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1.
李军 《乌鲁木齐成人教育学院学报》2005,13(4):81-83
网络教学过程强调学生之间、学生与教师之间的互动与交流。它突出了学生的主体性,把媒体从原来作为教师的演示工具,转变为学生的认知工具。教学模式是教学内容、教师、学生和教学媒体的有机结合。在网络学习环境中,它是指导者、学习者、学习内容以及信息资源等构成的支撑环境的综合,并体现为稳定的教与学活动的程序。 相似文献
2.
In many countries, governments are keen to persuade teachers at all levels to seek to enhance the learning of their students by incorporating information and communication technologies within their classrooms. This paper reports on the development of collaborative approaches to supporting use of the Internet by Post Graduate Certificate of Education (PGCE) science students on initial teacher education (ITE) courses in England, drawing on data from five higher education institution (HEI)–school partnerships across four years. A mixed-method approach was used, involving questionnaires, structured interviews, lesson observations and case studies. The outcomes of the first three years identified barriers to practice and suggested the need to develop more collaborative approaches to development. The focus of this paper is on examining ways in which university faculty tutors and mentors or cooperating teachers can work together with students on PGCE courses in developing practice. The lessons from this focus on the Internet, no longer a new technology, have enabled us to identify implications for HEI partnerships in ITE and suggest a need for further collaborative structures in order to support and develop practices, including those involving the innovative use of new technologies in the post-industrial society. 相似文献
3.
This qualitative study aimed to explore teacher curriculum approaches and the strategies attached to each approach because they influence the taught curriculum, teacher development and student learning. The study was therefore grounded in teacher curriculum development, curriculum implementation, teacher development, student cognitive and affective change and constructivism. To address this study's qualitative and exploratory purposes, it made use of the qualitative paradigm at the levels of ontology (multiple curriculum realities), epistemology (interaction with rather than detachment from respondents) and methodology (using idiographic methodology and instruments). In line with the qualitative paradigm, it used qualitative case-study (method), general interviews, pre/post-lesson interviews, group interviews and participant observation (data collection methods) in addition to grounded theory (data analysis approach) to meet the research purposes. Working with English as a foreign language (EFL) teachers and mixed-nationality college students, the study reached a teacher curriculum approach classification comprising curriculum-transmission, curriculum-development and curriculum-making. It recommended alternatives for teacher, student and curriculum development, curriculum implementation and teacher training. 相似文献
4.
Zellynne Jennings 《比较教育学》2001,37(1):107-134
The study explores the extent to which teachers in selected Commonwealth Caribbean countries are being trained to: (i) use centrally produced curriculum guides in language arts/reading, English and foreign Languages; (ii) adopt appropriate methodologies for the teacher as a 'facilitator of learning'; (iii) teach low achievers and underachieving males; and (iv) use new technologies to aid instruction. The findings suggest that, while in most of the countries teachers are trained to use curriculum guides at the primary level, there is little evidence to indicate that the ideals in (ii)-(iv) either are being or can be realised, given existing constraints. Highlighted amongst the lessons learned from the Caribbean experience are: (i) the insensitivity of policy to the practical realities of the classroom; and (ii) the tendency of policy to perceive teacher training as the panacea for problems whose solutions lie in changes in the economic, social and cultural fabric of society. 相似文献
5.
Catherine Sinclair Geoff Munns Helen Woodward 《Asia-Pacific Journal of Teacher Education》2005,33(2):209-222
Learning to be a teacher is a complex and very personal matter that involves transformation from student teacher (pre‐service teacher) to teacher. The pathway to being a teacher is scattered with what appears to be competing tensions in various realities. This paper explores those tensions and realities through the context of two final year integrated field‐ and campus‐based subjects that all pre‐service teachers undertake as they complete their four‐year teacher education journey into the primary (ages 5‐ to 12‐years‐old) teaching profession. We then propose a framework involving a variety of realities that pre‐service teachers face through the recognition and resolution of the tensions these pre‐service teachers experience in the workplace. 相似文献
6.
Associate Professor Keith Skamp 《Research in Science Education》1997,27(4):515-539
It is problematic whether primary teachers benefit by completing a first degree especially when the teaching of specific subjects,
here science, is the focus of attention. This study reports the comparative results of interviewing thirteen Canadian and
ten Australian student teachers, both about to commence their Bachelor of Education. The Canadian students had completed an
initial degree while nine of the Australian students were school leavers. The interviews, which explored views about teaching
primary science, were analysed with this factor in mind. Student teacher perceptions reported include: how to recognise a
“good” primary science teacher; perceptions of self as a “good” primary science teacher; expectations of how the teacher education
program could assist their science teaching; and whether (for the Canadian students) the initial degree will help in becoming
a primary science teacher. Analysis of the interviews suggests possible influences a first degree (among other factors) may
have on perceptions related to primary science teaching and raises questions about what is the best general approach for preparing
primary teachers to teach science effectivly. 相似文献
7.
