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1.
The change toward competence-based education has implications for teachers as well as school management. This study investigates
which professional development activities teachers undertake related to this change and how these activities differ among
schools with various human resource (HR) policies. Two types of HR policy were involved: (1) a government-enforced, national
system of Integrated Personnel Management and (2) a voluntary, integrative approach of Schooling of teachers, Organizational development of schools and teacher training institutes, Action- and development-oriented research, and Professional development of teachers. Semi-structured interviews with 30 teachers in nine schools with different HR policies
were held and analyzed both qualitatively and quantitatively. Findings show that teachers undertake professional development
activities in five categories: maintaining knowledge base, applying and experimenting, reflection, collaboration, and activities indirectly related to teaching practice. Teachers’ professional development activities were found to be relatively similar across schools with different HR policies.
It is concluded that neither government-enforced nor voluntary HR policies seem to play much of a role in the participation
by teachers in professional development activities. Implications for further research and school practice are discussed. 相似文献
2.
Irene Virgilio Charles Teddlie Jeffrey Oescher 《School Effectiveness & School Improvement》2013,24(2):152-168
ABSTRACT This study follows up on recent research exploring the differences in teaching within more or less effective schools. Results verify that teachers in more effective schools score consistently higher on indices of effective teaching than those in typical or less effective schools. Furthermore, teachers in more effective schools demonstrate less variance in teaching behaviors, indicating more formal or informal socialization at the school level. Additional differences in mean and deviation scores were noted between elementary and junior high schools, suggesting differential school processes at operation in those two levels. 相似文献
3.
Tali Tal 《Environmental Education Research》2008,14(3):273-290
The last two decades have seen increased threats to agricultural landscapes in Israel. Key factors include population growth, strong pressure from construction entrepreneurs and possible profit to land owners who benefit from a legal conversion of farmland into lands allocated for construction. While each Israeli elementary school student used to participate in agriculture classes, most students no longer experience this and their overall exposure to farming in schools is limited. The main objective of this study was to explore the ways farming is presented and addressed in the national curriculum and in learning materials. Additionally, it examines the actual status of teaching about agriculture and explores how farming is addressed in teachers' pre‐service programmes. The main finding is that very little teaching about agriculture and land management is carried out at most school levels. Only one college prepares agriculture teachers and science education programmes rarely address agriculture as a course topic. The paper also outlines an education for sustainability framework for integrating science, agriculture and environmental education. 相似文献
4.
《Africa Education Review》2013,10(1):156-179
Abstract The effectiveness of educational reform initiatives depends on the quality of teachers. Professional development (PD) of teachers has therefore become a major focal point of school improvement initiatives. The National Policy Framework for Teacher Education and Development (2007) attempts to address the need for suitably qualified teachers in South Africa. The study discussed in this article was qualitative within purposefully selected schools. Its aim was to explain educators' perceptions of continuing professional development in the light of the national policy. The following major findings emerged from the data analysis: (1) overall view of PD in the education system, (2) experience of types of PD programmes, and (3) impact of PD programmes on schools. 相似文献
5.
新课程改革明确提出小学阶段应“以综合课程为主”,这一改革要求小学教师能够适应并承担多种学科的教学与管理。但实际情况是培养小学全科型教师仍然存在着诸多困境,对其困境的研究梳理是高等师范院校应有的举措。 相似文献
6.
An Xuehui 《Chinese Education & Society》2018,51(2):103-116
AbstractTeacher salary level and structure are not only important factors affecting the supply of primary and secondary school teachers, but they are also crucial to attracting, training, and retaining high-quality teachers, thereby impacting the overall quality of education and teaching in schools. The reform of China’s basic education management system has ensured the fiscal security and steady increase of rural primary and secondary school teacher salaries and has effectively improved the supply and quality of rural teachers. The objective gap between urban and rural teacher salaries and benefits has, however, led to the one-way mobility of rural teachers, resulting in the loss of quality teachers and giving rise to a structural shortage in rural schools. To improve the supply and quality of teachers in rural areas, it is necessary to effectively and systemically increase rural teachers’ basic salaries and subsidies according to the law. There is the necessity through various channels to raise primary and secondary school teachers’ salaries and benefits, especially subsidy and allowance standards, to eliminate actual variances in teacher salaries. 相似文献
7.
ABSTRACT One-to-one computing programmes – that is, when each student has a personal, portable computer to use while learning – have been studied extensively, mostly regarding their actual classroom implementation. In this quantitative study, the authors take a broader perspective, exploring the impact of teaching in one-to-one computing programmes on teachers’ beliefs regarding their job outside the classroom. Participants were middle school and high school teachers who had taught in both one-to-one and traditional classrooms – and hence could reflect upon the differences between the two settings. The methodology included questionnaires based on Danielson’s comprehensive Framework of Teaching. The results suggest more positive attitudes towards teaching in one-to-one programmes than in traditional classrooms in all domains tested; however, the one-to-one instruction applied portrays a rather shallow, instrumental use of the digital devices in a way that supports existing teaching practices and beliefs, rather than a transformative effect of such programmes on teaching. 相似文献
8.
