Pre-Service Teachers Attitude towards Teaching Environmental Education (EE) during Practicum in Malaysian Primary Schools

Environmental Education (EE) has been introduced into the Malaysian Curriculum since 1992. Related to that, EE was found to be an important subject that must be known by the teachers, prior to teach EE indirectly in the classroom. Problems occurred while implementing EE in schools such as;less knowledge about EE an extra burden among teachers to teach. At Teachers Training Institute (TTI), EE is a compulsory subject due to complete their training and this study carried out to identify the attitude of teaching EE among pre-service teachers’. The reliability of the items showed 0.830 cronbach’s alpha. One hundred and twenty five respondents among pre-service teachers’ were analyzed and the result shows pre-service teachers’ have positive attitude towards teaching EE in classroom. Analysis of data shown that there are significant differences between male and female pre-service teachers’ in attitude of teaching, with t = 0.036 (p 0.05).

Clinical benefits of rational-emotive stress management therapy for job burnout and dysfunctional distress of special education teachers

It has been observed that managing job burnout and dysfunctional distress constitute part of the major challenges among special educators,and that empirical data on the management of burnout and dysfunctional distress associated with the job of special education teachers are lacking in the literature.The current article discusses the clinical benefits of a rational-emotive stressmanagement therapy program in reducing the level of job burnout symptoms and dysfunctional distress in special education teachers,using evidence from a 2018 clinical trial study that reported the efficacy of this intervention.Results show the clinical benefits and implications of conducting a rational-emotive stress management intervention,and recommendations are made for future research.

Research on Practical Education of Speciality Teachers in Vocational Colleges to Promote Curriculum-based Ideological and Political Education

Curriculum-based ideological and political education is the inevitable requirement of constructing the pattern of ideological and political education in the new era.As the main leader and implementer of curriculum-based ideological and political education in vocational colleges,speciality teachers should take the fundamental task of moral education as the guidance,focus on it through curriculum,promote the organic unity of knowledge teaching,skill improvement and value guidance in the teaching process,and finally form a new ideological and political work mode in line with the requirements of“high-level vocational college and speciality”construction.At present,speciality teachers in vocational colleges have some problems in curriculum-based ideological and political education,which is mainly reflected in some speciality teachers’weak self-consciousness,poor understanding and integration ability.In order to effectively solve the problem,they have to establish the curriculum-based ideological and political education promotion mechanism led by the college Party committee,consolidate the institutional guarantee for speciality teachers in moral education,strengthen their consciousness and awareness,innovate and improve the assessment and evaluation mechanism of their dedicated education.

Exploring Factors toward Pursuing a Career in Special Education

This study explored factors influencing an individual’s decision to pursue a career in special education.21 graduate students in the Southeast who were enrolled in a master’s degree program in special education participated in a survey.The survey consisted of nine questions that allowed the participants to provide information about(a)their background,(b)factors which contributed toward pursuing a career in special education,and(c)recommendations for university teacher preparation programs to effectively recruit more special education teachers.The results were summarized quantitatively.The majority of the participants were pursuing special education certification as a second career.Although their backgrounds varied,they all reported having prior experiences with individuals with disabilities which influenced their decision.In addition,the most frequently stated that recommendation for university teacher preparation programs to recruit special educators was to provide more exposure and experiences with individuals with disabilities.Overall,the results highlighted the importance of experiences with individuals with disabilities in influencing one’s decision to pursue a career in special education.

Co-teaching:The Challenges and Practice Strategies for Co-teachers

Co-teaching, an approach, provides professional instructions for students with disabilities served by a cooperation by a general education teacher and a special education teacher. This paper offers a brief overview of practical techniques and strategies drawn from different kinds of articles that are designed to support co-teachers as they are working with children and partners.

新时代复合型特殊教育教师培养的创新实践——以杭州师范大学特殊教育专业为例

“复合型”特殊教育教师是融合教育、教康结合等特殊教育发展趋势下对新时代特殊教育教师培养的要求。在此背景下,杭州师范大学特殊教育专业开始探索高质量复合型特殊教育教师的培养,凝练出“精特教、懂融合、知康复”的培养模式,设置“特殊教育、融合教育、教育康复、教师基本素养”四大主线课程,打造“跨学科教师团队+核心专业教师团队+社会实践教师团队”组成的“三元”师资团队,与特殊教育学校、融合教育学校、康复机构等实施协同教学和评价,构建“全程化、融入式、多样性”的实践体系。

论职业教育专业博士的独立设置——基于“双师型”职教师资博士“特需项目”十年实践与反思

职业教育专业博士是基于职业教育类型定位和面向新时代职业教育高质量发展对博士层次“双师型”职教师资要求而设置的专业学位,“双师型”职教师资博士“特需项目”十年实践为职业教育专业博士培养提供了“先行先试”范例。该项目致力于职业教育工科“双师型”专业带头人培养目标,实施“交叉课程—企业实践—教育实践—技术研修”课程教学,组建“教育学—工学—职业院校—企业”四师协同导师组,开展“高等院校—龙头企业—职业院校”校企校深度学术训练以及构建“校企校—校院—院院”多际协同组织保障体系,十年实践形成了“教育学+工学”“双师型”职教师资博士人才培养模式。目前因陷入项目终止与质量标准缺失的内外部困境,建议独立设置职业教育专业博士并构建分类评价体系,支持职业技术师范院校开辟博士层次职教师资培养新赛道。

