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1.
CHEN Yan-qing 《时代教育》2006,(12):1-4
Teachers＇ beliefs greatly influence the way that the teachers function in the classroom. Teacher as an important medium for student＇ language learning, the study of teachers and their beliefs in Western countries and in China is a worthwhile topic. This paper offers a selective review and rethinking about what has been done and being done in relation to the understanding of teacher＇s belief, and their belief about language teaching and learning, students learning, themselves as both teachers and individuals; identify some sources of teachers＇ belief and address the needs for change. Understanding teachers＇ conceptualizations of teaching, their beliefs, thinking, and decision making can help us better understand the nature of language teacher education and hence better prepare us for our roles as teacher and teacher educators. 相似文献
2.
Beliefs about knowledge, learning and teaching are assumed to impact teachers＇ practice （Brownlee, 2004; N. Entwistle, Skinner, D. Entwistle, ＆ Orr, 2000）. A change of beliefs is an important step for teacher learning, but it is often seen as difficult if not impossible （Cooney, Shealy, ＆ Arvold, 1998）. This study investigated the impact some teacher education programs from China and the USA had on the teachers＇ beliefs and teaching strategies and how these teachers integrated the acquired knowledge and teaching strategies in their practice. Researchers were particularly interested in investigating teachers＇ ability and willingness to use the strategies congruent with constructivist learning theory in their classrooms. 相似文献
3.
Devecioglu Yasemin Akdeniz Ali Riza 《美中教育评论》2010,7(8):95-101
It is very important to develop student teachers＇ skills and knowledge during the pre-service teacher education process. In this study, the effectiveness of the approach in which student teachers＇ gained skills of developing and using TGMs （teacher-guided materials） based on integration of technology on physics education in STMC-Ⅱ （Special Teaching Methods Course-Ⅱ） for pre-service physics teachers was evaluated. The study was conducted with 33 physics student teachers in KTU （Karadeniz Technical University）. Student teachers were required to develop and present TGMs, which were based on principles of special teaching approaches and techniques and integration of technology through instruction. The data of the study were gained from semi-structured interviews conducted with 14 student teachers, observations of the lessons conducted by each student teacher and document analysis of the student teachers＇ diaries collected during the term. The student teachers stated that STMC-11 was a very helpful experience to gain teaching skills. It is believed that all these activities, which are designed and performed in the classroom by student teachers during STMC-Ⅱ course, will not only prepare them for their teaching but also help them gain basic experiences that they will need in their future career. At the end of the process, it is concluded that all the student teachers gained nearly the whole defined aims--skills and knowledge of the STMC-Ⅱ. The implementation process should be organized very well to have advance of gaining many skills together. Key words： physics student teacher; STMC-Ⅱ; the skills of developing TGMs and integration of technology 相似文献
4.
In the process of classroom education, setting questions in class is an important teaching method, which is used in the whole teaching activity and acts as the link between the thoughts of teachers and students. Hence, creating a wisdom class and using according questions to aid the class are of great significance to both students and teachers. In this paper, 40 elementary students from the 9th grade and 10 of their teachers were studied and the result showed that learning requirements facing to the whole class and students＇ learning beliefs are essential principles, and questions should be set by having an exhaustive understanding of the textbook, giving previous homework, creating a thinking atmosphere, and setting a proper difficulty for the students. The proper time to set questions is when the old knowledge and new knowledge of the student conflict in the awareness of the student, when the teacher wants to spread thought, and when the teacher wants to make a conclusion. 相似文献
5.
This review of research into changes in language teacher beliefs reveals that carefully designed language teacher education courses are effective in reconstructing teachers’prior beliefs. When teaching practices are added to the teacher education programs, when adjustments are made to the structure of teacher education courses, and when research practices are incorporated in teacher education programs, significant changes are seen in teachers’beliefs. 相似文献
6.
