首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 31 毫秒
1.
This case study examines how a teacher defined ‘my kind of teaching’. We focus on a dramatic production of Charlie and the Chocolate Factory and frame the teacher’s discussion with Dewey’s significant moments of experience. Findings indicate the teacher shifted her role to a facilitator position, learned alongside her students, and connected her past experiences with acting. Implications point to expressive teaching moments as experiences in which teachers might extend state‐mandated curricula, connect with their personal lives, and find delight in teaching.  相似文献   

2.
Classroom-based experiences, alternatively known as practica, are an integral component of undergraduate teacher preparation programs, which provide students essential opportunities to apply knowledge in practice. Though much is known about student teaching, much less is known about students’ earlier classroom-based experiences. This qualitative study explores how early childhood care and education students describe their early classroom-based experience. Thirty-four students enrolled in a teacher preparation program participated in interviews, submitted journals, and responded to survey questions about their early classroom-based experience. Results are presented in terms of how students talk about their experiences—belonging or not belonging in the classroom—and what students talk about when discussing their experiences, including communication, support, freedom, new learning, and “the children.” These themes are discussed in terms of students’ experiences in the classroom and implications for undergraduate teacher preparation in early childhood education.  相似文献   

3.
While teacher educators agree that teaching is a profoundly moral activity, little attention has been placed on the moral perspectives about teaching and learning of those entering the teaching workforce. As a way of illustrating the importance of helping both future teachers become aware of their own moral compasses and teacher educators to understand ways in which such knowledge can support their students, I use methods of qualitative inquiry to explore the life history of one European American preservice elementary teacher in the USA. In recounting the events of her life, Rachel Rosenberg demonstrates how she uses her own life experiences to frame the moral aspects of her future role as a teacher and especially her perspectives on literacy teaching and learning. The methods used here to elicit and analyse Rachel’s story can be useful to teacher educators who want to understand how the moral perspectives embedded in teachers’ stories influence the ways in which teachers approach and enact the work of teaching.  相似文献   

4.
In this article Daniel Brodén explores the ambivalence in teaching about art and aesthetics in the humanities. By comparing and contrasting Gert J. J. Biesta's educational theory and Jacques Rancière's writing on aesthetics, he hopes to bring some of the particularities of aesthetic experiences into focus and to discuss a tension in educational situations that concern students' interpretation of aesthetic texts: how the teacher, on the one hand, will serve as a representative for a formal system of education — or what Rancière calls a system of inequality — and, on the other hand, should respect the autonomy of the aesthetic experience. Brodén argues, however, that more interesting than the ambivalence itself is the question of how we can acknowledge this tension in productive ways. Thus, his aim here is to show how the teacher can contribute to the verification of an interpretive approach to art, with Rancière's axiom of equality in mind. Drawing on Biesta's writings, Brodén also highlights how the teacher can provide students with possibilities to pursue a subject-ness and how the risks involved call for a deconstructive approach to the enactment of teacher power. The article concludes by suggesting that we would do better not to view the ambivalence in focus as a problem, but instead to see it as something that calls for continuous engagement and critical reflection.  相似文献   

5.
Earth at Rest     
Focus of this article is the current situation characterized by students’ de-rootedness and possible measures to improve the situation within the frame of education for sustainable development. My main line of argument is that science teachers can practice teaching in such a way that students are brought in deeper contact to the environment. I discuss efforts to promote aesthetic experience in science class and in science teacher education. Within a wide range of definitions, my main understanding of aesthetic experience is that of pre-conceptual experience, relational to the environment and incorporated in students’ embodied knowledge. I ground the idea of Earth at rest in Husserl’s phenomenological philosophy and Heidegger’s notion of science’ deprivation of the world. A critique of the ontological reversal leads to an ontological re-reversal that implies giving lifeworld experience back its value and rooting scientific concepts in students’ everyday lives. Six aspects of facilitating grounding in sustainability-oriented science teaching and teacher education are highlighted and discussed: students’ everyday knowledge and experience, aesthetic experience and grounding, fostering aesthetic sensibility, cross-curricular integration with art, ontological and epistemological aspects, and belongingness and (re-)connection to Earth. I conclude that both science students and student-teachers need to practice their sense of caring and belonging, as well as refining their sensibility towards the world. With an intension of educating for a sustainable development, there is an urgent need for a critical discussion in science education when it comes to engaging learners for a sustainable future.  相似文献   

