首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 927 毫秒
1.
This article focuses on teachers' pedagogical decision‐making and influences on this decision‐making when teaching students with severe intellectual disabilities. The research reported and discussed forms part of an international collaborative research project in the south west of England and Florida, US. The study is set within the broader socio‐political context of inclusion, contributing a pedagogical dimension to other aspects of inclusion, such as placement, curriculum and accountability. Houssaye's (2000) pedagogical interaction model is examined and adapted to situate and analyse teachers’ pedagogical decision‐making, and influences on this, when teaching students with severe intellectual disabilities. The study shows a prominence and privileging of pedagogical decisions and influences around teacher‐student pedagogical interactions over curriculum‐teacher or curriculum‐student pedagogical interactions. The implications of this emphasis are considered in the historical context of teaching and learning models and approaches for this group of learners.  相似文献   

2.
Effective teacher beliefs about students are an integral part of effective teaching. Teachers with interventionist beliefs about students (‘I can intervene to help a learner with difficulties’) show more effective practice than teachers with pathognomonic beliefs (‘I blame the learner for his difficulties’). A professional development (PD) course sensitized teachers (N = 234) to individual learning differences (ILDs), using five learning/cognitive styles tools. Teachers’ responses to a pre‐/post‐test question concerning their beliefs about ‘weak students’ were analyzed and correlated with their ILD scores. Before the PD, teachers with strong ILD preferences matched to traditional learning contexts were significantly more ‘at risk’ (i.e., had fewer interventionist beliefs) than the other teachers; the former teachers were significantly overrepresented in the sample. After the PD, teachers’ interventionist beliefs significantly increased, regardless of their ILD preferences. Neither the length of the PD (28 hrs. vs. 56 hrs.) nor the amount of teaching experience affected the teachers’ interventionist beliefs about students. A mediated, constructivist and collaborative PD, which sensitizes teachers to individual learning differences, can increase effective teacher beliefs about students. We conclude that developing more effective teacher beliefs about learners should become a component of teacher professional development.  相似文献   

3.
For many decades, teacher-structured hands-on simulations have been used in education mainly for developing procedural and technical skills. Stimulating contemporary learning outcomes suggests more constructivist approaches. The aim of this study is to examine how self-regulated learning (SRL), an important constructivist learning environment characteristic, is expressed in hands-on simulations. Via structured observations of teachers’ SRL promoting strategies and students’ SRL strategies in eight hands-on simulations, along the three phases of SRL, this study is the first to expose whether students and teachers use SRL in hands-on simulations, what these strategies look like and what their quality is. The results show that both students and teachers demonstrate SRL behaviour in the forethought, performance and reflection phase to some extent, but that they vary considerably in their occurrences, form and quality and provide opportunities for improvement. For example, teacher strategies ‘modelling’ and ‘scaffolding’ were often used, while ‘giving attribution feedback’ and ‘evaluation’ were lacking. The student strategy ‘proposing methods for task performance’ was used regularly, while ‘goal-setting’ and ‘self-monitoring’ were often absent. An overview shows exemplary teacher and student behaviours in the SRL phases with lower, medium and higher quality in hands-on simulations.  相似文献   

4.
This article explores the perspectives of seven teachers in England who teach pupils with severe profound and multiple learning difficulties about their learning to teach this group of students. Teachers’ views were captured through a combination of synchronous and asynchronous online communications. Four themes emerged from teachers’ perspectives about their own learning: learning through doing in the classroom, learning through self-inquiry and research, learning from and with others and more formal learning opportunities. A constructivist approach to teacher learning is affirmed as a helpful lens to further understand how teachers learn to teach pupils with complex learning profiles. The article supports teacher learning as a holistic process that takes place throughout teachers’ careers. It highlights the value teachers place on learning through doing in the classroom, learning through self-inquiry and research, learning from and with others, as well as formal learning.  相似文献   

