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1.
Petri Vesikivi Minna Lakkala Jaana Holvikivi Hanni Muukkonen 《European Journal of Engineering Education》2019,44(4):519-534
ABSTRACTIn 2014, Metropolia University of Applied Sciences implemented a fundamental change in its curriculum from small single topic 3–5 credits courses into 15 credits multidisciplinary courses implemented by teacher teams. This paper focuses on how teachers of Information Technology programs experienced the reform. Research data include teacher feedback and opinions that were collected during training sessions and interviews. Team teaching is a substantial change for teachers that raises concerns about time management, getting enough compensation for the work and possible loss of teacher autonomy. However, teacher teams that managed to overcome these challenges saw a variety of benefits in the new approach. Not only was team teaching seen as a means for providing students with the skills they need, but it also was discovered as a way to enhance the teacher’s own professional development. 相似文献
2.
Conclusion The conditions that prepare the way for integrating computers in the curriculum are being successfully addressed in Japan. Computers have definitely found their way into the classroom, and more computers will be purchased by the Japanese government in the next year or two. The groundwork has also been laid in teacher training and in upgrading the quality of instructional software. The issue now lies in being able to teach not onlyabout computers, but how to teach effectivelywith computers. The next challenge for Japanese education is to focus on policy and efforts aimed at putting the equipment, the software guidelines, and the teacher education programs to work.She was in Hiroshima, Japan, in 1993 as an exchange professor at Yasuda Women's University.The author would like to thank Mr. Toru Iiyoshi of the International Christian University in Tokyo; Ms. Mochizuki of the Center for Educational Technology in Tokyo; and the director and staff of the Center for Educational Computing in Tokyo for their assistance with research materials. 相似文献
3.
Dr Richard Gunstone 《Research in Science Education》1994,24(1):129-136
Technology education and science education are seen to be related in a particular fashion by many science educators, a relationship
exemplified by the common pairing of the two areas in labels such as “Science-Technology-Society” and “Science and Technology
Curriculum”. At the heart of this common science education perspective is a view of technology education as dependent on and
subservient to science education. In this paper engineering, often seen by scientists as a form of applied science dependent
on and subservient to science, is considered. An analysis of the arguments that engineering, far from being an applied science,
is a unique way of knowing (that engineering has a unique epistemology) is used to consider the technology education view
of the relationships between science education and technology education. It is suggested that science educators need to rethink
their perceptions of this relationship if they are to understand the arguments of technology educators.
Specializations: science education, teacher education. 相似文献
4.
This paper reflects our commitments as teacher educators to develop the skills, knowledge and interests amongst ‘nearly qualified teachers’ to establish action learning as an integral part of their professional practice. We outline the development of an undergraduate unit that is endeavouring to achieve this at Edith Cowan University, Western Australia. Key principles and characteristics of action research and action learning are used as a framework for critical reflection on the unit. Attempting to provide learning experiences that adhere to these principles within the context of initial teacher education courses is identified as a challenging process. Planned developments in which we seek to enhance the extent to which teacher education can be seen to embrace and promote action research and action learning are discussed. 相似文献
5.
Comparative Education as a subject or course on teacher education curricula mainly continues to be taught in Ireland, some African and East European countries and a few colleges in Ireland, the UK and several universities in the USA, Canada, Western Europe, Latin America and Australia. This research compares Irish and South African students' experiences of their Comparative Education courses. The article commences with a survey of literature on the position of Comparative Education in teacher education, a portrayal of the contextual background of South Africa and of Ireland, and a brief synopsis of the pre-course survey of students' expectations, upon which this study builds. Subsequently the research method is explained and the results presented. Three findings emerged from this study. The first is the valuable role of Comparative Education in teacher education. The second is the role of contextual factors in determining the significance of Comparative Education in teacher education. Thirdly, the centrality of clients (i.e. students) is critical to the future of Comparative Education in teacher education. 相似文献
6.
