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1.
张海珠 《课程.教材.教法》2012,(1):115-120
合作研究共同体是在顶岗支教实习基地建立由课程与教学论专家、基地学校在职教师、实习教师组成的合作研究团队,是适应教师教育改革趋势的一种新的教师专业发展模式。实践表明,这一模式对教师专业发展具有显著的促进作用。具体表现在:实习教师的道德观念得到提升,课堂教学技能得到提高,就业观念得到更新;在职教师的新课程理念转变成了教学行为,教学设计能力得到加强,教育科研能力得到提高,教育技术能力得到加强;课程与教学论专家的授课内容针对性加强,研究视野拓宽。 相似文献
2.
Although evidence-based practices are considered critical to student success, a research-to-practice gap exists. This qualitative study examined practicing special education teachers’ perceptions of their use of evidence-based practices. Special education teachers were interviewed and their classroom practices examined. Major themes emerged and findings revealed that (a) teachers believe they are using evidence-based practices, (b) teachers’ awareness of research varies, and (c) teachers’ personalization of research varies by awareness level. Awareness levels of credible evidence-based practices ranged from Aware, Partially Aware, and Unaware. Sources of evidence varied greatly from university coursework, research articles, co-workers’ ideas, and self-generated ideas. Personalization of evidence-based practices consisted of teachers adapting and modifying practices to meet their own needs, rather than relying on fidelity of treatment measures. Implications for the special education classroom are discussed. 相似文献
3.
Carla C. Johnson 《Journal of Science Teacher Education》2007,18(4):629-661
The experiences of middle school science teachers at two schools in the southeastern US who participated in collaborative,
sustained, whole-school professional development and their implementation of standards-based instructional practices are the
focus of this study. Participants were involved in their second year of the professional development experience. The research
question that was explored was “How are science teachers implementing standards-based instruction while participating in effective
professional development experiences?” Data collected in the form of teacher interviews and classroom observations using an
observation protocol. Findings indicate that even with effective professional development, teachers implement standards-based
instructional practices at varying levels. The reasons for these differences are discussed and the role of teacher beliefs
and the impact of beliefs, experience and support from administrators on professional development efforts are discussed. Implications
for future science education reform stakeholders and professional development efforts are revealed. 相似文献
4.
John L. Watzke 《The Teacher Educator》2013,48(3):209-229
Abstract Field‐based teacher education programs are part of a growing trend in education to provide long‐term classroom teaching experience and acculturation to the school environment as part of the certification process. This article reports on a study of stages of teacher development across ½ years of full‐time teaching as teacher candidates work to complete coursework in fulfillment of a masters of education program. Beginning teachers completed a Teachers Concerns Checklist at six points in the program. Factor analysis and ANOVA were utilized to develop a chronology of stages across these years to inform programmatic development. Findings suggest reduced concerns for classroom management as full‐time teaching begins and increased concerns for delivery of instruction as teachers are immersed in full‐time teaching. Strong concerns for professional development emerge only after a full year of teaching. Implications for the academic program, supervision, and future research are discussed 相似文献
5.
Literacy in the Science Classroom Project was a three-year professional development (PD) program supporting minority-language secondary teachers’ use of effective language-based instructional strategies for teaching science. Our primary objective was to determine how teacher beliefs and practices changed over time and how these were enacted in different classrooms. We also wanted to identify the challenges and enablers to implementing these literacy strategies and practices at the classroom, school, and district levels. Data collection involved both qualitative and quantitative methodologies: student questionnaires; interviews with teachers, principals, and mentor; and focus groups with students. The findings suggest that the program had an impact on beliefs and practices commensurate with the workshop participation of individual teachers. These language-enhanced teacher practices also had a positive impact on the use of talking, reading and writing by students in the science classroom. Finally, continuing PD support may be needed in certain jurisdictions for strengthening minority-language programs given the high teacher mobility in content-area classrooms evident in this study. 相似文献
6.
为全面了解合肥地区中小学教师专业化发展的现状,研究建立健全教师专业化发展的制度保障体系及运行机制,加快教师教育一体化进程,我们对合肥市中小学教师的专业化发展情况展开了一次问卷调查。通过调查与分析,指出合肥地区中小学教师专业化发展存在的一些不容忽视的问题,并以此为例,提出了有效推进区域教师专业化发展的对策和建议。 相似文献
7.
