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1.
The prevalence of ‘pre-service’ or ‘trainee’ teachers in schools is rising in England, driven by the expansion of school-led routes to qualified teacher status and increasing demand for newly qualified teachers. This may have important implications for schools, which have historically been concerned with the impact of trainee teachers on their pupils’ attainment. There are, however, confounding factors which affect both the decision to host a trainee teacher and pupil attainment. We empirically model the impact of trainee teachers on contemporaneous pupil attainment in ‘high-stakes’ exams, exploiting unique data combining national administrative data on pupil test scores with a survey of schools’ involvement with initial teacher training over multiple academic years. We use school fixed effects to account for time-invariant school factors which may determine both schools’ teacher training decisions and pupil attainment. Counter to schools’ concerns, we find that pupil attainment in high-stakes assessments, on average, is not significantly affected by the number of trainee teachers. This is an important empirical finding, as it suggests that the rapid expansion of school-led teacher training is not likely to have a detrimental effect on pupil attainment in England, conditional on the set of schools that choose to engage with initial teacher training remaining similar: trainee teachers may still affect pupil attainment in schools that do not currently participate in initial teacher training, as these schools are typically more constrained. 相似文献
2.
How developed countries train, recruit and retain their schoolteachers is an area of considerable interest in education today. In this paper we consider how the US is addressing the issue of teacher quality by holding schools and school districts accountable for ensuring that all teachers of core subjects are ‘highly qualified’ by the end of the 2005–2006 school year. Part of the hugely important No Child Left Behind Act, this ‘highly qualified’ teacher requirement links billions of dollars of Federal funding to ensuring that schools and school districts develop strategies to meet these targets. We consider how successful this policy has been in two case study states: Wisconsin and California. What emerges is a mandate for change which emphasizes teachers' content knowledge over pedagogic skills, which reveals discrepancies in the certification, training and administration of the profession across different states, and which sharply reminds us of the difficulties faced by even the apparently simple policy of requiring high quality teachers by law. 相似文献
3.
South Africa has inherited a fragmented system of science education which fails to provide adequate access to the majority of the population and poorly serves those whom it does educate. Less than 0.5% of South African students achieve university entrance qualifications in science and mathematics. Post-apartheid policies have focused on increasing investment in science education through educating more science teachers, providing more access to students to study science at schools, and supplying more science equipment to schools. Based on findings from research conducted in Kwazulu-Natal, we conclude that each of these policy initiatives can be questioned. First, Kwazulu-Natal appears to have sufficient qualified physical science teachers to meet current demand. Additional teachers may be needed to cope with expansion, but not to teach existing students. Second, apparent shortages of qualified teachers may arise because of poor deployment; many who are qualified appear to be teaching other subjects or occupying nonteaching posts. Third, rapidly expanding access appears likely to reduce, rather than increase, pass rates, and divert resources from improvements in quality. Fourth, the reasons for differences in performance and poor performance appear not to be simply associated with levels of resource provision; more likely it is the efficient and effective use of these resources which is important. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 729–744, 1998. 相似文献
4.
20世纪90年代以来,美国教师需求存在很大缺口,而薄弱学校由于新教师多、缺乏支持性管理、教师待遇不高导致教师流失率居高不下。在此背景下,美国对薄弱学校教师质量要求却比以前更高了。为了吸引高质量教师到薄弱学校,美国一方面设置专项资金用于吸引和稳定高质量教师,制定政策对学校高质量教师提出硬性要求或通过间接的政策调控迫使薄弱学校吸引和稳定高质量教师;另一方面改善薄弱学校管理,加强对新教师的入职指导和要求,提供支持性管理,给教师以更多的自主权,提供事业发展的机会和前景。 相似文献
5.
