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1.
Collaboration and contrived collegiality: Revisiting Hargreaves in the age of accountability 总被引:2,自引:0,他引:2
Amanda Datnow 《Journal of Educational Change》2011,12(2):147-158
Andy Hargreaves is internationally renowned for his work on many topics related to educational change. His work on how educational
change shapes teachers’ work, particularly with respect to teacher collaboration, is well exemplified in his award-winning
1994 volume, Changing Teachers, Changing Times: Teachers’ Work and Culture in the Postmodern Age. In this volume, he taught us the important difference between collaborative cultures and contrived collegiality. This article
will bring Hargreaves’ ideas about teacher collaboration to bear as I investigate a current educational reform movement: data-driven
decision making. I describe how two school systems integrated teacher collaboration as an important feature of their movements
towards using data, and I explain the consequences of their efforts. I close by raising critical issues for educators and
researchers to address as we consider the role of teacher collaboration in the age of accountability. 相似文献
2.
Racializing educational change: Melting pot and mosaic influences on educational policy and practice
Allison Skerrett 《Journal of Educational Change》2008,9(3):261-280
This article racializes educational change by examining literature on the history of educational approaches to diversity in
the United States and Ontario, Canada to demonstrate how their respective national myths for engaging with diversity—the melting
pot and mosaic—have impacted their educational policies and practices over three definable eras of educational change. The
educational policies and practices of the two countries are evaluated in relation to four significant and—within the existing
literature—widely used political and educational strategies for responding to racial and ethnocultural diversity in schools.
The paper cautions that the current era of curriculum standardization and high stakes assessments that reflects a melting
pot approach to education reinstitutes and reinforces an inequitable vertical mosaic structure of schooling experiences and
outcomes for diverse student populations. It urges policy makers to consider how the current movement toward post-standardization,
which reflects a mosaic approach, is presently influencing educational policy and practice in international contexts and achieving
more just and effective learning outcomes for diverse student groups.
相似文献
Allison SkerrettEmail: |
3.
Felicia M. Moore 《Research in Science Education》2008,38(5):589-610
Using multiple theoretical frameworks, reflective writings and interviews, this study explores preservice elementary teachers’
emerging identities as science teachers and how this identity is connected to notions of critical agency and a stance toward
social justice. The study addresses two central questions pertaining to preservice teachers’ conceptions as “agents of change”
and how their perceptions as change agents frame their science teacher identities and understanding of teaching science in
urban elementary classrooms. Their identity in the moment as elementary preservice teachers—not yet teachers—influences how
they view themselves as teachers and how much agency or power they feel they have as agents of change in science classrooms.
Findings suggest that science teacher education must play a more immediate, fundamental and emancipatory role in preparing
preservice teachers in developing science teacher identities and a stance toward social justice. 相似文献
4.
Jacqueline Leonard Joy Barnes-Johnson Scott Jackson Dantley Charles Kimber 《The Urban Review》2011,43(1):124-150
This paper reports on a study of elementary preservice teachers’ inquiry-based practices, their efficacy beliefs, and the
role beliefs had on two preservice teachers’ practices in urban classrooms. Results show inquiry-based practices can be cultivated
through field-based experiences and preservice teachers’ efficacy beliefs, as it relates to practice in urban settings, are
malleable. Specifically, personal efficacy beliefs about teaching science improved or were sustained for one cohort of preservice
teachers. However, beliefs about students’ ability to learn science, that is outcome beliefs, were less stable. The results
of two case studies show that science content knowledge was a factor in preservice teachers’ inquiry-based practices. However,
why preservice teachers’ beliefs about student learning declined is less clear. More research is needed, along with follow-up
data on teacher induction, to learn how preservice teachers’ beliefs impact urban students’ science education. 相似文献
5.
This article attempts to use Andy Hargreaves’ theoretical framework of emotional geographies to analyze teachers’ perceptions
of their interactions with parents in Taiwan. Based on the qualitative interviews with three primary teachers, the research
findings show that teachers’ emotional distances from parents were intertwined with parents’ sociocultural status, teachers’
moral purposes, teachers’ notions of professionalism, teachers’ political pretense, and the frequency to contact parents.
Thus, Hargreaves’ framework could be a useful tool to explore teacher–parent interactions. The paper closes with suggestions
for policy considerations. 相似文献
6.
