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 15 毫秒
1.
This study is part of a research project concerning perceptions of competence among RE student teachers at different stages of their pedagogical studies. This article focuses on the perceptions of RE teachers’ competence at the beginning of their training. According to the qualitative data the RE student teachers discerned various areas of competence. Both task competencies (content knowledge and good practice) and person competencies (experience, professional awareness, motivation and pro-social orientation) were identified. In addition, the student teachers placed more emphasis on theories of teaching than theories of learning. They also seemed to view RE teaching as a general educational profession.  相似文献   

2.
Abstract

A study was conducted to determine the effectiveness of male and female extension agents in reaching farmers, especially women, with extension services in Nigeria. Specially the study determined the levels of awareness of and participation in extension activities, adoption of and technical knowledge of recommended agricultural technologies/practices, satisfaction with the quality of extension services provided and agents' credibility of men and women farmers under male and female extension agents supervision. Data gathered from 141 men and 72 women farmers supervised by male agents and 22 men and 93 women farmers supervised by female agents in Oyo, Kaduna and Rivers State Agricultural Development Projects in Nigeria form the empirical basis for the study. Even though men farmers are more aware of and participated more in the extension activities organised by agents than women farmers, the study shows that women farmers, who are supervised by female agents have more access to extension services than women farmers who work with male agents. Specifically, women farmers, who had females for extension agents had relatively higher levels of awareness and participation of the extension activities organised, adoption of and technical knowledge of recommended technologies/practices and satisfaction with the quality of agents' services and credibility. These differential effects of female and male agents on women's access to extension are significant for the delivery of extension services to women farmers, especially. Extension organisations must encourage and recruit more females for extension work done at the same time evolve strategies that will help male agents to work better with women farmers.  相似文献   

3.
Abstract

The perceptions of 28 preservice early childhood teachers about the social and cognitive competence of 68 preschool children were examined. Hierarchical regression analyses revealed gender, age, and family socioeconomic sta?us biases in preservice teachers’ perceptions of children's social and cognitive competence. Qualitative data from focus group discussions with preservice teachers also supported these findings. In addition, children's actual social and cognitive competence, while not the most significant, also uniquely and significantly contributed to preservice teachers’ perceptions of children's social and cognitive competence. This may indicate that preservice teachers are likely struggling with their biases as they involve themselves in their teacher preparation experiences, focused on developing more accurate views of children's social and cognitive competence. Both race/ethnicity and temperament contributions were not found, possibility due to the limited sample used.  相似文献   

4.
《师资教育杂志》2012,38(2):161-173

In a survey of student teachers and supervisors at two Hong Kong universities a number of areas that are difficult to discuss in supervisory conferences were identified. Broadly speaking, these difficult areas were characterised by being concerned with 'personal aspects'. Subsequently, a sample of these student teachers and supervisors were interviewed in depth to ascertain their views on how such difficult areas should be tackled. In this paper we analyse the perceptions of both parties with respect to a selection of these difficult topics including presence, enthusiasm, commitment and general attitude, and consider the extent to which these perceptions differ or coincide. Finally, we discuss the implications for the supervisory process and attempt to identify the most important features for successfully dealing with such issues.  相似文献   

5.
Abstract

This article reports on classroom research designed to answer questions about authority—how institutions and disciplines, broadly conceived, influence teachers' ability to abnegate authority and how students' experiences influence their perceptions of authority in a business writing and a first-year composition class. The theoretical framework is derived from research about institutional and disciplinary influences on these two areas of study. This framework and our results lead us to speculate about the ways in which our students' experience of the institution and expectations of the classes and their intentions for using the material taught in the classes may have thwarted our attempt to share authority in our classrooms.  相似文献   

6.
ABSTRACT

Results of two studies of children's competence beliefs and achievement values for mathematics and reading are summarized. Approximately 1700 children and adolescents participated in the studies; the participants were in first through 12th grades. The studies were based on an expectancy — value model of achievement choice proposed by Eccles et al. (1983). Results indicated that children's competence beliefs and achievement task values are distinctive belief systems, even in first grade children. During the elementary school years, the strength of relations between children's competence beliefs and adult evaluations of children's competence increased across grade. Children and adolescents’ competence beliefs predict their mathematics performance, whereas their task values predict their intentions to continue taking mathematics.  相似文献   

7.

