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1.
ABSTRACT

This special issue explores the relationship between practice-based research and the work of teacher leaders. Although teachers are called on with increasing regularity to share leadership in our nation’s districts and schools, it is not clear how teachers learn to practice effective leadership. The articles presented in this issue argue that systematic inquiry can help teacher leaders understand problems of leadership practice, implement support for professional learning, collect data related to their efforts and reflect on the outcomes of their leadership work.  相似文献   

2.
The aim of the study was to describe students’ and teacher educators’ practical experience with action research and to identify a number of special points for consideration (opportunities and limitations) which could play a role in putting research into practice in concrete terms in the courses. Students and teacher educators on three Dutch initial teacher education programmes which treat action research as both a means of professional development and a necessary professional qualification were involved. These were programmes for specific teaching levels and subjects in Dutch schools. Four special points for consideration are identified: action research and the educational core qualifications of the profession; difference between action research by student teachers during their initial education and experienced teachers in their own workplace; students’ mixed experiences and perceptions of research; and embedded research‐based activities in the programme. The authors conclude that action research should be considered from different perspectives: as a professional approach, a body of skills that is needed to make the connection between knowing that and knowing why; and as a way of improving practice by systematically building up practice‐based knowledge.  相似文献   

3.
Education for sustainable development establishes the need for change within education; in particular, teacher education is recognised as a priority for reorientation towards sustainability needs. The Ubuntu Network is an action research programme, focusing on supporting teacher educators to explore the integration of development education and education for sustainable development into their programmes and professional practice in Ireland. From 2006 to 2008, 22 action research projects were implemented within nine post-primary teacher education programmes in Ireland and collectively published in an e-book. A systematic review of these projects was undertaken to identify emerging themes with a view to informing future work of the Ubuntu Network, and to guide the practice of mainstreaming education for sustainable development. These themes are described in this paper and demonstrate an evolution of pedagogical approaches, centring on ethical values and identity work.  相似文献   

4.
‘Quality’ in mathematics teaching does not relate solely to pupil achievement, to teaching approaches or to deeply held beliefs about the nature of mathematics and its teaching and learning, but to all of these. A model of a teacher's mathematics‐related belief‐system is presented, and the issue of the contrast between espoused and enacted beliefs is discussed. ‘Quality’ in mathematics teacher education raises all of these issues, as well as the aims, goals and means of the teacher preparation process itself. The paper concludes by arguing against the ‘apprenticeship’ model of mathematics teacher education, for depriving student teachers of theory and of practical research experience. A well known dictum paraphrased states that theory without practice is empty, but that practice without theory is blind. ‘Quality’ in mathematics teaching and teacher education depends on both theory and practice in systematic cooperation.  相似文献   

5.
《师资教育杂志》2012,38(1):21-36
This paper examines the context of teacher education in which certain students work as teachers whilst at the same time they study in a teacher education programme. The two phenomena that are discussed are the integration of theory and practice, and learning while working. These are located in the wider framework of teachers' pedagogical thinking, and research‐based teacher education. The paper reports on students' experiences of the success of integrating theoretical studies in their work as teachers and the related issue of how a student's everyday grasp of classroom practice has been taken into account in their studies. The paper also raises the issue of the university–school relationship through students' estimations of the impact that their participation in teacher education has brought to the school in which they work and other key aspects of the university–school relationship.  相似文献   

6.
Teacher professional standards globally now include a stronger emphasis on teacher research and evaluation skills. Yet, little is known about how to build these capacities through teacher education. This paper reports on a systematic literature review conducted to synthesize the literature about approaches to improving research and evaluative skills and attitudes in teachers. A total of 19 studies were included. The field is largely dominated by small qualitative studies that focus on teacher action research as a facilitator of professional development. There is a substantial and highly problematic gap in the research specifically in relation to building evaluation skills in teachers. Recommendations include a stronger investment in teacher education focussed on evaluation and evaluative thinking, which holds significant potential to positively impact the professional practice of teachers and student learning outcomes.  相似文献   

7.
In contrast with its high level of popularity in both research and practice for in-service teacher development, teacher research has received much less attention in pre-service language teacher education as a reflective learning approach, particularly in China’s context. Action research, as a major form of teacher research, has rarely been employed by teacher educators. This action research study undertaken by a teacher educator aimed to address this dual gap by examining the effect of collaborative research experience undertaken by a cohort of English as a foreign language pre-service teachers in China. Triangulated research methods were employed to gather two sets of data respectively reflecting the student-teachers’ views of their collaborative research and the teacher educator’s perceptions of the action research. It was found that both groups highly endorsed their research experience. Meanwhile, issues also arose in terms of the sustainability of such research experiences for both groups. The study highlights the necessity of incorporating collaborative student-teacher research and teacher educators’ action research into pre-service teacher education programmes, which entails the need to transform the existing foundationalist teacher education paradigm into a post-foundationalist paradigm, and to recognize teacher educators’ action research on pertinent issues in teacher education.  相似文献   