The objectives of the present study were： （a） to identify the teaching beliefs of an ecology teacher when teaching an ecology course; and （b） to determine the influences of these beliefs on students＇ learning performance. The present study employed a case study research method to conduct a year-long observation, focusing on the teacher＇s teaching beliefs, research representations, and the students＇ attitudes and changes in their ecological knowledge. The present study employed both qualitative and quantitative analyses through classroom observations, teacher and student interview questionnaires, a self-administered course comprehension questionnaire, and an ecology course attitude scale among other tools. Findings indicated that the research teacher maintained teaching beliefs that were improvement-oriented and preferred to use an integrated teaching method that was diversified and provided interdisciplinary knowledge. Through the ecology course, the students were able to rectify their misconceptions, learn to view nature from a macro-perspective, and respect life. The results obtained in the present study can be provided to other teachers as a reference and learning direction when teaching ecology courses. 相似文献
7.
Collaboration is becoming increasingly important in the realm of education （Novoa, 2004）. For instance, as soon as training is undertaken, the future teacher must develop an ability to cooperate in a pedagogical context. However, in order to learn to make a relevant contribution to a teaching team＇s undertakings and to provide innovative suggestions in pedagogical matters （Gouvernement du Quebec, 2001）, the student teacher needs solid backing from the cooperating teacher. A student teacher＇s willingness to reflect on and to question his own teaching practices will create a much more promising learning context （Portelance ＆ Durand, 2006）. Reciprocally, the cooperating teacher will make a positive contribution to the student teacher by accepting that his positions be questioned and even altered （Johnston, Wetherill ＆ Greenebaum, 2002）. It is the dynamics of sharing of knowledge and know-how in this partnership that retains our interest. From 2004 to 2007, the researchers carried out a study of the subject by examining four practicum sessions at high school level in a number of Quebec schools. To gather data, the researchers used written questionnaires, individual interviews, as well as recordings of conversations between student teachers and their cooperating teachers. These conversations pertain to the conception and to the execution, by the student teacher, of teaching-learning situations. These dialogues were integrally transcribed and processed by N＇vivo, software designed to analyze qualitative data. the researchers present a typology of the respective roles taken on by the two partners in their discussions. The cooperating teacher reveals himself to be an advisor, a transmitter of information and a teacher. The student teacher also takes on the role of transmitter of information, as well as that of reflective practitioner, among others, the researchers observed that the conversations are usually carried out in an egalitarian spirit and, in some cases, give rise to co-construction of practical knowledge. 相似文献
8.
Effective teaching methods-- Project-based learning in physics 总被引：1，自引：0，他引：1
Renata Holubova 《美中教育评论》2008,5(12):27-35
The paper presents results of the research of new effective teaching methods in physics and science. It is found out that it is necessary to educate pre-service teachers in approaches stressing the importance of the own activity of students, in competences how to create an interdisciplinary project. Project-based physics teaching and learning seems to be one of the most effective methods for teaching science for understanding. It is necessary to provide in-service teachers instruction （seminars） and prepare sample projects with proposals how to develop, run and evaluate interdisciplinary projects. Projects are important ＂real-world＂ physics modules, modern physics and everyday life problems can be integrated into the high school curriculum. Examples of projects that were worked out are presented. 相似文献
9.
Juana Silvia Espinosa-Bueno Diana Veronica Labastida-Pina Kira Padilla-Martinez Andoni Garritz 《美中教育评论》2011,(5):599-614
It is argued that the lack of consensus on what constitutes an inquiry-based approach makes the generalization about it difficult, because the concept is relatively unspecific and vague. This problem can partially be solved by constructing a set of activities promoted by inquiry, thus defining the inquiry objectives for classroom and laboratory teaching. Five high school and college Mexican teachers＇ PICK （pedagogical inquiry/content knowledge） was documented and assessed by means of Loughran, Mulhall and Berry＇s （2004） l-CoRe （inquiry content representation） developed by the authors through a proposal of a set of seven inquiry activities. They were also interviewed to construct the professional and pedagogical experience repertoires, a second tool by Loughran et al. （2004） to document PICK. It was observed that all teachers interviewed have used inquiry to modify their students＇ way of thinking, mainly through question posing. Some of them employed research as their main tool to promote scientific inquiry but others mentioned the lack of time to do it. It is interesting to notice that in spite of the fact that inquiry is out of the curriculum in M6xico, the teachers make use of it to improve their teaching practice. According to their answers, their actions in the classroom or the lab were classified within the three general approaches expressed by Lederman （2004）： implicit, historical and explicit. It is concluded that a given teacher cannot be classified exclusively in one of them, because in his/her activities one general approach overlaps the others. The authors conclude that Lederman＇s classification has to be taken into account as an orientation to characterize a given activity of one teacher, even though the same teacher may use another activity characterized by other general approach. That is, Lederman＇s classification applies to characterize activities, not persons 相似文献
10.
