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1.
Nowadays, there is a consensus that good teaching and learning needs instructional variation and personalised forms of learning. In teacher education, these concepts have been implemented for years, and prospective teachers are taught accordingly; it is thus assumed that the teaching of novice teachers is in accordance with these new teaching concepts. In the research project ‘ALPHA’, the teaching of novice teachers at the beginning and at the end of their first year in the profession and the teaching of experienced teachers with five or more years of teaching experience was videotaped, so that longitudinal and cross-sectional comparisons were possible. The lessons were analysed by applying a coding system on the instruction and by employing a rater inventory in order to understand the structure and quality of the lessons. Overall, the results indicate high levels of whole class teaching with a rather high level of traditional classroom instruction both for the novice and the experienced teachers. However, the proportions vary depending on the location of teacher education. The results provide evidence that the new teaching concepts learned on the teacher education programme are not necessarily implemented in the classroom and provide possible reasons why this might be the case. 相似文献
2.
Kerry Shephard 《International Journal for Academic Development》2013,18(1):67-83
This paper explores how academic staff are supported in attempts to develop their use of educational technologies. It identifies the work undertaken by academic staff in the development of an Information and Communications Technology (ICT) application and relates this to the direct support (helping staff to teach using ICT) and professional development opportunities (helping staff to develop their skills) available to them. These broad areas of support are seen as a continuum, with varying proportions of direct support and professional development available in different circumstances. The paper concludes that increasing use and expectations of ICT to support student learning in traditional universities are leading to a greater need for team‐based approaches to support learners, and the issues that this change raises are explored. 相似文献
3.
ABSTRACTThis Special Issue aims to present evidence about the relationships between content knowledge (CK), pedagogical knowledge (PK) and pedagogical content knowledge (PCK); the development of these types of knowledge in novice and experienced secondary science teachers; and how CK, PK and/or PCK impact students’ learning. Since Shulman’s introduction of PCK as the feature that distinguishes the teacher from the content expert, researchers have attempted to understand, delineate, assess and/or develop the construct in pre- and in-service teachers. Accordingly, empirical findings are presented that permit further discussion. Outcomes permit post-hoc examination of a recent, collectively described, ‘consensus’ model of PCK, identifying strengths and potential issues. As we will illustrate, the relationship between CK, PK and PCK is central to this; that is, probing the hypothesis of pedagogical content knowledge as an ‘amalgam’ of content and pedagogical knowledge. 相似文献
4.
满足不断变化的社会需求是教师专业化的源动力,在社会发展进程中,教师的边缘化和再定位会在教师专业化中交替出现,并贯穿于整个过程。当前中国社会对大学教育质量和毕业生就业的诘难,使教师处于边缘化阶段。教师专业化要在新环境下再定位,就需要我国政府、学校和教师三方努力,让教育在人们心中恢复其自身价值。 相似文献
5.
Towards professionalisation? Restructuring of administrative work force in universities 总被引：1，自引：0，他引：1
This article examines the restructuring ofadministrative staff in universities throughempirically documenting such processes andproviding a theoretically foundedinterpretation and analysis of change. Theempirical material is drawn from a context ofNorwegian universities the last two decades.Two major changes can be observed in thisperiod. First, a period of steep growth inuniversity administration in early 1990sfollowed by a period of moderate growth and insome cases even decline. The second dominantdevelopment pattern in the 1980s and 1990s isthe change within administrative staff,which could be interpreted as a professionalisation of administrative staff.The article concludes by presenting possibleexplanations to the structuring of theadministrative work force in universities onthe basis of different theoretical approachesto organisational change. 相似文献
6.