According to the national survey of science education, science educators in the USA currently face many challenges such as lack of qualified secondary Earth and Space Science (ESS) teachers. Less qualified teachers may have difficulty teaching ESS because of a lack of conceptual understanding, which leads to diminished confidence in content knowledge. More importantly, teachers’ limited conceptual understanding of the core ideas automatically leads to a lack of pedagogical content knowledge. This mixed methods study aims to explore the ways in which current secondary schooling, especially the small numbers of highly qualified ESS teachers in the USA, might influence students’ learning of the discipline. To gain a better understanding of the current conditions of ESS education in secondary schools, in the first phase, we qualitatively examined a sample middle and high school ESS textbook to explore how the big ideas of ESS, particularly geological time, are represented. In the second phase, we quantitatively analyzed the participating college students’ conceptual understanding of geological time by comparing those who had said they had had secondary school ESS learning experience with those who did not. Additionally, college students’ perceptions on learning and teaching ESS are discussed. Findings from both the qualitative and quantitative phases indicate participating students’ ESS learning experience in their secondary schools seemed to have limited or little influence on their conceptual understandings of the discipline. We believe that these results reflect the current ESS education status, connected with the declining numbers of highly qualified ESS teachers in secondary schools. 相似文献
6.
贫困地区农村寄宿制学校学生课余生活管理研究——基于广西壮族自治区都安县、河北省丰宁县的调研 总被引：5，自引：0，他引：5
对广西壮族自治区都安县、河北省丰宁县农村寄宿制学校的调研发现,由于贫困地区贫困寄宿学生的生活补贴费用处于低标准的水平,农村教师编制紧张,不能设置专门的生活教师,公用经费没有对寄宿制学校学生的管理做出专门的安排,使得农村寄宿制学校学生课余活动很贫乏,不利于学生的成长。因此,需要提高贫困地区农村寄宿制学校的生均公用经费标准,加强学生课余活动资源建设;设立农村寄宿制学校生活教师编制,保障对学生课余活动的管理;提高农村寄宿制学校教师待遇,增强教师组织学生课余活动的积极性;建立面向学生课后管理的农村寄宿制学校教师培训体系,提高学生课余活动的质量。 相似文献
7.
Abraham Belay Freweini Ghebreab Tewolde Ghebremichael Asmerom Ghebreselassie John Holmes Goodith White 《International Journal of Educational Development》2007,27(6):669-682
This paper reports on the professional development of a small group of newly qualified teachers (NQTs) who began their careers in four rural schools in Eritrea. These teachers were monitored over a period of four years from 2001 to 2004. Their development as primary practitioners was recorded by videoing and observing their classes and by interviews and informal discussions held over the period. The ways in which they developed and the factors involved in this development are analysed and discussed.It is hoped that this research offers an insight into the challenges faced by newly qualified teachers in small rural communities, often very much dependant on their own resources and those of the local community. This indicates ways in which the current programme and on-going in-service provision may be targeted in future. An important point is made that in spite of the unusual circumstances of education in Eritrea this research provides insights that are relevant to other sociocultural contexts. 相似文献
8.
Kristiina Rajaleid Sara Brolin Låftman Bitte Modin 《Scandinavian Journal of Educational Research》2020,64(5):629-644
ABSTRACT We assessed whether the level of time-pressure reported by a school’s teachers is predictive of student bullying perpetration. We combined data from two surveys conducted in 129 schools in 2016: the Stockholm School Survey performed among students in grades 9 and 11 (n?=?10,668), and the Stockholm Teacher Survey carried out among senior level (grades 7–9) and upper secondary school (grades 10–12) teachers (n?=?2259). Multilevel path analyses showed that teachers’ stress and time-pressure increased with declining school leadership functioning. Teachers’ level of time-pressure was, in turn, positively associated with student traditional and cyberbullying behaviour, through its effect on the school staff’s tendency (not) to intervene against bullying, but not through the teachers’ stress level. We conclude that schools with leadership that provides opportunities for the teachers to focus on their main mission can counteract bullying among the students and therefore indirectly also to promote student health. 相似文献
9.