The rapid development of ICT （information technology and communication） in the last two decades has changed society substantially as a whole. For higher education institutions, the external environment pressure to incorporate ICT in their educational and administrative processes has forced them to invest in resources for infrastructure and training. In addition, teachers have found that they can use technology in their teaching, but lack of full knowledge of how to use it effectively from a pedagogical point of view. The incorporation of new education modalities depends largely on the contextual variables prevailing in the institution and teachers. In UABC （Autonomous University of Baja California）, the early days of online education go hack to 1996, so the study period was from 1996 to 2009. An online survey was designed to fmd out the teachers＇ backgrounds and involvement in online education, their experience as online teachers, and the tools and practices used. Of 97 teachers who were identified with some experience in online teaching, 70% responded to the Survey （68）. It was found that the highest percentage （33%） of teachers who responded the survey started teaching online between 2003 and 2006. 56% of teachers have been teaching between one and five online courses. On the other hand, most teachers recognized that 30%-79% of the content of their courses were online based. The most popular learning management system used is moodle followed by blackboard in teachers＇ preference. In general, teachers expressed using the three main communication tools of online education： forums, chat and e-mail, favoring the use of e-mail. The communication slrategies teachers often use in their courses promoted student-student and student-teacher interaction. In their evaluation strategies, most said that they used self-assessment, rubrics and to a lesser extent online exams and co-evaluation. The results show that most teachers who have been involved in online education in UABC campus have expressed havi 相似文献
11.
A study was made of different emotions that prospective primary school teachers report with respect to science subjects, when they were pupils, and during their practice teaching, taking into account the variables gender and the speciality they studied in the secondary education. The study consisted of a questionnaire completed by 63 primary education students at the University of Extremadura, Spain. The results show a great difference between the emotions related to the subjects of physics/chemistry and the nature sciences （biology/geology）. The scientific subject influences the emotions of pre-service primary teachers, both in learning and teaching. In physics and chemistry, the emotions are mostly negative. While in nature sciences they are very positive. In nature sciences, there is a correlation between the emotions felt as secondary school pupils learning science and those they feel as teachers. In physics and chemistry, there is a correlation in the women between the emotions felt as secondary school pupils learning science and those they feel as teachers, but not in the men. The memory of their emotions in learning science at school is more negative than in teaching science during their teaching practice, except in nervousness in physics/chemistry. By gender, men declared a greater predilection for science content than women, with more of them describing such feelings as sympathy or confidence. The results highlight the influential role that emotions play throughout the professional growth of future primary teachers. 相似文献
12.
This paper is based on three observations and independent thinking of the classroom teaching of the author’s colleagues.It attempts to examine how macro and micro contexts affect teaching and learning in the classroom.The author focuses the discussion on three aspects:(i)the present EFL contextual setting in China;(ii)the influence of the evaluation system on both teachers and students;(iii)his own beliefs as a teacher.Finally,he comes to the implications that teachers should often reflect on their teaching by means of observing other teachers’teachings;In order to bring more effective teaching and learning to the class,Teachers should change their class from a teacher-centered one to a students-centered one. 相似文献
13.
