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1.
Edith Esch 《比较教育学》2012,48(3):303-321
This article approaches the phenomenon of the continuing influence of French and English pedagogical cultures in Africa relying on post-modern notions of time and space. It reports on a project carried out in Cameroon where both cultures are in contact and where the teachers from two primary schools were observed and interviewed over a period of five weeks each. The data collected is interpreted as revealing divergent professional contexts within which the teachers' discourse about their professional roles and the place of languages rests on assumptions reminiscent of the pedagogical values of the former colonisers. However, teachers from both schools are strongly in favour of maintaining French and English as medium of education. The significance of the phenomena reported is critically discussed to highlight new discontinuities in present day Cameroon which transform these apparently sharp distinctions: the disjunction between the notion of place and the medium of education, the fast evolving meanings of ‘French’ ‘English’ and ‘bilingualism’ in the twenty first century and the fact that schools are multilingual sites. The paper concludes that the differences in the way teachers construct their professional identities has prevented them from developing a joint pedagogical repertoire and that lack of mutual understanding might be a reason for the reported mere ‘cohabitation’ provided by bilingual schools.  相似文献   

2.

Constructive reflection is seen as an important ingredient in the professional development of teachers, in order to stimulate significant change in approaches to classroom practice and the general provision of science education in schools. This paper explores the use of pupils’ questions in provoking ‘critical incidents’ in the professional lives of teachers. It is suggested that pupils’ questions can be both indicative of their own conceptual change as well as being sophisticated prompts for teachers to examine their own thinking. Case studies of two teachers ‐‐ one primary and one secondary ‐‐ are used to illuminate how such critical incidents can lead to changes in teacher thinking, resulting then in changes in classroom practice in science. Suggestions are made for the use of pupils’ questions as critical incidents in the professional development of teachers.  相似文献   

3.
Recent rapid changes in the ethnic and cultural make-up of school communities have highlighted the need for teacher education to prepare teachers for culturally diverse contexts. International study trips provide direct experience and interaction with culturally diverse ‘others’ as a way to extend pre-service teachers’ understandings of difference and diversity. This paper presents findings from a qualitative study that investigated the experiences of 15 Australian pre-service teachers who attended a short-term study programme in either Korea or India. Drawing on notions of the ‘comfort zone’ and ‘pedagogies of discomfort’, we discuss how the pre-service teachers were challenged to move beyond their comfort zone into new and unfamiliar territory, and into states of dissonance and discomfort. Three interrelated themes emerged from the interview data: (1) dissonance resulting from physical discomfort; (2) dissonance resulting from culturally different communication styles and expectations about appropriate behaviour and interaction and (3) dissonance resulting from incidents/events that challenged the pre-service teachers’ views of themselves and their own cultures. We suggest that many of the participants experienced levels of discomfort and dissonance that hindered effective learning, and limited the transformative potential of the experience. We conclude by discussing some implications for international experience programmes in teacher education.  相似文献   

4.
ABSTRACT

This mixed method research explores the contexts, purposes, forms, practices, and effects of school provided collaborative professional development (PD) as experienced by teachers working in primary and secondary schools in England and Shanghai. The research is part of a larger partnership pilot study by the University of Nottingham and Shanghai Normal University, which focused on opportunities for and experiences of participation in formally organized professional development, using as a point of departure the findings of the Teaching and Learning International Survey (TALIS) 2013 report of teachers’ perceptions of their professional development. Given the differences between the two jurisdictions in their PISA (Program for International Student Assessment) rankings, and between national cultures, teacher expectations and conditions of work, professional development purposes, forms and practices in schools might be expected to differ. The research found that there was a similar emphasis in both jurisdictions upon ‘functional’ rather than ‘attitudinal’ oriented professional development, but that teachers in Shanghai schools experienced more of the latter than those in the English schools studied. Such differences in the relative emphasis between the two jurisdictions upon the ‘attitudinal’, challenge the benefits of focusing collaborative professional development primarily upon the ‘functional’ in English schools.  相似文献   

5.
Abstract

The purpose of this study was to investigate Japanese elementary teachers’ professional development experiences in physical education in Japan. Participants were nine teachers from four public elementary schools. Data sources included semi-structured face-to-face interviews and annual physical education professional development portfolios. Three themes emerged from the data analyses: (a) the importance of mentoring for teachers’ growth, (b) annual in-house physical education portfolios as a professional development tool, and (c) the dilemma of being an independent learner in collective culture. The findings suggest that having access to past portfolios developed by previous teachers helped the Japanese elementary teachers to conceptualize the contents of professional learning that facilitated their transitions when they changed their teaching settings. To continuously grow as a teacher, they need to become independent learners who can make decisions about their instruction, identify the weaknesses of their instruction, and understand the impact of their pedagogy on their students’ learning.  相似文献   