Lucy Spowart Jennie Winter Rebecca Turner Penny Burden Kathryn Ann Botham Reema Muneer 《高等教育研究与发展》2019,38(6):1299-1312
ABSTRACTWith increasing moves globally towards the professionalisation of teaching in Higher Education, there is growing interest in the role of accredited professional recognition schemes that provide professional development for established university teaching staff. In the UK, There are now over 120 professional recognition schemes, resulting in institutionally focused evaluation studies examining their impact. This article contributes to this emerging body of work; it draws on cross-institutional data and Foucauldian theorising to address two important questions. In what ways does engagement with an institutional professional recognition scheme impact on participants’ teaching development, and how does institutional culture influence that engagement? The data illustrate that whilst institutional culture drives engagement, it did little to promote teaching development. Across the case-study institutions, neo-liberalism agendas were apparent. Some staff felt pushed to achieve professional recognition in response to the increasing use of metrics to measure the student experience and to inform institutional standing in league tables. Whilst evidence shows the process of seeking accreditation can lead to an enhancement in teaching practices, caution must be taken to ensure that the professional development opportunities offered by accreditation schemes are fully realised. 相似文献
7.
In this paper, we explore the developmental challenges facing the academic profession in Europe and especially in some Western Balkan countries, Croatia and Slovenia. First, we look at how the higher education environment determines key changes to the academic profession: expectations to demonstrate professional expertise, internationalisation, segmentation, and precarity. While these processes are mainly considered from the above perspective, we also examine the work of academics from within. Second, we discuss aspects of academic tasks, challenges of synchronising academic work with performance measures, intensification of work and expansion of bureaucratic tasks. Building on these perspectives, we introduce a qualitative pilot study that tests how these general trends described in the literature may be applied to given situations in five countries of former Yugoslavia: Slovenia, Croatia, Serbia, North Macedonia and Kosovo. Although these countries cover a relatively small geographical area, the differences among them with respect to the economy, society and politics are important. Our findings suggest that problems accumulating in academic work in Slovenia and Croatia were in almost all of the surveyed aspects less problematic than in the three other observed countries. 相似文献
8.
Hilary Monk 《Asia-Pacific Journal of Teacher Education》2017,45(1):3-22
Increasingly early childhood educators are referred to as “professionals,” but how do they view themselves in terms of professionalism? What does it mean to be an early childhood professional? This study explored the views of 78 Asian early childhood educators who were upgrading their qualifications to degree level. In groups of five to eight, participants visually created and explained metaphors of professionalism as a class activity. The visual metaphors were analysed using Gleeson’s polytextual thematic analysis with Rogoff’s personal, interpersonal and institutional planes as the theoretical framework. Findings revealed that the educators’ perspectives of professionalism and professionalisation related to their work–life roles, their cultural understandings and relationships, and how they believed they were viewed by others in relation to the status of early childhood education. This study provides an insight into perceptions and challenges related to the developing professionalism and professionalisation of early childhood educators in Asian contexts. 相似文献
9.
Tina M. Page 《师资教育杂志》2015,41(2):180-202
Over the last decade, the introduction of professional standards and competences in initial teacher education for secondary teachers in England, France and Germany has provided the cornerstone of education reform in all three countries. The precise number and specific content of a measurable set of skills for teachers have offered challenges for policy makers, teacher educators, student teachers and teachers alike. The concept of standardised teacher education feeds into the idea that there is some convergence towards a uniform teacher ideal. However, an examination of the skills required of teachers in each of the three countries in this study reveals distinct education systems where path divergence is more evident. 相似文献
10.
Pamela Oberhuemer 《International Journal of Early Years Education》2015,23(3):303-312
Just over a decade ago, an OECD Starting Strong team reviewed the system of early childhood education and care (ECEC) in Germany. Regarding the staffing of early childhood provision and referring in particular to resistance at the political level to raise the formal qualification level of educators in alignment with European trends, the evaluative report noted in 2004 that the chosen approach may be overlooking the issue of the sustainability. The article explores key discourses and paradigmatic shifts which have shaped early years professionalisation initiatives and workforce developments since this time. One of the most notable changes has been a remarkable growth in the size of the workforce, which has almost doubled over the past eight years. What are the reasons for this fast-paced expansion, and can it be sustained? Have qualification requirements been lowered, and has the composition of the workforce changed? What are current challenges facing the sector? As ECEC provision develops across Europe, other countries face similar issues. Exploring how they are played out in one particular country context may help to stimulate critical analysis in others. 相似文献