Eric Toshalis 《The Urban Review》2012,44(1):1-35
How teachers “care” for students is a well-established line of inquiry in educational research, but the ways such “care” may
function as symbolic violence have received scant attention. In this ethnographic investigation of classroom disciplinary
interactions, the characteristics and functions of preservice teachers’ care discourses are examined. By translating deficit
discourses into expressions of praise for students’ nonacademic talents, the participants’ rhetoric of care effectively shifts
blame for failure from teacher to student. The preservice teachers’ expressions of care also function to veil the power being
produced in such rhetoric, to frame the teacher as victim when said care is rejected, and to reverse the carer/cared-for dynamic
when teachers’ attempts to inspire academic progress are unsuccessful. Implications for teacher education and teacher development
are provided as are suggestions for how to recognize and implement more authentic forms of care. 相似文献
7.
The influence of video clubs on teachers’ thinking and practice 总被引:1,自引:0,他引:1
Elizabeth A. van Es Miriam Gamoran Sherin 《Journal of Mathematics Teacher Education》2010,13(2):155-176
This article examines a model of professional development called “video clubs” in which teachers watch and discuss excerpts
of videos from their classrooms. We investigate how participation in a video club influences teachers’ thinking and practice
by exploring three related contexts: (a) teachers’ comments during video-club meetings, (b) teachers’ self-reports of the
effects of the video club, and (c) teachers’ instruction across the year. Data analysis revealed changes in all three contexts.
In the video-club meetings, teachers paid increased attention to student mathematical thinking over the course of the year.
In interviews, teachers reported having learned about students’ mathematical thinking, about the importance of attending to
student ideas during instruction, and about their school’s mathematics curriculum. Finally, shifts were also uncovered in
the teachers’ instruction. By the end of the year, teachers increasingly made space for student thinking to emerge in the
classroom, probed students’ underlying understandings, and learned from their students while teaching. 相似文献
8.
Katja Vähäsantanen Päivi Hökkä Anneli Eteläpelto Helena Rasku-Puttonen Karen Littleton 《Vocations and Learning》2008,1(2):131-148
Recent studies have described professional identity as the interplay between individual agency and social context. However,
we need to understand how these are intertwined in different kinds of work settings. This paper focuses on teachers’ professional
identity negotiations as involving the work organisation, the professional community and individual agency. The data were
gathered from two work organisations representing different management cultures and sources of control over teachers’ work.
Open-ended narrative interviews were used, focusing on teachers’ own experiences and perceptions. A data-driven qualitative
analysis was applied. Our findings indicated that different work organisations provided differing resources for teachers’
professional identity negotiations. Teachers were more committed to their work organisation if they had enough agency, if
they had opportunities to practise their own orientations towards the profession, and if major changes were not imposed on
their working practices from outside. 相似文献
9.
Ravit Golan Duncan Vicky Pilitsis Melissa Piegaro 《Journal of Science Teacher Education》2010,21(1):81-102
Current standards emphasize student engagement with inquiry practices. However, implementing inquiry instruction is a formidable
challenge for teachers as they often lack models for using and adapting inquiry-based instructional materials. Teacher education
programs can provide scaffolded contexts for developing teachers’ ability to critique, adapt, and design inquiry-based materials.
We describe a qualitative study of 17 preservice teachers enrolled in two consecutive science methods courses. The study characterizes
the development of preservice teachers’ ability to critique and revise instructional materials. Our findings suggest that
teachers improved in their ability to critique lesson plans and to suggest revisions that would make them more inquiry oriented.
In particular, the teachers’ critiques and revisions increased in sophistication after engaging in instructional design activities
during the second methods course. 相似文献
10.
Vicente Talanquer Debra Tomanek Ingrid Novodvorsky 《Journal of Science Teacher Education》2007,18(3):399-421
We explore the potential of dilemma analysis as an assessment tool to reveal student teachers’ thinking and concerns about
their practice. For this purpose we analyze the dilemma analyses completed by 22 student teachers enrolled in our science
teacher preparation program over a period of four semesters. Student teachers’ dilemmas fall into two main groups: dilemmas
about student performance and dilemmas associated with instructional decisions. These dilemmas reveal a variety of concerns
that student teachers have about their work. In particular, concerns about lack of student motivation and its consequences
on performance and instruction play a central role in student teachers’ thinking. The recognition of common patterns of thought
in our student teacher thinking has made us reflect on and re-evaluate important components of the curriculum in our science
teacher preparation program. 相似文献
11.