Although teachers vary widely in their perceptions of education, student achievement, and methods of assessment, more than psychometricians and other people they concentrate on student performance of tasks. To the teacher, grades are an indication of successful acquisition of particular knowledge and an increase in skill. Achievement is not thought of so much as enhancing a trait or increasing an ability, but as successfully completing the task. They visualize the experience, more so than the competence. When emphasis is given to standardizing curricula and testing, even though goals and standards can be expressed as task performance, the technology of testing and school reform devises indicators of success in terms of human ability. Ability is generalized; task performance is particularized, contextualized. When the success of teaching or schooling is interpreted in terms of test scores, the teacher is pressed to reconceptualize teaching and, directly or indirectly, to teach for the test.  相似文献   

8.

From September 1999 the UK government's arrangements for induction of newly qualified teachers (NQTs) would be supported formally by experienced colleagues throughout their first year in teaching. The competence and progress of new teachers was to be monitored, supported and assessed against induction standards, with reports being prepared and sent to the Local Education Authority (LEA) at three points during the year. Should an NQT fail to meet the expectations described in the induction standards at the end of their first year then these new colleagues would be unable to continue teaching. The Teacher Training Agency, following details supplied by the DfEE, offered guidance on the ways in which this process should be carried through. This article examines the support provided by experienced teachers in one local authority to consider if it offers an initiation into the teaching profession, a socialisation into the current practices of particular schools or a check on basic classroom competence. It raises issues about the current focus on the practicalities of teaching and suggests new recruits may need a more robust induction to their professional role.  相似文献   

9.
  相似文献   

10.
  相似文献   

11.

Definitions of giftedness and self‐perceptions of abilities were examined among adults who have been participating in a longitudinal study of academically talented students since their high‐school graduation in 1988. For the present study, participants answered open‐ended questions and completed scales measuring adult giftedness and adult self‐perceptions of abilities in 12 different domains. Gender differences in perceptions were examined. When participants were asked if they believed they were gifted in high school and now, more men than women responded affirmatively to both questions. Further, significant gender differences were identified for perceived competencies in four areas: job competence, nurturance, athletic competence, and morality. Implications of the findings and directions for future research are discussed.  相似文献   

12.
Abstract

The goal of the present study was to examine teaching styles with information and communications technology (ICT); in Italian schools and in particular to explore whether there is a relationship between personal theories of teaching and learning, levels of competence in ICT, and how ICT is integrated into classroom activities. Teachers with high and low levels of competence in ICT were interviewed in order to examine their beliefs, perceptions, and experiences related to teaching with and without the computer. They were asked to reflect both on themselves as teachers and on their pupils. The results of this preliminary study appeared to indicate that both personal theories of teaching and the level of competence with ICT play a major role in how teachers implement ICT and in their perception of their own and their pupils' motivation  相似文献   

13.
《师资教育杂志》2012,38(2):139-146

In the course of giving greater importance to trainees' previous knowledge about and experience of teaching and learning foreign languages, the role of teacher training courses as agents of change has recently been questioned. Through a research project reported in this article I tried to find out to what extent two teacher training courses I was recently involved in caused trainees to change their points of view in relation to some of the fundamental issues involved in teaching. Special attention was given to the sources of these modifications, particularly to the role that teaching practice plays in them.  相似文献   

14.
Abstract

Purpose: Communication for Development (C4D) is a new academic discipline and profession for addressing human dimension concerns in development, such as local participation, integration and capacity building, which are the main issues limiting aid effectiveness. However, my experience in Malawi, one of the poorest countries in Africa and where a multitude of international development experts attempt to bring about change have, perhaps, never heard about C4D. When the concept was explained, these officials felt C4D was precisely what Malawi and developing countries, need. It left me feeling that the success rate of poverty-reduction programming could be greater if C4D education was provided for development decision-makers and field staff, especially agricultural extension workers.

Design/methodology/approach: The paper is a critical review of the literature on the role of agricultural extension education in development, focusing on how C4D can strengthen extension performance.

Findings: The study found that development policymakers in Malawi, governmental, nongovernmental, bilateral and multilateral, support the C4D idea once they become knowledgeable about it.

Practical implications: Therefore, the practical implication is that educating policymakers about C4D will increase donor investments in pilot C4D projects, a strengthening of agricultural extension systems, and success of poverty-reduction programs.

