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1.
No previous research has employed learning environments criteria in evaluating the effectiveness of the system of teacher certification sponsored by the National Board for Professional Teaching Standards. Because the litmus test of any professional development effort is the extent of the changes in teaching behaviours in participating teachers’ classrooms, our study drew on the field of learning environments in evaluating the effectiveness of National Board Certified (NBC) teachers in terms of their students’ perceptions of their classroom environments. A sample of 443 students in 21 Grade 8 and 10 science classes taught by NBC teachers in South Florida was compared with a matched group of 484 students in 17 classes taught by non-NBC teachers in terms of classroom environment (as assessed by the What Is Happening In this Class?) and students’ attitudes and achievement. Statistically significant differences (with small to medium effect sizes ranging from 0.14 to 0.35 standard deviations) were found in favour of NBC teachers for numerous classroom and environment scales (Teacher Support, Involvement, Task Orientation, Investigation and Cooperation) and for student attitudes. 相似文献
2.
教师专业发展是关于教师发展认识转型过程中产生的新观念,一方面体现了教师劳动的专业性,另一方面体现了教师发展的专业自觉性、主动性与创造性。教师专业发展的内在机制源自构成教师素养的各要素在教师的日常生活中的互动与生成。校本培训是教师以工作岗位为基地,以学校为现场,将自身工作、学习、研究与发展紧密结合的有效的专业发展途径。教师专业发展需要辅之以资格证书制度、聘任制度、教师教育机构认可制度、教师教育课程鉴定制度、教师教育质量评估制度等相关制度保障。相比之下,国外教师专业发展的理论研究与实践探索起步较早,已取得的理论成果与实践经验是促进我国教师专业发展过程中可资借鉴的重要资源． 相似文献
3.
Han Leeferink Maaike Koopman Douwe Beijaard Gonny L. M. Schellings 《Teachers and Teaching》2019,25(1):69-89
ABSTRACTThis study reports on how student teachers learn in the workplace. Data from 10 student teachers were collected by means of digital logs and in-depth interviews. By reconstructing data into stories and unravelling these stories, it became clear that the learning process of each student teacher was dominated by one specific theme, such as student-centred teaching or creating a positive learning climate. These themes could be typified as professional identity themes, because all appeared to be both personal and professional. Five student teachers experienced their workplace learning process as continuous: they integrated their teaching experiences relatively easily into their personal conceptual framework. The other five experienced their workplace learning process as discontinuous: they experienced tensions caused by frictions between personal and professional aspects of becoming a teacher. Both types of learning can stimulate and hinder student teachers’ professional development. The findings indicate that reconstructing data into stories and unravelling these stories is a useful technique for understanding student teacher workplace learning as a result of the interaction between personal and professional aspects of becoming a teacher. 相似文献
4.
Whitney Alicia Zimmerman Stephanie L. Knight David E. Favre Atman Ikhlef 《Teacher Development》2017,21(2):324-345
Qatar is undergoing major educational reform that is shifting its educational policy toward an instructional orientation grounded in constructivism and student-centered instruction. Differences in cultural conceptions of knowledge acquisition and the purpose of education are examined to highlight challenges to Qatar’s reform implementation efforts. Self-efficacy theory is reviewed to provide a theoretical framework for our examination of the adequacy of professional development to impact teacher efficacy for implementing reform-based teaching practices. Teaching behaviors in line with the reform and teacher efficacy were quantitatively measured before and after professional development for treatment and control groups. Regression methods were used to examine the impact of professional development on the relationship between teaching behaviors and teacher efficacy. Results indicate a significant interaction effect; for teachers who received the training, the relationship between behaviors and teacher efficacy was negative, while for teachers in the control group this relationship was positive. Implications of the findings for teacher efficacy and professional development are discussed. 相似文献
5.