Manuela Heinz 《Irish Educational Studies》2013,32(3):223-240
This article presents and discusses some results obtained from the analysis of data collected by the Postgraduate Diploma in Education (NUI) Applications Centre (PDEAC), which was established in 1999 to administer the selection of student teachers for the Postgraduate Diploma in Education (PGDE) at the education departments of the four NUI (National University of Ireland) colleges centrally. Its main findings are that the number of applications for the PGDE has increased since 1999, that the student teacher cohort remains homogeneous with regard to nationality, that three-quarters of the student teacher body are made up of female students, that the number of mature applicants and entrants to the PGDE programmes has significantly increased, and that the numbers of graduates from Institutes of Technology and of students with business degrees entering teacher training have increased between 1999 and 2005. NUI remains the main provider of applicants to PGDE. The percentage of applicants with honours level primary degrees has increased, and prior teaching experience has become a crucial factor for acceptance. 相似文献
7.
Abstract If the Internet is an information superhighway, then teachers just might be the road-kill on the asphalt of the information superhighway. Possibly, for the first time in history, students are more adept at using the tools necessary for acquiring and transmitting knowledge than are their teachers. Children everywhere are creating their own virtual communities through the use of new technologies. They make use of chat facilities (MSN®, ICQ® etc.) to stay synchronously in touch with both old and new friends and email and short message services to stay in touch with them asynchronously. They take part in discussion groups, navigate through virtual worlds and assimilate new hardware and software as if it were second nature. In many ways they are light years ahead of their parents and teachers with respect to the possibilities of information and communications technology (ICT). As a result students are getting bored and frustrated and teachers are getting frustrated and distraught. To try to remedy this, the Inspectorate of Education of the Netherlands commissioned the Educational Technology Expertise Centre of the Open University of the Netherlands to lead an international study (quick-scan) on good/best practice with respect to the integration of ICT into the mental and physical toolbox of the aspirant teacher and to try to draw from this preliminary curricular benchmarks for teachers' colleges in the Netherlands. The quick-scan was carried out by a network of teacher training and ICT experts throughout the world. This special issue shows the reader the results of this quick-scan in terms of good practice and benchmarks for calibration and/or modelling of teacher training in ICT along with a number of pedagogical and policy repercussions of their adoption 相似文献
8.
This article reports on a baseline survey, designed to collect information on students' and teachers' conceptions on environmental issues and their involvement in three Zimbabwean colleges of secondary teacher training. The survey was the first step of a research programme designed to evaluate the Secondary Teacher Training Environmental Education Programme (St2eep). It was found that students perceive the environment mainly in terms of biophysical issues whereas teachers also relate the environment to social, economic and political issues. Both students and teachers of environment‐related subjects are significantly more concerned about the environment and are more involved than their fellow students and colleagues of other subjects. Environment‐related subjects are seen as most suitable for inclusion of environmental education by the respondents. 相似文献
9.
荷兰莱顿大学的教师发展工作,以教学研究院为核心,协同人力资源管理部与教师委员会形成了“发展对话-教师研究-活动落实-质量评估”循环作用的教师发展工作运行机制:对话学校与教师发展需求,形成教师个性化发展契约与发展共识;研究教师发展规律,在教师理论基础上指向具体学科与教学法,提高研究的实践指导价值;落实教师发展项目,严格把好大学教师资格关卡,配套个性化可选择性发展项目;评估教师发展质量,在“校内评估、校外评估和政府监督”质量监控框架下,改进教师发展工作。在扩展国际研究视野基础上,借鉴莱顿大学有效的教师发展工作运行经验,反思中国高校教师发展的工作实践,有必要在“学校与教师对话”“教师研究主题”“活动设计落实”“发展质量监控”等方面进一步精细化相关工作,从而促进高校高质量教师队伍建设,推进高等教育内涵式发展。 相似文献
10.