6.
Background: Policymakers’ use of high-stakes exams to improve students’ academic achievement affects teachers and their tenure in the field at all levels of schooling. Novice teachers now being inducted into the field have been educated almost exclusively in these high-stakes learning environments. Yet, how their familiarity with these contexts combined with their experiences in their own classrooms affect novices’ induction into the field of teaching has not been fully examined. Aim: This article presents findings from an investigation into the experiences of two first-year teachers who were educated and trained to be teachers in the same high-stakes education system in which they taught. It examines how these first-year teachers viewed policymakers’ reforms affecting their teaching and tenure in the field. Methods: This qualitative case study centers on the experiences of two first-year teachers working in the same high-stakes standards-based accountability teaching context in which they were educated – the case. This study provides insight into the issue of how novices’ familiarity with high-stakes reform combined with their experiences in their own classrooms impacts their conceptions of their teaching and their tenure in the field. Outcomes: The findings from this case study reveal how policymakers’ high-stakes reforms impacted the development of these novice teachers in significant ways. Not only did they have to learn how to teach as they taught, but they also had to ensure they were teaching all of their students to pass the high-stakes exams. Their varied experiences also demonstrate how these high-stakes exams can ‘test’ beginning teachers out of the classroom. Conclusions: These findings demonstrate that first-year teachers’ familiarity with policymakers’ high-stakes reforms is not enough to prepare them for the expectation that they immediately improve students’ academic achievement on high-stakes exams. Such findings not only challenge what it means to be a educator in these contexts, but they also shed light on how larger political and economic forces impact the teaching and tenure of novices. To support new teachers, teacher educators and mentors should rethink the education and induction processes while helping novices understand as well as prepare for the role context plays in their teaching and development as professionals.  相似文献   

7.
Abstract

This self-study examines a teacher educator’s quest to provide an integrated practice-and-theory approach to learning to teach that places the experiences of the teacher candidates at the centre of the curriculum by focussing on their developing questions, challenges and issues through socio-constructivist discussions of their emerging practices. Constraints of university structures with regards to offering such an approach are discussed, including the impact that offering seminars on the university campus rather than in schools has on teacher candidates’ ability to integrate theories and practices of learning to teach. The research questions guiding this study include: How can I understand what process candidates actually undergo during practicum in the development of their ability as teachers vis-à-vis my course?, and How can I re-structure and re-organize my course to enhance the development of candidates’ practice as teachers? Data include interviews with volunteer student participants before and after observations made during classroom visits as well as discussions with groups of students. Analysis is based on reading and rereading the data as well as discussing it with the larger research team. The findings include the realization of how little of my course is integrated into my teacher candidates’ teaching, how much greater the influence of their mentor teacher is, and the extent to which teacher candidates need explicit help and guidance to transform or reframe their teaching. The article concludes with specific suggestions for adjusting a seminar associated with the practicum to enhance the development of a practice-and-theory approach to teaching.  相似文献   

8.
Background: In the past decade, educational settings worldwide have experienced a significant increase in the number of school-based teaching assistants (TAs). The deployment of these TAs has been accompanied by reports of confusion and uncertainty about their roles and responsibilities within schools. While the need to reframe the role and purpose of TAs is recognised, it remains unclear how this can be best achieved.

Purpose: The purpose of the study is to explore the ways in which one group of TAs deployed in Hong Kong schools construct their professional identities, to understand the constraints and enablements to these processes, and to consider how different stakeholders might be able to best support this identity work.

Sample: The primary participants in this study are nine English language teacher assistants employed at different schools across Hong Kong. Other participants include full-time English language teachers who have experience of working with one of these TAs, as well as students who attend English language classes in which these TAs participate.

Design and methods: A qualitative multiple case study approach is adopted. In-depth interviews with TAs, teachers and students are used to gain a contextualised interpretation of the primary participants’ experiences of constructing professional identities within schools. A multilevel, multidimensional theoretical framework, which considers identity construction as both a discursive and experiential accomplishment, is then used to understand the constraints and enablements TAs experience in constructing these identities.

Findings: Results indicate that TAs face challenges in constructing their professional identities at institutional, interpersonal and intrapersonal levels within Hong Kong schools. In addition, the TAs believe that exercising agency to contest their positionings within schools is often insufficient to place them on a trajectory towards become a teacher. The results also suggest that the identity conflicts TAs experience can lead some to question their decision to pursue a teaching career.