大学与中小学合作是一种推动中小学教师专业发展的有效途径。合作因为层次、类型、模式的不同而形成不同的运行机制,相应地会对中小学教师的专业发展产生不同的影响。加快大中小学文化融合,加强校本培训,完善教育技术信息平台,是规避已有合作中的弊端和问题,实现大中小学高层次和规范合作的必要内容,置身式的合作方式会对中小学教师的专业发展产生全息性的影响。 相似文献
8.
李明 《和田师范专科学校学报》2013,(5):55-57
本文通过对巴州中小学教师的教育科研现状的调查,分析了中小学教师的科研能力、科研需求,结合继续教育对教师专业素养的提升作用,阐述了小课题研究是适合中小学教师进行校本研修的有效形式。 相似文献
9.
Emma Little 《教育心理学》2005,25(4):369-377
Much of the research into behaviour problems and school interventions has focused on primary school‐age children. In the primary school setting, the behaviours that cause the most concern to teachers are frequently occurring but relatively minor behaviours such as calling out and interrupting the learning of others. These minor problematic behaviours have been shown to respond to low‐level interventions that are presented as written advice. The behaviours that secondary school teachers perceive as problematic, and the preferred method of intervention, have received comparatively little attention in the research. An investigation of the behaviour problems that high school teachers find most troublesome was conducted in this study. It was found that similar behaviours were reported as troublesome in the secondary school classroom compared with the primary classroom, although differences were demonstrated across year levels. Teachers were also surveyed about their preferred method of intervention/assistance for these behaviour problems. This information about intervention approaches informs the development of strategies for assisting classroom teachers. 相似文献
10.
The inclusive practice project in Scotland: Teacher education for inclusive education 总被引：2，自引：0，他引：2
While differences in national contexts are associated with variations in how teachers are trained and school systems are organised, the conceptual and philosophical problems of equity and inclusion in schooling are shared concerns. This paper describes how the structure and content of an initial teacher education programme for primary and secondary teachers has been revised to ensure that social and educational inclusion is addressed within the core programme. A rationale is presented for the development of ‘inclusive practice’, followed by a discussion of the reforms and an outline of the effects that are expected in the classroom practices of teachers in schools. 相似文献
11.
This paper describes a method of analysing teacher growth in the context of science education. It focuses on the identification of pathways in the development of secondary school teachers’ pedagogical content knowledge (PCK) by the use of the interconnected model of teachers’ professional growth (IMTPG).The teachers (n = 12) participated in a one-year action research project focused on their individual concerns related to teaching science. The use of the IMTPG revealed that teachers use different pathways of learning to develop different aspects of their PCK. For each PCK component, three distinct pathways could be identified, two of which clearly were associated with professional growth. When examining these two pathways in detail, it was found that (1) teachers learned about new instructional strategies and assessment methods mostly through literature reviews and discussions with peers and (2) teachers who analyzed and reflected on student learning as it happened in their classrooms developed understandings that helped them to select and apply instructional strategies to further promote student learning. Both the analytical method as well as the identification of the different developmental pathways help to better understand teacher development in the context of classroom practices. 相似文献
12.
义务教育教师专业化发展评价指标体系的构建——以合肥市中小学教师为例 总被引：1，自引：0，他引：1
采用文献法、调查法,在对合肥市义务教育阶段中小学教师专业化发展调查分析的基础上,尝试构建了义务教育教师专业化发展评价指标体系,期望为不断提高义务教育教师的专业化发展水平提供新的思路。 相似文献
13.
