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1.
Abstract

This study describes early childhood teachers’ own beliefs and concepts of aesthetic experience in young children. The teachers involved in this study were directly engaged in preschools for 4 and 5 year‐olds where arts and aesthetic education are a primary consideration of their integrated curriculum. These teachers identified a variety of features of aesthetic experience in three dimensions, which develop in a dynamic, non‐linear cycle. This study suggests that early childhood teacher's awareness and knowledge of aesthetic experience is critical to support the high quality of young children's learning through the arts. It concludes with implications for both teacher education programs and early childhood teacher educators. © 2005 Published by Elsevier Inc.  相似文献   

2.

This article discusses a project which has the goal of raising the awareness of pre-service teachers about the needs and potentials of low-income minority students through using technology to develop a comentoring community composed of teacher educators, teachers, pre-service students and elementary students. Using the interactive capabilities of video conferencing over the Internet, pre-service teachers engage in a 'virtual' field experience with a bilingual grade three classroom in a distant inner-city school. Pre-service teachers involved in the programme have the opportunity to be involved with students they would not experience in the local area, to be mentored by a teacher with knowledge of diversity, and to use technology in meaningful, productive ways. Benefits for participants—faculty, pre-service teachers, teachers in the school, and students in host classrooms—implications for pre-service teachers' understanding of diversity and limitations of the technology are discussed. 1  相似文献   

3.
ABSTRACT

The purpose of this study was to investigate the effect of problem-based learning (PBL) on the metacognitive awareness of pre-service science teachers. In the study, an experimental design with pre-test/post-test control group was used. A total of 51 junior pre-service science teachers participated in the study. The study was carried out over 10 weeks and within the scope of an environmental science course. During the study, lessons in the experimental group were processed using a PBL approach while lessons in the control group were processed using a traditional teaching approach. Data were collected through a personal information form and Metacognitive Awareness Inventory. Data were then analysed using PASW Statistics 18 (SPSS Inc.). The findings of the study revealed that PBL could be an effective intervention to promote metacognitive awareness towards procedural knowledge, planning and debugging. The results are discussed based on the findings of the study.  相似文献   

4.

This study focuses on student and in-service primary teachers learning about balanced and unbalanced forces in a range of contexts and identifies significant features of the learning process from the learners' perspectives. It describes how students are able to apply key ideas about forces from their own learning about floating and sinking to a range of contexts including structures and aspects of motion. In exploring how understanding is constructed important implications are raised with respect to the pedagogic knowledge required of teachers in the Initial Teacher Training National Curriculum in the UK.  相似文献   

5.
Abstract

This paper concerns recognition of the authority of teachers’ personal practical knowledge. An Australian teacher reports on her three‐and‐a‐half‐year collaborative study with a Canadian junior high school teacher. The research follows a line of research on teacher knowledge (Elbaz, 1983; Clandinin, 1986; Connelly & Clandinin, 1988; Clandinin & Connelly, 1995) informed by Dewey's (1938) philosophy of education based on experience. Narrative inquiry (Connelly & Clandinin, 1990) is the methodology guiding the study. A summary of five papers on teacher knowledge emerging from the study is presented. These papers show how the research knowledge is constructed as the researcher and collaborating teacher examine their narratives of experience as a means to articulating their understandings of curriculum and teacher knowledge. This dissertation research argues for recognition of teachers’ personal practical knowledge as knowledge and for recognition of collaborative research as educative for teachers. The implications of this research concern teachers authoring their development and the ways in which teachers’ knowledge is systemically denied.  相似文献   

6.
ABSTRACT

Attention-deficit hyperactivity disorder (ADHD) rates in classrooms have increased considerably in recent years. Previous literature has acknowledged the significance of teachers’ knowledge and attitudes towards ADHD when making referral and intervention decisions. Using Mulholland, Cumming and Jung’s (2015) knowledge (SASK) and attitude (SASA) scales, ADHD training and perceived support were compared across public school teachers (n = 165) and teaching assistants (TAs) (n = 157) in the UK. Results indicated that teachers and TAs displayed adequate levels of knowledge, and TAs held better knowledge and more positive feelings towards ADHD than teachers. Training increased knowledge for TAs, but not for teachers, and training and support appeared important for both the teachers and TAs’ attitudes. Both teachers and TAs reported inadequate training and expressed a desire for further ADHD training, and a significant association was found between knowledge and attitudes for teachers only. The implications for these findings are discussed.  相似文献   

