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1.
教师实践性知识研究已成为研究者关注的热点,运用教育叙事,以一位小学教师为个案,从自我知识、学科教学知识、学习者的知识和情境知识等方面展示其实践性知识发展的真实状况。个人的教育信念、原有的受教育背景和生活经验、教学反思的意识、学习方式的转变和学校文化的创设等是影响小学教师实践性知识形成与发展的深层次原因。研究启示,教师实践性知识的生成离不开日常教学生活、教学反思以及教师学习共同体的建立。 相似文献
2.
Current policies at both the state and national levels emphasise the need for increased attention to teaching children with special needs and more extensive school‐based experience in teacher education courses. This paper reports an in‐school experience which was an integral part of an on‐campus subject that focused upon teaching children with special needs. It also addressed a range of issues currently of concern in pre‐service teacher education, including the nature of the in‐school experience, managing the needs of children with learning difficulties in an integrated classroom, overcoming the socialising effect of block practice teaching, reinforcing the relevance of campus‐based subjects, maintaining a balance between the formal teaching expectations and the nurturing roles of teachers, providing teacher educators with recent and relevant in‐school experience, and producing reflective teachers with an understanding and appreciation of the ‘art’ and the ‘science’ of teaching. 相似文献
3.
Jack W. G. Hogbin 《欧洲师范教育杂志》1983,6(2):107-117
Beginning with the classic dilemma in teacher training of the relationship between theory and practice, the view is taken that the most appropriate starting point is practice, followed by reflection upon practice. School experience is seen as central, rather than peripheral, to teacher training. There are, however, different levels, characteristics and structures of reflection upon experience. Three levels and types of approach are identified: the curriculum process approach, the teacher‐role approach and the personalised approach. These are described in relation to three different courses of training and the strengths and weaknesses of each are considered. General issues regarding the nature of a professional subject, the relationship of a professional subject to education studies and the relationship of a professional subject to school experience are discussed and exemplifications offered in terms of religious education. 相似文献
4.
Peter G. Taylor 《Asia-Pacific Journal of Teacher Education》1995,23(2):207-216
This paper addresses the need to increase the coherence between educational theory and pedagogical practices at the level of initial, or preservice, teacher education. It provides a case study of pedagogical practices within the context of a third‐year unit/subject on the psychology of teaching and learning in a four‐year Bachelor‐of‐Education course. These practices were developed and implemented within the framework of a constructivist view of teaching and learning, a framework which was itself a central component of the theory base of the unit. The case study includes student responses to these practices. 相似文献
5.
May Cheng May Hung Winnie So Wing Mui Wong Yu Lai Wah Lee Man Yuk Ching 《Asia Pacific Journal of Education》2003,23(1):85-98
Recently, the school and co‐operating teachers have an increasingly important role, by offering stronger support during the teaching practice. Being congruent with similar developments in teacher education programmes in other countries, this development in Hong Kong is strengthened by research studies examining the process of learning to teach. By arguing that the process of learning to teach can be examined from a personal constructivist view of learning, this paper examines the experience from the student‐teachers’ perspective. The finding reports on the problems perceived by the student‐teachers during the student teaching practice and the support provided by the co‐operating teachers. The problems encountered and the support obtained were compared and contrasted to reveal the possible roles of the co‐operating teachers. The process of learning to teach is extended from a personal view to include support from the social milieu. This paper proposes to consider the process from a social constructivist view of learning. Drawing on the findings, it concludes with implications on how the school and the teacher education institute can collaborate and support the student‐teachers from a social constructivist view of learning.
6.
May Britt Postholm 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):405-429
Background and purpose:?The article reviews studies that focus on the professional development of teachers after they have completed their basic teacher training. Teacher professional development is defined as teachers’ learning: how they learn to learn and how they apply their knowledge in practice to support pupils’ learning. The research question addressed in the article is: How do experienced teachers learn? Main argument:?The review is framed by theories within the constructivist paradigm. From this perspective, knowledge is perceived as the construction of meaning and understanding within social interaction. The social surroundings are seen as decisive for how the individual learns and develops. It is argued that courses and lectures, or ‘times for telling’, and teachers’ development of a metacognitive attitude are decisive factors for teachers’ learning within a constructivist frame of reference. Sources of evidence and method:?To attempt to answer the research question, a search was conducted of the subject of pedagogy in the ISI WEB of Science (search undertaken 9 August 2011) using the search strings ‘teacher learning’, ‘teacher development’ and ‘teacher professional development’, and covering the period from 2009 to 2011 to probe the most recent decade of research. Articles that dealt with basic education, primary and secondary school, were selected, and articles that dealt with learning using digital tools and the internet and newly trained teachers were rejected. A set of 31 articles was selected from this search. To ensure width and depth of coverage, this was supplemented by a selection of review studies and research on further education in respect of teachers’ learning. The texts were analysed by means of open and axial coding, developing main and sub-categories. Conclusions:?The review of articles shows that both individual and organisational factors impact teachers’ learning. Teacher co-operation has importance for how they develop, and some of the teachers can lead such learning activities themselves. Moreover, a positive school culture with a good atmosphere and understanding of teachers’ learning, in addition to co-operation with external resource persons, may impact the professional development of teachers. The article concludes with the reflection that learning in school is the best arena for further development of teachers. 相似文献
7.
