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1.
吴欣 《课程.教材.教法》2021,41(1):110-117
学科教师专业能力是实现学科课程教学目标的首要保障。本文以我国中小学英语教师专业能力研究现状为基础,探讨英语教师专业能力的内涵、特征与内容结构。与已有英语教师研究所不同的是,作者分析了教师专业能力的动态特征,探讨了英语教师专业能力结构的四大维度及其内容结构,以期明确中小学英语教师职前教育与在职发展方向,提高中小学英语课堂教学效率,确保中小学英语课程标准目标落地学校课堂。 相似文献
2.
Insuk Han 《Teachers and Teaching》2016,22(5):586-609
This study investigates Korean English teachers’ responses to the current English Language Teaching (ELT) policies and reveals the attributes of their professional identity from their responses. Data collected from different narratives demonstrate that the teachers value the principles of communicative language teaching, but are not supportive of teaching English in English and do not regard oral competence as a prerequisite for ELT professionals, both of which are the main concern of the current policies. The teachers emphasise human education, having practical knowledge and willingness to learn something new, and using different methods or materials depending on the students’ needs and levels. These understandings of the meaning systems of their professional identity provide some implications for the establishment of professional standards and desirable pedagogies, as well as the reform of the English curriculum. First, broader attributes of the teachers’ qualities need to be reflected into professional standards. Second, the state needs to form a partnership with the teachers that leads to producing a more feasible and coherent curriculum. Third, to be accredited as professionals, English teachers’ active reflection on their own teaching is indispensable. 相似文献
3.
Drawing on the dual perspectives of teacher educators and student-teachers, this research explores the complex learning needs of pre-service school counselling teachers (SCTs) in China. Relying on data from in-depth interviews and relevant curriculum documents, the findings of the study demonstrate four critical needs of SCTs, namely, developing a strong knowledge foundation with research competence, linking theories with practice in specific institutional and socio-cultural contexts, seeking social support and emotional guidance, as well as constructing a sense of vision and agency. However, due to a linear curriculum structure as well as various contextual obstacles (e.g. the exam-oriented system and potential social bias), the learning needs of student-teachers were not sufficiently addressed in the pre-service teacher education programme. The study argues for a recursive, integrative and context-specific teacher education curriculum in which student-teachers can be afforded rich practical opportunities and sufficient social and emotional support in the process of learning to teach. 相似文献
4.
英国为提高基础教育质量,积极推动各大学在U-S模式下开发职前教师教育课程。英国职前教师教育课程开发注重大学与中小学之间的合作,不断适应合格教师知识与能力要求,并制订理论知识与实践知识相统一的"平衡性"课程计划。英国职前教师教育课程开发给予我们很好的启示:一是大学应与中小学校紧密合作;二是应适应中小学教师补给的实际需求;三是应体现职前教师知识与能力的新要求;四是应体现理论知识与实践知识的"平衡性"。 相似文献
5.
Teacher educators arguably fulfil several roles in their professional context: they can be seen as role models or teachers of teachers, and have additionally been characterised as researchers, mentors, gatekeepers, brokers, and curriculum developers. To address a perceived gap in the literature on the latter role, a quantitative and qualitative exploratory study into educators’ own perceptions of their role as curriculum developers was conducted at a large teacher education department in the Netherlands. Seventy-five educators completed a digital questionnaire. Their responses reveal that the participants generally consider themselves to be curriculum developers, are aware of the responsibilities this professional role entails, and can pinpoint concrete practices in which the role becomes visible. The findings furthermore suggest that educators have been prepared for and develop professionally in this role in a variety of ways, mostly through informal learning with their colleagues at the workplace. Based on these findings, recommendations are made to inform educational practice, policy, and research. 相似文献
6.
We analyse the implementation of a new New Zealand physics curriculum from a socio‐cultural perspective. We explore the development of the curriculum document and examine the obstacles to its implementation. Change was compromised by the lack of any intersubjective linkage between teachers and the curriculum designers. The teachers’ own community of practice was most influential in how implementation occurred. Curriculum change processes and discourses must be made transparent so that teachers can have a framework for ‘dereification’ of a curriculum document into their classroom practices. Without planning for teachers’ participation in the negotiation of curriculum meanings, curriculum developers themselves become marginalized, and the cultural objects they have developed will be adopted in unanticipated ways. 相似文献
7.
美国著名学者约翰·布鲁贝克对高等教育的课程目标、课程内容、课程结构、课程实施、课程评价等问题作了深入分析,他的课程理论为我国高校的课程改革提供了有益的启示,即课程目标要从注重知识到关注学生的整体发展;课程结构要适应多样化需求;课程实施要从灌输到寻求学生主体对知识的建构;师生关系要从控制到对话;课程评价要从一元走向多元。 相似文献
8.