7.
ABSTRACT

Teaching Chinese to second language learners is a challenge for preschool teachers in Hong Kong so effective teacher professional development programmes are urgently needed to enhance their knowledge and skills. An Integrative Model Teacher Professional Development Programme which incorporates three theoretical underpinnings (i.e., culturally responsive teaching, meaningful and pleasurable learning, and effective teaching of Chinese as a second language) is designed to equip preschool teachers with knowledge, skills, and awareness in teaching Chinese to ethnic minority students. Through qualitative interviews with 15 in-service preschool teachers who joined the Programme, teachers’ perceptions and changes in three theoretical areas of teaching Chinese to ethnic minority students were explored. Particularly, teachers increased their awareness of ethnic minority cultures, developed empathy with ethnic minority children and their families, gained knowledge of implementing culturally responsive teaching and meaningful and pleasurable learning of Chinese. The role of teacher sharing in effective professional development was highlighted.  相似文献   

8.
Background: Sustainable development, as an area of knowledge, appears in several different places in the curriculum and does not fit neatly within the scope of traditional subject areas. In many countries, including Sweden, it has long been upheld as an important tool for increasing understanding of, and dealing with, environmental problems. It is not clear, however, what role education can actually have in the making of a more sustainable future. Even though there are several potential ways for sustainable development to be involved in education, the concept raises many questions when transferred to the school context.

Purpose: This paper investigates how teachers deal with the difficulty of defining and approaching sustainable development as an area of knowledge in Swedish schools.

Sample: This article is based on semi-structured interviews with 40 teachers, 13 of whom were lower secondary school teachers (pupil age 12–15) and 27 were upper secondary school teachers (pupil age 15–18). The study involves teachers in all subjects where sustainable development is a goal in the syllabus. The study is also based on participant observation in one upper secondary class. A total of 17 different schools were involved, from a wide range of locations in Sweden.

Design and methods: The paper builds on qualitative data and the analysis of transcribed interviews and group interviews with teachers in Swedish lower and upper secondary schools. Group interviews, involving three or more people, were conducted on eight occasions. The pupils at an upper secondary school were also observed while they were working on a course called ‘policy and sustainable development’. Data were transcribed and analysed thematically.

Findings: The analysis suggests that, according to the teachers’ experiences, the demands of equivalence and measurability in school have increased and that this affects how sustainable development is approached in teaching and learning. Three main categories of knowledge were identified. The study also presents two representations that model how teachers may approach knowledge about sustainable development – metaphorically termed ‘the Accountant’ and ‘the Adventurer’ – and their different effects on knowledge.

Conclusions: There is a tendency for complex knowledge areas such as sustainable development, which do not fit seamlessly into traditional curriculum subjects, to become oversimplified when translated into teaching situations. According to the representations that we described metaphorically, the teacher, as an accountant, is characterised by ‘knowledge instrumentalism’, which means that teachers administer knowledge and the pupils consume it. In this transactional model, the accountant is also very dependent on external governance and control. Alternatively, the teacher, as an adventurer, is characterised by authority, knowledge and self-control. In this model, knowledge sometimes grows in an unpredictable way in the meeting between people who share common experiences. For adventurers, sustainable development is a matter of commitment and awareness, and it involves an explicit stance. The metaphors can be placed on a continuum which describes how teachers manage the demands of the school system in relation to the knowledge area of sustainable development.  相似文献   

9.
《学校用计算机》2012,29(4):293-318
Abstract

Cyber wellness includes the knowledge, skills, and values geared toward the protection of Internet users as well as proper and responsible technology use. Using the survey method, this study investigated the cyber wellness awareness of secondary school students and teachers as well as parents’ perceptions of their children’s cyber wellness. Six thousand eight hundred thirty-nine (6,839) students, 749 teachers, and 4,916 parents participated. Cyber wellness survey forms for students, teachers, and parents were distributed to seven school districts. Results indicated that students had high levels of awareness with regard to Internet addiction, cyberbullying, online privacy, and cybersecurity and medium levels of awareness regarding netiquette, inappropriate online content, and copyright. Additionally, students’ awareness levels differed significantly in terms of gender, class level, Internet use span, and desire for education on safe and responsible Internet use. Teachers had medium levels of awareness with respect to all of the concepts. Furthermore, it was determined that parents considered that their children had medium levels of awareness regarding Internet addiction, netiquette, online privacy, inappropriate online content, copyright, and cybersecurity along with a high level of awareness regarding cyberbullying.  相似文献   