6.
Recent changes in the regulation of education systems in Europe and beyond have led to greater control over the work of teachers and the performance of schools. The paper draws upon the findings of a programme of funded comparative research, which has examined the impact of national education policy and policy change on teachers’ work and professional development in several European countries, England, France and Denmark. Within the English context, particularly, both primary and secondary teachers expressed common concerns centered on what was perceived as the demand for a ‘delivery of performance’. Many teachers considered that the more affective concerns of teaching – the sense of vocation and investment of self- were being undermined by the pressure for performance, to become “expert technicians” in transmitting externally pre-defined knowledge and skills to their pupils. Such changes have had a profound effect on the way in which teachers’ work and role are defined by government policy directives more widely within the European context. The paper considers the implications of these changed accountability structures for teachers’ professional identity and development.  相似文献   

7.
教师是专业性职业之一,教师的专业素养直接影响到教育的质量。我国已经出台了针对小学、中学和幼儿园教师的《专业标准》,但还没有专门针对高等院校教师的专业标准。论文在分析特殊教育教师专业素养重要性基础上,借鉴《专业标准》构建理念,提出了高等院校从事特殊教育师资培养的专业教师应该具备良好特殊教育专业伦理及师德、特殊教育专业知识和特殊教育专业能力三个方面的素养,并对其内容构成和关系进行了梳理。  相似文献   

8.
The main aim of the present study was to examine the quality of religious education in Croatian primary schools when assessed from teachers’ perspective. Religious education teachers (N?=?226) rated the impact of certain factors on the existing quality of religious education in primary schools and expressed their expectations about the future status of this aspect of education. In addition, teachers rated different sources of their professional satisfaction as religious education teachers. We identified understandable latent dimensions of teachers’ opinions, expectations and satisfaction where retained dimensions are modestly interrelated. The conducted regression analyses suggest that teachers with different professional status-related personal attributes are fairly uniform in their views, expectations and satisfactions. An interesting finding of this study concerns the relationship between school-based Catholic religious education and the parish-based catechesis, where an existing relationship represents a weak source of religious education teachers’ satisfaction. This represents a valuable empirically driven insight regarding the Catholic religious education in Croatian schools with some importance to the broader context of religious education in general.  相似文献   

9.
ABSTRACT

This research examines teaching outdoor education in two rural primary schools in Aotearoa New Zealand. The aim was to give ‘voice’ to how outdoor education is taught, programmed and understood. Underpinning the research was the question: what factors enable/constrain teachers’ ability to implement outdoor education? The findings suggest: confusion about outdoor education terminology and the educative purpose of school ‘camps’; schools ‘do what they have always done’, particularly when decisions about outdoor education contexts are dominated by senior management; financial restrictions; and teachers feeling ill-prepared in terms of safety management because of their limited pre-service and post-service teacher education. This research highlights that what to teach, how to teach and where to teach outdoor education needs more consideration and attention for teachers to be better informed about safe outdoor practices and quality pedagogy in, for and about the outdoors.  相似文献   

10.
Student diversity within U.S. schools has steadily increased in recent years. This trend has driven significant interest, on the part of schools and school systems, in supporting students who are English learners (ELs) and who are culturally diverse. It has also highlighted, for those schools and school systems, the importance of professional development to prepare teachers to support those students effectively. Teacher experience and knowledge regarding this population is particularly important to the cause of inclusive education, as appropriate supports, instruction and inclusion for these learners are highly dependent on teachers’ knowledge and skills. This study surveyed teachers in three highly diverse elementary schools with high percentages of ELs, students of minority backgrounds, and students receiving free and reduced-price meals. Results indicated that, despite reporting significant previous professional development on cultural and language diversity, teachers lacked familiarity with basic concepts related to cultural and language diversity and to factors considered in the interventions process for diverse learners. These findings, if replicated, may call into question the efficacy of ongoing professional development efforts and underscore the need for more consistent design, delivery, and evaluation of professional development initiatives or programmes.  相似文献   

11.
How student teachers experience their transformation into serving teachers in the liminal social spaces of the school-based practicum (teaching practice) is of key importance to them, their future students and their educators. The practicum is a challenging experience for student teachers, even with help from university and school-based mentors, as their knowledge of practice, power and culture in schools lacks sophistication. The practicum, an under-researched but important aspect of education, was investigated by this study by asking 480 student teachers in three universities in Turkey and England in 2010–2011 about how well their universities prepared them for the practicum, what made practicums successful and how practicums fostered their professional development. Participants generally thought the practicum helped them to develop skills in student and classroom management, in meeting students’ diverse learning needs, in recognising multiple students’ perspectives and in grounding their understanding of what it meant to be a teacher ‘for real’.  相似文献   

