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1.
Timo Saloviita 《师资教育杂志》2019,45(3):322-334
An exit survey performed for graduating students is an economical way to assess the outcomes of teacher education. In this study, exit survey data were collected from eight cohorts of Finnish student teachers who graduated between the years 2008 and 2015. A final sample consisted of 1102 preservice primary and subject teachers. A 10-item scale based on INTASC standards of teacher competency was used to measure graduates’ satisfaction regarding the knowledge and experience they had attained. This paper concentrates especially on the results of subject teachers and comparisons between the two teacher categories. The profile of the participants was uneven across domains. The highest means were observed in the domain of planning, while the lowest were in the domain of special education. Factor analysis of the scale produced two factors: instructional efficacy and pedagogic efficacy. Subject teachers scored higher than primary teachers in instructional efficacy, while primary teachers exceeded subject teachers in pedagogic efficacy. Arts, crafts and physical education teachers scored higher than other subject teacher groups. The results indicated the importance of teaching practice in the formation of teacher competence. In the future special attention should be given to the domains that obtained the lowest scores. 相似文献
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Why is Finnish teacher education successful? Some goals Finnish teacher educators have for their teaching 总被引：3，自引：2，他引：1
Marja‐Terttu Tryggvason 《欧洲师范教育杂志》2009,32(4):369-382
In recent years, Finnish research‐based teaching, according to international surveys, has been shown to lead to excellent results. Previous research has demonstrated that teacher education has often had difficulties in incorporating theory into practice, and that the effects of teacher education on the prior beliefs and views on teaching and learning of student teachers have been weak. The aim of the present qualitative study was to find out how the Finnish teacher education system deals with these problems by investigating the current goals Finnish teacher educators have for their own teaching in theoretical courses. A total of 18 teacher educators were interviewed in five focus groups on different teacher education programmes in Finland. The interview results showed that Finnish teacher educators transmit theoretical and pedagogical aspects by using them in their own teaching, which is research‐based. They also aim to educate reflective and exploring teachers by using a variety of methods in their own pedagogy. The exemplary role the Finnish teacher educators have can be helpful in influencing prospective teachers' behaviour and thinking. 相似文献
4.
This article examines Finnish cooperating physics teachers’ conceptions of teacher knowledge in physics. Six experienced teachers
were interviewed. The data was analyzed to form categories concerning the basis of teacher knowledge, and the tradition of
German Didaktik and Shulman’s theory of teacher knowledge were used in order to understand the results. The results show that
the teachers strongly emphasize knowledge related to day-to-day teaching practice. In German Didaktik, this means knowledge
of the best instructional methods, while in Shulman’s categorization it belongs to the category of representations, strategies,
and methods. It was also found that the teachers appear to lack some of the essential key ideas of modern physics teacher
education, such as a holistic view of instructional approaches. 相似文献
5.
Research has consistently stressed that regular school teachers are important in determining the success of implementing inclusive education. It was also found that teachers’ attitudes, their knowledge about special educational needs (SEN) and teaching strategies are prerequisites for implementing inclusive education successfully. This study examines the effects of an in-service teacher training programme on regular primary school teachers’ attitudes and knowledge about SEN and about teaching strategies. A pre- and post-test control group design study was set up (Nexperimental group = 33, Ncontrol group = 34), comprising 11 public primary schools. The training programme consisted of 32 hours face-to-face training sessions, covering topics about attitudes and knowledge about SEN and about teaching strategies. In order to establish the effects of the training programme, attitudes and knowledge were measured at two moments: before and after the training programme was performed. The outcomes of ANCOVA revealed significant positive effects of the training programme on most dependent variables (attitudes, knowledge about SEN and about teaching strategies) with medium to large effect sizes. Implications for future research and practice are discussed. 相似文献
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ABSTRACTIn 2010, new amendments regarding special education were made to the Finnish Basic Education Act (642/2010), and they were officially adopted in 2011. The three-tiered support system that was introduced can be considered the Finnish approach to moving education toward a more inclusive system since it emphasises all teachers’ responsibility to deliver support within the regular educational setting, representing a new feature in the policy documents. This has brought about new expectations for special education teachers’ (SETs’) roles. Our research aims to contribute to knowledge about the implementation of the three-tiered support system and SETs’ roles in Swedish-speaking schools in Finland. The data were collected using a questionnaire (N = 158). The results indicate that the SETs have an important role in the three-tiered support system, both as those with the knowledge and those who share this knowledge. The SETs’ role is more evident when it comes to pupils receiving support on the second and third tiers. Although inclusive values are emphasised in the policy documents, the SETs still use most of their time teaching pupils in educational settings that are often relatively segregated (individual or small-group teaching), and for example, co-teaching seems to be a less frequent approach to collaboration. 相似文献
