高师院校图书馆文检课教材统一联合编写问题探讨     

方敏 《图书馆学研究》2008,(1):73-74,77

本文通过对当前文检课教材中存在问题的分析,认为高师院校联合编写文检课教材将有利于发挥图书馆文检课教师的整体优势,出版优秀而权威的与高师院校相适宜的文检课范本,从根本上改变目前文检课所处的困境,提高这门课的教学水平.  相似文献   

网络条件下升格师范学院图书馆馆藏建设初探     

张静 《四川图书馆学报》2004,(3):39-42

以乐山师范学院图书馆为例谈合并升格为本科后师范院校图书馆馆藏建设的现状与思路:在正确的馆藏建设指导思想下,制定科学合理的馆藏规划方案,调整藏书结构,处理好现实馆藏与虚拟馆藏的关系,建立符合本校发展实际的馆藏体系。  相似文献   

The Impact of Workplace Bullying on Primary School Teachers and Principals     

Declan Fahie  Dympna Devine 《Scandinavian Journal of Educational Research》2014,58(2):235-252

While previous research has consistently cited education as a high risk profession for negative workplace relationships, there has been little consideration of the impact of workplace bullying for those involved. This paper seeks to address this lacuna through the analysis of 24, in-depth interviews with self-identified victims of workplace bullying who work, or have worked, in primary schools. The study reveals the profound physical, psychological, social, and economic effects of these toxic behaviors upon the interviewees, along with the resistance strategies they employed to help them cope with their experiences. Through a lens of Foucauldian conceptualisation of power, this study explores the broader implications for school organizational culture, as well as for individual teachers and the pupils they teach.  相似文献   

Teaching skills of student teachers: Calibration of an evaluation instrument and its value in predicting student academic engagement     

《Studies in Educational Evaluation》2014

Student teachers are expected to develop their teaching skills sooner and more rapidly. However, a sound evaluation instrument that can be used to diagnose and monitor the skilfulness level to aid formative assessment of student teachers is still limited. This article is aimed to calibrate and validate a teaching skill evaluation instrument for use in secondary education. A total of 264 student teachers in the Netherlands participated in the study. Rasch and multilevel analyses were used. Results suggest that the evaluation instrument meets the restrictive assumptions of the Rasch model and has predictive value for academic engagement. This adds validation evidence and justifies the calibration of the evaluation instrument to be used for monitoring the development of teacher's teaching skills.  相似文献   

‘Before I realised they were all women… I expected it to be more about materials’: Art,Gender and Tacit Subjectivity     

Hannah Hames 《The International Journal of Art & Design Education》2016,35(1):8-20

This article discusses a critical discourse analysis research activity undertaken with a group of undergraduate primary trainees with an art specialism. The research activity involved the use of two contrasting texts discussing the work of Karla Black, Becky Beasley and Claire Barclay. The article explores how the positioning of the two texts affected the student teachers’ ability to engage effectively with ‘women's art’ on a personal and critical level, revealing some highly subjective views and raising questions around intertextuality; particularly how an individual's understanding of contexts, meanings and histories can inform collective interpretation and highlight existing subjectivity. The article subsequently identifies that although students were keen to talk about careful selection of texts, the benefits of using multiple sources and the risks of intertextual and ‘subliminal’ contamination, they were unable to reflect critically upon their own gendered reading of the texts. It concludes that this may well be a signifier of the problem – that the student teachers did not really see a problem at all.  相似文献   

近十年体育教师专业能力研究综述     

关朝阳  李格 《体育科技文献通报》2020,(6):15-17

通过对近十年我国体育教师专业能力的文献收集,将其分为中小学和大学两大类,并对每类文献做结构、现状、策略的综述。研究方法为文献资料法,逻辑分析法。研究结果:学者对体育教师专业能力结构的见解具有交叉性,但缺少统一的认识,研究范围较小,不足以代表合格教师所应具备的专业能力;现状和策略的研究较为陈旧,对提出的策略没有进一步跟进,策略缺乏创新,需要更深层次的研究。  相似文献   

教师职业研究的新视角——情绪工作研究探析     

王艳华 《桂林师范高等专科学校学报》2011,25(2):107-110

首先从情绪工作的定义、特征出发分析教师是属于高情绪工作者,之后阐述情绪工作的调节策略以及影响调节策略的相关因素,以期为研究教师职业提供一个新视角。  相似文献   

‘They think that if you're a teacher here … you're not clever enough to be a proper teacher’: the courtesy stigma experienced by teachers employed at schools for pupils with behavioural,emotional and social difficulties (BESD)     

Karen E. Broomhead 《Journal of Research in Special Educational Needs》2016,16(1):57-64

A wealth of literature has identified that children with behavioural, emotional and social difficulties (BESD) and their families are frequently stigmatised due to the perceived controllable and ‘invisible’ nature of this special educational need (SEN). Yet little research has considered the impact of this stigma on another group of individuals, educational practitioners employed in BESD schools. This is despite these professionals working in close contact with pupils with BESD, a heavily stigmatised group, on a regular basis. This paper therefore, details a study which explored perceptions of stigma specifically with educational professionals employed in schools for pupils with BESD. Semi‐structured interviews with nine practitioners (including head teachers and class teachers with additional responsibilities) were conducted, all of whom had worked within the BESD sector for at least 10 years, with data being analysed via Interpretative Phenomenological Analysis (IPA). Findings revealed how educational practitioners employed in BESD schools experienced courtesy stigma, with many not being perceived as ‘proper’ teachers due to a discourse of care surrounding BESD. Other professionals reported much confusion from their mainstream colleagues and other individuals about how they could want to work with such ‘challenging’ pupils. This courtesy stigma was linked to the wider stigma surrounding BESD schools, which were often ignorantly perceived to be full of ‘bad boys’ or ‘absolute horrors’. This paper concludes by considering the implications of these findings for policy and practice, and provides recommendations for addressing the identified stigma towards practitioners employed in BESD schools.  相似文献   

定向行走课程与教学专业能力研究     

杞昭安 《现代特殊教育》2020,(2):26-37

从感觉训练、概念发展、行动技能、定向系统、求助技能、安全议题、小区资源与大众运输系统七个方面选取50项能力指标,对海峡两岸64名担任定向行走课程的教师进行问卷调查。调查结果显示:大多数被调查者认可这50项能力指标;定向行走教师对自己的课程与教学专业能力认可度多为中等,需要进一步作培训。同时发现,在定向行走课程与专业能力各向度的重要程度上,海峡两岸定向行走教师的认知有显著差异,各向度胜任程度的差异更加明显;而定向行走教师的年龄对定向行走课程与教学专业能力在重要程度和胜任程度上并没有显著差异;海峡两岸担任定向行走课程的教师,多数认为有培训的必要。建议将重要性在3.5以上的题目编制为《定向行走专业能力检核表》;将定向行走专业能力胜任程度在3.5以下的向度作为定向行走师资培训的参考。  相似文献   

What does the greek model of parallel support have to say about co-teaching?     

《Teaching and Teacher Education》2016

Parallel Support (PS) is a co-teaching program designed to deliver education services in inclusive settings in Greece. In this quantitative study, 236 special education PS teachers from six major educational regions participated in a survey. The findings indicate that PS is similar to the One Teach, One Assist approach, constituting a static model, which typically provides services to one or two students with disabilities. Deeper cultural characteristics of the Greek educational system may shape the PS's peculiarities. In our transcultural hypothesis, the PS model is a compromise between a highly demanding collaborative approach and a pre-existing low collaboration school culture.  相似文献