Anna Maria Arias Elizabeth A. Davis John-Carlos Marino Sylvie M. Kademian Annemarie Sullivan Palincsar 《International Journal of Science Education》2016,38(9):1504-1526
New reform documents underscore the importance of integrating science practices into the learning of science. This integration requires sophisticated teaching that does not often happen. Educative curriculum materials – materials explicitly designed to support teacher and student learning – have been posited as a way to support teachers to achieve these ambitious goals, yet little is known about how elementary teachers actually use educative curriculum materials to support student engagement in science practices. To address this gap, this study investigated how five upper elementary teachers supported students to engage in science practices during an enactment of two curriculum units. Three of the teachers had units enhanced with educative features, informed by current research and reforms, while two of the teachers had units without these features. The teachers varied in how they supported students in the science practices of justifying predictions, constructing evidence-based claims, recording observations, and planning investigations. For example, some of the teachers with the educative features supported students in constructing evidence-based claims and justifying predictions in ways called for by the educative features. Implications for curriculum developers and teacher educators are discussed based on the patterns found in the teachers’ use of the educative curriculum materials. 相似文献
9.
This paper describes the development and use of the Creative Learning Assessment (CLA) as a means of evidencing, supporting and promoting children's creative learning in arts‐based contexts. The research team at the Centre for Literacy in Primary Education (CLPE) worked with a group of teachers in inner‐city Lambeth primary schools to develop an assessment system to record the impact of a creative curriculum on children's achievement and to enable schools to justify a broad‐based provision. The Assessing Learning and Communication in Creative Learning Contexts project, funded by CfBT Education Trust (CfBT), aimed to offer teachers a view of creative learning development and a framework for teacher assessment. It set out to provide a close focus on the learner and a valuable source of information for curriculum planning. This article discusses the effect of working with the CLA on children's learning and on teachers' practice through a case study of one project school, and the implications for schools and classrooms from the perspectives of the researcher and the teacher. 相似文献
10.
目前,高中数学教师对新课程的基本理念普遍认同、教师的教育观念有所转化、教师的教学行为有所改进等;部分教师存在消极心理、教师自身素质缺失、教师感觉工作负担加重等.影响教师适应新课程的主要因素是:教师自身因素;教师评价体制因素;教材因素;教师培训因素.据此提出如下建议:教师应增强自我调节意识,主动适应新课改;建立科学合理的教师评价机制;不断修订完善教材;完善教师培训和校本教研机制. 相似文献
11.
《International Journal of Educational Development》2001,21(2):93-117
The problem of significant numbers of unqualified and underqualified primary teachers is critical in some African countries. As INSET (In-service Education and Training) is the only training these teachers receive, effective INSET practice is of concern to INSET planners seeking to address this problem. This article explores effective INSET strategies: the criteria for effectiveness being implementation of the training in the classroom. It presents an effective cyclical INSET model, entitled the INSET Strategies Model, which was used to guide a three-year (1995–1997) INSET programme for 145 unqualified and underqualified primary teachers in Namibia. The programme sought to develop teachers' basic teaching, English Language Teaching (ELT) and learner-centred skills, in order to support their efforts to implement reforms related to ELT introduced in Namibia in the early 1990s. The article discusses the stages of the model, each of which corresponds to an INSET strategy: needs assessment, organisation, determination of content, training process, follow-up and evaluation. The underlying change framework of the model, particularly the extent to which it takes micro-implementation factors into account, is offered as one explanation for its success. These factors are the objective and subjective realities within which teachers work. 相似文献
12.
课程改革的关键是教师。教师课程领导力是指教师在课程规划、资源建设、实施与评价等方面的规划力、整合力、开发力等,是教师专业发展的标志;是学校领导文化转性的标志;是课程实施从忠实取向走向创生取向的标志。课程文化是教师课程领导力的重要追求。学校课程文化建设,有效提升了教师的课程领导力,促进了教师的专业发展,也提高了学生的综合素质,提升了学校的办学品位。 相似文献
13.
本研究运用问卷和访谈法对美国田纳西州孟菲斯市不同类别幼儿园教师的课程开发进行了调查研究。研究分析美国幼儿教师具有一定的课程开发空间,但程度因不同类型的学校而不同;美国幼儿教师在理念上高度重视课程开发工作,认为对课程开发有助的学校课程包括理论与实践两方面的相关科目;美国幼儿教师对重要的课程开发能力的认知有共性,也表现出一定的差异;美国幼儿教师课程开发的途径多样,可供参考的课程资源较丰富。最后,本文还根据研究结果对国内幼儿教师的课程开发及能力培养提出了一些建议。 相似文献
14.