Monisha Bajaj 《International journal of qualitative studies in education》2013,26(4):379-398
This study utilized in‐depth interviewing, participant observation, and student diaries completed by participants to examine the quality of teacher–student relationships at a low‐cost private school in the townships of Ndola, Zambia. Amidst economic decline and the HIV/AIDS epidemic facing Zambia today, teachers and students developed strong relationships that differed from those found in government secondary schools and were shaped by the economic and social realities in the larger society. These caring relationships were facilitated by official school policy, deliberative spaces created for caring such as longer school hours and smaller class sizes, and strict oversight of teachers by the school administration. Teachers’ efforts to provide students advice and resources related to the economic and health crises affecting their community resulted in the development of caring relationships that students noted were unique given their experiences in and exposure to government secondary schools. The findings of this study suggest that scholars of caring in the US and internationally should consider the material conditions of both students’ and teachers’ lives beyond the school environment in order to understand how caring relationships are structured, limited, and enabled in distinct moments by larger socioeconomic and political realities. 相似文献
8.
Kerstin Drossel Birgit Eickelmann Julia Gerick 《Education and Information Technologies》2017,22(2):551-573
This paper is based on the research question of what predictors (school characteristics, teachers’ attitudes, teacher collaboration and background characteristics) determine secondary school teachers’ frequency of computer use in class. The use of new technologies by secondary school teachers for educational purposes is an important factor regarding school and teaching processes. The use of digital media in schools is, among other things, associated with the goal of supporting learning processes and improving the quality of education. This contribution identifies relevant factors by means of multiple regression analyses of the teachers’ frequency of computer use for instruction in five countries (the Netherlands, Denmark, Australia, Poland and Germany) to get an idea of how to support the frequency of the use of computers in class. The analyses and findings are based on the International Association for the Evaluation of Educational Achievement (IEA) study of International Computer and Information Literacy Study 2013 (ICILS), which investigates the computer and information literacy (CIL) of secondary school students and the contexts in which students develop CIL in 21 countries. Antecedents concerning school characteristics, teachers’ attitudes and teacher collaboration on the process level and background characteristics of secondary school teachers (N = 8.920) are examined in order to gain further insight into the nature and effect of predictors for secondary school teachers’ in-class use of information and communications technology. The analyses show that there are more country-specific results than similarities between the countries selected. In all countries, antecedents concerning teachers’ attitudes are more relevant for teachers’ in-class use of computers than school characteristics or teacher collaboration on the process level. 相似文献
9.
Some schools and teachers in Korea and Japan have begun practicing classroom-based reform according to similar visions of
a learning community. The purpose of this study was to investigate reform efforts made by teachers in Korea and Japan toward
turning classrooms into learning communities. Two elementary schools, School K in Korea and School T in Japan, were selected
as major school sites. Research data was collected from two classrooms in each school through teacher interview and classroom
observation. The results of our study showed that efforts made by teachers from the two countries, though aimed at similar
goals to create learning communities and change classroom practices, produced different results. Teachers from both countries
displayed differences in their views or attitudes toward the learning materials and the ways in which they build relationships
with their students. These differences seemed to be derived from the different social and cultural contexts of the teachers
in the two countries. 相似文献
10.
马静 《山东教育学院学报》2011,26(6)
教学过程是师生交往、共同发展的互动过程,教师在教学过程中应与学生积极互动,共同发展。“师生互动式”的课堂教学方法是营造和谐课堂的一条有效途径。那么在网络教学中如何进行有效的师生互动？本文主要从“网络教学对师生互动的作用”、“在网络教学中更需要进行有效的师生互动”、“把运用多媒体教学和进行师生互动有机地结合”三个方面阐述了新形势下的师生互动教学模式的构建。 相似文献
11.
This study examined issues in supporting middle-school teachers to become more learner centered when implementing computer-based,
workplace simulations in their classrooms. Specifically, this report focuses on a participant observation study of two teachers
to develop and evolve a framework for professional development. The framework was developed based on prior professional development
efforts, information on developing learner-centered classrooms, and data about teacher change. The framework included five
key pieces: (a) reflection, (b) proximal goals, (c) collegial support groups, (d) one-on-one feedback, and (e) support materials
for the teachers. The foundation for the framework was a belief that change is individual and needs to be supported in context
and over time.