Conclusions: These results imply that in order to attract and retain TAs, educational authorities need to, first, problematise identity positions such as ‘TA’ and ‘teacher’ and then reconceptualise these identities in ways that allow for a multiplication of the identity positions potentially available to all stakeholders involved in teaching within Hong Kong schools.  相似文献   

9.
During their years of schooling, students develop perceptions about learning and teaching, including the ways in which teachers impact on their learning experiences. This paper presents student perceptions of teacher pedagogy as interpreted from a study focusing on students' experience of Year 7 science. A single science class of 11 to 12 year old students and their teacher were monitored for the whole school year, employing participant observation, and interviews with focus groups of students, their teacher and other key members of the school. Analysis focused on how students perceived the role of the teacher's pedagogy in constructing a learning environment that they considered conducive to engagement with science learning. Two areas of the teacher's pedagogy are explored from the student perspective of how these affect their learning: instructional pedagogy and relational pedagogy. Instructional pedagogy captures the way the instructional dialogue developed by the teacher drew the students into the learning process and enabled them to “understand” science. How the teacher developed a relationship with the students is captured as relational pedagogy, where students said that they learned better when teachers were passionate in their approach to teaching, provided a supportive learning environment and made them feel comfortable. The ways in which the findings support the direction for the middle years and science education are considered.  相似文献   

10.
This article outlines a collaborative study between higher education institutions in Australia, which qualitatively explored the online learning experience for undergraduate and postgraduate students. The project adopted a narrative inquiry approach and encouraged students to story their experiences of this virtual environment, providing a snapshot of how learning is experienced by those undertaking online studies. The study explores what impacted upon students’ engagement in this environment and how different facets of their learning experience made a qualitative difference to how individuals enacted engagement. Drawing upon Sharon Pittaway’s engagement framework, the article seeks to foreground student voice as the learners define their engagement in learning, the strategies they employed to assist this process and how engagement was enacted at an individual level. The students’ reflections presented in this article can be used to inform teaching and learning strategies designed to improve engagement in the online environment within the higher education sector.  相似文献   

11.
In teaching young adult literature in a teacher education programme at the undergraduate level, I pose the question of how I can best introduce my personal theoretical stances into the formal curriculum and syllabi, without unintentionally conveying such theories to my students as necessary postures. I first outline the theoretical underpinnings that inform my own work: which include psychoanalytic theory, ideas of fantasy and loss in reading experience, the concept of adolescence as a psychic and cultural relation, and the dynamics of forgetting in teacher education. In theorizing part of the process of learning to teach as the productive activation of a person’s internal archive, I then describe the methodological choices I made while constructing my course in young adult literature, where, in reference to Lynda Barry’s One Hundred Demons, my students consider the ways to best approach their own adolescent ‘demons’.  相似文献   

12.
The purpose of this study was to examine how a teacher understood her students and then thought and made decisions about content, curriculum and pedagogy. Pedagogical content knowledge (PCK) and Deweyan philosophies of experience and education provided the theoretical frameworks. Data were collected through observations (N?=?38) and interviews (N?=?38) over four months and analysed using constant comparison. Findings indicated that this teacher possessed a broad repertoire of knowledge about students that she used to think and make decisions about content, curriculum and pedagogy. The connections between knowing students and thinking about teaching were more sophisticated and interconnected than is typically recognized or articulated in teacher knowledge literature. Three themes are used to explain how this teacher understood her students’ emotional and social lives in and out of her classroom, and ways it influenced her thinking and teaching. The discussion centers on the need for more comprehensive analyses of teachers’ pedagogical content knowledge.  相似文献   

13.
This paper shows how manner may be made visible, as a philosophical concept and an object of empirical inquiry. Using Aristotle's ethics as the framework, the philosophical inquiry examines the conceptual nature of teachers’ moral conduct, and the empirical inquiry analyzes their moral conduct. This dual conceptual/empirical approach permits inquirers to observe and interpret how teachers express moral virtue. One may draw the conclusion that it is possible to systematically observe and interpret manner in teaching. An implication for teacher education is that encouraging teachers to consider their manner may result in more educative interactions between teachers and students.  相似文献   

14.
ABSTRACT

The study provides an insight into how teachers may facilitate students’ group learning in science with digital technology, which was examined when Norwegian lower secondary school students engaged in learning concepts of mitosis and meiosis. Quantitative and qualitative analyses of the teacher’s assistance draw on Galperin’s conceptualisation of learning.

Findings reveal patterns in the teacher’s guidance: the teacher fulfilled the orienting, executive and controlling functions while assisting students in identifying the key features of mitosis and meiosis and solving the compare and contrast task. The teacher relied on and interplayed with the available mediational resources: compare and contrast task, digital animations, and collaborating peers. However, it was the compare and contrast task that demonstrated an approach to study scientific concepts which may have contributed to the development of learners’ understanding about to engage in learning in science. By adopting such an approach, learning activity has the potential to not only help students to achieve learning outcomes but it acquires a functional significance, becoming a tool in the learning process aimed at the development of students’ as learners. The digital animations, in turn, demonstrated scientific processes that were otherwise invisible for students and triggered group discussions. The study, therefore, raises questions about the need for practitioners’ awareness of the type of support the technology and other resources provide to assist both conceptual learning and enhancing students’ agency in learning to learn.  相似文献   