刘小辉 《集美大学学报(教育科学版》2010,11(3):38-43
新课程改革使教师教学发生巨大变化。为了解新课程实施以来数学教师的发展情形,结合课堂观察和访谈,对数学教师进行调查分析,主要分析新课程实施后教师哪些变化最明显、什么特征的教师发展最好和遇到哪些主要阻碍等,研究表明,教师的新课程教育理念、新课程教学实践、数学素养均得到发展,教学开放性进一步凸显,教师创生教材的能力得到加强,教师教学观、教育观和学生观得到改进,教学评价更趋科学、教育研究能力有所提高等,但不同教师呈现不同的发展水平。 相似文献
15.
Carolyn S. Wallace 《课程研究杂志》2013,45(3):357-381
The purpose of this study was to investigate socio‐cultural factors underpinning curriculum change by examining teacher beliefs in the context of professional development. Scottish teachers in the study were participating in policy implementation based on formative assessment. Teachers were selected who were positive about the formative assessment initiative, so as to examine the inter‐relationships amongst beliefs, policy, and practices when teachers intended to implement curriculum innovation. The aims of the study were to investigate: (a) the nature of teachers’ beliefs about teaching, learning, and the professional development programme; (b) how those beliefs influenced the teachers’ mediation of reform policy in their own classrooms; and (c) points of resonance or tension between teacher’s beliefs and the council’s philosophy towards and management of policy implementation. A qualitative interpretive cross‐case study approach was used with five participant teachers from different secondary subject areas. Results suggested that the unique stance of district administrators to give teachers the opportunity to create their own reform methods, a ‘bottom up’ mode of implementation, appeared to be a significant factor in promoting the reform policy. 相似文献
16.
教育教学具有鲜明的时代性。新课程背景下的高中英语教学目标、教学内容、教学方法、教学评价等都需要与时代要求相一致。然而,我国高中英语教学存在的问题在于:教学目标工具化、教学内容繁难偏旧、教学方法单调古板、教学评价一元化。当前高中英语的关注点应该集中于评价制度、英语课程方案、教师专业发展等方面,主要策略是变革高考评价制度,以监督并保证高中英语新课程的有效实施;修订更适切的课程设计方案,让高中英语课程目标趋于多维,让课程内容具有基础性、选择性、时代性统一的特点;建立教师支持系统、校本教研制度促进教师专业发展,以保证教师从教学信念到教学行为都有利于新课程的实施与推进。 相似文献
17.
Globally, national curriculum policies are up for renegotiation. These negotiations are shaped by international and national top-down accountability regimes, and an increasing turn towards curriculum centralization and standardization. The new Australian Curriculum (AC) is no exception. The AC is an important educational policy event, one in which understandings about teacher professional authority is being redefined. In this paper, we examine how judgements about teachers’ professional authority are used to defend, promote and explain the AC. Drawing on an analysis of policy documents and interviews with high-level policy-makers, we argue that the AC is opening space in the policy field to reposition teachers’ work by promoting a view of teachers’ professional authority as constrained and defined through the written curriculum documentation. 相似文献
18.
洪早清 《课程.教材.教法》2012,(6):97-101
《教师教育课程标准(试行)》是教育部颁布的我国第一个教师教育课程设置规范性文件,其实践取向的教师职业能力发展导向,对在校师范生职业能力培养提出了更高的要求,师范院校应积极调整教师教育课程体系,用合适的方法把师范生教师职业能力培养做得更加实在,进一步创新师范生教师职业能力培养策略。 相似文献
19.
Pat Pridmore 《课程研究杂志》2013,45(5):559-576
This paper draws on the findings from an international programme of research that has demonstrated the need for teachers in many developing countries to be given more support in adapting monograded curricula to the needs of their multigrade classes. It describes four empirical models of multigrade practice and examines the models of curriculum construction and child learning that inform them. It then presents a five‐step process that can be used by curriculum planners to adapt monograded curricula, taking account of the different empirical models of multigrade practice. Finally, it outlines a strategy for implementing such a process by providing further support to strengthen curriculum units and improve teacher education. 相似文献
20.
张喻 《唐山师范学院学报》2011,33(6):152-153,160
随着校本课程开发在我国各类学校如火如荼的进行,大多数理论研究者以及具体的实践者都是着重强调教师在校本课程开发中的主体作用,而往往忽视了学生这一关键性的校本课程开发的潜在主体,从人性、理论、实践、现实需求几个角度探索学生作为校本课程开发者的必然性。 相似文献