12.
After graduation, it is essential for teachers to continue working on their professional development since they need to be prepared for the requirements of tomorrow's knowledge- and technology-based society, a more varied student and pupil population creating new responsibilities, and higher social expectations from schools and the society as a whole. Although attention for teachers’ professional development at work is increasing, the availability of valid survey instruments that measure their participation in professional development at work is still limited. Based on a literature review, such an instrument was designed. This 21-item self-report measure, using a 4-point rating scale, makes an inventory of teachers’ participation in activities contributing to professional development. The purpose of the instrument is to make teachers, school leaders and other stakeholders aware of whether, and to what degree, teachers engage in learning at work. This is important because ultimately the quality of education depends on it. A survey was administered in 9 Dutch primary schools and 15 Dutch secondary schools. Exploratory and Confirmatory Factor Analysis confirmed a six-factor structure, and augments earlier findings in the field. The reliabilities of the six subscales were sufficient to good.  相似文献   

13.
The data discussed in this paper derive from post‐lesson and end‐of‐year interviews with 17 teachers in their second year of teaching. They form part of a longitudinal study which first tracked these teachers through their initial postgraduate teacher education programme and induction year. In the light of earlier analysis, which had highlighted both the enduring importance of individuals’ dispositions towards their own learning and the profound sense of professional isolation that some teachers experience once the support of their induction year is withdrawn, this paper focuses specifically on the interplay between teachers’ orientations towards their own professional learning and the nature of the learning environments in which they are working. The complex interrelationships between these two dimensions are illuminated by six case studies, which offer strong support to those who have challenged exclusive conceptualisations of ‘learning’ as either ‘construction’ or ‘participation’. The findings have important implications for all those responsible for the professional education of beginning and early career teachers, especially as they respond to the government launch in England of a new ‘national framework’ intended (eventually) to offer opportunities for Masters level professional learning to all newly qualified teachers.  相似文献   

14.
The research reported in this paper investigates why teachers in regional primary schools in the Ballarat region of Victoria, Australia, are choosing to outsource the teaching of sexuality education. A survey was conducted of 29 Year 5 and Year 6 teachers from local primary schools. The teachers provided information about: their confidence in delivering sexuality-related topics; their perceptions of the relevance of given sexuality topics to their students; the teachers' own professional development preferences; and what they saw as their personal limitations in teaching sexuality education. Teachers tended to report low confidence in teaching topics that are considered ‘sensitive’, such as menstruation, wet dreams and sexual intercourse. Furthermore, they indicated a need for professional development in teaching sexuality education. The greatest hurdle identified lies in identifying how to motivate, engage and support teachers to take a professional interest in teaching sexuality education.  相似文献   

15.
采用文献资料、问卷调查和数理统计等方法,对合肥市小学体育师资的类型及人数比例,体育教师的编制及配备情况,现有体育教师的年龄、学历和职称结构以及职业态度等进行研究,并根据调查结果有针对性地从教育主管部门、学校和体育教师等环节为合肥市小学体育师资建设提出建设性意见。  相似文献   

16.
In learning to use a new technology like the iPad, primary teachers adopt a diverse range of experiential, informal and playful strategies contrasting sharply with traditional models underpinning professional development which emphasise formal courses and events led by ‘experts’ conducted in formal settings such as the school. Since post-PC devices like the iPad have been linked with transformational educational learning, there is an imperative to better understand how teachers can be encouraged to use them more effectively. Despite their growing popularity in schools, there is little research to indicate how and under what circumstances teachers learn to integrate these technologies into their daily practices. This paper uses data collected from two national studies of iPad use in Scotland and Wales to propose a new model of professional development. This model reflects findings that the teachers reject traditional models of sequential, or staged, professional development (often led by external providers or ‘experts’), in favour of a more nuanced and fluid model where they learn at their own pace, in a largely experiential fashion, alongside their pupils in a relationship which reverses the traditional power nexus. The model has the potential to inform professional development for both trainee and serving teachers in learning to use the iPad in the primary classroom.  相似文献   

17.
The study featured in this paper investigates pre- and in-service Physical Education (PE) teachers' diverse views of OE (Outdoor Education) against the backdrop of numerous curricular changes underpinning Singaporean education. We highlight the potential challenges Singaporean schools and teachers may face in implementing the newly formalized OE curriculum. Findings revealed the teachers' prioritization of high elements and adventure activities within residential camps. Then, the teachers linked these ‘risky’ and ‘unfamiliar’ activities with transferrable learning outcomes, mostly in line with students' personal and social development. The more experienced teachers in the cohort tended to advocate that OE could be situated within local school and community environs. Yet, this envisioning of OE within a place-based learning model reflected limited understanding of this concept. We conclude by suggesting that curriculum designers and teacher educators should draw upon pre- and in-service PE teachers' perceptions of OE. It is imperative that these teachers' key concerns and beliefs, which currently structure their work in this recently formalized subject area, are used to contextualize the extensive curricular change and professional learning endeavors that are being implemented by the education ministry.  相似文献   