Linda R. Kroll 《Teachers and Teaching》2013,19(2):199-221
This case study investigates the development of the understanding of constructivist theory among students in a Masters level elementary teacher education program within a particular course. The focus of the study is a seminar entitled ‘Advanced Seminar in Child Development’. The questions explored include: How do students’ ideas of teaching, learning and knowledge develop within the context of their experience in this course? How do they come to understand constructivism? What are their definitions of constructivism? What is the course of the development of this understanding? The nature of the students’ learning processes is examined through three sources of data: dialog journals, videotaped sessions and the instructor’s reflective teaching journal. The study looks both at student development and instructional practice to further understanding of how student‐teachers can learn to apply constructivist theory to their teaching and to understand the learning process, both within themselves and their students. Their development is placed in the context of Korthagen and Kessels’s model of teacher understanding and practice, and within a broader context of principles of practice that emphasize a belief in equity and social justice. The case illustrates how the way student‐teachers are taught theory can help them integrate their own ideas of learning and teaching with constructivist theory in order to think critically about their own practice in an ongoing developmental manner. 相似文献
8.
Joanne Brownlee Barry Dart Gillian Boulton‐Lewis Andrea McCrindle 《Asia-Pacific Journal of Teacher Education》1998,26(2):107-120
Preservice teacher education students are likely to have acquired naive beliefs about learning and teaching, that need to be integrated with theoretically informed beliefs, if they are to function effectively in classrooms. This study explored the nature of such integration using a sample of Graduate Diploma in Education students engaged in an educational psychology subject which was designed to help students develop constructivist beliefs and approaches to learning. Investigation of students’ journal entries, written statements, and stimulated recall interviews related to videotaped practice teaching sessions, revealed that students were able to integrate prior beliefs with the theoretical content of the course, enabling them to describe, and in some cases, evidence informed conditional knowledge. 相似文献
9.
May Britt Postholm 《Educational Action Research》2013,21(4):551-565
This article focuses on the theoretical frame of action research and the teacher as researcher, working through a Norwegian Research Council‐funded project in a school that explored learning strategies for pupils’ subject and social development. Action research is here called research and development (R&D) work as the term envisages that research and development are being conducted at the same time. Additionally, the term reflects the fact that the research is conducted within the framework of activity theory and Engeström’s expansive learning circle in which work is termed R&D. The article describes the possibilities and challenges for both teachers and researchers cooperating in R&D projects. Reflection on observed teaching are presented as a central activity in development work, covering the form and content of reflective dialogues; quotations from teachers are provided to show how the teachers experienced observation and reflection. The article discusses whether teachers become researchers, or whether they only develop in their role as teachers. The close cooperation between teachers and researchers in this work is also presented as a model for further education for teachers in‐service and for the training of teacher students. 相似文献
10.
