Imagining a different life in school: educating student teachers about ‘looked after’ children and young people     

Alan Walker‐Gleaves  Caroline Walker 《Teachers and Teaching》2013,19(5-6):465-479

The research described in this paper concerns the acquaintance of student teachers with the educational and wider pastoral experiences of children and young people who are or have been ‘looked after’ and who they may well teach at some point, together with the familiarisation of student teachers with the ‘looked after’ system in the UK. We discuss an exploratory awareness‐raising curriculum project within a Teacher Education Department at a University in the UK that utilises digital multimedia to develop a ‘community of awareness’ of young people and student teachers. As a result of this work, the student teachers were able to reflect on their pedagogical knowledge and practices related to teaching and wider pupil pastoral care. Further, those involved in the project therefore not only learned how to use technology, but to apply it in meaningful, productive ways, which were potentially transforming in terms of appreciation and knowledge of diversity. Benefits for the participants – the young people involved and the student teachers, as well as implications for both student teachers’ understanding of diversity and limitations of the technology – are discussed.  相似文献   

Pre-service teachers’ science beliefs,attitudes, and self-efficacy: a multi-case study     

Mahsa Kazempour  Troy D. Sadler 《Teaching Education》2013,24(3):247-271

The aim of this multi-case study was to explore the extent and nature of changes in elementary pre-service teachers’ beliefs, attitudes, and self-efficacy toward science and science teaching as a result of participating in a science methods course. The study specifically focused on three groups of pre-service teachers based on their varying beliefs, attitudes, and self-efficacy prior to the course. The study examined factors that may have contributed to changes in these domains as well as interrelationships among the three constructs.  相似文献   

Teachers conceptualizing childhood: conversations around fictional childhood texts     

Sandra Chang-Kredl 《Teachers and Teaching》2013,19(2):203-220

This article offers a unique perspective on teacher thinking by connecting the study of early childhood teachers’ beliefs with the field of childhood studies, and with film and literature studies. The purpose of the research is to examine (a) how films can be used to evoke responses in teachers about their implicit beliefs in childhood and (b) the processes through which the teachers generate conceptualizations of childhood. Focus group discussions following viewings of short film clips were conducted with five experienced teachers. Thematic analysis suggests that the selection of film narratives influences the patterns of beliefs expressed by the teachers. Conversation analysis reveals that the teachers tended to use both their own memories of childhood and their identification with children to cross boundary spaces in time (past, present, and future), and between adulthood and childhood. The teachers tended to shape their beliefs in dichotomous renderings as oppositions to others, but also to display a playful willingness to surrender themselves to interior spaces of boundary crossings, and to share and dialog their discoveries with others. In terms of implications of the study for teacher education, the use of books and films seemed to provide teachers with tools to discuss and situate their understandings of childhood in ways that involved processes of memory, identification, lived experience, and teacher practice.  相似文献   

明清时期徽州商人的民俗信仰：类型与功能     

张莉曼 《六安师专学报》2013,(4):101-104

徽商的民俗信仰体系包括祖先崇拜、乡土神信仰、儒学崇拜、财神信仰、行业神信仰、自然崇拜等诸多层面。徽商的民间信仰对于徽商个体、群体乃至社会都有重要的功能,不仅可以调适心理、规范道德情操,而且有利于推动文化教育,强化群体协作和社会整合。徽商在历史上的发展走向在某种程度上与其民俗信仰息息相关。  相似文献   

镇沅县苦聪人的原始宗教信仰     

杨璐 《思茅师范高等专科学校学报》2013,(4):25-28

苦聪人属拉祜族支系,有着自己独特的文化。其中,宗教信仰是苦聪人在当地长期的生产生活实践中,伴随着与外界自然环境的接触及联系而逐渐产生出的,具有鲜明的地方性、民族性和历史性。  相似文献   

基于管理胜任力的旅游企业培训需求分析     

丁新军  田菲  王淑娟 《唐山学院学报》2013,(4):56-58

在分析旅游企业管理胜任力的因素结构与工作绩效的关联基础上,构建了旅游企业培训需求综合分析方法,并提出了旅游企业基于管理胜任力的培训需求分析策略。  相似文献   

Students’ perceptions of an interdisciplinary global study tour: uncovering inexplicit employability skills     

Rachael Hains-Wesson  Kaiying Ji 《高等教育研究与发展》2020,39(4):657-671

ABSTRACT

For higher education graduates to be effective in the workplace, they require strong technical skills and the capability to operate across diverse knowledge landscapes to solve real world problems. At an Australian university, an interdisciplinary, short-term study tour programme was utilised to enhance students’ inexplicit employability skills with a focus on managing complexity while developing agility and creativity. To investigate the effectiveness of such a programme, we examined students’ perceptions of an interdisciplinary teamwork assessment task that was undertaken in an international context via a study tour model. We achieved this by, first, introducing a purposely designed interdisciplinary teamwork assessment task, which focused on students presenting innovative ideas to peers and industry members. Second, we elicited student responses via a case study approach that incorporated mixed methods, utilising several data collection instruments prior to, during, and after students participated in a study tour. The findings suggest that integrating a purposely designed interdisciplinary teamwork assessment task, via a short-term study tour model, uncovered certain inexplicit employability skills, namely managing complexity, developing agility and creativity. We make specific recommendations to support this insight, contributing to the mobility teaching and learning research field.  相似文献   

Pre-service teachers' implicit and explicit beliefs about English language learners: An implicit association test study     

《Teaching and Teacher Education》2018

Pre-service teachers' attitudes and beliefs about English Learners (ELs) are especially critical as they enter their professions among an increasingly diverse student population. This study uses an Implicit Association Test to explore implicit and explicit beliefs and attitudes of pre-service teachers about ELs. Pre-service teachers from a Southeastern U.S. university hold generally positive implicit beliefs about ELs and express positive expectations for working with ELs and school support. Implicit association test measures have potential as tools for preparing pre-service teachers and evaluating the impact of interventions that seek to improve teachers’ readiness to serve this population.  相似文献   

Chinese university EFL teachers’ beliefs and practices of classroom writing assessment     

《Studies in Educational Evaluation》2020

This study investigates the extent to which university teachers’ beliefs about classroom writing assessment are congruent with their self-perceived practices in English-as-a-foreign-language (EFL) contexts, and what factors contribute to belief-practice inconsistencies. Drawing on data from a survey of 136 Chinese university EFL writing teachers and ten teacher interviews, results showed a degree of belief-practice alignment regarding assessment for learning (AfL) practices that make learning explicit, but belief-practice discrepancies were more salient. AfL practices that empower students to take responsibility in writing assessment were perceived to be more important than assessment of learning practices; however, the reverse was found in teachers’ practice. Impacts of micro-level factors including assessment training, teaching experience, student attributes, meso-level school factors, and macro-level assessment culture are discussed, and implications are drawn.  相似文献   

Healing after traumatic events: Aligning interventions with cultural background and religious and spiritual beliefs     

Melissa A. Heath  Elizabeth A. Cutrer-Párraga 《Psychology in the schools》2020,57(5):718-734

Historically, disaster response efforts have focused primarily on basic physical survival and safety—addressing medical emergencies and ensuring adequate shelter and supplies of food and water. However, in addition to physical survival, relief efforts must also consider strategies to promote emotional healing and psychological well-being. In particular, those who intervene must consider the acceptability of intervention strategies, taking into account survivors' cultural background, religious customs, and spiritual beliefs. This article offers recommendations to better align school-based therapeutic interventions with children's religious and spiritual beliefs.  相似文献