教师职业幸福基于教师文化职业价值体系,受到心理环境和伦理规范影响;它依存于教师文化所构成的静态与动态、多层与多样、互动与互变的情境之中;它是在教师文化行为系统中产生的,是在教师追求自我发展,在教学的求真、求善和求美过程中实现的。 相似文献
6.
Questionnaire responses from 338 secondary school teachers were analysed to relate teachers' professional characteristics (comprising teaching experience, professional development, and academic and professional qualifications) to teacher professionalism, defined in terms of the two dimensions, teaching competence and commitment to teaching. The Professional Development and Teacher Professionalism Instrument (PDTPI) was devised to measure professional development and teacher professionalism. Inferential statistical techniques employed in the study showed that the variable, teaching experience, was not related to teacher professionalism. Professional development, on the other hand, was found to be an important variable, with the mean teacher professionalism scores between the “high” and “low” professional development groups being significantly different. The study also found that academic qualification was not related to teacher professionalism. However, teachers who had higher professional qualifications were found to possess a higher degree of teacher professionalism. 相似文献
7.
Ying Guo Laura M. Justice Brook Sawyer Virginia Tompkins 《Teaching and Teacher Education》2011,27(5):961-968
This study examined how teacher (teaching experience, perceptions of teacher collaboration and teacher influence) and classroom (children’s engagement) characteristics predicted teacher self-efficacy for 48 preschool teachers in the U.S. Results showed a significant interaction effect between teachers’ perceptions of collaboration and children’s engagement in predicting teachers’ reported self-efficacy. Specifically, a higher level of children’s engagement was associated with a higher level of teacher self-efficacy when teachers worked in preschool with high levels of staff collaboration. Teacher experience and influence in decision-making were not related to teacher self-efficacy. Implications for early childhood teacher education and professional development are discussed. 相似文献
8.
Stress and the deputy head 总被引：1，自引：1，他引：0
Julian Haes 《School Leadership & Management》2013,33(1):49-54
In recent years Ministries of Education in Canada have developed provincially mandated teacher evaluation policies to ensure the provision of effective classroom instruction to students and the professional growth and development of teachers through the assessment of their performance in the classroom and the quality of their teaching practice. Based on an in‐depth study of teacher evaluation practices in a school jurisdiction in the province of Alberta, the researcher concludes that the policy falls short in meeting these intended objectives for essentially three reasons: (1) teacher evaluation is an externally imposed bureaucratic mandate rather than a requirement that emerges from the professional culture of the school that requires an ongoing review of practice by administrators and teachers; (2) the teacher evaluation process is conducted as a distinct and separate process by school administrators, with little connection to other school and district policies or professional development activities; and (3) despite the intended purpose of the teacher evaluation policy, how it is interpreted and implemented is greatly influenced by the attitudes, values and beliefs of the evaluator (administrator) with regard to what constitutes effective teaching, and the role and purpose of schooling in the community. The researcher discusses alternative approaches to teacher evaluation that focus more directly on instructional improvement and the professional development of teachers. 相似文献
9.
Underpinnings of teachers’ professional development-a new conceptualization of field experience 总被引：1，自引：0，他引：1
Many researchers have addressed the professional development of teachers and the importance of the field experience component
in the process of teaching effectiveness (Kowalchuk, 1999). A phased development model or paradigm used to address teachers’
professional development and stages of effectiveness have been noted. Conceptual models of Field Experience have been developed
in accordance to the paradigms addressed the professional development of teacher effectiveness, basing on no matter external
forces or internal reflective capability that will change a teacher. Simply put, a focus is placed upon teachers to change
and grow. Field experience is not equivalent to student placement or teaching supervision, but is a device for teacher change
at various professional stages. This implies the need for a re-thinking of teacher education preparation. 相似文献
10.
