment, including university studies and pedagogical placement during their 5-year studies. We also aimed at understanding how students with different motivational pathways to teacher education may be supported to explore teaching as a possible career choice. The findings reported in this article emerged primarily from interviews with 13 student teachers at the end of their teacher education programme. Survey responses collected during earlier stages of the study were utilised to provide data about the student teachers’ professional development prior to the point of the interviews. The findings of the study point to various concerns and dilemmas, which in turn suggest that student teachers take different identity development routes. The study identified four possible “identity routes” to becoming a teacher. The implications of different identity routes on teacher education are discussed. 相似文献
15.
Onno De Jong 《欧洲师范教育杂志》1997,20(2):191-201
With respect to European science teacher education, a growing interest can be noticed in the idea that teachers should not be confronted with solutions to teaching problems but be given real teaching problems which are open to different interpretations. This ‘problem posing’ course strategy should pay attention to school students’ conceptions as well as existing and new (student) teachers’ conceptions. The present article deals with classroom protocol analysis as a tool for a problem posing teacher education. Some methodological aspects of the production and interpretation of this type of protocol are described. Experiences with classroom protocol analysis in the context of inservice courses in teaching and learning electrochemistry and in problem solving in chemistry are reported. The impact of the analysis method on chemistry teachers’ thinking is investigated by analysing protocols of teacher meetings. Implications for innovating science teacher education are discussed. 相似文献
16.
Abstract The United States and its public schools are becoming increasingly diverse, yet teachers, prospective teachers, and teacher educators remain predominantly European American. This situation raises a number of questions for teacher educators and teacher education students committed to multicultural education. One challenge to avoid when discussing issues of diversity within largely monocultural learning environments is the unintentional construction of the “Other.” This article describes the painful experiences and interactive reflections of a student of color and a White teacher educator when the student became the “Other” in a preservice teacher education course. The student, her peers, and the instructor describe how the unfortunate incident was turned into a teachable moment and a transformative learning experience that gave deeper, personal meaning to the theories they discussed in the course. 相似文献
17.
古典启发式强调引导学生先学至"愤悱",然后由教师进行适度的启发帮助,能以学生为主体,符合"二主律"要求;强调用"举一隅"的方式锲入学生经验系统,以直接经验支持对书本知识的理解,可体现"简捷律"要求;同时还通过"举一隅不以三隅反,则不复也"的主张,强调不包办学生学习,知识的掌握、智能的发展、思想的提高必须通过他自主学习思考、体验探索而得到,能体现"发展律"与"育人律"要求。按规律教学是提高教学质量的根本保证,而贯彻启发式方针则是全面落实教学规律的重要途径。 相似文献
18.
荷兰莱顿大学的教师发展工作,以教学研究院为核心,协同人力资源管理部与教师委员会形成了“发展对话-教师研究-活动落实-质量评估”循环作用的教师发展工作运行机制:对话学校与教师发展需求,形成教师个性化发展契约与发展共识;研究教师发展规律,在教师理论基础上指向具体学科与教学法,提高研究的实践指导价值;落实教师发展项目,严格把好大学教师资格关卡,配套个性化可选择性发展项目;评估教师发展质量,在“校内评估、校外评估和政府监督”质量监控框架下,改进教师发展工作。在扩展国际研究视野基础上,借鉴莱顿大学有效的教师发展工作运行经验,反思中国高校教师发展的工作实践,有必要在“学校与教师对话”“教师研究主题”“活动设计落实”“发展质量监控”等方面进一步精细化相关工作,从而促进高校高质量教师队伍建设,推进高等教育内涵式发展。 相似文献
19.
The role of schools in providing extended services to their communities continues to undergo change and development. This has raised issues regarding the training of student teachers who are increasingly likely to take up appointments in schools offering extended services. This research project investigated the development of resources to prepare student teachers for a changing working environment. The project used a case study approach to gather data from primary and secondary schools providing extended services. From these case studies training materials were developed and trialled with focus groups of students in initial teacher training. Findings demonstrate the importance for tutors in initial teacher education to have access to authentic school‐focused materials to assist them in equipping students for the realities of school life. 相似文献
20.
Mercedes García Victoria Sánchez Isabel Escudero Salvador Llinares 《Journal of Mathematics Teacher Education》2006,9(2):109-128
This paper addresses issues linking research in student teacher learning with reflection on practice in mathematics teacher education. From a situated perspective on learning and practice, we explore our own practice as teacher educators while researching student teacher learning in our classrooms. We describe a study on student teacher learning, considering student teacher learning as a “process of becoming”, and how the results of this research have affected our development as mathematics teacher educators and members of a community of inquiry. Our work shows how in the mathematics teacher education context the relationship between theory and practice becomes an element of both teacher educator and researcher development. 相似文献