《Africa Education Review》2013,10(2):144-158
Abstract The out-of-field phenomenon, that is the situation where teachers teach outside their field of expertise, adds complexity to the education environment and affects learners, colleagues, parents, governing bodies and school management. It puts extra strain on school management's responsibility to provide quality management and jeopardises effective teaching and quality learning. This article examines the implications of the out-of-field phenomenon for school management. An empirical investigation entailing the use of a qualitative approach was employed for the study. Data were gathered through semi-structured interviews with selected participants who shared their experiences of the phenomenon. Findings indicated that the out-of-field phenomenon and its implications should be recognised in order to provide effective and quality teaching, substantial teacher support and sufficient staff development programmes. 相似文献
9.
Peter P. Grimmett 《教育政策杂志》2013,28(3):219-222
Teacher research serves as an innovative redirection of the tradition of framing the education of teachers around curriculum policies. It recognizes and encourages teachers as agents of knowing and constructors of knowledge. It is inquiry‐based, frequently collaborative, and invariably generative of teachers’ craft knowledge. British Columbia is currently in the middle of a most ambitious revision of its education system. This system‐wide attempt at innovation has provided an enabling context within which teachers in the province could engage in classroom‐based research as they attempt to build a learner‐focused curriculum. This article describes the teacher research efforts that have been taking place in the province, and attempts to derive important implications for educational policy. Teacher research permitted teachers to honour the educative agenda of schools, suggesting that more, rather than less, structures like teacher research groups be provided for in the implementation of complex educational innovations, and recognizing that posing questions about teaching and learning represents the essence of being a professional educator. Teacher research groups also provided support, stability and challenge in a community of inquirers, suggesting that such structures are necessary for teachers to engage in continuous, public and systemic critique of proposed changes in school. Finally, teachers were enabled to clarify the principles of learning embedded in the new programmes, to distinguish between learner‐focused and learner‐directed teaching, and to address matters of substance rather than react to the change process. 相似文献
10.
Central in this study is the degree to which the pedagogical‐didactical approach in undergraduate programmes aligns with the pedagogical‐didactical approach in secondary schools, and how this is related to first‐year achievement. Approaches to teaching at secondary schools and in first‐year university programmes were examined by interviewing school management, school teachers and university lecturers. The teaching approaches found within the schools were contrasted against the academic teaching approaches, resulting in four types of fit. With multiple regression analysis the relationships between these four types of fit, gender, prior achievement and first‐year achievement were examined. The results showed that prior performance is positively related to first‐year achievement, as well as a fit characterised by more student‐centred teaching in the first year compared to the approach to teaching at secondary school. 相似文献
11.
《Journal of moral education》2012,41(4):371-385
Abstract This paper reviews research on students’ concepts and theories of fair and effective educational practices and casts them as insightful critics of schooling who should be included in the negotiation of academic practices. Formal interviews show that students consider the goal or definition of the situation when evaluating the fairness of practices, and that conceptions of fairness develop differently for each type of situation. Students also hold different theories about how school should be defined and which situations should predominate. Moral education programmes could encourage students and teachers to negotiate fair classroom practices, creating a community of scholars who collaborate to build more fair and effective schools. 相似文献
12.
韩国晔 《南昌教育学院学报》2013,(8):134+136
城乡中小学教师继续教育培训档案管理是一项保障教师继续教育进程和质量的工作,是评析教学管理水平和检验教学管理力度的重要标志。做好这项工作对推进城乡中小学教学管理工作的制度化、规范化和科学化、缩小城乡教育水平差距具有十分重要的意义。但是现行的城乡中小学教师继续教育培训档案管理工作存在诸多问题和弊端。因而,在建立健全符合实际情况的档案管理制度的基础上,引进具有专业水准的档案管理工作人员,运用现代化档案管理手段势在必行。 相似文献
13.
特色学校是指具有自身独特色彩和风格的学校,它立于“特”,也优于“特”。特色学校的发展有着较为悠久的历史。新世纪以来,特色学校特有的功能性和教育价值使其再度受到人们的关注,成为教育研究新的生长点。发展特色学校要从目标优化、内容优化、系统优化和方法优化的模式出发,立足学校实际、准确定位特色、依托校本教研,紧紧围绕“特色”进行教育改革和学校建构。同时,还要充分发挥教师积极性,增强主人翁意识,摆脱以往学校管理中统得过死,整齐划一的管理模式,促进特色学校的健康发展。 相似文献
14.