Consensus is growing that teacher leadership benefits teaching quality and student performance. Despite the recognition that teacher leadership contributes to teachers’ professional development, little is known about how it is developed and how teachers experience the transition to the teacher-leader role. This study explores the internal mechanisms underlying the transition to and formation of teachers’ professional identity as teacher leaders. It is based on 60 interviews: 41 teachers who were selected to participate in a leadership training programme, 10 principals and 19 teacher-leaders’ colleagues. The findings led to a model with four central components: (1) Overall professional identity; (2) The experience of ‘being chosen;’ (3) An internal meaning-making process; and (4) External forces. 相似文献
11.
教师学习是教师专业发展的核心路径.对教师学习的本质、影响因素与路径特征等三个根本性问题的探究,是实现高质量教师专业发展与教师队伍建设的逻辑起点.采用文献分析法,对最近十年的93篇相关文献进行编码分析后发现,教师学习是"系统中的"和"交互下的",其本质是个体与系统多重互动中教师整体变化的过程,它受到教师所在整个系统的复杂影响,呈现出"三个面向"与"三重取向"的路径特征:面向复杂教育教学实践,实践取向的教师学习成为趋势;面向差异化教师,个性化教师学习正在发育;面向多变环境,线上线下混合式学习或将成为教师学习新常态.复杂性、整体性、系统性、交互性、实践性、差异性等是当前理解教师学习的关键词,日常化、校本化、团队化、高科技化等成为教师学习实践的发展趋势. 相似文献
12.
Ellen M. Granger Todd H. Bevis Sherry A. Southerland Yavuz Saka Fengfeng Ke 《科学教学研究杂志》2019,56(3):348-370
This research examines factors influencing elementary science teacher learning as they participate in professional development with and enactment of educative curricula in comparison with learning following limited professional development and enactment of traditional curricula. Using a randomized cluster design (125 teachers and 2,694 students in 4th—5th grades) that met the What Works Clearinghouse standards without reservations, teacher learning was conceptualized using four outcomes. Data were analyzed using standard single-level multiple regression models and possible mediation models for the teacher outcomes were considered using piecewise multiple regression and path analytic approaches. Treatment group teachers experienced greater increases in content knowledge, views of science inquiry, beliefs about reform-based teaching, and teaching self-efficacy than comparison group teachers. The findings indicate that what teachers learn from the combination of professional development and teaching with educative curriculum varies according to what their knowledge and beliefs are on entering the experience. Surprisingly, high entry-level self-efficacy was associated not only with lower learning gains for the teachers, but also for their students. Finally, teachers' space science learning and that of their students are implicated as mediators of the positive effect of the professional development and educative curriculum enactment on teacher beliefs about reform science teaching. This work refines and extends a theoretical framework of teachers' participatory relationship with curricula. 相似文献
13.
A longitudinal study is presented of how students preparing to become teachers conceptualized teaching and developed their identities as teachers. Findings were that contextualized momentary switchings between student and teacher perspectives accompanied participants' understandings about teaching and their negotiation of the process of becoming a teacher. Dynamic processes involved in constructing conceptions of teaching and self-as-a-teacher unfolded across three semesters, culminating in a more professional identity at program's end. The study contributes to teacher preparation research by making connections among aspects of professional development and suggesting a model of learning to teach, grounded in participants' situated perspectives on teaching. 相似文献
14.
张新 《河南职业技术师范学院学报(职业教育版)》2008,(1):30-32
反思性教学越来越受到人们的重视,它给教师专业的发展提供了一个崭新的平台。文章从反思性教学对教师专业发展的意义,反思的内容和过程,反思的策略等几个方面进行了阐述,揭示了反思性教学对教师专业发展的所具有的重大意义。 相似文献
15.
In the mid‐1990s, primary teacher education is searching for an accepted theoretical underpinning of its activity and rubric for the preparation of the next generation of teachers. This paper cites four such theoretical foundations. The first three arise from formal theory and political considerations and are labelled ideological neutrality, modern progressivism and a fusion between symbolic interactionism and social constructivism. The fourth however represents a paradigm shift. This model seeks to validate informal theory generated during the practical teaching experiences of serving teachers and in particular the interaction between student teachers and teacher mentors. It proposes an adaptation of Rowland's (1987) model of teacher‐pupil interaction to the context of student teacher professional development. 相似文献
16.
