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1.
Kieran Egan 《Teaching Education》2013,24(3):288-293
The “Learning in Depth” program is a simple but radical innovation, which was first implemented in Canada in 2008/2009 and is now being used in a dozen countries with many thousand students. The aim of the program is to ensure that every student becomes an expert on something during schooling. The unusualness of the program and the fact that it stimulates controversy easily makes it useful in education courses and teacher education programs. The program raises a number of profound educational issues and offers itself as a stimulating addition to courses which focus on practical educational programs and assessment of their success and also to courses and programs that wish to raise a wide range of important educational issues vividly. 相似文献
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The role of emotional experiences in teacher training is acknowledged, but the role of emotions during first experiences of classroom teaching has not been examined in large samples. This study examines the teaching methods used by student teachers in early teaching practice and the relationship between these methods and emotions experienced. We modified the Academic Emotions Questionnaire for the assessment of emotions and used an abridged version of the Instructional Approaches Questionnaire for the assessment of teaching methods. The results indicate that good preparation and a willingness to use constructivist pupil-oriented methods reduce student teachers’ negative experiences and promote learning about teaching. 相似文献
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ZHUANG Xin 《美中教育评论》2007,4(5):19-25
For second language learners, English writing as one of the forms of communication is particularly tough. In order to help learners to write correctly and fluently, teachers could guide learners to integrate genre and content reasonably to meet their communicative needs, to motivate their interest and to improve their writing skills. The paper provides diverse teaching techniques and strategies for teachers to help learners from the elementary level, the intermediate level or the advanced level to be fully exposed in communicative activities in class. And teachers are expected to give feedbacks to ideas, feelings, or perceptions that students have tried to communicate through their writing in a sensible way. Teaching writing is a process of aiding learners to discover themselves and implicit communication with readers with purposes. 相似文献
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赵岩林 《读与写:教育教学刊》2007,4(5):69-72
people' perception,evaluation and attitude are different among races,so there is cultural--difference.And vocabulary,especially culture-loaded words,can reflect this kind of difference when it relates to values,religions,life styles and stereotypes,while the ordinary words,such as “book,pen” etc,always only have the perceptive meaning.For example,when a child from the Anglo-American world learns the word “dog”,he will normally learns the cultural meaning of it: the dog is “man's best friend”,and he will like dogs,as the saying “love me,love my dog”.But a child brought up in the Chinese culture would be taught that the dog is a dirty and dangerous animal.So people who have been initiated into the culture which is associated with their mother tongue,are naturally inclined to interpret things with their own culture fervencies.As with teaching,teachers should not just make students master language points and grammars,but also irrigate the culture background of English and Chinese words. 相似文献
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The aim of this article is to make a close case study of one teacher’s teaching in relation to established traditions within
science education in Sweden. The teacher’s manner of teaching is analysed with the help of an epistemological move analysis.