Relatively little is known about how and by whom curriculum leadership and management occur inside secondary schools, especially in Asian contexts. This article aims to analyse curriculum decision-making in two academically effective secondary schools in Hong Kong. It employs qualitative methods to capture the contributions made by various school personnel, and in particular the principals, to curriculum leadership and management. Data for the two schools show that whilst neither of the principals plays a significant role in curriculum monitoring and innovation, the vice-principal (male), the senior teachers and teachers in one school were perceived to place more emphasis on curriculum monitoring and innovation than their counterparts in the other school. Whilst teachers in both schools shared high expectations for students' academic achievement, one subtle difference between them related to the pursuit of academic excellence. In one school, students did not exert much pressure on their teachers whereas in the other school, teachers felt they had to fulfil students' demands for good lesson preparation and take account of students' opinions of their teaching. 相似文献
15.
Vuyisile Msila 《Africa Education Review》2017,14(1):87-104
This qualitative study was motivated by a sizeable number of school principals retiring early in South African schools. They either leave teaching for other careers or retire before the retirement age of sixty. It was then necessary to explore what factors, if any, made them leave school management and the teaching career. Sixteen school principals were purposefully selected and interviewed through semi-structured interviews. Eleven of these had already left teaching in the previous four years, while the others were waiting for their last days in teaching at the time of the study. The results illustrate that there are various reasons that lead to the early retirement of school principals from historically black schools. Among these are burnout, lack of teacher commitment, increased unionisation of teachers as well as the non-involvement of district officials in the schools’ improvement and management plans. Consequently, many participants maintained that it was almost impossible to run schools effectively when this scenario prevailed. The conclusions point out that school managers and leaders need to be supported in various ways as they steer various programmes in their schools. This includes constant mentoring, management preparation as well as continual formal professional development programmes. 相似文献
16.
Tara Remington 《Journal of Adventure Education & Outdoor Learning》2017,17(1):55-66
ABSTRACTThis research examines teaching outdoor education in two rural primary schools in Aotearoa New Zealand. The aim was to give ‘voice’ to how outdoor education is taught, programmed and understood. Underpinning the research was the question: what factors enable/constrain teachers’ ability to implement outdoor education? The findings suggest: confusion about outdoor education terminology and the educative purpose of school ‘camps’; schools ‘do what they have always done’, particularly when decisions about outdoor education contexts are dominated by senior management; financial restrictions; and teachers feeling ill-prepared in terms of safety management because of their limited pre-service and post-service teacher education. This research highlights that what to teach, how to teach and where to teach outdoor education needs more consideration and attention for teachers to be better informed about safe outdoor practices and quality pedagogy in, for and about the outdoors. 相似文献
17.
The ability to express oneself clearly in both a mother tongue and a foreign language is a foundation principle of the new national curriculum in Estonia. Therefore, research was conducted to determine whether there was a possible relationship between English as a foreign language (EFL) teachers’ perceptions of effective teaching and the contextual evaluation of the school. The aim of this article is to describe the relationship between the perceptions of school climate and effective teaching among EFL teachers. The study revealed that EFL teachers’ perceptions of the school climate correlate to some extent with their perceptions of effective teaching practices, with some differences between teachers of Estonian-language schools compared with those of Russian-language schools. The research also highlighted that senior management should place more emphasis on creating a cooperative school climate for developing a learner-centred teaching approach as one of the foundation principles of the new national curriculum. 相似文献
18.
Orkun Altınbas Aytac Tokel Gokmen Dagli 《International Journal of Disability, Development & Education》2019,66(6):590-597
ABSTRACTThe aim of this study is to enable teachers to evaluate the crisis management skills of the administrators in terms of school development. The study has been carried out on a sample group consisting of 376 teachers (sample) working in 10 secondary schools and high schools. The study is a survey research based on the use of a quantitative method. In this survey, the scale of “the evaluation of the crisis management skills of the school administrators by teachers in terms of school development (OGAÖTDÖ)” developed by Tokel has been used. In addition, it has been analysed with the independent ANOVA test to determine whether or not it differs according to the factor of professional branches. When the research findings are examined, it has been determined that teachers answer positively to the question directed about crisis management skills of school administrators (X ? = 3.52) on disability services. As a result, it has been concluded that school administrators have adequate crisis management skills and they need a reputation for the quality. 相似文献
19.
本研究主要对广西农村小学教师进行问卷调查,探讨其教学自主性的现状。研究发现,农村小学教师教学自主性处于中等水平,大部分教师拥有自主教学的能力;农村小学教师教学自主性在学历、教龄、婚育状况等因素上存在显著差异。对此,国家、学校应该提高农村小学教师的收入水平,完善教师责任标准;教师应提升自身专业素养;学校应开展多样的创新教学教研活动,消除教师的职业倦怠。 相似文献
20.
高职院校是为社会输送高素质技术技能型人才的重要教育机构,教学质量评价的有效性和合理性在很大程度上会影响教师教学质量的提升。虽然很多学校已经具有一套多元的评价体系,但是现行的评价体系也存在若干问题。大数据的到来,给教学管理带来了深刻的影响,数据正在成为一个学校的核心资产。结合实际情况,研究充分利用大数据技术,实现教学质量评价的创新发展,构建大数据时代的教师教学质量评价体系,提升高职教学的高质量发展。 相似文献