5.
The study reported here used a practice theory lens to understand vocational education and training (VET) teachers’ current practices in supporting integration of learning in educational institutions and workplaces – specifically for refugee and migrant students. A case study was conducted with 10 teachers delivering aged care programmes in South East Queensland, Australia and in a municipality in West Sweden. During in-depth interviews teachers explained the enabling and challenging aspects of their practice, and specific strategies they used to support students with integration of learning in the two main sites. Analyses of data concentrated on understanding three types of arrangements in the practice architectures at the two learning sites. Teachers extended their everyday pedagogical approaches to support integration of learning and meet the specific needs of refugee and migrant students. Their teaching comprised interdependent practices of VET and aged care in two settings, each with distinct ecologies of practice. Their narratives reflect contestations between practice traditions of aged care practices in Australia and Sweden, and students’ understandings and reflections of practices in their birth countries. We conclude that teacher training and adjustments to these arrangements can bridge contestations between the enacted and experienced curriculum in the two sites.  相似文献   

6.
This case study investigates how the use of an interactive whiteboard (IWB) leads to pedagogical change within a UK secondary school classroom. A teacher’s experiences as recorded in a reflective journal, and the responses of students as recorded in a questionnaire, are set within the context of rhetoric about the value of IWBs. It is argued that this action research approach is particularly valuable because of the insights a teacher has on the complexities of the classroom environment. Assumptions about the way in which IWBs should (and do) change the dynamics of interactivity within the classroom are considered by questioning the definition of terms such as ‘interactive’ and ‘pace’. The case study concludes that if a teacher understands and utilises appropriate strategies to meet given learning objectives, pedagogical change will emerge, with teachers empowered by the IWB to consider how learning takes place, and match activities to learners’ needs. However, IWB use will be within the context of the philosophy of the teacher and how much he or she wants to pursue new ideas in order to support learning.  相似文献   

7.
Teaching outdoors has been established as an important pedagogical strategy; however, science classes rarely take place outside. Previous research has identified characteristics of teachers who have integrated out-of-classroom opportunities into their teaching repertoire; yet little is understood as to why teachers make these different pedagogical decisions. This paper explores the relationship between secondary science teachers’ beliefs and their pedagogical practice during a two-year professional development programme associated with the ‘Thinking Beyond the Classroom’ project. Using data from lesson observations, interviews, session questionnaires and field notes, six teacher case studies were developed from participants completing the programme. Data analysis reveals that teachers who successfully taught outside generally held social constructivist beliefs about learning and valued ‘authentic’ science opportunities. Conversely, teachers who were less successful in teaching outside generally held traditional learning beliefs and simply valued the outdoors for the novelty and potential for fun. All the case study teachers were concerned about managing student learning outside, and for the majority, their concerns influenced their subsequent pedagogical practice. The findings are discussed in detail, as are the implications for pre-service and in-service professional development programmes related to outdoor science learning.  相似文献   