Originality/value: It is hoped that readers will find the C4D strategy stimulating, the author's experience enlightening, and the C4D proposal an innovative way of improving aid effectiveness.  相似文献   

15.
ABSTRACT

Teacher attrition is a perennial problem in many countries around the globe. With attrition especially pronounced amongst early career teachers, efforts to retain and sustain these teachers have highlighted the importance of effective mentoring and support programs within schools. However, less is known about the perceptions and experiences of graduates of initial teacher education (ITE) programs who choose not to enter the teacher profession, therefore not benefiting from such mentoring and support, and subsequently being lost to the profession, potentially forever. Therefore, this paper reports on a qualitative case study that investigated the reasons why one group of graduates from an ITE program in Hong Kong chose not to teach. Using in-depth interviews and grounded in a theory of teacher identity construction, the results reveal how the participants struggled to construct their preferred professional identities, in particular during a teaching practicum, and the role this played in their decision not to enter the teaching profession. Implications for how teacher educators can better support preservice teachers as they struggle to construct their professional identities are considered and suggestions for future research are discussed.  相似文献   

16.
Summary

The paper raises questions about how inexperienced lecturers (whether initially trained or untrained) develop a mastery of skills within their chosen profession. To do this, an analysis of what constitutes ‘mastery’ is needed. This is borrowed from the work of Schon (1983 and 1987) on the reflective practitioner, and of the Dreyfus brothers (1986) on human intuition and expertise. The paper next reports the results and tentative conclusions of a small-scale study in May–June 1996 of how long it has taken for 20 agricultural educators in six British Colleges of Agriculture to have developed their skills from their teaching experience, and their perceptions of the influences which have facilitated or inhibited that process.  相似文献   

17.
ABSTRACT

This article includes findings from a mixed method survey at a large, public midwestern university following the election of Donald J. Trump as the president of the United States. It examines student perceptions about effective engagement in political discourse within social work classes. Survey questions urged students to suggest how instructors might facilitate this dialogue fairly in the classroom given the passionate emotions and differing viewpoints surrounding the election, while acknowledging and educating about values espoused by the profession. Findings from this study illustrate the challenges that students face in having these conversations and outline their recommendations to social work educators for facilitating safe, sensitive, and inclusive classroom discussion about politics.  相似文献   

18.
Teaching portfolios have been widely used in pre-service teacher education programs for approximately two decades and often constitute exit requirements and/or function as a requirement for entry to the teaching profession. Yet much has been written about teacher candidate confusion as to whether the portfolio's purpose is to document their learning and their identity formation as teachers or to serve as evidence of their teaching competence. This paper applies a sociocultural historical lens to this issue, exploring the possible role of teaching portfolios as an effective tool both for the negotiation of identity and for the demonstration of teaching competence. Through examining the perceptions of teachers who are in their first five years of teaching, we seek to re-frame the above issues in relation to repertoires of practice, a sociocultural historical phrase referring to shared competencies within a given community. We conclude that this re-framing enables novice teachers to understand competencies as the repertoires of the teaching profession and that they can enact these repertoires, or competencies, through a range of different practices. Through this re-framing, the purposes of the teaching portfolio may be more apparent and less contradictory.  相似文献   

19.

This paper supports Paul Ramsden's call to look beyond students' approaches to learning towards their perceptions of the educational context. However, we argue that Rams den's suggestions for an analysis of student perceptions are somewhat limited, and present an method which is more qualitatively and linguistically grounded. In the present study, this method was used to analyse students' perceptions of time in a second year chemical engineering course. Regardless of approach to learning, all students displayed two distinct ways of talking about time, one reflecting a perception of 'being in control' and the other a perception of 'being out of control' of time. Where students using a conceptual approach differed to the others was in the way they used perceptions of 'being in control', specifically in the way they chose to allocate time. For those not using a conceptual approach, the highly time-pressured environment seemed to militate against the adoption of a conceptual approach.  相似文献   

20.
Abstract

Purpose: The objective of this article is to analyze the introduction of participatory extension approaches (PEA) in the predominantly supply-driven, hierarchical Vietnamese extension system. Drawing on the case of the so-called Farmer Livestock School (FLS) concept, the authors investigate the potential and challenges of scaling up and out the FLS/PEA principles of participatory training methods, encompassing intensive and interactive training sessions, group-based sharing of experience, practical learning, and learning-by-doing processes.

Design/Methodology/Approach: The article is based on data collected and synthesized from 36 pilot communes from 2000 to 2007 and draws on the extensive insider experience of two of its authors during their work for a DANIDA-funded livestock project.

Findings: At the micro-scale and with external support, FLS has been a successful experiment of using participatory extension approaches in farmer training and extension in the livestock sector. Yet, possibilities of scaling up and institutionalizing FLS remain a challenge given the capacity and resource limitations and the resistance at various levels within the Vietnamese extension system.

Practical Implications: The starting point for successfully institutionalizing participatory extension approaches should be to assess the existing system's root problems and capacities and then gradually and systematically introduce institutional innovations rather than aiming at a complete overhaul of a system that may result in the creation of a parallel universe.

Originality/Value: The FLS project provided a unique opportunity to study the enabling and constraining factors of institutionalizing participatory extension approaches in a traditionally top-down oriented extension system beyond the immediate duration of an externally orchestrated project.  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