Saida Kacem Laurence Simonneaux 《美中教育评论》2009,6(2):44-47
This research starts from a relatively optimistic thinking based on the fact that the teaching of the socioscientific issues through the practice of argued debates can contribute positively towards education in scientific citizenship. The teaching of techno-sciences raises topical questions which interfere in the classroom and at the same time carry scientific and social controversies within which it is possible to anchor the construction of new knowledge and citizen＇s behaviours. These controversial issues raise more questions and motivate the pupils more. Setting these topics for debate in the classroom could ＂restore, if only a little, what＂ Astolfi likes to call ＂the taste of knowledge （savoirs） ＇since the two words （saveur and savoir） come from the same Greek root＇ sapere＂, as Astolfi, 2006, marvellously put it in the foreword to the recent book How to teach socially acute questions （Legardez ＆ Simonneaux, 2006）. The present contribution is research in progress. It questions a protocol of training of future teachers. The principal objective is to train the pre-service teachers to teach socioscientific issues （SSI）. Like Funtowicz and Ravetz （1992, 1993）, we think that the SSI belong to ＂Post-Normal-Science＇. Accordingly, we will study the contribution of the training in epistemic, social and ethical values in the analysis of socioscientific issues by biology and philosophy future teachers. We will analyze the evolution of teacher trainees＇ decision-making after training on 3 socioscientific issues （the oncomice, the baby drug, the therapeutic cloning） and the impact of this socioepistemologic and ethical training on their teaching practices. 相似文献
14.
Awoleye O. Michael Siyanbola W. Owolabi Ogundari O. Ibikunle 《美中教育评论》2008,5(10):26-33
Now that the readiness of students in Nigeria higher institutions regarding e-learning have been established in a previous work （Awoleye ＆ Siyanbola, 2007） there is also a need for evaluation of teachers＇ skills vis-a-vis their preparedness towards online teaching. This work therefore measured both technical and attitudinal capacity （Pillay, et al., 2006） of the teachers across the institution types （the Universities, Polytechnics and Colleges of education）. In the overall, intensity of computer access is better than Internet access in all the institution types and the intensity of Intemet access is better than personal office connectivity. Although there are varied levels of access relative to institution types, Nigerian university teachers have better access to computer （98.4% of all respondents） and the Internet （94.8% of all respondents） than their counterparts in the polytechnics and colleges of education. Furthermore, computer access is better in the polytechnics （96.4%） than in the Colleges of Education （87.7%）. Further measurement with bias for age on teachers＇ technical proficiencies revealed that there would be no threat for continuity if online teaching were to be adopted. The research further showed that after the passage （which may be due to retirement） of the teachers who are over 50 years old, there are teachers between 41-50 years who will take over, thereby removing the burden of succession. Based on a number of issues identified, the research suggests some useful policy directions, which wilt enhance the use of computer and the Internet to facilitate teaching and learning in the institutions. 相似文献
15.
Kathe Callahan Leila Sadeghi 《美中教育评论》2014,(10):728-736
In July 2009, the Obama administration lauched its $4.35 billion Race to the Top （RTT） Fund, providing states with competitive grants in an effort to reform education. One of the main conditions of this program was to award educational innovation. With this in mind, states enacted new legislation in the hopes of attracting more funding for their proposed programs. Although there were many levels of reform targeted by the RTT, of significance to this research is the emphasis placed on improving teacher effectiveness and measuring teacher performance via evaluation systems. The Teacher Effectiveness and Accountability for the Children of New Jersey （TEACHNJ） Act was adopted by the New Jersey legislature in August 2012 with the intent to raise student achievement by improving the quality of instruction. This research explores the impact the TEACHNJ Act has on teacher evaluations and professional development. A survey was administered to 1,235 public school teachers in New Jersey to ascertain teacher perceptions of the： （a） evaluation system in their school; （b） level of communication between teachers and administrators; and （c） availability, frequency, and effectiveness of professional development opportunities. The response rate was 21%. We found that formal evaluations are conducted infrequently with a varying degree of accuracy and impact. Nearly half of the teachers indicated that formal evaluations did not lead to improvements in their classroom. A majority of teachers questioned the administrative value of formal teacher evaluations, in particular the rewards and sanctions associated with the outcome of evaluations and a concem that poor performers were not sanctioned nor were effective teachers rewarded. We found that teachers perceive the greatest value to professional development, which is derived from peer mentoring and observations. We also found that professional development is the most effective when it is offered onsite, embedded in the classroom, continuous, and sustained over ti 相似文献
16.