8.
As teacher educators, preparing student–teachers who are able to address diverse student needs is our main concern. It has been suggested in the literature that teachers who are adaptive to students’ needs are those who possess adequate pedagogical content knowledge or pedagogical understanding. However, it is not uncommon for teacher educators to find student–teachers with diverse pedagogical understandings even at the point of graduation from the teacher education programme. This paper aims to explain and analyse the development of pedagogical understanding among student–teachers in an initial teacher education programme. The findings are drawn from a study conducted at the Hong Kong Institute of Education where in-depth interviews were carried out during the four-year programme. The findings from the three selected cases provide an explanation for why some individual student–teachers show continuous development, whereas others remain confused in their pedagogical understanding throughout the teacher education programme. While acknowledging individual differences in pedagogical understanding, we attempt to explain such differences by investigating the relationship between different dimensions of the student–teachers’ learning such as the integration of pedagogical understanding with the teaching contexts, integration of feedback from lecturers and supporting teachers, and their focus of concern. The findings reveal that the three cases demonstrate different levels of pedagogical understanding and possess varying ‘senses of agency’. Of the three cases, the first one, Peggy has the strongest sense of agency. Despite influences related to classroom management, diverse learning ability among pupils, and the teaching methods which pupils were accustomed to previously, she actively introduced rhythmic movements into her lessons, developed pupils’ ability to learn gradually and achieved an impact on pupils’ learning which was also recognized by her supporting teacher. The analysis suggests that the second case, Lilian has a weaker sense of agency as she was severely limited by influences in the teaching context in her first teaching practice and resorted to teacher-centered teaching strategies. She improved later on in the programme and started to plan her own learning, drawing on the feedback she received as well as learning from other taught modules, from feedback from various sources, and from her pupils’ responses to her teaching and her own evaluation of her teaching. The third case, Stephanie remained confused throughout the programme and struggled with the implementation of student-centered teaching strategies. The ability to practice one’s own convictions and demonstrate an active sense of agency distinguishes the student–teacher who achieves better pedagogical understanding. Drawing on the findings, the paper concludes that it is crucial for teacher educators to identify ways to nurture a sense of agency among student–teachers. Implications for teacher education programmes are discussed, including providing opportunities for student–teachers to be able to articulate and integrate their pedagogical understandings, as well as negotiate how to accomplish their learning and teaching targets despite complex classroom situations.  相似文献   

9.
This article connects two fields of research: ‘learning to learn’ and school-based teacher development. The context is a cross-curricular project between English and modern languages teachers. Carried out in two London schools, the study aimed to encourage students to transfer common language learning strategies across the two subjects. Findings from interviews with teachers and students highlight the gap between the government's ‘learning to learn’ agenda and the realities of implementing it. A distinction is drawn between providing school-based opportunities for teachers to share generic ‘good practice’ in relation to initiatives such as Assessment for Learning and those where the actual content of lessons crosses subject boundaries. Recent government guidelines appear to mask inherent tensions in the aims and pedagogical approaches of the two languages – tensions exacerbated by the current preoccupation with performance measures. It is suggested that the differences are unlikely to be resolved without a supportive school culture that provides adequate release time for teachers to engage in extensive cross-curricular dialogue.  相似文献   

10.
Abstract

This paper focuses on the design and application of a teacher training strategy to promote the inclusive education of students with disabilities in the science classroom, through the creation of adult learning environments grounded on the principles of dialogic learning. Participants of the workshop proposal consisted of a group of twelve teachers who were working at various educational levels. Teacher teams proposed and implemented in their classroom, innovative, inclusive science-learning activities about a topic of their choice. Data were collected from interviews with teachers five months after the courses, teachers’ portfolios about their practice during implementation of such sequences, and researchers’ observations. The data suggest that it is possible to stimulate a gradual transformation of teaching practices through a teacher training proposal that promotes self-awareness and critical reflection, situated in the creation of meaning and a willingness to change in the spirit of solidarity and social action. We found elements to recommend the incorporation of these innovations at the curricular and practical level for teacher training schools and for in-service teacher development programmes in Mexico and elsewhere.  相似文献   

11.
Understanding teachers’ pedagogical choice provides a new insight into the influences on student achievement. This paper presents a sociological framework developed from the work of Pierre Bourdieu and Anthony Giddens that identify the complex social interactions which surround teacher’s work. The framework examines teachers’ potential to act knowledgeably and intentionally and how this action also leads to unintended consequences of those actions. This is important, as both the intentional action and the associated unintended consequences affect the teacher’s classroom practice and the learning of students. Application of the framework to examine the influences on teachers’ pedagogical choice is presented through two school case studies from Victoria, Australia. The environment that encourages teachers to actively review their teaching practice is revealed. It was through reflective collaborative discussions that teachers reviewed their current classroom practices and trial or implement different pedagogies to enhance the learning of young people in their classrooms.  相似文献   

