民族地区教师教育模式创新与教师教育专业化

通过对教师教育性质的认识,结合四川西部民族地区教师专业化发展的现状及教师教育专业化过程中的问题,探讨了民族地区教师教育的理念,提出了民族地区教师教育人才培养新模式,对促进民族地区教师专业化发展及教师教育专业化可持续发展有着新的实践意义。     

试论高师教育学科课程的问题与改革

高师教育专业化水平的高低主要取决于高师教育学科课程的设置和教学是否符合师范教育的培养目标和教师专业化的要求。长期以来,我国高师教育专业课程的设置及教学比例失调、内容陈旧、缺乏特色、脱离实践、研究滞后、改革不彻底。只有明确教育专业课程在教师专业化中的功能和地位、强化教育科研、以教师专业化发展为核心开发教育专业课程、加强实践环节的教学,才能提高高师教育的专业化水平,加快教师专业化进程。     

国外教师期望效应研究进展与当代教育启示

教师期望效应是教师对学生的期望在学生的未来发展中得到证实的现象,它反映了教师对学生的态度会影响学生发展的方向和程度,开展该现象的研究对教师观念的改变和学生的健康发展均有重要意义。对教师期望效应的种类、理论模型及国外的相关研究进行了介绍,探讨了其对教育现实的一些重要启示。     

Student Views on Good Practice in Social Work Education

This article focuses on the delivery of a social work degree programme in England, one of the constituent jurisdictions of the United Kingdom, and explores student perceptions of their learning experience and what constitutes effective teaching. The data are drawn from a larger research project which is ongoing and focuses upon the specific ways in which the BSc Hons Social Work degree at a university in the East Midlands prepares students to meet the demands of employers. Linked to the national evaluation of the new social work degree, social work academics at the university worked with final year social work degree students as co-researchers to evaluate student views on the quality of teaching practices across the teaching team.     

Work-based Supervisors: The Neglected Partners in Practice Learning

The introduction of the Degree in Social Work programme in 2003 prompted considerable diversification in arrangements for practice supervision, teaching and assessment. A small scale exploratory study was undertaken into a model which utilises work-based supervisors, working in tandem with off-site practice teachers who are primarily responsible for the assessment of student social workers. The study focused on exploring the experiences of work-based supervisors and off-site practice teachers working to this model. The findings pointed to increased anxiety and confusion about roles amongst work-based supervisors and off-site practice teachers. Work-based supervisors described themselves as the ‘neglected partners’ in the learning process, taking on most of the work, but with limited recognition, reward or status. Work-based supervisors valued the new range of professional development opportunities to support them in their role but had difficulty in accessing these due to other professional commitments.     

Teacher and center stability and school readiness among low-income, ethnically diverse children in subsidized, center-based child care

Given large numbers of children attending center-based child care and considerable teacher and child mobility, it is important to study correlates and outcomes of children experiencing a change in their primary teacher/caregiver and/or a change to a different child care center. The present study investigated teacher and center stability in a group of 3238 urban, ethnically diverse, low-income, four-year-olds receiving subsidies to attend center-based child care. Children were individually assessed for cognitive and language development at the beginning and end of the pre-kindergarten year. Parents and teachers rated children on their socio-emotional skills and behavior at both time points. Children who experienced a change in their primary caregiver from the beginning to the end of the school year (41% of the sample) showed less growth in initiative for learning and attachment/closeness with adults over time, and scored lower on most indices of school readiness compared to those that had a stable caregiver. Children who moved to a different center during the year scored lower on teacher-reported initiative and attachment. African American children who switched centers were particularly at-risk for poorer outcomes, and boys who experienced a change in primary teacher, in particular, showed slower growth in cognitive development.     

高校体育教师业务素质评价标准的设计

对高校体育教师业务素质评价的意义、方法和评价模式等进行分析研究 ,以寻求一种最佳的体育教师业务素质评价模式 ,使体育教师的业务素质得以真实地反映。     

近五年中英幼儿教师职前教育项目的比较及其启示

2014年以来,中英两国均出台了卓越取向的幼儿教师职前培养项目以提升幼儿教师质量,促进幼儿教育高质量发展。通过比较研究两国幼儿教师职前培养项目在培养机构、课程内容、学员情况、经费投入方面的特色及异同点,分析得出我国卓越幼儿园教师的培养实施可借鉴英国幼儿教师职前教育项目的经验,建立卓越幼儿园教师专业标准,开设职前职后一体化培养路径,健全培养质量监管与激励机制三方面的经验。     

The politico-cultural significance of teachers’ ‘professionalization’ movements: a compared analysis of American and French cases

ABSTRACT

This article highlights the ideational factors underpinning the movements to professionalize teachers in the United-States and in France. It demonstrates that the deep driving force behind these movements is neither the modernization of schooling, nor the professional interests of teacher educators, but the politico-cultural hold of a philosophical paradigm that met the values and ideals of education and political systems’ actors. By associating human progress with social progress based on natural laws, the naturalistic standpoint of this philosophical paradigm won the favor of the times. Nevertheless, the adaptive conception of intellectual and moral development it supports entails a separation of the mental world of education specialists from that of academic scholars. As a consequence, the major missions of formal education shifted from the training of the mind through the understanding of subject-matters to that of whole social personalities through situated or experiential forms of understanding, the paradoxical outcome being a loss of teachers’ autonomy in terms of professional expertise.