10.
《Africa Education Review》2013,10(2):309-330
ABSTRACT

Teacher educators in many countries share similar concerns as they aspire to improve education for learners and stimulate interest in further study and careers. The roles and professional development of school teachers have been researched, but little attention has been given to teacher educators. Using a small-scale, illuminative study in England and South Africa, this paper examines pedagogical implications of progression from classroom teacher to teacher educator-tutor. Systemic issues include attitudes to personal scholarship in moving to high stakes academic environments requiring research. In both countries, there were issues of student teachers’ subject knowledge and their capacity to translate knowledge for learners. South African teacher educators were concerned about student teachers’ lack of appreciation of the integrity of conceptual understanding and sequencing of topic content. Implications for the professional development of teacher educators and their role identities are considered.  相似文献   

11.
This study explored the use of video cases to teach literacy instruction to special education pre‐service teachers. One class of pre‐service teachers was examined for knowledge gains and attitudes towards video cases as an instructional medium. Results suggest that video cases did not result in greater learning of phonemic awareness or reading comprehension topics than traditional lectures with discussion teaching. They also provided comparative data on student teachers’ responses to video versus traditional face‐to‐face instruction. Further implications for special education teacher preparation and future research directions are discussed.  相似文献   

12.
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   

13.
试论如何加强英语专业师范生的“跨文化意识”的培养   总被引：1，自引：1，他引：0  
在各个层次的英语教学中,教师往往只重视语言知识的传授,而忽视对学生跨化交际能力的培养。在日趋“国际化”、“全球化”的今天,语言实际应用的能力日益受到重视,提高英语专业师范生的“跨化意识”刻不容缓,作就此提出了一系列关于如何加强学生“跨化意识”培养,以及提高“跨化交际能力”的切实可行的方法。  相似文献   

14.
Background: Teachers’ conceptions and misconceptions about neuroscience are crucial in establishing a proper dialogue between neuroscience and education. In recent years, studies in different countries have examined primary and secondary school teachers’ conceptions. However, although preschool education has proved its importance to later academic outcomes, there is limited investigation of neuroscience conceptions focused exclusively on preschool teachers.

Purpose: The present study sought to explore preschool teachers’ conceptions and misconceptions about neuroscience in an Argentine setting.

Sample, design and methods: We used quantitative and qualitative approaches to explore concepts about neuroscience, including specific neuromyths. Data were collected using a 24-statement questionnaire and 5 in-depth interviews. The survey was administered to 204 teachers of children between the ages of 0–5-years in Argentina.

Results and conclusions: Results from this exploratory study suggested a relatively high level of general knowledge of neuroscience amongst the preschool teachers in the study. However, three particular issues seemed unclear for teachers: memory, plasticity and the myth that ‘we only use 10% of the brain’. Specifically, ‘memory’ was understood as ‘learning by heart’; neural underpinnings of memory and plasticity processes were unknown; and the myth that we only use 10% of the brain was used to explain individual differences in intelligence in a straightforward way. In addition, anecdotal evidence was used by teachers to justify their conceptions about neuroscience. Finally, the wider implications of these results for bridging neuroscience and education are discussed.  相似文献   

15.

Science education is presented as the negotiation of knowledge between several different perspectives: those provided by ‘scientists’ science’, ‘ curricular science’, ‘teachers’ science’, ‘children's science’ and ‘students’ science’. A case study based on concepts of force and movement is used to illuminate these perspectives, and implications for the curricular presentation and classroom teaching of the ideas are discussed.  相似文献   

16.
Objective To assess the sexual health knowledge of teachers who contribute to secondary school sexual health education in order to determine whether teachers are adequately prepared to implement present government education and public health policies.

Design Results were obtained from a questionnaire as part of a two‐phase intervention study.

Setting Nineteen mixed‐sex, state secondary schools in central England.

Participants One hundred and fifty‐five teachers (94 female, 61 male) participated.

Main outcome measures The questionnaires were distributed to teachers to assess their knowledge of sexual health, contraception and sexually transmitted infections. In addition, teachers' attitudes on the subject of sex and relationships education were evaluated.

Results The results suggest that teachers have insufficient sexual health knowledge to effectively teach sexually transmitted infections or emergency contraception, although their general sexual health knowledge was good. Therefore, at present teachers do not have adequate specialist knowledge in sexual health to contribute to current recommendations for sex and relationships education in secondary schools. There were no statistically significant differences in the results regarding location of school, area of residence, gender or age of the participant.

