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Teachers’ perceptions of the inclusion of marginalised groups 总被引：1，自引：0，他引：1
This paper is based on the concept of inclusion as a process of recognising and minimising the barriers to learning and participation of all children, with teachers as the key players in implementing inclusion in practice. There are two key questions: (1) How do teachers rank different groups of marginalised children? (2) How do teachers see their own role, the role of the marginalised and other children, and their parents in the inclusion process? The groups included in the research were children with special needs, migrants from former Yugoslavia, Roma/Gypsies and children from poor families. In the latter group, it also looked at their counterparts, the children of wealthy parents. Research carried out on a representative sample of primary school teachers in Slovenia showed that children with special needs are among all surveyed groups of children those seen as the most helpless. For these children, teachers are also most likely to lower learning and discipline standards, while at the same time feeling the least qualified to teach them and seeing them also as having the lowest abilities. In the teachers’ opinion, parents of other children have the greatest reservations when their child associates with a Roma/Gypsy child, and teachers also put the least trust in Roma/Gypsy parents. 相似文献
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The authors examined the factor structure of the long and short forms of the Teachers’ Sense of Efficacy Scale (TSES; M. Tschannen-Moran &; A. Woolfolk-Hoy, 2001) for practicing (n = 102) and preservice teachers (n = 270), comparing the responses to both forms of the TSES, and looked for differences in teachers’ efficacy with respect to experience and grade level taught. They found the 3-factor structure—efficacy for classroom management, instructional practices, and student engagement—to be appropriate for practicing teachers, but they found a single efficacy factor to be appropriate for preservice teachers. The long and short forms of the TSES produced similar means and reliability information, suggesting that either form is appropriate for use with preservice or practicing teachers. Last, they found that teachers with 10 or more years of teaching experience and those teaching at the elementary level reported significantly higher levels of efficacy than did preservice teachers or those teaching at the middle or high school levels, respectively. 相似文献
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As part of a project concerned with developing a better understanding of the detail of appropriate teaching of direct current
(DC) electricity concepts, extensive individual interviews were conducted with a number of experienced senior high school
physics teachers. These interviews explored teachers’ perceptions of difficulties in student learning and their own teaching
of DC electricity, their uses of models and analogies in this teaching, and their own understandings of the concepts of DC
electricity. Eight high school physics teachers from the Australian state of Victoria were interviewed: three who had a strong
focus on student understanding in their classrooms and five who used more traditional approaches. We also interviewed three
authors of textbooks then currently used in senior high school physics in Victoria, all of whom were also teachers of high
school physics. All but one of these eleven interviewees was a very experienced teacher of DC electricity at the senior high
school level. The interview data are summarized and implications for curriculum and teaching/learning of electricity are considered.
There was a wide range of views among the teachers about the difficulties of both the concepts of DC electricity and the teaching
of these concepts, and about the nature of physics knowledge. A number of the interviewees revealed levels of conceptual understanding
that we see as of concern. Some of the teachers whose understanding causes us concern made clear early in the interview their
view that the concepts of DC electricity were essentially straight forward; in all cases these interviewees had by the end
of the interview reconsidered this position. 相似文献
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Maura Iori 《Educational Studies in Mathematics》2018,98(1):95-113
While many semiotic and cognitive studies on learning mathematics have focused primarily on students, this study focuses mainly on teachers, by seeking to bring to light their awareness of the semiotic and cognitive aspects of learning mathematics. The aim is to highlight the degree of awareness that teachers show about: (1) the distinction between what the institution (school, university, society, etc.) proposes as a mathematical object (not in itself but as the content to be learned) and one of its semiotic representations; (2) the different aspects of a semiotic representation that the student able to handle the representation and the student who handles the representation with difficulty may focus on; (3) the semiotic conflicts generated by the contents of semiotic representations that are similar to each other in some respect. For this purpose, in this study, the semio-cognitive approach introduced by Raymond Duval was complemented with the semiotic-interpretative approach of the Peircean tradition. By embracing the pragmatist research paradigm, the methodology was based on the research questions, which guided the selection of the research methods within a qualitatively driven mixed methods design. The research results clearly show the need for a review of professional teacher training programs, as regards the role the semiotic handling plays in the cognitive construction of the mathematical objects and the learning assessment. 相似文献