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This paper describes teacher educators’ understanding of language for classroom communication in higher education. We argue that teacher educators who are aware of their personal practical knowledge of language have a better understanding of their students’ language use and provide better support for knowledge construction. Personal practical knowledge originates from teachers’ professional practice and is based on their past experience, current awareness and future expectation. Data from focus group interviews with teacher educators (N = 35) were used for content analysis. Findings demonstrate an emerging conceptualization resulting in two language modalities of personal practical knowledge, specified as: ‘language-sensitive and interpersonally oriented’ and ‘language-focused and pedagogically oriented.’ The insights contribute to building a professional practical knowledge base of language and communication-oriented teaching. 相似文献
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对提高开放教育面授辅导教师学科教学知识的思考 总被引：1，自引：0，他引：1
学科教学知识被认为是教师知识的核心,对教师的专业发展具有重要意义。开放教育辅导教师应通过立足教学实践,进行日常化经验反思,组成教学团队加强建设学习共同体,通过专业活动和交流,开展博而精的专业阅读,主动建构学科教学知识。 相似文献
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Paul Hellgren 《欧洲师范教育杂志》1988,11(2):93-100
The author analyses the relationship between theory and practice in teacher education by means of a grid, constructed from two traditional distinctions of knowledge made in philosophy. It is argued that the experiential knowledge of that and how underlies all education, but that it must be expanded by mediated knowledge of that and how. This knowledge originates from scientific research. In order to understand the epistemic nature of research‐based knowledge, intending teachers must learn methods of inquiry and apply them to research questions which they themselves have posed. Secondly, the application involves putting the theoretical and thinking models of teaching into practice in classroom teaching. As a concrete example, the author reviews how theory and practice are integrated in the Finnish system of teacher education. 相似文献
10.
The aim of the study was to describe students’ and teacher educators’ practical experience with action research and to identify a number of special points for consideration (opportunities and limitations) which could play a role in putting research into practice in concrete terms in the courses. Students and teacher educators on three Dutch initial teacher education programmes which treat action research as both a means of professional development and a necessary professional qualification were involved. These were programmes for specific teaching levels and subjects in Dutch schools. Four special points for consideration are identified: action research and the educational core qualifications of the profession; difference between action research by student teachers during their initial education and experienced teachers in their own workplace; students’ mixed experiences and perceptions of research; and embedded research‐based activities in the programme. The authors conclude that action research should be considered from different perspectives: as a professional approach, a body of skills that is needed to make the connection between knowing that and knowing why; and as a way of improving practice by systematically building up practice‐based knowledge. 相似文献
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This research examined preservice teachers’ knowledge of emotional and behavioural disorders (EBD) and their sense of efficacy. The participants included a convenience sample of 230 undergraduate general education and special education preservice teachers enrolled in teacher education classes. The age of the participants ranged from 19 to 51 with a mean age of 23.37 years (SD = 6.8 years). The Teacher Self Efficacy Scale (TSES) (long form) and Knowledge of Emotional and Behavioural Disorders questionnaire were administered. The participants had higher efficacy in instructional strategies, classroom management, and instructional abilities than in student engagement. There was no significant correlation between field experience, additional coursework, and familiarity with a child with EBD and the preservice teachers’ knowledge of EBD or self efficacy. This information is relevant to teacher programme coordinators indicating that further efforts should be made to increase preservice teachers’ knowledge of EBD, and to provide strategies for identifying and working with students with EBD in classrooms. 相似文献
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芬兰基础教育成功的一个重要原因是高质量的教师教育为其提供专业的师资。培养以研究为本的专家教师是芬兰教师教育的中心任务,教育研究和实践训练相结合是芬兰职前教师教育的重要特征。基于"研究"的教学实践是芬兰小学教师专业成长的有效模式之一。本文在介绍该模式的背景、涵义、目的、途径与实施原则的基础上,提出该模式对我国教师教育改革的若干启示。 相似文献
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Co‐teaching – or the use of more than one teacher in a classroom – has been commonly recommended as a means to promote inclusive education. The aim of the present study was to survey the actual frequency of co‐teaching among different teacher categories in the comprehensive school level in one Finnish city. The data were collected through a questionnaire answered by two representative samples of teachers including 117 resource room teachers in the first survey, and 317 teachers of various teacher categories in the second. The results showed that co‐teaching was a widespread phenomenon among resource room teachers and special class teachers but less frequent among other teacher groups. Overall, it was used only infrequently, typically from two to three hours a week. On a weekly basis it was implemented by every second special education teacher, every third classroom teacher and every sixth subject teacher. A comparison with a study from the early 1980s confirmed that the relative popularity of co‐teaching had increased only slightly during the years. Although co‐teaching is used sparsely, the teachers reported almost uniquely positive experiences obtained from it. It is argued that the promotion of co‐teaching needs additional incentives if it is hoped to make it more common. 相似文献
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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
15.