Conclusions Many teachers are being expected to contribute to secondary school sexual health education programmes at a time when they do not have sufficient knowledge to provide young people with adequate sexual health education and when they do not feel prepared to teach, and in many cases would prefer not to teach, these programmes.  相似文献   

17.
ABSTRACT

The image of backbone teachers has long informed the modern-era Chinese educational system. Backbone teachers play leadership and modeling roles in school-based groups of teachers focusing on research, lesson planning, and grade development. China’s New Basic Education (NBE) reform, which differs from previous Chinese reforms, aims to systematically transform schools in order to respond to contemporary social and economic changes. NBE views the development of individual subjectivity as education’s ultimate goal. Teachers’ roles need to shift from transferring knowledge to students to constructing knowledge with students and from teacher-as-curriculum-implementer to teacher-as-curriculum-maker and knowledge constructor. Backbone teachers are foundational to the NBE reform. In this article, we introduce the NBE initiative, and elaborate how NBE nurtures backbone teachers so they can ‘model as leaders; [and lead] other teachers as backbones’ in the reform. To end, the national and international implications associated with our case are discussed, along with future research suggestions.  相似文献   

18.
ABSTRACT

The following exploratory study examines the effects of a Harry Potter–inspired “border crossing” analogy (HPBCA) on preservice teachers' (n = 25) Teaching English to Speakers of Other Languages (TESOL) content knowledge and disposition toward English language learners (ELLs). The analogy capitalizes on the prior and shared background knowledge many preservice teachers have of J. K. Rowling's Harry Potter novels, the related films, and discourses that surround the Harry Potter phenomenon. Study results suggest mild agreement among participants of the perceived positive impact of the HPBCA on their TESOL content knowledge, although a slightly less than neutral response toward the perceived impact on their disposition toward ELLs. The results hold implications for the pedagogical use of analogy in teacher education beyond mathematics and science, as well as the role of prior/shared knowledge in teaching and learning.  相似文献   

19.
ABSTRACT

Background: Teachers have the potential to make an enormous positive impact on the lives of their students, and may enter the classroom with a deep-set belief that education is, fundamentally, benevolent and good. However, such an uncritical stance may fail to account for the negative experiences of Indigenous students in Australia, where teachers are often cited as the primary reason Indigenous students leave school or refuse to go to school. Despite this, Aboriginal communities remain strong advocates of education and continue to lobby for a genuine and meaningful role in decision making.

Purpose: Given teachers’ critical influence, a collaboration was formed between the two authors: a Gamilaroi (Aboriginal) woman and a non-Indigenous Canadian woman, to conduct a review of the research. We asked: ‘What are the personal (non-academic) attributes a teacher needs to engage Indigenous students effectively in the learning process?’

Method: The literature review focused primarily on the Australian context and used a framework-based synthesis approach, whereby a decolonising ‘Relationally Responsive Standpoint’ framework was identified a priori. This provided the structure for extracting and synthesising the literature.

Findings and Discussion: The themes arising from the literature review were organised and considered through the framework, which foregrounds awareness through Respecting (self/motivations), Connecting (interpersonal) and Reflecting (knowledge) before concluding by Directing (future role). In Directing, the implications of the findings are discussed through yarning, a dialogical and dynamic approach with a strong future focus regarding the next steps of research and action.

Conclusions: Reviewing the literature in this way offers teachers, researchers, teacher educators and, arguably, policy-makers an opportunity to consider the personal attributes necessary to engage Indigenous students. It highlights the importance of critical self-reflection to being a relationally responsive teacher. We believe that the findings span international and professional boundaries and could impact on Indigenous Peoples globally, if all professions engage with an understanding of their own axiology and ontology.  相似文献   

20.
Abstract

Little analytical scrutiny has been devoted to teacher accommodation of academic language at the early childhood level, despite being a critical school-level factor to consider when addressing at-risk learners’ academic needs. The present study investigates how fifteen Head Start teachers support three components of academic language during whole-class read-alouds of narrative storybooks: academic vocabulary, conceptual knowledge, and complex syntax. Pairing a corpus-based analysis of linguistic features and content analyses of teachers’ extratextual utterances, we describe teachers’ strategies for accommodating at-risk children’s early experiences with linguistically and syntactically complex texts. Our findings indicate that teachers simplified the language of the texts to accommodate student need, while also providing examples of academic talk through defining terms and providing conceptually-rich talk. Although teachers provided rich support for academic vocabulary, less accommodation was made for complex syntax. Practical and theoretical implications are addressed.  相似文献   

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