Shannan McNair Roslin Sullivan Diti Hill 《Journal of Early Childhood Teacher Education》2013,34(1):11-18
Abstract A graduate course in Early Childhood Education assessment which combines coursework and a practicum with young children is designed and implemented using constructivist principles and practice. Teacher education is more effective when field work and coursework are combined, and when students are able to apply what they learn in class to real life experiences with young children [Journal of Early Childhood Teacher Education 21 (1) (2000) 65], learning is enhanced. This course was constructed in a way that incorporated theory, application, reflection, and reconstruction, allowing students an opportunity to rethink their teaching practice through the experience of an early childhood practicum. The key components of the model — the components that are thought to most effectively help students to apply theory to practice, change some of their ways of thinking about teaching and learning are the following: the relationship of the coursework to the setting, continuity from previous courses, the laboratory school environment, the intensive faculty involvement, the co‐constructivist, collaborative nature of the faculty team, the collaborative nature of student work, the use of the three curriculum models, the use of embedded assessment, formative nature of the assessment, informed teaching (on‐going use of student feedback), the tools provided to student that assist in the process, and the practical hands‐on assessment techniques. Changing students’ ways of thinking about the teaching, learning and assessment process is considered a vital part of the course. [Journal of Early Childhood Teacher Education 17(1) (Marshall, 1996) 43] has identified constructivist principles to guide teacher education. She believes that students must experience first‐hand those behaviors that she hopes they would exhibit in their own teaching (Rand, 1999, p. 126). It is through the processes of the course that graduate students are challenged to experience the implementation of emergent curriculum, examine their own beliefs in relation to their practice, articulate why they do what they do and see how classroom assessment strategies help to support meaningful teaching and learning. Furthermore, collaborative practice is considered an important factor that encourages and facilitates reflection, supports a more multi‐dimensional view of teaching and assessing young children, and enables students to listen and observe more effectively and look for the impact of children making choices. Through participation in this course, students became more aware of the impact their view of children and respect for children has on their ability to implement effective and appropriate assessment practices in the classroom. Students gained more of a conceptual understanding of the role of assessment in informed teaching, and were better able to meet individual children's instructional needs. Finlly, students learned how to use tools inquiry, collaboration and reflection that are likely to assist them in future personal professional growth. 相似文献
11.
Helen Askell‐Williams Rosalind Murray‐Harvey Michael J. Lawson 《The Teacher Educator》2013,48(4):237-263
Abstract Students develop robust mental models of teaching and learning during their school years, and as such, often teach as they were taught—possibly perpetuating practices that limit intellectual inquiry in classrooms. This paper reports on an analysis, using a conceptual framework and NUD?1ST software, of a cohort of 3rd‐year teacher education students' reflections on changes in their mental models following their experiences in a problem‐based learning (PBL) topic. Results provide evidence that students do report changing mental models in areas such as (a) the value of case studies for engaging with subject content, motivating learning, and connecting theory with practice; (b) self‐reflection and peer collaboration for cognitive and professional growth; and (c) processes of inquiry for developing self‐regulated learning practices. 相似文献
12.
Investigating teachers' educational beliefs in Chinese primary schools: socioeconomic and geographical perspectives 总被引：1，自引：1，他引：0
Guoyuan Sang Martin Valcke Johan van Braak Jo Tondeur 《Asia-Pacific Journal of Teacher Education》2009,37(4):363-377
This empirical study explores the nature of and profiles in primary teachers' educational beliefs in the Chinese educational settings. A survey of 820 primary school teachers was conducted using a questionnaire focusing on teachers' traditional and constructivist beliefs about teaching and learning. Analysis of variance and cluster analysis were applied. Results show that gender and subject domain affect traditional educational beliefs. Significant differences appear considering economic and geographical context variables. Cluster analysis helps to delineate four teacher belief profiles: a constructivist profile, a mixed constructivist/traditional profile, a traditional profile, and a mixed low constructivist/traditional profile. Inter-relation between teacher belief profiles and school categories are discussed. 相似文献
13.
The purpose of this article is to present the conclusions of a Deweyan-oriented constructivist educator concerning what I believe to be a number of crucial dysfunctional elements embedded in the very structure of the traditional teacher education program. My experience as a teacher educator has led me to conclude that certain time-honored aspects of traditionally structured teacher education, so long entrenched that they are virtually invisible to many of the participants, are nevertheless largely inappropriate to creating the kind of activity rich, in-depth, personalized instruction that constructivist educators believe to be essential to a quality educational experience. My assumption is that if our future teachers are not going to teach as they were taught by many of their own primary and secondary teachers, teacher education courses must not only present the bodies of knowledge needed by future teachers to assume responsible positions as professionals, they must also consistently model the kinds of pedagogical practices that are conducive to active, in-depth learning. However, the overall structure-in particular the structuring of time-within which professors and students function in a traditional teacher education program, and which almost everyone (at least in my experience) seems to accept unquestioningly, makes this virtually impossible. It is my contention that unless such programs are profoundly restructured in ways that better facilitate preservice teachers' construction of knowledge, skills, and dispositions related to effective teaching, progressive school reform in the twenty-first century will be the likely casualty. 相似文献
14.