Lisa L. Weyandt Katherine M. Fulton Steve B. Schepman Genevieve R. Verdi Kimberly G. Wilson 《Psychology in the schools》2009,46(10):951-961
The purpose of this study was to investigate teacher and school psychologists' knowledge of Attention‐Deficit/Hyperactivity Disorder (ADHD). One hundred thirty‐two kindergarten through 12th‐grade general education teachers, special education teachers, and school psychologists responded to a 24‐item questionnaire concerning treatment and possible causes of ADHD. The results supported the hypothesis that school psychologists' knowledge level of ADHD would be significantly greater than the knowledge level of special and general education teachers, but did not support the hypothesis that the knowledge level of special education teachers would be significantly greater than the knowledge level of general education teachers. Increased years of professional experience was negatively associated with increased knowledge about ADHD. Implications and suggestions for future research are discussed. © 2009 Wiley Periodicals, Inc. 相似文献
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Student teachers’ knowledge about children with attention deficit hyperactivity disorder (ADHD) and depression and its relations to reporting experiencing emotions during teaching practice were studied. The participants were 186 teacher education students in Estonia. Student teachers’ general knowledge and confidence in knowledge varied a lot. Knowledge about children with ADHD was generally limited. Knowledge and confidence in knowledge were negatively related to reporting negative emotions (anxiety, anger, shame) experienced during teaching practice. Findings are discussed, taking into account recent changes in scientific knowledge about ADHD and depression and democratic changes in schools. As knowledge of special educational needs has become important due to applying inclusive education, the findings also refer to the need for modifications in teacher education curricula. 相似文献
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This study focuses on exploring teacher learning in terms of teachers’ professional agency embedded in the classroom. Teachers’ sense of professional agency is related to perceiving instruction as a bidirectional process, use of students as a resource for professional learning and continuous reflection on teaching practices. Accordingly, the capacity to cross the boundaries in teacher learning contributes active professional agency and, consequently to work-related well-being. Hence, the interrelations between teachers’ sense of professional agency and the burnout they experienced were also analysed. Altogether 2310 Finnish comprehensive school teachers, including primary, subject and special education teachers, completed the study survey. The results indicated that active professional agency, promoting both learning and well-being, requires not just reflecting and adapting but also efforts to learn at work. Moreover this requires not just self-directed and active professional practice but also learning at the boundaries and creating new professional knowledge together with students and colleagues. 相似文献
18.
Maria Poulou 《Teachers and Teaching》2013,19(6):555-574
In a context where the role of the teacher and teacher education are undergoing considerable change, the role of educational psychology in teacher preparation is discussed within a new framework. Educational psychology is now perceived as an inherent component within teacher training and professional development, having previously been an additional course and often considered irrelevant to teaching practice. The current paper discusses the relationship between educational psychology and teacher preparation. Educational psychology's contribution to teachers' professional development is delineated through the constructs of teachers' prior beliefs about teaching, reflective practice and self‐efficacy, while its contribution to the improvement of teacher–pupil interaction is viewed through the lenses of instruction theories, social and emotional learning, special educational needs and classroom management. It is argued that through a productive dialectic dialogue between educational psychology and education, educational psychology provides the knowledge defined by its field to be utilized by teachers, whereas at the same time, teachers gain a wider reconceptualization of their practice. 相似文献
19.
Wangbei Ye 《师资教育杂志》2016,42(1):28-49
Traditional teacher education’s supposed failure to prepare prospective teachers for classroom realities (the transfer problem) is a widely discussed topic in the teacher education literature. Previous studies have focused on causal relationships between teaching and such factors as pre-service teacher education programmes, contextual factors in the practicum school, and transition shock; however, most of these studies have been set in developed countries, and have paid little attention to the interactions among such factors. This study, involving 35 East China Normal University pre-service teachers, explores the transfer problem in a rural/urban divide context, discusses the possible impacts of pre-service teachers’ previous educational experience (i.e. before teacher education) on their teaching, and examines the interactions among teachers’ previous education experience, teacher education, and practicum schools. 相似文献
20.
教师基于自己的学科知识、经验等,借助于“课例学习＋行动跟进＋经验打磨＋实践反思”等“行动学习”策略进行教学设计,实现有效教学,不断重组、提升学科教学知识。通过强化教学设计（实践）,解决数学教学中存在的问题和困惑,在实践中传递、积累数学教学知识,在反思体验基础上改进课堂教学,发展数学教学能力,提升数学教师的数学教育观念。 相似文献