The moves made by the teacher are then compared in a context of educational philosophy and selective tradition. In the analyses
the focus is to study the process of teaching and learning in action in institutionalised and socially shared practices. The
empirical material consists of video recordings of four lessons with the same group of students and the same teacher. The
students are all in Year 7 in a Swedish 9-year compulsory school. During these lessons the students work with a subject area
called “Properties of materials”. The results show that the teacher makes a number of different moves with regard to how to
proceed and come to a conclusion about what the substances are. Many of these moves are special in that they indicate that
the students need to be able to handle the procedural level of school science. These moves do not deal directly with the knowledge
production process, but with methodological aspects. The function of the moves turns the students’ attention from one source
of knowledge to another. The moves are aimed at helping the students to help themselves, since it is through their own activity
and their own thinking that learning takes place. This is characteristic in the teacher’s manner of teaching. When compared
in a context of educational philosophy, this manner of teaching has similarities with progressentialism; a mixture of essentialism
and progressivism. This educational philosophy is a central aspect of what is called the academic tradition—a selective tradition
common in science education in Sweden between 1960 and 1990. 相似文献
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Katariina Stenberg Antti Rajala Jaakko Hilppo 《Asia-Pacific Journal of Teacher Education》2016,44(5):470-485
This article presents a design for supporting theory–practice reflection in teacher practicums. This design is based on three design principles that promote a transformative stance towards the creation of novel pedagogical approaches: mutual transformation of theory and practice, co-design among supervising teachers, university lecturers and student teachers, and participating in the long-term development of pedagogical practices. To evaluate the design, we analyse and compare student teachers’ portfolios across two implementations of the teacher practicum: a thematic practicum based on the proposed design and the conventional class teacher practicum of the University of Helsinki. The results show that the student teachers who participated in the thematic practicum used theory more frequently in their reflections. Moreover, their theory–practice connections were more robust than those made by student teachers who participated in the conventional practicum. On the basis of our results, we make suggestions regarding how to promote theory–practice reflection in teacher education. 相似文献
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Team‐teaching is not a common practice in universities but in the experience of the authors of this paper it has a great deal to offer in terms of professional development because of the opportunities it provides for collaborative reflection. The paper describes the authors’ approach to team‐teaching, developed over a period of several years, and the application of the process in the teaching of a Master's course in Adult Education. They focus on the ways in which working with a teaching partner deepens and enhances the process of reflection in which they would normally engage individually and give examples of some of the outcomes triggered by their reciprocal reflection. The paper concludes with a discussion of the ways in which team‐teaching provides many of the elements other authors have described as helpful in promoting effective reflection. 相似文献
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Christopher Deacon Allyson Hajek Henry Schulz 《International Journal of Science Education》2013,35(16):2189-2208
ABSTRACTMany post-secondary institutions provide training and resources to help GTAs fulfil their teaching roles. However, few programmes focus specifically on the teaching competencies required by GTAs who work with undergraduate students in laboratory settings where learning tends to be more active and inquiry based than in classroom settings. From a review of 8 GTA manuals, we identified 20 competencies and then surveyed faculty and lab coordinators (FIS) and GTAs from a Faculty of Science at a comprehensive Canadian university to identify which of those competencies are required of GTAs who work in undergraduate science labs. GTAs and FIS did not significantly differ in the competencies they view as required for GTAs to work effectively in undergraduate labs. But, when comparing the responses of GTAs and FIS to TA manuals, ‘Clearly and effectively communicates ideas and information with students’ was the only competency for which there was agreement on the level of requirement. We also examined GTAs’ self-efficacy for each of the identified competencies and found no overall relationship between self-efficacy and demographic characteristics, including experience and training. Our results can be used to inform the design of training programmes specifically for GTAs who work in undergraduate science labs, for example, programmes should provide strategies for GTAs to obtain feedback which they can use to enhance their teaching skills. The goal of this study is to improve undergraduate lab instruction in faculties of science and to enhance the teaching experience of GTAs by better preparing them for their role. 相似文献
10.