The data included field observations as the teachers used the simulations in their classrooms made by the author and three
outside observers, and interviews with each teacher following her use of the simulation program.
During the four-month study, the original framework evolved in response to the data collected. The final version of the framework
focuses on the professional developer working with teachers to develop reflective skills. Proximal goals became a focusing
tool for reflection after teachers had begun to develop their reflective skills. The interplay between reflection and proximal
goals was enhanced by outside resources, one-on-one feedback, and collegial group meetings.
The work reported here was comp;eted as part of a dissertation conducted at Indiana University’s Center for Innovation in
Assessment, and was supported in part by grants from the Andrew W. Mellon Foundation and the Russell Sage Fundation. The school
and participant names have been changed to protect their identity. All researcher names are actual. 相似文献
12.
The aim of this article is to elucidate how teacher researchers use a theoretical framework as mediated tool to create boundaries in communities of research practices (CoRPs) and how this effects student learning. If, and in what way, knowledge developed in one practice can be used to inform the next is also examined. Two teacher researchers implemented two CoRPs each, one as internal participant and one as external participant. In total, 202 students, 22 teachers, 2 teacher researchers, and 1 researcher participated. The qualitative analysis is framed by Wenger’s three boundary dimensions: engagement, imagination, and alignment. The results show that teachers’ actions in the second practice, no matter if they were internal or external participants, are characterized by a higher degree of security and knowledge and the lessons implemented are more effective regarding the students’ learning outcomes than in the first. The results show that knowledge develops in an interaction order regardless of the internal or external community order. The result from the first team informs the starting point for the second team, and knowledge boundaries are transferred by the teacher researcher from one CoRP to the other. 相似文献
13.
Kokila Katyal 《Asia-Pacific Journal of Teacher Education》2010,38(4):273-284
There is very little argument that one of the major developments to have impacted in schools in the past decade is the rapid and world-wide development of information and communication technologies (ICT), particularly the Internet. In Hong Kong, reforms in the ICT teacher training policy, and the fact that Hong Kong is a ‘wired’ city, has resulted in pre-service teachers being well versed in the technical competencies of computer usage and its pedagogical manifestations. However, there has been scant attention paid to the fact that students are actively engaged in large-scale autonomous, teacher-less learning via the Internet. In this paper, it is argued that for teachers to be leaders in contemporary classrooms, teacher education programs need to focus more on the deeper and wider implications of ICT and the Internet in education than has hitherto been the practice. 相似文献
14.
In some recent studies, researchers have measured teacher implicit bias and some have shown that teacher bias predicts student academic outcomes. Currently, however, how bias is portrayed to individual students is largely unknown. In this exploratory qualitative study, observations totalling 4 h per participant were undertaken with ten secondary, six intermediate, and four primary teachers in New Zealand. We utilised a thematic analysis approach to identify three themes: “differential nonverbal behaviours”, “differential academic interactions” and “differential reactions under the same conditions” that captured teachers' classroom interactions. Our findings suggested that teachers’ differential behaviours were mediating teacher bias. This was because teacher bias was recorded in every classroom; however, teachers displayed biased behaviours to varying degrees. Bias was displayed through various nonverbal and academic interactions, and some teachers portrayed their bias by treating some students differently when the situation for all students was the same. 相似文献
15.
This research paper explores students’ motivation and teachers’ teaching practices towards the writing of compositions in the conventional paper-based (paper and pencil) and the online blogs mode. Six classes of Grade 5 (224 students) and four English teachers in an elementary-level future school in Singapore were involved in this study. A total of four written assignments were given to the students – two conventional paper and pencil and two online blog-written assignments. No significant difference was found in students’ scores on these assignments. However, the submission rate for the conventional paper-based assignments was 93.8% as compared to 75% for the online blogs entries. Although both students and teachers in this study are savvy information communication technology users who have been exposed to one-to-one computing since Grade 1, the use of blogs for journal writing was not natural to both parties. Teachers found that it was more cumbersome to grade and give comments on students’ online blog posts via the online platform and likewise, students also faced issues with the submission of their online writing assignments. Some students quoted that they preferred writing via conventional paper and pencil mode, experienced network connection and technical issues, had poor time management, experienced forgetfulness and distraction from the computers and the Internet for not submitting their online writing assignments. This study also once again highlighted the importance of the teacher, as one out of the four teachers managed to get all her students to submit their writing assignments. The in-depth analysis of the interviews with the teachers and students, students’ perception survey, students’ performance in their writing tasks (both online and paper-based) and submission rates had revealed useful insights and considerations on the use of blogs to engage students in writing. 相似文献
16.
