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1.
Luce C. A. Claessens Jan van Tartwijk Anna C. van der Want Helena J. M. Pennings Nico Verloop Perry J. den Brok 《The Journal of educational research》2017,110(5):478-493
The authors voice teachers' perceptions of their interpersonal experiences with students in both positive and problematic relationships. Interview data from 28 teachers were examined by coding utterances on teacher and student interactions. Results indicate that teachers defined the quality of the relationship mostly by the level of communion (friendly vs. hostile), instead of by the level of agency (in control vs. powerless). Analyses of mentioned teacher and student behavior show a friendly interactional pattern for positive relationships and a hostile pattern for problematic ones. In teachers' perceptions, positive and problematic relationships also differed in context where encounters take place and topic of talk. Contrary to interactions in problematic relationships, encounters in positive relationships were mostly situated outside the classroom context and conversations during these encounters covered a wide range of topics. Implications for teacher education programs are discussed. 相似文献
2.
Cumulative stress and substantiated maltreatment: the importance of caregiver vulnerability and adult partner violence 总被引：1，自引：0，他引：1
OBJECTIVE: Our goal is to assess the effect of caregiver vulnerabilities, singly and in combination, on the substantiation of child abuse (physical, sexual) and neglect, while controlling for relevant background variables. We test the moderator role of adult partner violence in qualifying the relationship between caregiver vulnerabilities and maltreatment substantiation. METHOD: Secondary analyses of the 1998 Canadian Incidence Study of Reported Child Maltreatment (CIS) are used to predict child protective service investigation substantiation versus non-substantiation from a range of caregiver vulnerability factors. Involvement in partner violence was examined as a moderator in the relation between caregiver vulnerabilities and maltreatment substantiation. The CIS is an epidemiological survey of first-reported cases to child protective services, using a random sample of child welfare agencies across Canada. Child welfare workers completed a research form on the child, primary caregiver, family, perpetrator, severity and type of maltreatment, as well as services and court outcomes. All maltreatment classifications were assigned according to the Canadian legal definition of child abuse and neglect. Hierarchical logistic regression analyses were used, with stepped entry of: (1) demographic factors, socioeconomic disadvantage, and caregiver's own history of maltreatment; (2) caregiver vulnerability factors; (3) involvement in partner violence; (4) the interaction between caregiver vulnerability and partner violence. RESULTS: Caregiver substance abuse was found to be the single most potent kind of caregiver vulnerability in predicting maltreatment substantiation. When the total number of vulnerabilities was used as the predictor, prediction across all types of maltreatment increased, especially for substantiated neglect. Analyses also showed that the presence of partner violence in the home exacerbated the effect of caregiver vulnerability on substantiation. CONCLUSIONS: The total number of caregiver vulnerabilities was the best predictor of the substantiation of child abuse and neglect. This relationship was moderated by the existence of partner violence: high caregiver vulnerability and high partner violence increased the likelihood of substantiation versus non-substantiation. These results suggest that caregiver issues should be considered in tandem with partner relationships. Among child welfare cases, caregiver vulnerability and partner violence are critical targets for child maltreatment prevention and early child protective services intervention. 相似文献
3.
由于教师对师生在教学过程中的角色和地位认识的差异,其信念在教师中心与学生中心间的取向也有所不同。对厦门大学和莱顿大学教师的问卷调查,结果显示:学生中心取向的多元信念系统是中荷研究型大学教师信念的特点。在中荷研究型大学教师中主要存在着五种类型的信念:知识型、结果型、能力型、兴趣型和价值型。两国教师在最强调以能力为导向的信念的同时,能力型、兴趣型以及价值型信念的均分都高于知识型和结果型。这说明两国教师都偏好学生中心的教学取向。但与荷兰教师相比,中国教师仍然十分重视学生能否学有所成。 相似文献
4.
This study used responses of 20 student teachers to describe the different ways in which student teachers perceive the practice of their mentors as internal triggers for learning in their practicum experiences in the schools. Reported observations from pedagogical journals of student teachers were described according to various kinds of teaching knowledge and skills and were further categorized as providing either support or challenge to student teachers’ perceptions of learning to teach. The student teachers identified support and challenge in each one of the categories of teaching knowledge and skills, thereby supplying evidence for different kinds of emotional and cognitive triggers for learning. Based on the findings, we make some recommendations for supervision of mentoring relationships. 相似文献
5.