This article investigates three teachers' conceptions and use of inquiry‐based instructional strategies throughout a professional development program. The professional development program consisted of a 2‐week summer inquiry institute and research experience in university scientists' laboratories, as well as three academic year workshops. Insights gained from an in‐depth study of these three secondary teachers resulted in a model of teacher conceptions that can be used to direct future inquiry professional development. Teachers' conceptions of inquiry teaching were established through intensive case–study research that incorporated extensive classroom observations and interviews. Through their participation in the professional development experience, the teachers gained a deeper understanding of how to implement inquiry practices in their classrooms. The teachers gained confidence and practice with inquiry methods through developing and presenting their institute‐developed inquiry lessons, through observing other teachers' lessons, and participating as students in the workshop inquiry activities. Data analysis revealed that a set of four core conceptions guided the teachers' use of inquiry‐based practices in their classrooms. The teachers' conceptions of science, their students, effective teaching practices, and the purpose of education influenced the type and amount of inquiry instruction performed in the high school classrooms. The research findings suggest that to be successful inquiry professional development must not only teach inquiry knowledge, but it must also assess and address teachers' core teaching conceptions. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 1318–1347, 2007 相似文献
14.
Media literacy is an essential skill for living in the twenty-first century. School-based instruction is a critical part of media literacy education (MLE), while research on teachers’ concerns and integration of MLE is not sufficient. The objective of this study is to investigate teachers’ stages of concern (SoC), perceived need, school context, and teacher practices of the integration of MLE in primary schools. For this purpose, a survey was setup and 392 primary school teachers participated in this study. The results show that teachers’ concerns of integration of MLE were generally oriented at the level of self-concerns. In the meanwhile, the integration of MLE was significantly related to teachers’ concerns and perceived need for MLE. Based on the results of regression analysis, teachers’ integration of MLE was significantly influenced by their SoC for MLE, school professional development support, and leadership support. 相似文献
15.
吴雨 《毕节师范高等专科学校学报》2014,(2):115-120
当前我国中小学教师专业发展过程中存在着教师专业素养偏低,教育管理体制不完善等方面的问题。为了提升和优化我国中小学教师专业发展,教师教育通过提升教师专业化素养,树立教师光辉形象;把握教育发展趋势,推进教师专业发展等措施,努力提升我国中小学教师的综合素养,提升我国中小学专业发展水平,使得我国中小学教师专业发展走上一个更高的台阶。 相似文献
16.
Most industrialised countries have adopted training strategies for pre‐service teachers that place experienced teacher guidance centre stage, particularly within the context of regular pre‐service field training sessions. In this article, after analysing the data taken from a longitudinal survey on the computer skills and attitudes of students toward the integration of ICT in teaching in primary and secondary school teacher education programmes at the University of Sherbrooke, the authors underline the potential contradictory effects between the classroom teaching observed during practicum and the effort to support the use of computer technology in school during university training. They conclude by underlining the importance of supporting the professional development of practising teachers regarding the use of ICT, with the aim of changing practices observed by students in training and optimising the probability of increasing the use of these technologies in their future role as teachers. 相似文献
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通过对我国道德教育的变迁和西方道德教育的现状进行考察,对我国中小学学生价值观变化及学校德育环境进行文献分析和实地调研,我们从课程目标、课堂教学、班级建设、环境优化和教师专业发展诸方面展开了重建学校德育的尝试,并提出若干尚待深究的问题。我们的研究主要围绕如下相关联的核心问题展开：（1）我们处于什么样的价值多元背景下,这一背景的由来如何？（2）中小学学生身处这样的背景,价值观发生了什么样的变化？这些变化的环境原因是什么？（3）要应对这样的变化,学校德育应如何进行重建？（4）这样的背景及学校德育重建对教师的专业成长提出了哪些要求？ 相似文献
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Libby Macdonald Jill Ashburner Debra Costley Kaaren Haas David Trembath 《International Journal of Inclusive Education》2017,21(12):1228-1244
Although there is a recognised need for effective practices to support students on the autism spectrum in mainstream schools, there is a research to practice gap in the area of autism and education, whereby evidence-based intervention may take decades to translate into mainstream classroom practice. Thus, current recommendations are that, rather than presenting mainstream school teachers with interventions developed and tested in clinical or special education settings, a participatory research process should be used to facilitate implementation in real-world mainstream classrooms. This article reports on a case study that aimed to refine a structured teaching intervention package for use in mainstream classrooms, while at the same time tailoring research methods for evaluating the package in these settings. The outcomes of the project are presented with respect to (a) the development and refinement of the intervention package in consultation with a mainstream classroom teacher and (b) the lessons learned during the process that other clinical researchers, teachers, and clinicians could apply when implementing educational interventions in mainstream settings. 相似文献