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41.
Joseph McAnulty 《Studying Teacher Education》2014,10(1):36-52
This self-study explores the emerging identity of a first-time teacher educator using a framework that views identity as natural, institutional, discursive, and affinity. This framework provided an opportunity to unpack empirically how these various strands of identity intersected within the classroom of a novice teacher educator. Situated in the context of an elementary social studies methods classroom, this study reveals various struggles with the institutional authority of being a teacher educator. Issues such as how preservice teachers perceive a novice teacher educator, the acknowledgment of lack of experience, and the process of negotiating institutionalized and systemic power within the classroom are discussed. Because this study also featured a mentor professor as a critical friend, the implications of self-study work and mentoring first-time teacher educators are also featured in the discussion section. Considering the importance of identity in shaping the practice of new teachers, this self-study reveals the importance of further complicating the emerging and evolving identities of new teacher educators. 相似文献
42.
We are recent graduates of a graduate faculty of education in a research-based university in Canada. Our aspirations to become successful teacher educators and to write our dissertations brought us together to form a writing support group. During the 2010–2011 academic year, we conducted a self-study to better understand how the support group helped us to navigate the process of writing our dissertations as well as our endeavors to become teacher educator researchers. The results of our self-study indicate the importance of a supportive writing group in developing an identity as a teacher educator, developing research and writing skills through being a critical friend, and preparing graduate students for the complex role of teacher educator. 相似文献
43.
汉代女性文学及其审美启示 总被引：1，自引：0，他引：1
丁旻 《扬州教育学院学报》2008,26(4):1-5
汉代女性文学是中国女性文学创作的第一个高峰。它以女性为描写对象,主要内容是诉悲写愁,但不同性别的作家在表现抑郁感伤的范围、感情倾泄的程度及表现方式上有明显的区别。汉代女性文学的文化视角独具特色,它对现实女性仍然具有启示作用。 相似文献
44.
In this self-study, a teacher’s in the moment recordings of emotional episodes were analyzed with the help of a critical friend, leading to the discovery of patterns of emotional responses. Initial emotional responses often covered up deeper emotional issues that implicated the teaching self. After dialog with a critical friend, those issues were recognized and contextualized, resulting in greater understanding of self that led to change in approach to future emotional episodes, leading to better classroom environments. Acknowledging deeper emotional issues empowered the teacher to manage herself and students with more emotionally healthy methods. 相似文献
45.
This exploratory case study, arising from a longitudinal project into the establishment of a new secondary school in New Zealand, examines reflective practice through critical friend roles among staff. The paper describes, through the lens of Bourdieu's logic of practice, the implementation of a critical friendship approach linked to the school leaders’ vision and aim regarding learning within open classroom spaces as part of a modern learning environment. Reflective practice involves critiquing, rethinking and reframing existing professional practices, often through a critical friendship approach among school staff within a fostered collaborative and open culture. The researchers interviewed six participants (four leaders and two teachers), observed how the teaching and learning took place in the new open classroom spaces, and reviewed blog posts and the school's website. Findings reveal that critical friendship, as a way to develop staff cohesion, is fostered and supported by the school leaders’ vision and actions, while the physical geography of the new classroom spaces, and the redesign of learning, also make this easier to enact. Staff cohesion, trust and openness to peer scrutiny are hallmark of this emerging school culture. These emerging findings provide some insights into how one new school culture develops cohesion with its stated vision and mission. 相似文献
46.
This paper explores approaches used to support schools to engage in self-evaluation for the purpose of improvement. General models of support are outlined which emphasise evaluation capacity building however the usefulness of this approach is questioned. Instead the role of the critical friend as a provider of external professional support is explored. An approach which emphasises facilitation and the engagement of an external professional to lead self-evaluation processes in schools is suggested with a view to making the process ‘easier’ and more ‘useful’. Research in relation to such an approach carried out in a range of educational contexts is presented. Implementation issues which will have relevance for schools, and for self-evaluation policy and practice in other jurisdictions are outlined. 相似文献
47.
晚清京城士人创作了大量花谱之作,文人风流自赏、品花自娱。香溪渔隐《凤城品花记》即是一部花谱之作,叙香溪渔隐徘徊于京都梨园,赏花品色的风流韵事。香溪渔隐可考即杨兆莹。文章细致描写与其伶人妙珊相遇、相识、相知、相离之事,用琐忆之笔写与伶人妙珊的交往,展示出士人在京城的娱乐生活,是晚清品优花谱的佳作。作者大力宣扬与优伶知己之情,从中可以觇视清代同光年间文人与伶人的交往情形及所体现的城市娱乐文化、性别文化内涵。 相似文献
48.
I have a good friend.His name is Zheng Hewen.He is a lovely boy.He lives in Suqian.We are in the same class.He has small eyes,a big mouth,a small nose and a round face.He is tall and fat.He likes watching TV and playing computer games.He is a good student. 相似文献
49.
苏轼《浣溪沙·游蕲水清泉寺》的主旨主要在于慰勉友人,同时也真实地展现了诗人深刻的思想矛盾,显示了诗人开朗旷达的襟怀。 相似文献
50.
Gary Holden 《Curriculum Journal》2013,24(3):441-463
Abstract In this paper, the writer, a senior teacher in a comprehensive school, describes his role as a critical friend to two teachers who were undertaking self‐initiated action research projects as part of a school‐based, award‐bearing curriculum development scheme offered in conjunction with the local higher education institute (HEI). He concludes that such a relationship, in providing both challenge and support for colleagues who are attempting to improve practice, is a powerful vehicle for the professional development of teachers and has a positive impact on whole‐school development. 相似文献