为持续收集和深入分析中国民办本科院校及独立学院的科研发展状况,评价研究团队在2021年继续组织开展了中国民办本科院校及独立学院科研竞争力评价的研究工作。2021年的评价仍然坚持系统性、可比性、可操作性、可持续性、可重复验证和结合民办本科院校及独立学院当前实际等六大原则,评价对象包括208所民办本科院校和185所独立学院。此次评价,在原来发布的"侧重于鉴定功能的实力与水平评价排行榜"基础上,又新增加了"基于发展视角和改进功能的增值评价排行榜"。研究结果显示:(1)西京学院、浙江树人学院及浙江越秀外国语学院等高校处于民办本科院校科研实力排行榜前列;电子科技大学中山学院、厦门大学嘉庚学院及北京师范大学珠海分校等高校处于独立学院科研实力排行榜前列。(2)近5年来,阳光学院、西京学院及无锡太湖学院等居于民办本科院校科研进步指数排行榜前列;新乡医学院三全学院、南京医科大学康达学院及浙江财经大学东方学院等居于独立学院科研进步指数排行榜前列。(3)基于"结果评价"和"增值评价"双重视角的考察,有利于对学校进行更为公平的观察。 相似文献
11.
Administration for innovation in higher education 总被引：1，自引：0，他引：1
The paper commences from the premise that the major paradigms of administration are not appropriate to higher education. Structural approaches place too great an emphasis on the organization and its mission, subjectivist approaches fail to acknowledge the constraints and enablements of structure and the role of continuity and radical change approaches fail to provide a positive basis for administration. The paper outlines an approach to educational administration which addresses these difficulties. It is based on structuration theory together with cooperative learning theory and group work. The paper reports an investigation of an attempt to apply this approach to the administration of a program of teaching awards in an Australian university. It reports some success and some limitations.Peter Ling is engaged in education quality assurance and educational development at the Royal Melbourne Institute of Technology. He is the President of the Victorian Branch of the Higher Education Research and Development Society of Australia. Dr. Ling's current research is in faculty responses to educational development activities. He holds M.Ed, and Ph.D. degrees from the University of Melbourne. Lorraine Ling is Chair of the Teaching Center at LaTrobe University, Melbourne, Australia. The focus of her research and publication is analysis of administrative systems in education. She has wide experience in schools and in teacher education. She has engaged in educational consultancy, including faculty development, in Australia, Europe, and Asia. She holds an M.Ed, from Deakin University. 相似文献
12.
Teacher educators’ processes of establishing “mathematics for teaching” in teacher education programs have been recognized as an important area for further research. In this study, we examine how two teacher educators establish and make explicit features of mathematics for teaching within classroom interactions. The study shows how the establishment of mathematics for teaching is dependent on the use of keywords from the mathematics education domain, the introduction of variation, and the use of generic communicative strategies. As such, the study could be seen as a contribution to ongoing research on how mathematics teacher educators interactively deal with mathematics for teaching. 相似文献
13.
《师资教育杂志》2012,38(2):176-186
Action research refers to every research activity carried out by educational field personnel with the purpose of enabling them to arrive at wise decisions and to thereby improve their own work. It can serve as a useful instrument in formulating an inquiry approach in teacher candidates. In this paper we describe an experiment wherein 133 Israeli students of teachers’ colleges were trained to perform diagnostic action research (DAR): the simplest type of action research. The following activities were mentioned as comprising the DAR dealt with in this article: precise formulation of the problem; reading of bibliography relevant to the problem; composition of a questionnaire to be used in examining the problem; interpretation of results; and drawing pedagogical conclusions. The vast majority of the students willingly agreed to such work in place of an annual exam or a seminar paper and saw in it a useful tool in teacher training. 相似文献
14.
