教研室管理视域下的大学英语教师素养提升     

何晓斓  唐文杰 《湖南第一师范学报》2015,(2)

教研室工作的核心力量是教师。教师整体素养的提升，是教研室工作得以顺利展开的关键。在提升教师素养方面，大学英语教研室可以开展如下工作：引导探究大学英语教师素养的内涵；组织分析优秀教师个人素养提升的案例；保持团队的持续发展与影响。  相似文献   

Assessing the special education professional development needs of northern Malawian schoolteachers     

Elizabeth Hughes  Morgan Chitiyo  Ambumulire Itimu‐Phiri  Kristen Montgomery 《British Journal of Special Education》2016,43(2):159-177

This research examines special needs education professional development needs among both general and special education schoolteachers in northern Malawi. A semi‐structured questionnaire with open and close‐ended questions was used for the research. Quantitative and thematic analyses were conducted to determine the extent to which teachers believe that students with disabilities should be educated together with students without disabilities, the importance of professional development for teaching students with disabilities, prioritised professional development needs regarding special education knowledge, and self‐identified needs for successful special education classrooms. Results indicate that teachers are generally in favour of inclusive practices and identify a high need for special education professional development. Participants identified training and resources to teach students with visual impairments or auditory impairments as a high priority. Participants noted a need for improved infrastructure, more educational materials, and recognition by the government for work in special education.  相似文献   

立足区域的教师培养项目实践与反思     

傅红 《大连教育学院学报》2021,(1):6-8

教师是推动教育事业发展的基础,是提高教育质量、办好人民满意教育的关键。"长海县中小学卓越教师培养项目"基于县情,突破瓶颈,利用"典型驱动"策略,培养卓越教师,打造卓越课堂,实现卓越发展,从而带动区域教师队伍整体素质提升。  相似文献   

Rediscovering the teacher within Indian child-centred pedagogy: implications for the global Child-Centred Approach     

Amy Smail 《Compare》2014,44(4):613-633

The Child-Centred Approach (CCA) is increasingly promoted within India and internationally as a response to the challenge of delivering quality education. From identifying and examining Indian indigenous and global concepts of CCA within traditional and contemporary child-centred pedagogic discourse, this paper reveals the complexities of underlying agendas within the domestic and international setting and the implications of this for the integration of CCA and the ‘child-centred’ teacher in India. Based on empirical analysis of teachers’ interviews, the findings demonstrate that the role of the teacher continues to be largely overlooked in spite of a willingness from teachers to engage within the child-centred pedagogic discourse. Disempowerment, a lack of autonomy and limited professional status are highlighted. Therefore, this paper calls for the rediscovery of the ‘child-centred’ teacher to advance from within the nation. Without this, it is asserted that the authenticity of the CCA model will continue to be compromised, and with it, any indigenous expressions of a similar epistemology will be fundamentally restricted.  相似文献   

把“愉快教学”引进英语课堂     

曹爱萍 《科教文汇》2011,(26):125-125,195

要上好一节英语课,提高英语课堂教学质量,为学生创造一个轻松愉快的学习氛围,教师必须改变陈旧的教学模式,将愉快教学引进英语课堂。  相似文献   

教师教育U-S合作的结构性障碍与路径选择     

张翔 《辽宁教育研究》2014,(6):95-99

大学与中小学(U-S)合作是当前教师教育的一条有效出路。但目前我国教师教育U-S合作过程存在严重的结构性障碍,主要表现为合作中的异质性资源依赖感不强,合作主体的合法性认同严重不足,合作协调机制缺位。因此,我们需要充分挖掘U-S合作中的异质性资源,增强双方异质性资源依赖程度;赋予中小学教师教育义务并提升合作双方的利益共识,增强合作主体的合法性认同;构建政府统筹的U-S合作管理体制,规范合作行为。  相似文献   

A comparison of student teachers’ perceptions of school placement experience in Malta and China Compare     

Damian Spiteri 《Compare》2019,49(6):888-904

ABSTRACT

This study explores the insights about teaching that student teachers elicit from schools when they go on their first school placements. It thereby offers an appraisal of how student teachers experience teaching when still at the relatively early stages of training and how they are socialised into a role where they become protagonists who can create a positive teaching climate in the classroom. The authors approach this study from the perspective of construction of meanings and consider the discourse that takes place in candidate teacher-student interactions in two university settings – in Malta and China, respectively. The study shows how student teachers believe that cultures and cultural differences need to be clearly considered across the curriculum if schools are to promote active learning equitably.  相似文献   

清代前期的嵩山文人群体初探     

《信阳师范学院学报(哲学社会科学版)》2019,(4):121-126

清代前期,嵩山一带出现了一个极有成就的文人群体。其成员前后相继,贯穿顺治至乾隆四世,历时一百余年,可考者达数十人。他们的创作在弘扬地域文化传统与文学精神的同时,又能跳出地域与传统的窠臼,具有一定的包容性与创新性,呈现出中原文化博大恢弘的气象。  相似文献   

Counseling With HEART: A Relationship Violence Prevention Program for College Students     

Danica G. Hays  Rebecca E. Michel  Hannah B. Bayne  Anita A. Neuer Colburn  Jayne Smith Myers 《Journal of College Counseling》2015,18(1):49-65

Relationship violence is a salient concern on college campuses today, and psychoeducational groups may be an appropriate prevention format. This article describes a study measuring the impact of college student participation in the HEART (Help End Abusive Relationships Today) program, a series of group sessions designed to increase knowledge and awareness of relationship violence. Findings indicated significant changes for group participants postintervention. Implications and recommendations for college counselors are discussed.  相似文献   

Preservice secondary subject teachers incorporating movement integration into classroom practice     

《Teaching and Teacher Education》2020

The present study explores Finnish preservice subject teachers’ perspectives and experiences with movement integration in academic classrooms. In the study, 44 subject teachers applied an integrated approach to infuse physical activity into a required teacher-preparatory course. The program’s framework is the constructivist learning approach. Data were collected through interviews, classroom observations and field notes. The findings show that movement integration was a new concept for the preservice teachers and that their experience positively influenced their beliefs regarding the use of that concept in academic lessons. Thus, it is possible to support implementation of movement integration into secondary academic classrooms.  相似文献