12.
Contemporary genomics research will impact the daily practice of biology teachers who want to teach up-to-date genetics in secondary education. This article reports on a research project aimed at enhancing biology teachers’ expertise for teaching genetics situated in the context of genetic testing. The increasing body of scientific knowledge concerning genetic testing and the related consequences for decision-making indicate the societal relevance of an educational approach based on situated learning. What expertise do biology teachers need for teaching genetics in the personal health context of genetic testing? This article describes the required expertise by exploring the educational practice. Nine experienced teachers were interviewed about the pedagogical content, moral and interpersonal expertise areas concerning how to teach genetics in the personal health context of genetic testing, and the lessons of five of them were observed. The findings showed that the required teacher expertise encompasses specific pedagogical content expertise, interpersonal expertise and a preference for teacher roles and teaching approaches for the moral aspects of teaching in this context. A need for further development of teaching and learning activities for (reflection on) moral reasoning came to the fore. Suggestions regarding how to apply this expertise into context-based genetics education are discussed.  相似文献   

13.
Curricular and pedagogical reforms are complex inter-linked processes such that curricular reform can only be enacted through teachers teaching differently. This article reports the perspective of emergent Malaysian primary teachers who were expected to implement a Government reform that promoted active learning. The 120 student teachers were members of a single cohort completing a new B.Ed. degree programme in Primary Mathematics designed by teacher educators from Malaysia and the UK. They were taught to use a tripartite pedagogical framework involving action or active learning, supported in practice through reflection and modelling. Drawing on findings from surveys carried out with the student teachers at the end of their first and final placements this article examines evidence for the premise that the student teachers were teaching differently; illustrates how they reported using active learning strategies; and identifies factors that enabled and constrained pedagogic change in the primary classroom. The students’ accounts of using action, reflection and modelling are critiqued in order to learn about changing learning and teaching practice and to contribute to understanding teacher education and early teacher development. The students’ reports suggest diversity of understanding that emphasises the need to challenge assumptions when working internationally and within national and local cultures.  相似文献   

14.
This article shares teachers’ conversations within teacher inquiry groups and considers how this reflective approach has potential for transforming teachers’ practices. Conversations took place at the early stages of a longer teacher inquiry project and centred on the critical interrogation of social justice-oriented children’s literature. These conversations served as a forum to help teacher professional learning communities and to reconcile understandings about social justice, action and agency within larger political and cultural forums of teaching. The teacher inquiry sessions shared in this paper explore teachers’ beginning struggles with conceptualizations of social justice, and the teacher’s role in imparting values to students. Teacher participants imparted their experience and practice as they negotiated their own understanding and implementation of social justice education in their schools. The teacher inquiry groups provided a needed supportive space where classroom teachers’ struggles were shared alongside their beliefs and pedagogical approaches so that a social justice agenda could be achieved.  相似文献   

15.
In this paper, we utilise the theoretical concept of ‘boundary crossing’ to explore how, as Australian university teacher educators, we worked with library curators and a class of student teachers to mount a public exhibition of their group work. We consider how the students crossed ‘boundaries of imagination’ in symbolic representation and critical analysis by creating artistic installations to express global education themes. We reflect on what we, the university educators, learned about crossing institutional and pedagogical boundaries to mutually facilitate new learning. We argue for the importance of shared public pedagogy as offering new avenues for teacher education and of connecting with local communities.  相似文献   

16.
This study was carried out in the framework of continuous professional development (CPD) programmes following a CPD model aimed at promoting ‘accomplished practice’ involving: pedagogical knowledge, content knowledge, pedagogical content knowledge and scholarship of teaching. Teachers were asked to bring evidence about their practice. The context was related to the ‘Learning Skills for Science’ (LSS) programme, which advocates the explicit incorporation of high‐order learning skills into science school curricula. The main goal of the study was to test the evidence‐based LSS CPD model by investigating the impact of its related CPD programmes on participating teachers. The impact relates to teachers’ perceptions about teaching learning skills, teachers’ LSS practice, and their professional influence in the educational system. As part of the evaluation method, we developed a criterion‐based diagnostic tool and a visual representation, designed to assess a teacher’s professional profile and progression according to dimensions of ‘accomplished practice’. The diagnostic tool can be adjusted and tailored to different CPD domains. Results indicated that requiring teachers to bring evidence from practice and students’ learning enabled us to follow teachers’ progress and succeeded to improve their performances towards accomplished LSS practice. The results exemplify a synergy between CPD designed activities and the ongoing evaluation of its impact.  相似文献   

