All plans for this integrated training program are designed to provide training normally encompassed by the traditional two‐stage programm.
The integrated training program includes:
- studies in the areas of education and social science;
- studies in two major subjects which are later to be taught at school;
- practical studies and activities.
The new model leads to the following degrees:
- nine semesters of study for a Certificate of Qualification for primary and lower‐level secondary school;
- eleven semesters for a Certificate of Qualification for higher‐level secon dary school and the education of exceptional children.
Theoretic training in major subject areas and related didactic training as well as education and social studies take place chiefly in the form of projects. A basic assumption is that interdisciplinary projects which are practice‐ and problemoriented permit a highly desirable integration of theory and practice on the whole.
In the project, contact teachers are an essential link between field practice at school and academic training at the university. Contact teachers are under contact to the university for an extended period of time (generally three years). In place of remunation, their teaching loads are reduced by ten hours per week.
In 1978/79 the project will be put to the test as the first generation of students prepares for State Board Examinations. 相似文献
— industry must have a clear idea of its requirement for qualified engineers;
— the role of the engineer in industry — extending from research, development and production into the service area and into society (with the implied social responsibility);
— the time constraints in the educational system in relation to the rate of growth of knowledge and the consequent problems associated with course planning;
— the continuing challenge to the role of university education arising from the demands of industry and from very close links with sectors of industry or particular industrial companies. 相似文献
Aims.
The aims of the study were to investigate whether the style of pupils with behaviour problems was different from that of children with no reported problems, and also to consider how pupils of different style manifested their problem behaviours.
Sample.
The sample comprised 83 male pupils aged 10‐18 years from two residential special schools.
Method.
The sample were given the Cognitive Styles Analysis to assess their positions on the Wholist‐Analytic and Verbal‐Imagery style dimensions. The pupil records of the special school pupils who were at the extreme of the style dimensions were also examined.
Results.
When their style characteristics were contrasted with a Comparison Sample of 413 12‐16‐year‐old males attending 10 secondary schools, the special school pupils had a significantly higher proportion of both Wholists and Verbalisers, than the Comparison Group. Further, the inspection of the records indicated that the types of social behaviour and behaviour problems exhibited varied with style, and particularly on the Wholist‐Analytic dimension.
Conclusion.
The results were considered to have implications for the origins and treatment of problem behaviour. 相似文献
˙ implementing a bloc diagram of a system using a flexible data structure and a high level language, and
˙ time domain and frequency domain analysis of an implemented system.
The system could be linear, non-linear, continuous or discrete. Also outlined are the main extensions and applications of SICA. 相似文献
The term ‘distance education’ covers the various forms of study at all levels which are not under the continuous, immediate supervision of tutors present with their students in lecture rooms or on the same premises, but which, nevertheless, benefit from the planning, guidance and tuition of a tutorial organisation.
(Holmberg,1977:9)
Distance education is education which either does not imply the physical presence of the teacher appointed to dispense it in the place where it is received or in which the teacher is present only on occasion or for selected tasks.
(Loi 71.556 du 12 juillet 1971)
Distance teaching/education (Fernunterricht) is a method of imparting knowledge, skills and attitudes which is rationalised by the application of division of labour and organisational principles as well as by the extensive use of technical media, especially for the purpose of reproducing high quality teaching material which makes it possible to instruct great numbers of students at the same time wherever they live. It is an industrialised form of teaching and learning.
(Peters, 1973:206)
Distance teaching may be defined as the family of instructional methods in which the teaching behaviours are executed apart from the learning behaviours, including those that in a contiguous situation would be performed in the learner's presence, so that communication between the teacher and the learner must be facilitated by print, electronic, mechanical or other devices.
(Moore, 1973:664) 相似文献
This individualized learning programme is defined and illustrated. The components of the role of mentor are likewise defined and illustrated. Then the implications of being a mentor working with individual students are spelt out as they illuminate the relationships of mentors in academia.
The conclusion is offered that the mentor's commitment to his/her students is an exhibition of his/her fundamental commitment to a philosophical stance in education which surmounts primary loyalty to one's academic faculty.
