共查询到20条相似文献，搜索用时 46 毫秒
1.
Effective teacher professionalization in networks? 总被引：1，自引：0，他引：1
Teacher professionalization has been focused to strongly on external experts and a one-size-fits-all set of solutions that often fail to distinguish between the needs of different teachers. This article describes a research into teacher networks that might be more successful vehicles for professional development of teachers. The results show that networks that focus on (self-) reflection, that exploit subgroups and networks meetings with a strong content focus, that stimulate enthusiasm and are instructive, that build a community of teachers and that make room for application of new materials/methods in the classroom, are the most promising ways for professional development and job motivation. 相似文献
2.
Liam Norrby 《Irish Educational Studies》2013,32(1):312-317
3.
4.
《师资教育杂志》2012,38(5):543-550
This paper reviews the long attempt to transform teacher education in Thailand. Although a brief summary of educational systems and models of teacher preparation from 1892 to 1973 has been provided, the prime focus of the paper is on presenting changes in teacher education from 1974 to the present day, against the backdrop of key political and social forces. 相似文献
5.
《师资教育杂志》2012,38(4):391-408
This article addresses the teacher educator’s role in defining and facilitating teacher well-being. It does so by first exploring the literature on teacher well-being, resilience, resistance, morality and professional dispositions. It then examines the policies and rhetoric of two countries, the USA and England, as examples of a global tilt towards the excessive promotion of institutional well-being at the expense of individual teachers. It concludes with specific recommendations at the university programme and teacher educator levels for bringing individual and institutional well-being into better balance. These include: innovating sustained and reciprocal university–school partnerships; helping new teachers become ‘mindful’ rather than solely resistant; analysing cases of teaching to become more aware of macro vs. micro influences; and facilitating skills in taking oppositional stances, including within the teacher educator’s own classroom. 相似文献
6.
《International Journal of Educational Research》2002,37(3-4):237-253
This paper explores the role of negotiation in teacher–student interaction and argues that the negotiation of meaning, defined as a set of conversational moves which work toward mutual comprehension, is too narrow a construct to fulfil its pedagogical potential in teacher–student interaction in communicative and content-based second language (L2) classrooms. Drawing on examples from immersion classrooms, where the overriding focus is on delivery of subject matter in the L2, an argument is presented in support of a more comprehensive view of negotiation that accounts for corrective feedback and distinguishes between meaning-focused and form-focused negotiation. 相似文献
7.
Briony Beaven 《英语辅导》2004,(11)
如果你是一位不断超越自我的教师,如果你相信还有更好的、更适合你的职业发展,如果你有勇气面对挑战,那么请坐下和Briony Beaven聊聊,相信她权威专业的分析定会对你的职业生涯有着积极的指导作用。 相似文献
8.
This study aims at exploring the meanings constructed by preservice teachers of literacy about theory–practice dichotomy and investigating the preservice teacher–mentor teacher tension during the internship period. Qualitative data were collected by preservice teachers as researchers in inquiry through field notes, reflective journals, observation reports and open-ended survey questions. Findings are discussed with respect to theory–practice dichotomy and constructed meanings are obtained. High self-efficacy beliefs of preservice teachers of literacy, mentor teacher indifference and supervisor–mentor teacher dichotomy seem to have a lot to do with the preservice teacher–mentor teacher tension. 相似文献
9.
Teachers spend most of their time in school in classrooms, and their instruction and teaching practices may be affected by classroom context such as class size. We examine whether teacher effects interact with classroom context such as class size. Specifically, we seek to determine whether teacher effects are more pronounced in small classes than in regular size classes in early grades. The results point to some evidence that teacher effects are more variable in small classes than in regular size classes. However, the pattern does not seem to be systematic. 相似文献
10.
Carol Gray 《欧洲师范教育杂志》2013,36(1):24-38
There is much current debate about the purpose and usefulness of educational research and the perceived communication gap between teaching professionals and academic researchers. UK government intervention into initial teacher education has in recent decades contributed to this divide by favouring school-based training. The most common route into teaching in England remains, however, the Postgraduate Certificate in Education, provided by higher education institutions and therefore required to comply with the higher education qualifications framework. The majority of initial teacher education in England therefore lies at the cusp of these two worlds, pulled in apparently opposing directions. The ‘teacher-as-researcher’ movement is widely seen as a bridge spanning these tensions, though there is discussion about the quality of practitioner research as well as about the appropriateness of a rigorous academic approach for investigating practice. This article offers examples of the use of small-scale research projects as a valid means of ‘discovery learning’ in pre-service teacher education. It argues that induction into research techniques as a means of exploring practical challenges can lead to knowledge production and ownership. 相似文献
11.
LuYunZhou 《临沧教育学院学报》2000,(1):44-54
The student teacher rapport,which is a special Kind of interpersonal and social relationships,influences the process of teaching and learning to such an extent that the result of teaching and learning will be a good one if the teacher and the students have built up a harmonious relationship and vice versa it is extremely important that the teacher should be a good user of the target language and teaching methods.In addition,the teacher has to have the knowledge of students physiological and psychological development. 相似文献
12.