利用可视化软件Citespace对CSSCI数据库中检索到的以高校后勤为主题的608篇文献进行研究现状分析.采用文献计量分析.研究表明：张和仕、皮光纯、杨家民、杨明生等是核心作者;南京大学、清华大学、苏州大学、华南农业大学、中南大学、华中科技大学是核心发文单位;相关文献可以分为高校后勤社会化、高校后勤改革以及社会主义市场经济体制三大研究领域.研究结论：我国高校后勤研究成果丰富,为高校后勤提供了有力支撑;高校后勤研究依然存在很大的拓展空间. 相似文献
15.
《Africa Education Review》2013,10(1):133-147
Abstract This article reports results of the study that examined constraints on the integration of Sustainability Education in Namibian colleges of education. The sample consisted of sixty-four (64) teacher educators selected from a total of one hundred and seventy-two (172). The findings of the study show that institutional, dispositional and situational constraints affect the cross-curricular integration of Sustainability Education in these colleges. The recommendations support the re-orientation of administration, curriculum and in-service training for teacher educators and administrators in order to support the cross-curricular integration of Sustainability Education in Namibian colleges of education. 相似文献
16.
成人院校的教师资源作为学校各项资源中最重要的部分,也是满足学生教育要求的主体存在。因此,教师资源的整合势在必行,以现代信息技术作为载体,将教学资源共享,以满足学生的多样化学习需求。文章阐述了整合教育资源的意义,分析了成人院校师资资源现状及问题和成人院校师资资源共享模式及其优缺点,最后提出了成人院校师资的整合和共享对策及建议。 相似文献
17.
18.
《Teaching and Teacher Education》2006,22(1):32-41
The teacher research movement has encouraged the development of practitioner research action-oriented and reflective studies among teachers and teacher educators alike. This study compares the profile of research conducted in the Israeli academic teacher colleges with that performed by university faculty. A content analysis of the 204 papers presented at the recent conference of the Israeli Association of Educational Research reveals, that teacher college research indeed focuses on teacher education issues and the relevant study populations. Yet, it does not depart from traditional university research in terms of types of studies and research methods. Dream and reality are therefore mixed in teacher education research. 相似文献
19.
为持续收集和深入地分析中国民办本科院校及独立学院的科研发展状况,评价研究团队在2020年继续组织开展了中国民办本科院校及独立学院科研竞争力评价的研究工作。2020年的评价仍然坚持系统性、可比性、可操作性、可持续性、可重复验证和结合民办本科院校及独立学院当前实际等六大原则,评价对象包括170所民办本科院校和238所独立学院,数据时间为2018-2019年,其中2019年的数据权重占60%,2018年的数据权重占40%。研究结果显示:(1)民办本科院校及独立学院目前的整体科研实力仍然十分薄弱;(2)西京学院、宁波财经学院及浙江树人学院等高校处于民办本科院校排行榜前列;电子科技大学中山学院、厦门大学嘉庚学院及北京师范大学珠海分校等高校处于独立学院排行榜前列(3)近两年来民办本科院校中科研业绩有明显进步的高校主要有无锡太湖学院、西安培华学院和阳光学院;独立学院中主要有西安交通大学城市学院、新乡医学院三全学院和四川外国语大学重庆南方翻译学院等。 相似文献
20.
Terri Teal Bucci Susan Cherup Ann Cunningham Anthony J. Petrosino 《The Teacher Educator》2013,48(2):95-114
Abstract The innovative integration of technology into teacher education is at a premium. Institutions, large and small, are searching for examples of appropriate, effective, and replicable programs on which to base programmatic decisions. This article provides such a guide. The authors represent four of the first six International Society for Technology in Education (ISTE) Distinguished Achievement award‐winning programs. This article provides examples of how four highly innovative programs meet the ISTE National Educational Technology Standards for Teachers (NETS?T) for technology integration into the teacher education programs. It provides a collection of practical examples of ways in which teacher education programs can use the NETS'T as a guide for enhancing teacher education curricula on campus and in P‐12 classrooms where teacher education candidates work. 相似文献