8.
This paper is about the experiences of beginning teachers in turning theory learned in universities into practice in the workplace. The research is situated in the context of a pre-service teacher education programme that explicitly and deliberately seeks to bridge the theory-practice gap in teacher education. The paper argues that, despite long-standing awareness of the theory-practice gap as a central issue faced by beginning teachers, attempts by teacher educators to address this issue remain thwarted. The argument draws on interview and focus group data collected via a study of 1st year graduate teachers of an Australian pre-service teacher education programme. The theoretical perspective of symbolic interactionism is used to focus on the meanings that graduates have of their experiences of turning theory into practice. The data suggest that prospective teachers during pre-service training value both the theory that they learn on campus and the practice that they observe in schools. However, once they become practitioners, they privilege the latter. Upon entry to the workplace, graduates come to associate good practice with that of the veteran teacher, whose practice and cache of resources they seek to emulate.  相似文献   

9.
This paper reflects our commitments as teacher educators to develop the skills, knowledge and interests amongst ‘nearly qualified teachers’ to establish action learning as an integral part of their professional practice. We outline the development of an undergraduate unit that is endeavouring to achieve this at Edith Cowan University, Western Australia. Key principles and characteristics of action research and action learning are used as a framework for critical reflection on the unit. Attempting to provide learning experiences that adhere to these principles within the context of initial teacher education courses is identified as a challenging process. Planned developments in which we seek to enhance the extent to which teacher education can be seen to embrace and promote action research and action learning are discussed.  相似文献   

10.
This article reports on findings of a study which objective is the development of an instrument for systematic evaluation and improvement of the quality of teaching in special schools. The article describes the research process which led to the construction of the instrument as well as the way teachers can use the instrument to improve the quality of their teaching. The article advocates a practice perspective to professional development in special schools, as special schools in Denmark are under pressure by three international educational agendas: the agenda of accountability, the agenda of standards and the agenda of inclusion. The instrument suggests that professional development is teacher driven and not driven by the accountability agenda. The research approach was collaborative as 35 teachers and principals from 16 special schools participated in the research process. Their perceptions of quality in the practice of teaching in special schools and research literature on the quality of teaching in both mainstream schools and special schools have shaped the development of the instrument. Thus, the instrument is based on the finding, that teaching methods in general and special education are not as different as assumed. This finding is reflected in the instrument.  相似文献   

11.
Although action research is a common feature of courses of initial teacher training, the evidence as to its efficacy, in encouraging reflection among trainees, is mixed. This article discusses cases of action research assignments carried out by three trainees into their own practice in relation to (a) behaviour management, (b) monitoring and assessing, and (c) pupil‐centred education. The assignments are analysed using Bloom et al's. (1964) typology of thinking skills, Handal & Lauvas's (1987) model of reflective practice, and typologies of action research by Noffke (1997) and Rearick and Feldman (1999). They are positioned as cases of ‘literature‐informed, one‐turn’ action research; a concept which is discussed in relation to other concepts of action research.  相似文献   

12.
Teacher action research seeks to bring together action, reflection, theory, and practice; and it is acknowledged as a way to value and honour teachers’ practical knowledge. The purpose of this article is to conceptualize teacher action research as Bildung, applying Gadamer’s philosophical hermeneutics as a theoretical framework. Based on five teachers’ lived experiences of conducting action research in their classrooms, this study explores how teachers go through the process of the development of the self as a teacher, furthering themselves as professionals through action research. It aims at understanding the role of action research as Bildung, one’s inner process of formation and cultivation of self, to shed light on teacher professional development as a hermeneutical and ontological practice.  相似文献   

13.
《师资教育杂志》2012,38(2):153-168
This paper reports on the results of a qualitative study that explored the experiences of one group of pre‐service English language teachers in Hong Kong as they undertook an action research project as part of their undergraduate teacher training programme. Grounded in a theory of teacher identity construction as both practice and discourse, the paper examines how participation in an action research project by one group of pre‐service English language teachers in Hong Kong shaped their experiences of becoming teachers. The study indicates that as teacher researchers, the trainee teachers contested previously held perceptions about their engagement in teaching, their images of teachers and teaching, as well as their alignment with some aspects of contemporary educational discourse. Implications for teacher education and future research are also discussed.  相似文献   