Sabri Güngör İnayet Aydın Hasan Basri Memduhoğlu Ebru Oğuz 《International journal of qualitative studies in education》2013,26(10):1349-1372
Respect means consideration of actions and requests of others and confirmation of values of others. School is a social institution where students are equipped with knowledge and skills, as well as fundamental character attributes. Respect among students, teachers, administrators, parents, and other staff at schools is of importance. In this study, the focus group method, including 12 principals and 10 teachers at state primary schools, was employed to explore respect in principal–teacher relations. According to the findings, the participants generally developed professional respect understanding. The teachers presented different definitions of respect associated with hierarchical relations. The participants’ respect behaviors were commonly observed in positive communication and self-improvement. The principals displayed respect for teachers through some guarding behaviors, and the teachers displayed profession-related respect behaviors. The common respect expectations of the participants were as follows: self-improvement, establishment of positive social relations, and unbiased behavior. While the school principals expected obedience and complete fulfillment of assigned tasks from teachers, the teachers expected civility, justice, and guarding administration from principals. The participants regarded improper appearance, behaviors contradictory to rules of good manners and bad habits as disrespectfulness. The school principals regarded abuse of goodwill and false excuses by teachers as disrespectfulness; whereas the teachers regarded oral or behavioral insults by school principals and intervention in their private life as disrespectfulness. 相似文献
13.
Vickie E. Lake 《Journal of Early Childhood Teacher Education》2013,34(1):73-81
Abstract As we move forward in the new millennium, the call for reform in teacher education programs increases. One reform model, offered by Nel Noddings, focuses on the students’ affect, emotion, and intellect. Noddings proposes the use of fidelity—focusing on the individual and the quality of relationships—as a cornerstone in teaching and teacher education. Fidelity in teacher education utilizes a process that includes modeling, dialogue, practice, and confirmation. This paper explores the fundamentals of a fidelity‐based approach to teacher education and examines a university course and its fieldwork component by analyzing the structure and methods of each using the fidelity framework. If we expect our pre‐service teachers to create caring learning environments, they must first be taught about caring environments by their professors. The use of fidelity in teacher education programs is one model that allows for caring environments as well as content application. 相似文献
14.
Kitty te Riele 《教育政策杂志》2013,28(2):129-145
Youth ‘at risk’ is the currently favoured label used in Australian policy for youth whose educational outcomes are considered too low, with an emphasis on the risk of not completing senior secondary education. Although some research has identified factors contributing to this risk as stemming from complex interactions between individual and family circumstances as well as characteristics of schools and society, policy identification of youth ‘at risk’ has tended to simplistically focus on personal attributes of young people. Moreover, this identification has set up a false distinction between a supposed problematic minority versus a ‘normal’ majority. Thus, the dominant conceptualization of youth ‘at risk’ draws attention to what is wrong with these youth, rather than to what may be wrong with schooling. This paper examines both empirical observations and discursive conceptualizations to critique the ‘youth at risk’ label, and proposes use of the concept of ‘marginalized students’ instead, which identifies individuals not through their personal characteristics but through their relationship with schooling. This approach allows recognition that marginalization is at least in part a product of schools and society, and requires action in those arenas. 相似文献
15.
Co‐teaching – or the use of more than one teacher in a classroom – has been commonly recommended as a means to promote inclusive education. The aim of the present study was to survey the actual frequency of co‐teaching among different teacher categories in the comprehensive school level in one Finnish city. The data were collected through a questionnaire answered by two representative samples of teachers including 117 resource room teachers in the first survey, and 317 teachers of various teacher categories in the second. The results showed that co‐teaching was a widespread phenomenon among resource room teachers and special class teachers but less frequent among other teacher groups. Overall, it was used only infrequently, typically from two to three hours a week. On a weekly basis it was implemented by every second special education teacher, every third classroom teacher and every sixth subject teacher. A comparison with a study from the early 1980s confirmed that the relative popularity of co‐teaching had increased only slightly during the years. Although co‐teaching is used sparsely, the teachers reported almost uniquely positive experiences obtained from it. It is argued that the promotion of co‐teaching needs additional incentives if it is hoped to make it more common. 相似文献
16.
17.
My name is Yanjiaai. I am 14 years old. I study in YuYing School. My Chinese teacher and English teacher is Miss Du, she is tall and thin, and she is very strict. My math teacher is Miss Zhang, she is short and strong, she is very striek too. But they are very nice, I love my teachers![第一段] 相似文献
18.
My name is Yanjiaai. I am 14 years old. I study in YuYingSchool. My Chinese teacher and English teacher is Miss Du, she istall and thin, and she is very strict. My math teacher is MissZhang, she is short and strong, she is very strick too. But they arevery nice, I love my teachers!study......学习 strict......严格的tall......高的 thin......苗条的strong...... 强壮的 very......非常My teacher$惠阳市惠阳区平潭镇育英小学六年级@严嘉爱… 相似文献
19.
为了提高同学的英语写作水平,使大家在中考中立于不败之地,应广大师生的要求。我们开辟了"学生习作名师点评"栏目。同学们如果想让自己的英语习作得到名师的点评,请邮寄给我们。老师们如果发现自己学生的优秀习作需推荐的话,请按栏目要求邮寄给我们。 相似文献
20.
I have a teacher. He's Mr Wang. He is the most handsome man in this world, I think. He has a pile of work to do every day. He always has a lot of work to do. We love 相似文献