Nadine Dolby 《The Australian Educational Researcher》2005,32(1):101-117
In this essay, I explore how two groups of undergraduates — Americans and Australians — participate in the reformulation of
the “global imagination” through their experiences of studying abroad. Specifically, I question the assumption that the global
imagination constitutes one shared, common experience that is the same across nations. In contrast, I demonstrate that though
American and Australian students are certainly among the elite in global terms, their shared economic position does not necessarily
correspond to a common global imagination. Instead, they have markedly different notions of both national and global identities.
American students’ strong national identity often prevents them from exploring the possibilities of global affiliation. Australian
students’ relatively weak national identity allows for a robust global sense of place, but is sometimes constrained by a limited
tolerance for racial and ethnic diversity. In conclusion, I argue that the global imagination has not one, but numerous manifestations,
which have the potential to both enable and constrain the enhancement of justice and democracy in a global context. 相似文献
12.
Sebastian Kuntze 《Educational Studies in Mathematics》2012,79(2):273-292
Although teachers’ professional knowledge and instructional beliefs are known to have a variety of subcomponents, research
on the structure and interrelations of these subcomponents is relatively scarce. This article presents some findings of a
preliminary, quantitative empirical study examining the relationships between mathematics teachers’ views concerning specific
classroom situations, their content domain-specific pedagogical content beliefs and their more global instruction-related
beliefs. The findings suggest that global beliefs—in terms of cognitive constructivist or direct transmission views of teaching
and learning, on the one hand, and beliefs about the stability of individual mathematical abilities, on the other—can impact
teachers’ content domain-specific beliefs and their views related to videotaped classroom situations from introductory lessons
on geometrical proof. 相似文献
13.
14.
Emily H. van Zee 《Cultural Studies of Science Education》2009,4(4):847-854
In this commentary, I first consider what Oliveira defines inquiry-based science instruction to be. Next I discuss what the
discourse practices are that he is advocating. Then I examine what he presents as evidence of changes in two teachers’ discourse
practices due to a summer institute and how their pragmatic awareness seems to have been enhanced through institute activities.
Finally I ponder whether, when, how, and why professional development should include a focus on ways of speaking during inquiry-based
science instruction. 相似文献
15.
Dionne I. Cross 《Journal of Mathematics Teacher Education》2009,12(5):325-346
This collective case study reports on an investigation into the relationship between mathematics teachers’ beliefs and their
classroom practices, namely, how they organized their classroom activities, interacted with their students, and assessed their
students’ learning. Additionally, the study examined the pervasiveness of their beliefs in the face of efforts to incorporate
reform-oriented classroom materials and instructional strategies. The participants were five high school teachers of ninth-grade
algebra at different stages in their teaching career. The qualitative analysis of the data revealed that in general beliefs
were very influential on the teachers’ daily pedagogical decisions and that their beliefs about the nature of mathematics
served as a primary source of their beliefs about pedagogy and student learning. Findings from the analysis concur with previous
studies in this area that reveal a clear relationship between these constructs. In addition, the results provide useful insights
for the mathematics education community as it shows the diversity among the inservice teachers’ beliefs (presented as hypothesized
belief models), the role and influence of beliefs about the nature of mathematics on the belief structure and how the teachers
designed their instructional practices to reflect these beliefs. The article concludes with a discussion of implications of
teacher education. 相似文献
16.
Elementary Teachers’ Teaching for Conceptual Understanding: Learning From Action Research 总被引:1,自引:0,他引:1
This study reports teachers’ learning through action research on students’ conceptual understanding. The study examined (a)
the teachers’ views about science teaching and learning, (b) the teachers’ learning about their teaching practices and (c)
the conditions that supported the teachers’ learning through action research. A total of 14 elementary in-service teachers’
course discussion, self-video reflection, action research reports, and learning reflection were analyzed. Findings revealed
that (a) the teachers in this study commonly espoused the importance of probing and utilizing students’ preconceptions in
science teaching, but they demonstrated various levels of epistemological understanding of student learning and teaching,
(b) the teachers experienced the action research as a means to evaluate science teaching methods and changing their teaching
practices, and (c) the teachers identified sharing goals, problems, and solutions as an essential supporting condition for
their learning through action research. Implications for professional development and further research are discussed. 相似文献
17.