14.
This paper discusses a study of teacher researchers undertaking research into self-chosen aspects of their own mathematics teaching at the secondary level. The study used qualitative methods to explore the processes and practices of this research and the issues which it raised. Emergent theory of teachers' research activity fitted strongly with a view of action research relating to critical reflective practice. The teachers were seen as reflective practitioners, developing knowledge and awareness through enhanced metacognitive activity. Their research was characterised as evolutionary, in contrast with established patterns of action research. Despite differences in the substance of each teacher's research there were commonalities which provide insights into the conducting of research by teachers and its potential for the development of mathematics teaching. The special nature of mathematics in this research, and the role of external researchers in the project, were important considerations.  相似文献   

15.
The role of the ‘professional community’ in action research   总被引：2，自引：2，他引：0  
The article argues that collective learning plays an important role in the practice of teacher research, which has not yet been adequately dealt with in its theory. Lave & Wenger's (1991) theory of ‘Situated Learning’ is examined as an example for a conceptualisation of collective learning. In the concluding section, some provisions for ‘learning in communities’ in the practice of teacher research are discussed. Although the argument is made for the teaching profession, it is assumed that it also has some bearing on action research in other professions.  相似文献   

16.
从20世纪70年代开始,社会性别已经成为女性主义分析各种教育问题的一个独特视角。文章在已有文献研究的基础上,继续考察和探究女性主义对欧美教师教育实践的影响,试图展现近年来研究者对于如何实现社会性别平等的教师教育所进行的思考,展示欧美教师教育在提高未来教师的性别意识、培养未来教师处理学校和课堂中的社会性别问题等方面所做的努力,以及这些实践所面临的困境,以期能对中国目前的教师教育研究和实践有所借鉴。  相似文献   

17.
对"教师即研究者"命题的探析   总被引：1，自引：0，他引：1  
长期以来,对教师做研究的质疑主要表现在对其研究的合理性与有效性等问题的反思与批判上.我国新一轮教育改革提出"教师即研究者"的命题,对教师做研究给予了充分肯定.但是,广大教育理论者与实践者要认识到教师做研究与教育专家做研究是不同的,教师所做的研究是教师对学校和课堂工作进行的一种系统的、有目的的探究,是教师与研究者、教学与研究的统一.反思性实践是教师做研究的最好范式,它强调教师对日常的教育教学实践进行反思,使实践与理论相联结.  相似文献   

18.
This special issue of the Journal of Personnel Evaluation in Education presents information from five countries related to the following constructs and/or literatures: teacher effectiveness research, school effectiveness research, teacher evaluation, staff development, teacher improvement, and school improvement. This overview article presents brief summaries of five major issues that are addressed throughout the issue. A conceptual framework is introduced that presents links among the aforementioned constructs/literatures. While these links are theoretically viable, their actual existence varies widely by country, with several countries lacking many of the links. Implications of these missing links are discussed, as well as strategies for more tightly joining these literatures/constructs. Original research from each of the countries is also introduced.  相似文献   

19.
特殊教育师资专业化培养的问题与对策   总被引：1，自引：0，他引：1  
在教师专业化思潮的推动下,特殊教育教师专业化问题不容回避。本文在综合教师专业化一般概念和特殊教育特点的基础上,提出特殊教育教师专业化内涵:包括掌握科学系统的知识,有效解决实际问题,有充分的专业自主权、恪守职业道德四个方面。从专业化的角度审视当今我国特教师资培养的目标、模式和课程设置存在的问题,并提出相应的对策:完善培养目标,实行课程分层和分流,增强课程实用性,力求课程综合化,加强行动研究能力的培养等。  相似文献   

20.
The preparation, recruitment, work, and career of teachers are important in education. This is no exemption for special education. However, the shortage of qualified teachers serving students with disabilities has long been an international problem. In China, both the quantity and the quality of special education teachers are of concern. This places unrelenting pressure on special teacher education. Given its growing size and challenges, special teacher education has received increasing attention from research, policy, and practice. However, there is a dearth of scholarship published in English to address these issues. To the best of our belief and knowledge, there is no systematic, comprehensive, and contextualised examination of special teacher education in China to date. This article aims to make a contribution in this regard. First, we present the complexities of the Chinese context in which special teacher education is situated. Second, we synthesise recent literature on special teacher education in China through an extensive review of the relevant studies scattered in English publications. Third, we provide insights into special teacher education in China, regarding its trajectory of policy-making, its history of development, and its strategies and challenges. Finally, we conclude our article with some practical recommendations to aid the future development of special teacher education.  相似文献   

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