While constructivism has emerged as a major reform in science education from the last decade, wide-spread adoption of constructivist
practices in school laboratories and classrooms is yet to be achieved. If constructivist approaches are to be utilised more
widely, teachers will need to accept a more active and constructivist role in their own pedagogical learning. One experienced
junior science teacher was able to implement constructivist approaches in her classroom by using a personally constructed
metaphor to guide her practice.
Specializations: science education, teaching of thinking, professional development.
Specializations: constructivism, professional development. 相似文献
15.
Student teachers' learning about subject matter and pedagogy in education for sustainable development 总被引：1，自引：3，他引：1
This article reports on an investigation of student teachers’ learning about education for sustainable development (ESD). Phenomenographic data were collected using open proformas and interviews from student geography teachers taking the University of Oxford Post‐Graduate Certificate in Education (PGCE) in 2003–2004. The data analysis focuses on what the cohort of student teachers perceived as their learning about ESD and the sources that contribute to it. Extracts from the data illustrate their conceptions of subject matter, regarding the relevance of sustainable development for school students, its complex and contested meanings, and the challenges it presents for learning and learners. Data on conceptions of pedagogy illustrate their depth of learning about the relationship between ESD subject matter and approaches and strategies in teaching and learning, and features of pedagogy that illustrate interactive teaching strategies. Various school and university‐based sources were identified by the student teachers as leading to specific aspects of learning about ESD, although many of the accounts illustrate a combination of sources. Implications of the findings for teacher education and research in ESD are also discussed. 相似文献
16.
This paper addresses the parallel between the changes in students' and teachers' learning advocated by constructivist science educators. It begins with a summary of the epistemology of constructivism and uses a vignette drawn from a set of case studies to explore the impact of a constructivist science in‐service programme on an experienced and formal elementary science teacher. Judged by constructivist standards, the teacher described in the vignette makes very little progress. The irony of applying a constructivist critique to his work, however, is that it fails to treat the teachers' imperfect knowledge of teaching with the same respect as constructivists treat students' imperfect learning of science. The remainder of the paper explores this constructivist paradox, and suggests that‐like students' knowledge of science‐teachers' knowledge of constructivist science teaching is likely to grow through slow and gradual re‐formation of their established understanding of classroom theory and practice. 相似文献
17.
Cheryl Craig 《Teachers and Teaching》2013,19(4):423-435
The article shows the experience of professional development over the course of a decade of one teacher’s career nested against the backdrop of one reforming middle‐school context in the USA. Through the use of four fine‐grained narrative exemplars, the campus professional development trajectory is examined from the vantage point of Daryl Wilson, an eighth‐grade literacy teacher who participated in the research study for 10 years. By using narrative inquiry as both a method and a form to feature Daryl’s and some of his colleagues’ experiences of teacher learning within the context of school reform, the strengths and challenges of the various iterations of professional development are discussed. In the final analysis, the narrative exemplars show Daryl Wilson’s meaning‐making as he moves from an isolated form of teacher reflection to full‐blown classroom action where his students’ learning and his colleagues’ professional development are also implicated. However, before coming full circle, Daryl experiences some less‐than‐satisfying teacher learning situations in‐between. 相似文献
18.
无论是西方建构主义还是传统教学中“以教师为中心”的教育思想,都不适应我国培养创新型人才的需要,我们既要借鉴西方的建构主义学习理论又要正确理解、运用孔子的教育思想,创建适合中国国情的中国特色建构主义学习理论。孔子的教育思想,是中国特色建构主义的源头活水,对于我们探索中国特色建构主义具有现实指导意义。 相似文献
19.
Lesley Hendy MA LGSM Anne Evans MA B.Ed 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):35-41
The Partnership between higher education (HE) tutors and teacher mentors in schools has the student teacher at its centre and the common focus is the development of the student teacher's classroom competence. We argue, in this paper, that the relationship between tutor and mentor should go beyond the student teacher and his or her competence; it needs to be rooted in a view of the subject and what the subject can offer young people. Thus, there is another way of defining mentoring partnership which brings together the HE tutor and the school mentor and which has the subject at its centre. This paper has been jointly written by a tutor and a mentor. It focuses on one subject area — the Arts — and offers a view of the subject that has been developed over time by the tutor and the mentor, working through discussion of ideas and reflection on shared practice. It concludes with an example of the way that mentor, tutor and student teacher can work effectively together on learning — but on the basis of a shared understanding of the potential of their subject. 相似文献