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In chemical education, many secondary school students experience difficulties in understanding three mutual related meanings of topics, that is, the macroscopic meaning, the microscopic meaning, and the symbolic meaning. As a consequence, student teachers should be prepared carefully to learn how to teach this difficult issue. This article presents a naturalistic case study of the development of eight student teachers pedagogical content knowledge (PCK) of the multiple meanings of chemistry topics. The student teachers (all M.Sc.) participated in a teacher education program of which the initial phase focused on learning from teaching instead of learning of teaching. They were asked individually to choose and teach a chemistry curriculum topic with a focus on the macro-micro-symbolic issue. Research data were obtained by interviewing the student teachers individually before and after the lessons. The outcomes indicated a development of student teachers knowledge of teaching difficulties, for instance, too fast and mainly implicit reasoning between macro- and micro-meaning, and a dominant orientation towards the micro-meaning of topics. A development of knowledge of students difficulties was also indicated, for instance, difficulties in understanding the macro- and micro-meaning of reaction equations. Implications for the follow-up phases of the program are presented. 相似文献
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IntroductionCode-switchingwhichmaybebrieflydefinedasthealternationbetweentwo(ormore)languages,I(Eldridge1996:3O3).Ithasbeenreceivinggrowingattentioninrecentyears.Farfrombeingviewed'asarandomphenomenon,ithascometobeseenasahigh-lypurposefulactivityHowever,themajOrityof=thestudieshavebeenconductedinau-thenticbilinguaIspeechcommunities,ratherthaninthelanguageclassroom,whichwillbethefocusofmystudy.LanguageAttitudes)lTheideaofavoidingthernothertongueinlanguageteachingdatesbackfrornaroundtheturno… 相似文献
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Bradley D. Marianno 《Journal of School Choice》2015,9(4):551-577
Between 2011 and 2013 lawmakers in every state proposed, and often enacted, laws intended to impact codified state provisions related to teachers and teachers’ unions (author calculation). These new laws either worked against union interests (e.g., by prohibiting collective bargaining) or they aligned with union positions (e.g. by providing enhanced compensation benefits to teachers). In recent years scholars have paid more attention to the impact of teachers’ unions and collective bargaining. Few researchers have made an effort to understand state-level attempts to legislatively modify traditional union-protected rights. This paper is the first to explore these changes in detail. Using a self-collected dataset, I track the proposal and enactment of legislation related to teachers’ unions and their collective bargaining agreements in state legislatures between 2011 and 2013. I find that while large-scale attacks on public sector bargaining rights dwindled after 2011, smaller, more focused legislative proposals concerning the rights of teachers continued. Lawmakers succeeded in removing several job protections for teachers in ways that left both teachers and unions more vulnerable to the actions of school and district administrators. However, contrary to the popular media narrative, teachers actually made legislative gains, particularly in the area of compensation and benefits following 2011. 相似文献
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Maija Nousiainen 《Science & Education》2013,22(3):505-525
In physics teacher education, one of the recurrent themes is the importance of fostering the formation of organised and coherent knowledge structures, but a simple shared understanding of what coherence actually means and how it can be recognised, is not easily found. This study suggests an approach in which the coherence of students’ views about the relatedness of physics concepts can be identified and evaluated. Six pre-service physics teachers presented their understanding of the relatedness of physics concepts in the form of specially designed concept maps in which experimental or modelling procedures were required as links between physics concepts. The acceptability of the links was evaluated by using four criteria for epistemic analysis introduced in this study. The weighted values describing the maps’ structural features were calculated, and finally, the cases were compared and the differences between them were discussed. The results show that the epistemic analysis of links affects remarkably to the acceptability of knowledge and thus also the coherence of such knowledge. The highest criterion set for acceptability seems to be very demanding to fulfil and even in the advanced level of studies only a fraction of students manage to reach it. The cases examined here show that the knowledge structures are partly fragmented and not as coherent as one would have expected them to be. 相似文献
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Ana Rivero Pilar Azcárate Rafael Porlán Rosa Martín del Pozo Joao Harres 《Research in Science Education》2011,41(5):739-769
This article describes the evolution of prospective primary teachers’ conceptions of the methodology of teaching. Three categories
were analyzed: the concept of activity, the organization of activities, and the concept of teaching resources. The study was
conducted with five teams of prospective teachers, who were participating in teacher education courses of a constructivist
orientation. The results showed very different itineraries in the processes of change, and the presence of two major obstacles—the
belief that teaching is the direct cause of learning, and epistemological absolutism. The study allows us to deduce some implications
for initial teacher education. 相似文献
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Daesang Kim 《学校用计算机》2013,30(3):153-168
ABSTRACTHeinich et al. (1999) introduced the ASSURE model to guide teachers in how to plan and deliver lessons that effectively integrate technology into their classroom teaching. Its straightforward, practical approach has made it one of the most widely taught instructional models in the education arena. However, for all of its widespread use, there is very little empirical evidence examining the impact the model has on K–12 learning gains. This study, over a 2-year period, examined 39 separate cases of curriculum being developed using the ASSURE model and the curricula's subsequent effect in promoting student learning. In addition to analyzing scores on student assessments, teachers' perceptions and instructional strategies also were examined as part of this study. 相似文献
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At present, teachers’belief is an exploring topic to the linguists, educationists, and psychologists. Teachers’beliefs not only influence the teaching’s attitudes and methods but also the student’s i... 相似文献