Rainbow Tsai-Hung Chen 《Teaching in Higher Education》2013,18(8):987-999
ABSTRACTDemand for English-taught courses (ETCs) is growing exponentially in non-English speaking universities. These courses require new teaching competences of lecturers, most obviously English language proficiency and intercultural skills. Given the high workloads academics are currently burdened with, it can be expected that this form of teaching is presenting them with a considerable challenge. Despite this, little is known about their ETC teaching experiences. This study addressed this issue by examining and comparing beginning and experienced ETC lecturers’ perspectives on their practices. The study was conducted at a university in Taiwan. Ten academics were interviewed in-depth, some two to three times over a two-year period. The study found the two groups’ experiences were polar opposites. This paper argues an awareness of English as a lingua franca accompanied by student-centered teacher concerns led to the senior cohort’s positive ETC teaching experiences, while a lack thereof gave rise to the beginning lecturers’ unfavorable experiences. 相似文献
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Vickie E. Lake 《Journal of Early Childhood Teacher Education》2013,34(1):73-81
Abstract As we move forward in the new millennium, the call for reform in teacher education programs increases. One reform model, offered by Nel Noddings, focuses on the students’ affect, emotion, and intellect. Noddings proposes the use of fidelity—focusing on the individual and the quality of relationships—as a cornerstone in teaching and teacher education. Fidelity in teacher education utilizes a process that includes modeling, dialogue, practice, and confirmation. This paper explores the fundamentals of a fidelity‐based approach to teacher education and examines a university course and its fieldwork component by analyzing the structure and methods of each using the fidelity framework. If we expect our pre‐service teachers to create caring learning environments, they must first be taught about caring environments by their professors. The use of fidelity in teacher education programs is one model that allows for caring environments as well as content application. 相似文献
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This study reports on an educational development initiative where peer instruction was used instead of traditional lectures in a calculus course for first-year engineering students. The aim of the study was to explore students’ experiences of this method. Data were collected by means of an open-ended questionnaire on two occasions: early and late in the course. The data were analyzed with an inductive content analysis. The findings comprise three qualitatively different ways to experience the interactive teaching method in calculus: (1) enthusiasm, (2) nuanced skepticism and (3) aversion. The categories differed regarding emotional reactions to the teaching, experiences of learning, conceptions of teaching and learning, and experiences of meaningfulness. Many students expressed enthusiasm for learning with peer instruction and noted that the method gave both teachers and students feedback on what students have difficulties with. These students perceived that they were responsible for their own learning. Other students experienced that peer instruction had some advantages and disadvantages, and preferred a mix between traditional lectures and peer instruction sessions. They seemed to believe that teachers and students share responsibility for learning. Some students expressed an aversion for peer instruction and the method seemed to challenge their beliefs of how teaching and learning is best conducted. Our study illustrates that educational development initiatives, even though based on research on student learning, do not benefit all students. One of the major obstacles seems to be that students’ underlying beliefs regarding teaching and learning may be counterproductive to the ideas behind the educational initiative. We suggest that beliefs regarding teaching and learning need to be addressed when introducing new teaching and learning methods. 相似文献
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Abstract This paper proposes that excellence in teaching resides in a reflective, self‐critical, theoretically informed approach. A training programme for new teachers is used as an example of how the approach advocated can be put into practice. Evidence is presented which indicates that academic teachers pursuing such an approach develop conceptions of teaching which can contribute to improved practice; and which may also contribute to changing thinking about teaching and learning in departments. It is argued that encouraging reflective pedagogy has the potential of engaging academics in making the cultural changes necessary to professionalise and enhance the status of teaching. Finally, it is suggested that, although the methodology used by the inspection teams of the Teaching Quality Assessment (TQA) is problematic, the impetus provided can be used as an opportunity to explore and establish creative and worthwhile ways of improving the quality of teaching. 相似文献
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Laurie Field 《International Journal for Academic Development》2015,20(2):113-125
Adopting a pluralistic view of academics’ informal learning that draws on Habermas (1987), this article suggests that a great deal of academic learning results from tensions and incompatibilities between individual interests and those of employing institutions increasingly resonant with the ideology of New Public Management (NPM), with its emphasis on market forces (e.g. student as ‘customer’), enhanced management power, surveillance, and measurement. To explore these ideas further, the article draws on interviews with academics at an Australian university to examine their informal learning about teaching. The academics interviewed had learnt a great deal from the changing context about how teaching is perceived by their institution, as well as about their own personal status and security in the new environment. The paper suggests that the ruthless push of NPM and associated ideologies and pressures impacting on higher education in Western countries represent ‘currents’ running counter to the efforts of academic developers to foster teaching excellence and expertise. The article’s conclusions suggest value in further research into the impact of ideological changes such as NPM on ‘learning about teaching’ in a variety of institutional settings. 相似文献
16.