The final whimsical question is whether or not individualized learning and distance education are compatible or conflicting. 相似文献
— the contribution of educational establishments to the actualization of engineers' technological knowledge.
— the participation of industry in the precise definition of curricula.
— the contribution of engineering education to the industrial growth of developing countries. 相似文献
One hundred and eighty subjects took part in the study. They were assigned to two experimental, two control and one Hawthorne control groups. Experimental subjects participated in enrichment activities held outside the school. Control subjects were not given these activities while the Hawthorne control group was taken out on excursions unrelated to their science lessons.
The Cooperative Science Test (COST) was used to assess the acquisition of science concepts while science achievement was based mainly on school science examination scores.
The results indicated that the experimental subjects showed significantly greater improvement in concept attainment and science achievement. Correlations between science concept attainment and science examination scores were positive and significant.
The study concluded that participation in enrichment activities relevant to school science would improve science achievement. 相似文献
Pedagogical historiography must now liberate itself from Prussian dominance and take a keener interest in the activities which took place away from the better‐known centres of reform.
The basically bipartite teacher training system for a tripartite school system has evolved into contradictory models of integration in the different federal states.
(1) More case-studies of engineering problems highlighting information retrieval aspects.
(2) More accurate grounding in the way engineers actually use information.
(3)Better integration between lectures, information guides, exercises and test material.
(4)Greater emphasis on the analysis stage of technical problems, and linkage to types of available information to help generate solutions—information needs analysis.
Scope exists for packaged teaching material incorporating improvements and drawing upon advances in educational technology such as CAL methods. The author attaches a sample scheme based on advanced manufacturing themes, developed for the BTEC Production Engineering course at Coventry Polytechnic in the UK. 相似文献
Rapid expansion in the provision of schooling has kept up the demand for teachers, and there is still a shortage situation to which a full response cannot be made at university level, so that two‐year courses must persist for some time. Different Ministries will continue to be responsible.
The author provides a detailed analysis of the content of initial training; correct pedagogic induction is regarded as highly important, though a satisfactory allocation of time has yet to be reached. This problem is recognised by both Ministries responsible for teacher training, and important experimental work is under way.
In‐service training is highly important, both school‐based and externally provided; the various agencies are described. The training is available up to and including Doctoral level.
Many studies have been carried out of teachers and teacher‐training, and these help with the identification of current problems. These problems are frankly identified by the author, who offers a view of the directions to be followed.
Mieczyslaw Pecherski is Professor of Education at the University of Warsaw and Secretary of the Pedagogic Committee of the Polish Academy of Sciences. 相似文献
subject oriented studies in a university,
recruitment by means of a state competitive examination which may be prepared in a university,
professional training in a training centre, including both subject oriented studies and practice periods in classrooms.
Preschool and primary teacher training includes two years at a university to obtain the required degree for competition and then two years in a college of education. Secondary level teacher training includes more years at a university as the level of competition is high. It takes at least three years to become a graduate, four years in the other case. But the preparation of the competition in itself requires more time for most people. When admitted to the competitive examination, the teacher has one year in a training centre.
This paper will present:
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the legal basis, curricula, content, structure and aims of practical studies at the two levels (preschool‐primary/secondary levels);
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the difference and convergence of thinking about practical studies at the two levels: the main principle seems to be that pedagogical and practice studies make up for a lack of theoretical knowledge, but that, consequently, they are not considered really useful for those who do have theoretical knowledge;
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the difficulties of achieving the official objective concerning an integrated training with links between theoretical studies and practice periods,
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an innovative approach to this problem by means of a case study which put into practice the hypothesis brought out in the research I have led at the INRP about primary school teacher training.