This research project promoted a collaborative model of professional development between lead teachers from three schools, supported by a project coordinator and a researcher from a local university. Each lead teacher worked with their head teacher to design, lead, and evaluate an innovative, personalised, and school-based mathematics continuing professional development (CPD) programme in their school. University staff helped to facilitate project meetings across the schools and monitored impacts within each school. Professional development meetings, involving all teachers and teaching assistants (TAs) from the schools (n?=?55), were designed to encourage a whole-school approach. The project also provided structured opportunities for the lead teacher to work with colleagues in the classroom, for example, through lesson observation and/or collaborative teaching. The outcomes from this project confirmed that collaborative models of CPD, as opposed to transmission, formal training, and ‘top-down’ models, were welcomed by teachers and head teachers – some of whom reported early indications of improvements in student performance. Commenting on what constitutes the most effective forms of CPD, there was a reiteration of the importance of combining peer and external support through a collaborative process. 相似文献
17.
This study examined how the National Board Certification (NBC) process, especially the portfolio creation, influenced candidate teachers' pedagogical content knowledge (PCK). In a larger sense, this study aimed to construct a better understanding of how teachers develop PCK and to establish ecological validity of the National Board assessments. Qualitative research methods, most notably case study, were utilized. Participants were three high school science teachers who were going thorough the NBC process. Data sources included classroom observations, interviews, teachers' reflections, and researcher's field notes. Data were analyzed using the constant comparative method and enumerative approach. Findings indicated that the NBC process affected five aspects of the candidate teachers' instructional practices that were closely related to PCK development: (a) reflection on teaching practices, (b) implementation of new and/or innovative teaching strategies, (c) inquiry‐oriented instruction, (d) assessments of students' learning, and (e) understanding of students. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 812–834, 2008 相似文献
18.
This study explored whether or not, and how, an on-site and research–teacher community of practice model for professional development addressed the challenges to classroom practices in a Head Start program. Data sources included interviews with teachers, videos of planning and teaching sessions, and the researchers' fieldwork log and reflective notes. Qualitative analysis revealed (a) five major challenges to classroom practice that aligned with previous research—existing practices did not always cohere with research-based practice, lack of teacher buy-in, lack of planning between the lead and assistant teachers, lack of assistant teacher participation in instruction, and high teacher turnover; (b) five aspects of professional development that aligned with the community of practice model—sharing stories with teachers, being on-site and interacting with teachers and children, inviting all teachers to participate, beginning by building on existing practices, and negotiating practices by reflecting with teachers; and (c) how these aspects of our professional development model addressed the challenges to classroom practice in the focal classroom. Implications for in-service professional development and teacher education are discussed. 相似文献
19.
《Teaching and Teacher Education》2006,22(6):711-721
Research has suggested that collaborative professional communities of teachers support on-going teacher professional development, school reform, and student achievement. Little research has outlined how teachers, especially high school teachers, develop new patterns of interaction to create such communities. This articles focuses on how teacher storytelling fostered collegiality and learning for a cross-disciplinary group of high school teachers. The storytelling helped the teachers create a collaborative learning space, link the personal–private realm of teaching to the public-conceptual realm, reflect on their teaching and see new practical directions, and co-construct a shared understanding of good pedagogy. 相似文献
20.
高职院校教学名师专业发展评价是促进教学名师专业发展的重要途径,评价体系的构建是开展教师评价工作的基础和前提。在分析高职院校教学名师专业发展内涵及意义的基础上,明确其评价体系的构建逻辑及具体内容,提出教学名师专业发展评价的实施过程以及改进评价活动的建议。 相似文献