17.
Since many studies that use video to support teacher learning are situated in strongly guided contexts and encourage particular kinds of thinking, we still know very little about how more loosely guided contexts can support teachers to think about the dilemmas of practice associated with their own goals by reflecting about video. This study explores how video-based and peer-based reflections about one’s own and others’ practices both indicate and guide the development of teachers’ change-directed thinking when they are sequenced before supervisor feedback. Six secondary preservice teachers reflected about peer-evaluated mini-teaching and videotaped field-based teaching in the prestudent teaching term and then about videotaped teaching alone, with peers, and alone again with supervisor feedback in the student teaching term. These reflections were coded by their subject, degree of reform-mindedness, and tendency toward three foci (player, stance, and source). Patterns in their ‘higher focus’ codes across the three reflective resources during student teaching showed how teachers were developing the goals they espoused in the fall term. Teachers situated their learning in contexts where the degree of scaffolding matched their degree of readiness for change, which was better characterized by their tendency toward subjects and foci that were less ‘one-sided’ than by their tendency toward only reform-minded (standards-based) thinking. While teachers whose reflections were intermediately different from the peer group were better supported by it, most teachers found direct support from the self-video and/or peer-video contexts to advance change-directed thinking associated with their own goals for teaching. The findings reveal not only how goal-related teacher learning can be powerfully supported with loosely guided video-framed contexts, but also how the diversification and/or expansion of teachers’ reflections across the categories used in this study provide robust indicators of both the content and efficacy of their change-directed thinking.  相似文献   

18.
The authors of this position paper argue that there is currently very little evidence-based practice in relation to learners with severe learning disabilities (SLD) and profound and multiple learning disabilities (PMLD), and that which there is, has often been badly used and/or abused. More specifically, we argue that relevant educational research undertaken so far has a strong tendency towards: (i) conflating the need for common strategies to be universally used in teaching, with the ‘need’ for a common curriculum; (ii) quoting research that applies to children with certain types of SEND as though it applies to all children with SEND; (iii) assuming there is a homogeneity of learning disability among people with the same condition (for example Down's syndrome, autism) and (iv) encouraging assumptions that any academic progress, no matter how small the gain, is axiomatically superior in value for all pupils. The authors conclude that there is need for a new look at ‘evidence-based practice’ for these populations.  相似文献   

19.
Teachers’ attitudes and beliefs about students in a particular grouping hierarchy are shaped by their ideological views. Within education systems that have high international profiles, such as Singapore, what has been less explored is how teachers think about and interact with students who are seemingly positioned as being ‘low-ability’ or ‘low achieving’ within disadvantaged education contexts. This paper accordingly examines teachers’ perceptions of ‘Normal Technical’ students in Singapore. The findings underscore the need to understand teachers’ interpretations and thinking about teaching and learning processes that influence classroom practice. This is a necessary starting point for pedagogical innovation and change in schools.  相似文献   

20.
This study examined teachers’ learning situated in a school to reveal factors that support and hinder learning in the workplace. The investigation analyzed teachers’ orientation to learning, examining beliefs, practices, and experiences about teachers’ learning in relation to change in the workplace. A hypothesis is that teacher learning and change is complex and unable to be fully understood outside of practice. Evidence is provided on the factors and forms of learning activities that appear to strengthen an expansive learning environment and those which contribute to a more restrictive learning environment. A distinctive finding was that teachers’ orientation to learning is related to self-reported change. Another promising finding with the potential of better understanding the interrelated combination of how teachers’ beliefs, practices, and workplace factors influence change was related to dissonance for learning. The implications for practice involved determining how to continue to support and strengthen an expansive workplace learning environment.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号