教师知识和教学的知识基础 总被引：3，自引：0，他引：3
作者把一切与专业有关的洞察力都看做教学的知识基础,认为它们与教师的行为有着内在的联系。由此,本文提出要把教师知识或者教师的实践性知识和正式的命题知识纳入教学的知识基础当中。虽然教师知识与个人经历及情境有着紧密的联系,但教师知识的某些特征却为所有的教师或大部分教师所共同拥有。研究教师知识就是要找出这些共同特征,从而对教师知识的复杂性和特殊性做出公正的评价,但这在方法论上可能存在困难。为了说明教师知识研究的潜在益处以及局限,作者呈现了几种研究的结果。这些研究的一个主要结论是,理解教师知识不仅能够改进教师教育而且能够促进教育改革的成功。最后,作者指出未来研究的三个重要领域。 相似文献
6.
In this article a recent development in the field of teacher education in the U.S.A. is discussed and a proposal is made for the development of an evaluation‐instrument which is based on the insights gained from this development. It concerns the “Protocol Materials Program,” a comprehensive project in which materials are developed to facilitate the integration of theory and practice in teacher education. Student teachers are confronted with a series of video‐episodes. These episodes are arranged in such a way as to form an illustration of relevant theoretical concepts the student teacher has mastered. An example of protocol materials is given, the relevance of this project for teacher education is discussed and a review is given of the research on the effects of these materials up to now. The authors make a plea for the development of student evaluation instruments, based on the principles of the protocol movement: if the student teacher, after having studied a piece of educational theory, is confronted with a number of specially arranged classroom situations on video, he can be asked to relate these situations to the theory he has studied. This procedure can also help the teacher educator to diagnose what his theoretical instruction really “means” to the student teachers, i.e. whether their interpretative abilities are really increased by it. 相似文献
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8.
Gisbert van Ginkel Helma Oolbekkink Paulien C. Meijer Nico Verloop 《Teachers and Teaching》2016,22(2):198-218
Being adaptive to the individual novice teacher is considered a condition for effective teacher mentoring. The aims of this study are therefore to explore (1) mentoring activities through which mentors intend to adapt to the individual novice teacher and (2) characteristics of adaptive mentors. Information was collected through on-site, post-mentoring conversation interviews with 18 mentors holding different mentoring conceptions, from different programs for Initial Teacher Education in the Netherlands. Four adaptive mentoring activities were identified: (1) aligning mutual expectations about the mentoring process, (2) attuning to the novices’ emotional state, (3) adapting the mentoring conversation to match the reflective capacity of the novice teacher, and (4) building tasks from simple to complex relative to the novices’ competence level. Adaptive mentors were (1) more likely to mention activities intended to support construction of personal practical knowledge and (2) less likely to mention activities intended to create a favourable context for novice teacher learning. Suggestions for using findings to enhance mentor adaptiveness are discussed. 相似文献
9.
The paper reflects on the prospects for higher education reform in a country - South Africa - lodged within a sub-continent not noted for successful reform. The argument is that much of the policy debate is conducted in a way that dichotomises the issues: control versus autonomy; freedom versus regulation; state versus civil society. This dichotomous construal is unable to deal adequately with recent work on the changing forms of the state and changing state-higher education relations. The paper develops a distinction between administrative and political forms of control; and broadens the state control-state supervision distinction from one based solely on models to one based on the specific quality of inter-organisational coordination, connectivity and regulation. The paper concludes by spelling out what such a connective conception of organisation and regulation could mean for South African higher education. 相似文献
10.
Fred J. J. M. Janssen Dineke E. H. Tigelaar Nico Verloop 《Journal of Science Teacher Education》2009,20(1):1-20
Teaching for understanding requires teachers to organize thought-demanding activities which continually challenge students
to apply and extend their prior knowledge. Research shows that student teachers often are unable to develop lessons in teaching
for understanding. We explored how a domain-specific heuristic can assist student biology teachers in developing problem-posing
lessons according to teaching for understanding. Worksheets of lesson plans were analyzed according to criteria for problem-posing
lessons. Furthermore, student teachers’ perceptions of the design heuristic’s usefulness were categorized in a cyclical process.
In general, the heuristic appeared helpful to most student teachers for designing problem-posing lessons satisfactory according
to the criteria. Furthermore, teachers indicated that using the heuristic deepened their subject matter knowledge and their
awareness of pupils’ prior knowledge. 相似文献