Teacher policy is high on national agendas and countries are seeking to improve schools. Demands on schools and teachers are more complex and it is expected that a larger number of teachers will enter the profession. Studies indicate that the period when teachers are newly qualified is a peak time for leaving the profession. The purpose of this study was to investigate work engagement and teacher efficacy and their relationship to job satisfaction, burnout and the intention to quit among newly qualified teachers. 750 questionnaires were distributed to teachers who had less than six years experience as a teacher after they had completed their teacher education from one university in southern Norway. 192 completed surveys were returned, a response rate of 25.6%. In line with the hypothesis, proposed work engagement and teacher efficacy are positively related to job satisfaction but negatively related to job burnout and the intention to quit. Practical implications of these findings are discussed. 相似文献
10.
This paper reports research on the needs of newly qualified teachers in post-primary schools in Northern Ireland. The views and experiences of newly qualified teachers who were awarded qualified teacher status in 1997 were sought on the effectiveness of their Initial Teacher Education programme, and on teaching and support in their induction year. The results showed that they were generally satisfied with initial training and enjoyed the rewards of seeing pupils learn, but they had concerns about discipline and the pressure of time. The Head of Department emerged as a crucial figure and the role of teacher tutor was important. The Career Entry Profile was not extensively used by either the newly qualified teachers or members of senior management to set targets. An ideal induction programme should include greater internal and external support tailored closely to newly qualified teachers. 相似文献
11.
M- Adlim Soewarno S Hasbi Ali Armia Ibrahim Hasmunir Umar Khairil Ismail Usman A. Gani Ishak Hasan Burhanuddin Yasin 《International Journal of Science and Mathematics Education》2014,12(4):817-839
This study explored learning competency based on the Indonesian National Examination focusing especially on chemistry performance and the circumstances of senior high school students and teachers in rural areas of Simeulue Island, Indonesia. The National Examination total score and chemistry score for students in rural areas were consistently lower than students in urban areas during 2008–2010. The majority of rural students were failing to master key chemistry concepts. Their low performance on laboratory-based questions appeared to indicate that the associated practical work was not done as part of the chemistry courses. Some chemistry topics were not taught due to insufficient time, student weaknesses, insufficient textbooks, and other reasons. The issues of low competency of teachers, poverty for the majority of students, low enrollment in schools, and low competition among students in these rural senior high schools appeared to be common problems across rural settings. The local government has recommended providing a consolidated rural high school with qualified chemistry teachers, laboratories, and transportation to address factors negatively influencing student achievement. Furthermore, local rural school officials need to recruit and retain qualified teachers in these isolated areas, provide effective textbooks and instructional resources, and facilitate the professional development of chemistry teachers. 相似文献
12.
This study provides new evidence on school efficiency for low and middle income countries. We use data from PISA for Development (2017) for seven countries to obtain estimates on school efficiency using data envelopment analysis, both for cognitive and non-cognitive outputs, and their determinants. We find that there is a scope to increase efficiency by 20–22% via boosting both types of educational outputs and by reducing within-country disparity on schools’ efficiency scores by weakening the impact of students’ disadvantages. Our results suggest that schools cognitive inequality can be reduced alongside inefficiency. Cross-country results suggest similar drivers of efficiency across countries, at least for students’ school determinants, though we find more nuanced results on teachers and policies determinants for efficiency. 相似文献
13.
王春燕 《喀什师范学院学报》2004,25(4):85-87
师范教育的培养目标就是为中学提供合格的师资。但调查显示，目前的教育模式与中学教学的实际需求无论在教材、课程设置、教学手段还是教学内容上都存在脱节现象。师范教育改革的关键是与中学教学的实践相衔接，只有这样才能真正培养出中学所需的师资人才。 相似文献
14.
郑宇红 《黑龙江教育学院学报》2005,24(5):42-44
教师主体性是当前主体性教育研究中一个被忽视的问题,教师主体性既有作为人的主体性的一般特征,又有与其职业特点相对应的特殊的特质。目前我国中小学教师普遍存在着主体性欠缺的问题,确证教师的主体性需要借助以下途径:改革教育评价体系,改革教师教育体系,提倡教师的“行动研究”。 相似文献
15.