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Karthigeyan Subramaniam 《Research in Science Education》2013,43(5):1851-1872
This paper describes an exploratory study that examined the content of preservice elementary teachers’ reflections of their documented early field experiences of science teaching in authentic contexts. The study used an early field experience model that was focused on the objective of profiling an elementary science teacher as the practical merit of reflection. Preservice elementary teachers individually and collaboratively reflected on their early field experiences and used the resulting reflections to construct profiles of an elementary science teacher respectively in synthesis papers. Data sources included journal entries and synthesis papers resulting from individual and collaborative reflections. Thematic analysis revealed that profiles of an elementary science teacher constructed from both individual and collaborative reflections were based on the roles of teacher as a guide and teacher as a mediator. Analysis further revealed that classroom management and discipline and safety were the key foci factored within individual reflections while what promotes learning and the difference between what is effective and ineffective scaffolding respectively, served as the foci within collaborative reflections. Also, collaborative reflection provided a structured approach to reflection as it drew preservice elementary teachers into collective dialogue and negotiation capturing the tensions they faced when trying to make sense of the practice of other teachers. Implications include the need to frame early field experiences with objectives that are understood by all parties involved in early field experiences; and, the need to instill the importance of observation, documentation, and reflection which collectively sum up preservice teachers’ early field experiences. 相似文献
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Catherine S. Martin-Dunlop 《Research in Science Education》2013,43(3):873-893
This study investigated prospective elementary teachers’ understandings of the nature of science and explored associations with their guided-inquiry science learning environment. Over 500 female students completed the Nature of Scientific Knowledge Survey (NSKS), although only four scales were analyzed–Creative, Testable, Amoral, and Unified. The learning environment was assessed using previously-validated and reliable scales from What Is Happening In this Class? (WIHIC) and the Science Laboratory Environment Inventory (SLEI). Analyses indicated moderate multiple correlations that were statistically significant (p?<?0.01) between Creative (R?=?0.22), Testable (R?=?0.29), and Unified (R?=?0.27), and a positive learning environment. Regression coefficients revealed that Open-Endedness was a significant independent predictor of students’ understanding of the role of creativity in science (β?=?0.16), while Cooperation, Open-Endedness, and Material Environment were linked with understanding the testable nature of science (β?=?0.10–0.12). Interview questions probed possible relationships between an improved understanding of the nature of science and elements of a positive classroom environment. Responses suggested that an appropriate level of open-endedness during investigations was very important as this helped students grapple with abstract nature of science concepts and shift their conceptions closer to a more realistic view of scientific practice. 相似文献
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《Early childhood research quarterly》2000,15(2):147-166
This article examined teachers’ judgments of the prevalence and types of problems children present upon entering kindergarten. A large, national sample of teachers (N = 3,595) was surveyed by using the National Center for Early Development and Learning’s Transition Practices Survey (1996). Teachers reported they perceived that 16% of children had difficult entries into kindergarten. Up to 46% of teachers reported that half their class or more had specific problems in any of a number of areas in kindergarten transition. Rates of perceived problems were related to school minority composition; district poverty level; and, for certain behaviors, school metropolitan status. The effects of these demographic characteristics were independent and additive. Teachers’ ethnicity showed a significant relation to their rates of reported problems. Results are discussed in terms of risk factors that predict transition problems and the match between children’s competencies and teacher’s expectations. These findings confirm the view that entering kindergarten is indeed a period of transition for children. 相似文献
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《Journal of Education & Work》2012,25(1):83-92
Abstract This investigation was undertaken as part of research into ‘mini‐enterprise'activity in the secondary school. The research aimed to evaluate ‘mini‐enterprise’ as an approach to learning and to offer different examples in practice. Fundamental to this evaluation was an examination of the views and attitudes of teachers towards ‘mini‐enterprise’ work. This paper describes the survey undertaken to determine teachers’ attitudes towards certain key ‘enterprise’ issues and offers a summary of the research findings concluding in a discussion of the wider educational implications. 相似文献
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Jeannine Dingus 《Teaching Education》2013,24(3):195-206
The scholarship on historical and contemporary African‐American teachers highlights the emphasis on community connections in their work. As such, the scholarship portrays African‐American teachers almost exclusively as givers without fully considering what teachers derive from community connections. This paper describes a qualitative study in which intergenerational African‐American teachers illustrate the dual nature of community connections and the ways in which constructs of community informed their work. Three distinct points along the professional spectrum—entry, career development, and long‐term career trajectories—illuminate the ways in which community reciprocity impacts and informs the teachers under study. Study findings elucidated a communal reciprocity in that community connections influenced professional entry contributed to feelings of personal and professional self‐worth and impacted long‐term career goals. 相似文献