Daniel Alvunger 《Curriculum Journal》2013,24(4):479-498
AbstractIn 2011, Sweden introduced explicit standards for the curriculum used in compulsory schooling through the implementation of ‘knowledge requirements’ that align content, abilities and assessment criteria. This article explores and analyses social science teachers’ curriculum agency through a theoretical framework comprised of ‘teacher agency’ and Bernstein’s concepts of ‘pedagogic device’, ‘hierarchical knowledge structure’ and ‘horizontal knowledge structure’. Teachers’ curriculum agency, in recontextualisation of the curriculum, is described and understood through three different ‘spaces’: a collective space, an individual space and an interactive space in the classroom. The curriculum and time are important for the possibilities of agency – the teachers state that the new knowledge requirements compel them to include and assess a lot of content in each ‘curriculum task’. It is possible to identify a recontextualisation process of ‘borrowing’ and combining content from curriculum tasks across the different subjects. This process is explained by the horizontal knowledge structure and ‘weak grammar’ of the social sciences. Abilities, on the other hand, stand out as elements of a hierarchical knowledge structure in which a discursive space is opened for knowledge to transcend contexts and provides opportunities for meaning-making. The space gives teachers room for action and for integrating disciplinary content. 相似文献
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Co‐teaching – or the use of more than one teacher in a classroom – has been commonly recommended as a means to promote inclusive education. The aim of the present study was to survey the actual frequency of co‐teaching among different teacher categories in the comprehensive school level in one Finnish city. The data were collected through a questionnaire answered by two representative samples of teachers including 117 resource room teachers in the first survey, and 317 teachers of various teacher categories in the second. The results showed that co‐teaching was a widespread phenomenon among resource room teachers and special class teachers but less frequent among other teacher groups. Overall, it was used only infrequently, typically from two to three hours a week. On a weekly basis it was implemented by every second special education teacher, every third classroom teacher and every sixth subject teacher. A comparison with a study from the early 1980s confirmed that the relative popularity of co‐teaching had increased only slightly during the years. Although co‐teaching is used sparsely, the teachers reported almost uniquely positive experiences obtained from it. It is argued that the promotion of co‐teaching needs additional incentives if it is hoped to make it more common. 相似文献
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This paper reports on a study that focused on growth of understanding about teaching geometry by a group of prospective teachers engaged in lesson plan study within a computer-supported collaborative learning (CSCL) environment. Participation in the activity was found to facilitate considerable growth in the participants?? pedagogical-content knowledge (PCK). Factors that influenced growth in PCK included the nature of the lesson planning task, the cognitive scaffolds inserted into the CSCL virtual space, the meta-language scaffolds provided to the participants, and the provision of both private and public discourse spaces. The paper concludes with recommendations for enhancing effective knowledge-building discourse about mathematics PCK within prospective teacher education CSCL environments. 相似文献
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This research investigated the statistical predictive power of organisational commitments for academics’ teaching approaches. Participants were 268 academics working in six elite universities in Beijing, mainland China. Results showed that academics’ organisational commitments as measured by the Organisational Commitment Inventory significantly predicted their teaching approaches as assessed by the Approaches to Teaching Inventory – beyond gender, age, taught academic discipline, academic rank and type of institution. Limitations and theoretical contributions of the study are noted; and practical implications of the findings are discussed in relation to academics and university senior managers. 相似文献
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Grice’s maxims,which define the conditions for efficient spoken communication,can be adapted to the teaching of writing by providing both teachers and writers with a way of understanding successful and unsuccessful written correspondence in mono-and cross-cultural settings.A survey of lay readers’ responses to a sample letter which show that,while there are individual differences in the way these maxims are interpreted,readers expect clarity,brevity,and sincerity,and writing which fails to meet these expectations will be unfavorably received.Also discussed are the issues of contrastive rhetoric,and ways of helping writers to position themselves in relation to their real or imagined reader. 相似文献