The organisational models and the place given to practice periods in the whole teacher education raise the problem of what is a professional teacher training and what is its aim. 相似文献
_____ comprehensive and unified;
_____ able to take into account the particular possibilities of individual adult educators; and
_____ easily adjustable to the particular needs within the community.
Such a scheme can only be realized through the application of a modular structure. A scheme like this is being developed at Gwent College of Higher Education for a professional training programme which will give a Certificate in Continuing Education, conferring full teacher status in adult and further education. This development is used to illustrate the points the author wants to make. The development of a programme on such a scheme raises considerable structural and methodological problems, which are discussed and compared with what is done elsewhere. 相似文献
A 1981 reform extended the period of training to three years, but lower‐ and upper‐Secondary training, at University level, are still separate. A greater unity is desirable.
Three principles which should underpin all training are: a planned continuation into in‐service training, the development of practice‐oriented research, and (to allow of flexibility) a unit‐based approach. The length of study is important, since it has implications for maturation.
Finally, the author examines in turn each element in the range of skills, aptitudes and attitudes needed by the student teacher. 相似文献
Purpose: Therefore, the aim of this study is to investigate Swedish technology teachers’ attitudes toward their subject, and how these attitudes may be related to background variables.
Sample: Technology teachers in Swedish compulsory schools (n = 1153) responded to a questionnaire about teachers’ attitudes, experiences, and background.
Methods: Exploratory factor analysis was used to inwvestigate attitude dimensions of the questionnaire. Groupings of teachers based on attitudes were identified through cluster analysis, and multinomial logistic regression was performed to investigate the role of teachers’ background variables as predictors for cluster belonging.
Results: Four attitudinal dimensions were identified in the questionnaire, corresponding to distinct components of attitudes. Three teacher clusters were identified among the respondents characterized by positive, negative, and mixed attitudes toward the subject of technology and its teaching, respectively. The most influential predictors of cluster membership were to be qualified for teaching technology, having participated in in-service-training, teaching at a school with a proper overall teaching plan for the subject of technology and teaching at a school with a defined number of teaching hours for the subject.
Conclusions: The results suggest that efforts to increase technology teachers’ qualifications and establishing a fixed number of teaching hours and an overall teaching plan for the subject of technology may yield more positive attitudes among teachers toward technology teaching. In turn, this could improve the status of the subject as well as students’ learning. 相似文献
Purpose: The purpose of the study was to investigate the effectiveness of using case-based learning instruction to increase pre-service primary teachers’ chemistry motivation and improve their attitudes toward chemistry as a school subject.
Sample: The subjects of this study consisted of 51 (20 female, 31 male) freshman primary pre-service teachers from an urban university in Turkey. The mean age of the primary pre-service teachers was 21.
Design and methods: One group pre-test and post-test design was used. A chemistry motivation questionnaire and chemistry attitude scale were used for data collection. For the data analysis, two-way repeated measures of ANOVA and repeated measures MANOVA were conducted.
Results: The results indicated that the mean of the attitude score after the treatment was significantly greater than the mean of the attitude before the treatment. The results also demonstrated that there is no significant difference between females and males. According to the results of the study, there is no significant difference between primary pre-service teachers’ chemistry motivation. However, some chemistry motivation constructs mean scores are greater after the treatment.
Conclusions: In sum, it could be stated that case-based learning is helpful for the development of students’ chemistry motivation and attitudes toward chemistry. 相似文献
Purpose: The purpose of this research, consisting of two studies, was to explore Taiwanese university science-major students’ conceptions of learning science by laboratory (CLSL).
Sample: In Study I, interview data were gathered from 47 university science-major students. In Study II, 287 university science-major students’ responses to a CLSL survey were collected.
Design and methods: In Study I, the interview data were analyzed using the phenomenographic method. Based on the findings derived from Study I, Study II developed an instrument for assessing students’ CLSL by exploratory factor analysis.
Results: Study I revealed six categories of CLSL, including memorizing, verifying, acquiring manipulative skills, obtaining authentic experience, reviewing prior learning profiles, and achieving in-depth understanding. The factor analysis in Study II revealed that the ‘verifying’ category was eliminated, but found another new category of ‘examining prior knowledge.’
Conclusions: This study finally proposes a framework to describe the variations of CLSL, consisting of three features: cognitive orientation, metacognitive orientation, and epistemic orientation. Possible factors influencing students’ CLSL are also discussed. 相似文献