Eugenia Vomvoridi-Ivanovi? 《Journal of Mathematics Teacher Education》2012,15(1):53-66
This paper explores Mexican–American prospective teachers’ use of culture—defined as social practices and shared experiences—as
an instructional resource in mathematics. The setting is an after-school mathematics program for the children of Mexican heritage.
Qualitative analysis of the prospective teachers’ and children’s interactions reveals that the nature of the mathematical
activities affected how culture was used. When working on the “binder activities,” prospective teachers used culture only
in non-mathematical contexts. When working on the “recipes project,” however, culture was used as a resource in mathematical
contexts. Implications for the mathematics teacher preparation of Latinas/os are discussed. 相似文献
18.
Matthew Militello Jason Schweid Stephen G. Sireci 《Educational Assessment, Evaluation and Accountability》2010,22(1):29-52
Recent legislative and local school accountability efforts have placed a premium on the collection, analysis, and use of student
assessment data for educational improvement. As a result, schools have sought assessments that will provide additional information
about student performance. In response, a burgeoning boon industry formed—formative educational assessment systems. In this
study we describe how districts search for and acquire formative assessment systems to meet their needs. We focus on three
school districts that adopted three different formative assessment systems. Our findings suggest the fit between a system’s
characteristics and a school district’s intended use is the most important consideration in instituting a successful formative
assessment system that will have a positive impact on teacher education and student learning. 相似文献
19.
Science Teachers’ Professional Development and Changes in Science Practical Assessment Practices: What are the Issues? 总被引:1,自引:0,他引:1
Phillip A. Towndrow Aik-Ling Tan Benny H. W. Yung Libby Cohen 《Research in Science Education》2010,40(2):117-132
This paper considers the circumstances under which science teachers can respond positively and productively to educational
policy reforms in the area of science practical assessment. To understand what might be involved in linking science teachers’
assessment capacities and their professional development, we present illustrative data from recent research studies conducted
in Singapore and Hong Kong showing contrasting approaches taken in the implementation of reforms in science practical assessment.
In Singapore, teachers worked together to select, discuss, clarify and refine their practices as they made decisions about
what to teach and assess. In Hong Kong, teachers took a critical stance towards the new policy and learnt from their own experiences
in order to build their confidence. With the same policy initiative, one group of teachers focused more on the technicalities
of complying with requirements imposed on them while in the other group had their professional consciousness of what they
thought was best for their students provoked so that their practices would be transformed. In an attempt to draw lessons for
other contexts in supporting the implementation of assessment policy reforms through professional development work, we identify
and discuss a range of factors in science teachers’ professional development that arise once in situ professional development work has started. Overall, our intent in this article is to recast assessment reform as a driver
or pivot in teachers’ professional development and learning. To do this it is necessary, we argue, to afford teachers’ experiences
and the processes involved in learning from them greater emphasis in order to ensure the continuance of innovation in the
assessment of laboratory-based work. 相似文献
20.
Huisheng Tian 《Frontiers of Education in China》2007,2(1):119-132
Currently, there is lack of educational wisdom in classroom teaching. Educational wisdom is a kind of quality of good education,
representing a free, harmonious, open and creative status of education. The educational wisdom of intellectual teachers is
the outcome of the close integration of educational science and art. It is also the result of teachers’ long-term practice,
reflections and the comprehensive expression of teachers’ capacities. The shackles of traditional teaching systems, the utilitarianism
orientation of teaching reforms and educational research and the habitual mode of teachers’ practice have affected the formation
of teachers’ educational wisdom. To get rid of the dilemma, it is necessary to reconsider the significance and the value of
teaching, to show due concern with teachers’ practice, to weaken the utilitarianism orientation of teaching reforms and educational
research and to arouse teachers’ professional feelings and enthusiasm for learning.
Translated from Jiaoyu Yanjiu 教育研究 (Educational Research), 2005, (2): 50–57 相似文献