Lynn Webster Paine 《Teachers and Teaching》2019,25(6):684-702
ABSTRACTTeacher education exists today in a context of rapid globalization, which affects the systems in which future teachers will work, the governance of teachers’ work, the students teachers will be teaching, as well as the policies, programs, curricula and students in teacher education itself. Several ideas recently have gained traction internationally and are shaping the working landscape of teaching and teacher education in many countries. This essay critically examines the circulation of what appear to be a small set of ‘core’ ideas that are influencing national and institutional policies of teacher education. I explore the emergence of new players in teacher education internationally, including individuals, corporations, and international bodies. Using policy documents, influential research studies, university program statements, and interviews, the essay provides a discursive analysis of the contradictory voices in what is becoming a global conversation of teacher education. In many ways, these ideas marginalize the voices of teachers and teacher educators. They tend to narrow the definitions of education and teaching. As a counterpoint to these widely circulating arguments, I explore how reciprocal teacher education exchange programs in China and the US create opportunities for alternative constructions of visions of teaching and teacher learning. 相似文献
17.
Delia Baskerville 《Teaching and Teacher Education》2011,27(1):107-115
Educational research highlights the importance of positive teacher student relationships and recommends teachers adopt teaching strategies that are more culturally inclusive, and allow for reciprocal teaching and learning where student prior knowledge is legitimized. Participants in this study experienced such an approach. Through a storytelling process they fostered empathy, compassion, tolerance and respect for difference. This paper introduces four interrelated factors that enhanced participant understanding of themselves, others and cultural perspectives: developing the ways of working, establishing a caring supportive environment, privileging student voice through personal stories, and enhancing participant connectedness and relationship change. These results have potential relevance for teachers and teacher educators who face the challenge of catering for the learning needs of culturally diverse students in their classrooms. 相似文献
18.
John W. Fantuzzo Cynthia A. Rohrbeck A. Dirk Hightower William C. Work 《Psychology in the schools》1991,28(2):175-181
This study examined teacher reports of reward use and students' preferences for rewards across elementary school grades. Forty-eight urban elementary school teachers indicated which of four basic categories of rewards (edible, tangible, activity, and social rewards) they use in their classrooms and their evaluation of the effectiveness of these rewards for their age group of students. Ninety-eight second through fifth graders randomly selected to represent the students assigned to these teachers were individually administered a reward preference survey. Findings revealed high reward use by teachers. Children reported a wide variety of reward preferences, with no significant gender or age differences found. Additionally, there was no clear relationship between teacher use and children's preferences. Implications for intervention programming are discussed. 相似文献
19.
Using the Internet in teaching: the views of practitioners (A survey of the views of secondary school teachers in Sheffield, UK) 总被引：2，自引：0，他引：2
Andrew Madden Nigel Ford David Miller Philippa Levy 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(2):255-280
A questionnaire was generated from the results of a series of interviews at The City School one of the 27 state secondary schools in Sheffield. In October 2002, it was sent out to 499 Heads of Department at the remaining 26 state secondary schools. Responses were received from 188 teachers, ranging in age from 24 to 60 years old. The purpose of the questionnaire was to gain information about teachers’ views of the Internet and its usefulness as an educational tool. Nearly 85% of teachers acquired their Internet skills informally (self‐taught, learned from friends/colleagues, etc), rather than on a taught course. Despite this, most of the respondents were confident of their ability to use the Internet, with the most confident users being young teachers of technical subjects. However, there was a widespread perception (particularly amongst women teachers) that students are more competent users of the Internet than are teachers. Older teachers were more likely to feel under pressure to use the Internet than their younger colleagues. Only about a third of teachers agreed with the statement “I often use the Internet with classes.” Responses varied significantly according to school and subject. There was strong support, however, for the suggestion that the Internet is a valuable source of learning and teaching materials. 相似文献
20.
Wanda E. Lyons S. Anthony Thompson Vianne Timmons 《International Journal of Inclusive Education》2016,20(8):889-907
Implementation of inclusive education for children with disabilities continues to vary across and within Canadian provinces and territories leading us to question why some schools move forward while others maintain traditional segregated approaches. Drawing from Appreciative Inquiry methodology, this study used semi-structured interviews to gather and document successful practices within four inclusive elementary schools within a Canadian province. Interviews were conducted with students, parents, teachers, educational assistants, and principals. Thematic analysis revealed a common belief in the central importance of learning and relationships for all students, shared commitment to inclusion, general classroom teacher responsibility, and collaborative team work characterised by a belief in collective efficacy. The predominant finding in this study was individual and collective agency that transcended themes. Participants reported ongoing and conjoint processes of planning, teaching, reflecting on current practice, sharing knowledge and ideas, solving problems together, and attending to relationships. 相似文献