Ashadi Ashadi 《教育政策杂志》2013,28(6):727-741
AbstractHigh-stakes testing regimes, in which schools are judged on their capacity to attain high student results in national tests, are becoming common in both developed and developing nations, including the United States, Britain and Australia. However, while there has been substantial investigation around the impact of high-stakes testing on curriculum and pedagogy, there has been very little research looking at the impact on teachers’ professional opportunities. The current project used a case study approach to examine the impact a high-stakes national testing programme had on teachers’ access to professional learning and their teaching allocations in four Indonesian public schools. It found that better qualified teachers were allocated to classes that would be sitting for the national examinations, and that these teachers were given much more access to professional learning opportunities than those teaching non-examined year levels. This in turn impacted negatively on the staff morale of less qualified teaching staff and potentially on their career trajectories. Findings suggest that school leaders should be wary of targeting better qualified and/or more experienced staff to year levels sitting for high-stakes tests, as this may lead to staff stratification within schools, limiting opportunities for staff to learn from one another and reducing the morale of less qualified and less experienced staff. They also add support to a substantial body of research that suggests policy-makers should be wary of the flow-on effects of using performance in high-stakes tests as the key means of judging school effectiveness. 相似文献
16.
方军 《浙江教育学院学报》2003,(1):109-112
现阶段，我国一些具备条件的乡镇一级中心小学已开设或正积极筹备开设英语课，但师资却极为匮乏。培养合格的小学英语教师是当务之急。小学英语教师的培养可分为短期培训和专业培养。前依靠当地教育主管部门的实际操作和高等院校的定向培养；后依靠高等院校的专业建设和培养。因此，高等院校开设小学英语教育专业已刻不容缓。 相似文献
17.
高师学前教育专业本科课程建设的调查与思考——基于四川省幼儿园园长及成都中职学校幼教专业骨干教师的调研分析 总被引：1，自引：0，他引：1
进入二十一世纪以来,我国学前教育事业发展迅速,学前教育师资培训体系也发生了很大的变化,当前高师学前教育专业本科院系既承担着为中等职业学校培养输送高素质的幼教专业师资的任务,同时也承担着为托幼机构输送高素质的婴幼儿教养工作人员的任务;为了使高师学前教育专业本科的课程符合培养高素质职教师资和幼教师资的需要,我们对四川省各地市的幼儿园园长及成都市的中职学校幼教专业骨干教师进行了相关调查,该调查为学前教育专业本科课程建设提供了大量可资借鉴的信息。 相似文献
18.
在均衡化教育中关注薄弱学校建设 总被引：1，自引：0，他引：1
刘世斌 《大连教育学院学报》2008,24(2):10-12
我国现阶段基础教育存在着一批办学条件较差、管理水平不高、师资力量不强、优秀生源流失、教育质量低下的薄弱学校。这些学校的存在已经构成了新的社会问题,应当采取积极有效的策略,帮助薄弱学校摆脱困境。 相似文献
19.
上官林武 《集美大学学报(教育科学版》2011,12(4):27-31
陈嘉庚兴办教育60多年,创办了各级各类学校。在实践中,他认识到,兴办教育,必须师范优先,培养足够数量的合格小学、中等教育教师,才有望普及国民教育,开启民智,富强国家。为此他创办了各级各类师范学校。为了培养可用师范人才,他深入实际,调查当时中国教育状况,形成自己的师范教育理念,并在办学过程中,对师范教育进行改革,实践自己... 相似文献
20.
在中小学从事青少年性健康教育工作颇具挑战性,教师除了身体上的辛苦之外,心理上也承受着较大的压力,其压力来源于家长的不理解和质疑、学校的不重视和不支持、教师自身专业知识欠缺.化解教师心理压力的应对策略为：从社会角度看,性健康教育工作要取得主管部门、学校领导和学生家长三方面支持;从教师角度看,性健康教育教师要加强自身的认知调整、知识储备和技能训练. 相似文献