15.
王玲 《天津教育》2021,(9):139-140
在小学音乐教学中,教师要依据丰富的音乐活动,增进学生的审美体验,调动学生的参与兴趣,让他们感知美的旋律、理解美的风格、体验美的情感、领会美的内涵,从而促进审美素养的提升。本文主要从以歌感知、以器演奏、以演表达等角度阐述小学音乐教学中的有效审美路径。  相似文献   

16.
ABSTRACT

Children’s early numeracy knowledge predicts later academic performance, yet many children do not experience optimal math instruction. This study investigated the impact of academic service-learning (ASL) in an early childhood teacher preparation math course and answered the following research question: Was the ASL experience effective in improving students’ dispositions and self-efficacy for teaching early math? Participants included nine undergraduates in an early childhood teacher preparation course and thirteen 2- to 5-year-old children from ten culturally and linguistically diverse families. Results of this mixed-methods study indicated the university students expressed considerable math anxiety near the beginning of the course, yet they believed in the importance of math and aspired to support children’s math. Students articulated challenges and assumptions related to supporting early math. A key finding was that, across the ASL experience, students experienced a shift away from anxiety and toward self-efficacy for teaching math and a disposition to advocate for early math. Children’s math knowledge was also assessed and was significantly higher post-ASL than pre-ASL. The article concludes with a discussion of the obligation of early childhood teacher preparation programs to address possible math anxiety among preservice teachers and provide experiences that help students build self-efficacy for teaching math.  相似文献   

17.
Classrooms are complex spaces. These complexities magnify the teacher’s sense of obligation to children and the subsequent experiences of being overwhelmed, which can influence the teacher’s decision to leave the profession. Yet, we believe that a teacher’s obligation to children is inherent to morally defensible teaching. Drawn from a larger research project, we explore one teacher’s experience of obligation as a promissory relation between the teacher and the child, and consider the effect this has on the teacher’s relationships with other professionals and her disengagement from the profession. In doing so, we will illustrate the teacher’s experiences of obligation; the ways these are complicated within the matrix of relationships with professional colleagues; and the possibilities for professional disengagement to be considered an act of moral resistance.  相似文献   

18.
The need in many countries not merely to recruit but – critically – to retain effective teachers has been a key factor in shaping induction policies. Past reviews of teacher induction have highlighted two important sources of difficulty: novices’ own unrealistic expectations of teaching and of students, and others’ unrealistic expectations of the novices. This article, which examines the relationship between teachers’ expectations of the first year of teaching and the realities that they encounter, explores the ways in which two policies in England – school-based initial teacher education partnerships (established since the early 1990s) and formal induction arrangements (re-introduced in 2000) have impacted on beginning teachers’ experience of the transition. Drawing on data from a three-year longitudinal study it focuses specifically on how the teachers’ reflections on their experience of their first year in teaching are related to the accounts that they give of their learning over the same period.  相似文献   

19.
Much of the international debate and research on teacher education has centred on how the preparation of teachers should be organised. In contrast to many other countries, teacher education in Finland has been university-based for decades and has a strong research-based approach. This inductive study describes newly qualified teachers’ (NQTs) experiences of research-based teacher education. The study uses data from semi-structured interviews with 10 newly qualified primary school teachers that were conducted in 2016, directly after they had finished their master’s degrees but had not yet begun to work as teachers. A qualitative content analysis identified three main knowledge areas that describe NQTs’ experiences: personal development, teacher professional competence and research competence. The results demonstrate that students in research-based teacher education gain a solid basis for their future teacher profession, as well as experiencing legitimacy and a high level of status in society. Their education encourages them to become innovative and professional teachers who are prepared to honour the trust and autonomy given to them by society.  相似文献   

20.
ABSTRACT

Systems’ thinking has become increasingly relevant not only in education for sustainable development but also in everyday life. Even if teachers know the dynamics and complexity of living systems in biology and geography, they might not be able to effectively explain it to students. Teachers need an understanding of systems and their behaviour (content knowledge), and they also need to know how systems thinking can be fostered in students (pedagogical content knowledge (PCK)). But the effective development of teachers’ professional knowledge in teaching systems thinking is empirically uncertain. From a larger study (SysThema) that investigated teaching systems thinking, this article reports the effects of the three different interventions (technical course, didactic course and mixed course) in student teachers’ PCK for teaching systems thinking. The results show that student teachers’ PCK for teaching systems thinking can be promoted in teacher education. The conclusion to be drawn from our findings is that a technically orientated course without didactical aspects seems to be less effective in fostering student teachers’ PCK for teaching systems thinking. The results inform educators in enhancing curricula of future academic track and non-academic track teacher education.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号