The professional development of English teachers in high schools is not only a hot focus of teachers’ education, but also an important turning point in the students’ English learning. English teachers are constantly improving their own personal quality and teaching effect under their autonomous development model and goal. It is necessary for English teachers in high schools to rethink and change their own teaching methods, transform the educational ideas, and make educational methods innovative. Meanwhile, they are required to continuously improve their own teaching practice ability. Thus, development and innovation can be unceasingly sought by them in the process of thinking, criticizing, and denying. In addition, the autonomous factors restricting the continuous professional development must be changed. In this paper, the strategies for the autonomous development of English teachers in high schools are discussed according to the requirements for the professional development so as to produce profound significance to the sustainable development of the teachers. 相似文献
17.
A good teacher is often depicted by virtue of certain isolated competencies, such as knowledge, skills and attitudes. Teachers＇ identity and their spiritual and emotional integrity are often ignored. This paper reports a qualitative study of the professional identity of an English teacher in a middle school to understand the identity and ex-pertise of a beloved teacher. Through interviews and classroom observation, the study reveals （1） that the teacher who owns a more advanced diploma or profes- sional certificate but confines himself/herself to transmitting only formal knowledge is not well received by his/her students, and （2） that the teacher who is appreci- ated by his/her students teaches with heart and integrity of identity, and possesses a capacity for connectedness among his/her personal experience, subject, social context and students＇ needs. The study triggers some implications for pre-service teacher education in China. The authors argue that teacher education programs must concern themselves with nourishing persons rather than technicians who are merely equipped with competencies. 相似文献
18.
Reflection is considered crucial and widely used in educational setting to help teachers to question their teaching practice and promote their professional development.Be a reflective practitioner is very important both for inservice and preservice teachers.Through reflecting on routine teaching practices,teachers can identify the strengths and weaknesses of each session and make improvements upon the inadequacies so that to promote and enhance professional development and practice.In this article,a reflective teacher presents her developing process as a reflective practitioner which is encouraging and inspiring to provide other practitioners in the similar context with a different perspective and reference. 相似文献
19.
Khajomsak Buaraphan 《美中教育评论》2011,(2):137-148
Understanding of NOS （nature of science） appears as a prerequisite of a scientifically literate person. Promoting adequate understanding of NOS in pre-service physics teachers is, therefore, an important task of science educators. Before doing that, science educators must have information concerning their pre-service teachers＇ conceptions of NOS. This study used the MOSQ （myths of science questionnaire） to explore 17 pre-service physics teachers＇ conceptions of NOS. Commonly, these pre-service teachers expressed misunderstandings about NOS with respect to： （1） the relationship between theory and law; （2） science as cumulative; （3） subjectivity in science; （4） the scientific method; and （5） the relationship between science and technology. Science educators should consider and utilize these common misunderstandings as a basis of curricular framework for further improving pre-service physics teachers＇ understanding of NOS. 相似文献
20.
LU Chow-chin TSAI Chun-wei HONG Jon-chao 《美中教育评论》2008,5(12):47-53
This study examined the Root Cause Analysis （RCA） teaching strategy on pre-service primary science teachers and instinct pre-service teachers to apply RCA teaching strategy to science curriculums. RCA Teaching Strategy is to coordinates 5 Why Method and Fishbone Diagram. The participants included 18 pre-service primary science teachers and the training courses for 4 hours a week and lasted for 18 weeks. The result shows that pre-service primary science teachers are gradually familiar with RCA teaching strategy and can apply it to science curriculums from microteaching classroom observation and teaching-portfolios. For example, in The Influence of Heat on Materials unit, the fifth grade students observed the balloon on the PET bottle soaked in water swelled. Students would brainstorm all causes of balloon swelled with 5-W method, and draw fishbone diagram together. Finally, they found the root cause with Root Cause Analysis. 相似文献