18.
Jacob W. Neumann 《Interchange》2013,44(1-2):129-147
Increasing teachers’ dispositions towards critical teaching is a fundamental goal for critical pedagogy. Because critical educational change cannot occur without teachers’ “buy-in,” developing teachers’ inclination to implement critical teaching into their classrooms is a prerequisite for any successful critical pedagogy focused on change in K-12 schools. However, critical educators too often approach K-12 teachers’ dispositions in ways that are at best unproductive and at worst harmful to critical change efforts. Some critical pedagogy exists that approaches teachers’ knowledge and beliefs in “teacher friendly” ways, but most critical pedagogy suffers from the problem of totality and speaks merely to educators who already hold critical dispositions. In response to this problem, this paper identifies and examines three areas in which critical education scholars can work to better connect with a crucial, yet essentially unaddressed constituency: teachers in neighborhood schools. These three areas are critical pedagogy’s audience, teachers’ professional knowledge, and teachers’ beliefs about what constitutes ‘real schools’ and ‘real teachers.’ The paper ends by suggesting approaches to teachers’ dispositions that do not sacrifice the possible to the ideal, that value practical and eclectic change efforts, and that appreciate teachers’ already existing knowledge and beliefs as a foundational medium for developing critical education.  相似文献   

19.
The research reported here maps changes in primary teachers' identity, commitment and perspectives and subjective experiences of occupational career in the context of performative primary school cultures. The research aimed to provide in‐depth knowledge of performative school culture and teachers' subjective experiences in their work of teaching. Themes in the data reveal changed commitments and professional identities. The teachers who had an initial vocational commitment and strong service ethic were the older teachers in the sample. While some of the younger teachers expressed vocationalism in the form of wanting ‘to make a difference’, they also stressed the importance of time compatibility for family‐friendly work and child care. In the ‘highs’ and ‘lows’ of school life a number of factors supported some of the teachers' initial commitments, thus, providing ‘satisfiers’ in their work. However, some factors impacted negatively on teacher commitment. The psychic rewards of teaching provided the main basis of commitment and professional work satisfaction. Teacher strategies in performative school cultures highlighted the impact and saliency of testing regimes. There was evidence, however, of teacher mediation of policy and their investment in a more creative professional identity in their involvement in nurturing programmes and creative projects. Whether the schools and teachers developed creative approaches to increase test scores or to ameliorate the worst effects of testing they demanded increased effort and commitment from the teachers. Teachers in the contemporary context, who had in many cases experienced a career in another occupation prior to teaching, seemed much more adept and realistic in both recognising and managing their range of parallel commitments and identities. They have become more strategic and political in defending their self‐identities. Some evidence suggests their priorities have been to hold on to their humanistic values and their self‐esteem, while adjusting their commitments.  相似文献   

20.
This article discusses findings from a tri‐country study of student teachers' understandings of the purposes of education, their conceptions of sustainable development and the task of Education for Sustainable Development (ESD). At its heart are case studies of 30 student teachers from Initial Teacher Education Programmes in England, Denmark and Germany (10 from each country). While they are diverse in their personal, professional and subject disciplinary backgrounds, and they work in a variety of school subject areas, all the students share the objective of becoming members of the teaching profession in the primary or lower secondary schools of their countries, and thus each one currently faces the additional challenge of understanding and responding to national, cross‐cutting policy initiatives on sustainable development and ESD. As interpretative research, the study catalogued and mapped similarities and differences in student teacher understandings, and identified those notions, thoughts and ideas that were meaningful to a beginning teacher's interpretations and sense‐making of key ESD concepts and tasks. The findings highlight the widespread importance of ‘taking responsibility’ and ‘having responsibility’ as key notions in interpreting their professional role and student learning in relation to ESD. An explorative framework developed during the data analysis suggests that in making sense of ESD, student teachers have recourse to one or more of at least four identifiable rationalities for ascribing responsibility to oneself or others, where each rationality articulates a different set of responses to questions about the prioritized locus of agency and the nature of the decision‐making process. The framework offers a critical and generative tool for stimulating debate in the field about policy and professional preparation and development and, in particular, the nature, processes and qualities of learning that are understood to ‘generate a sense of responsibility’, within the broader—and in the case of ESD—related quests of education and sustainable development.  相似文献   

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