教师培训视角下的特殊教育专业群人才培养模式创新——以襄阳市小学、幼儿园教师培训为例

赋能地方教师培养是构建高水平特殊教育专业群的一项重要任务,也是打造地方人才培养高地的一个关键指标。文章结合襄阳市融合教育教师培训的现状及基本经验,瞄准专业群服务基础教育教师培训存在的问题,分析原因,提出“普特融合,育训一体”,构建高水平特殊教育专业群;“三双驱动,岗位双任”,打造产教科深度融合新生态;“四方评价,多证融通”,建立培养培训质量评价机制等专业群人才培养模式创新举措,旨在全面提升专业群的社会服务能力。

中学体育特级教师专业发展阶段理论模型构建与启示

探析中学体育特级教师专业发展阶段,帮助中小学体育教师对标审视和准确把握自身所处阶段,赋能专业发展提质增效,助推新时代体育教师队伍高质量发展。基于文献资料调研、深度访谈、叙事分析等方法,以教师专业发展阶段理论和杜威经验哲学为指导,围绕中学体育特级教师专业发展阶段展开质性探究。发现:中学体育特级教师专业发展主要历经“适应期(1~5年)—稳定期(6~10年)—蜕变期(11~20年)—成熟期(21~30年)—超越期(>30年)”5个阶段,各阶段彼此独立又逐阶包含、有序深化,呈现进阶性、曲折性、转折性和关键性特征。据此构建中学体育特级教师专业发展阶段理论模型,并提出建议:普通中小学体育教师可以特级教师荣誉为目标引领,对标“五阶段”梳理发展脉络,明确专业进阶路线,及早定位专业突破口并培植专业生长点,同时握好转折和关键期,珍视阶段性关键人物与事件,认清并努力跨越专业发展前后半程的“两道坎”。

特殊教育职前教师职业能力的潜在类别及其影响因素

在全国范围内调研1969名特殊教育职前教师,采用潜在剖面分析方法探索其教师职业能力的类型,使用R3STEP命令进行多项式逻辑回归,检验人口学变量对教师职业能力潜在类别的影响,并在此基础上采用领悟社会支持量表和学业自我效能感量表,探讨特殊教育职前教师职业能力潜在类别的影响因素。结果发现:(1)特殊教育职前教师的职业能力发展总体呈现出师德引领四维共进的特征;(2)从个体层面来看,教师职业能力可分为高水平组、中高水平组、中低水平组和低水平组;(3)男性比女性,高年级比低年级更有可能处于高水平组;(4)领悟社会支持和学业自我效能感较高的个体,更有可能归属于教师职业能力水平较高的分组。本研究揭示了特殊教育职前教师职业能力的潜在类别及其影响因素,为提高其职业能力水平提供了参考和依据。

大体老师为载体的全过程情境式医学课程思政育人

治病救人,救死扶伤责任重大,医学是一门需要温度的学科,如何培育爱国敬业、满怀热情、医术精湛、充满爱心的优秀医学人才,是医学院校都在思考的问题.借助器官遗体捐献活动、大体老师在解剖学课堂的“教学”以及大体老师送别等仪式,西安交通大学在贯彻医学理论知识的同时,设计了全过程多方位情景式课程思政实践,培育了珍爱生命、心怀感恩、无私奉献、大爱无疆等综合素养,实现立德树人的根本任务.

特殊教育教师在线培训忠诚度影响因素研究

对北京市324名参与了6个月在线培训的特殊教育教师进行问卷调查,探索影响特殊教育教师在线培训忠诚度的主要因素及作用机制。结果发现,特殊教育教师在线培训的感知质量可以正向影响培训忠诚度;感知价值、培训满意度分别在感知质量与培训忠诚度关系中起中介作用;感知价值和培训满意度在感知质量对培训忠诚度的影响中具有链式中介作用,其中感知价值的效果更显著。未来的培训应从培训内容与培训服务质量入手提高特殊教育教师在线培训质量,引导特殊教育教师对在线培训的价值认同。

中美特殊教育教师专业标准比较及对我国的启示

通过内容分析法对中美两国特殊教育教师专业标准进行比较,发现两国的专业标准在结构、内容、功能三方面存在相似之处,但也处处体现出本国特色,是在充分考虑本国国情,结合本国发展需求后制定而成的专业文本。在新时代发展背景下,为有效提升特殊教育教师的专业素养,我国特殊教育教师专业标准应与时俱进、制定分级分类的特殊教育教师专业标准、注重培养特教教师的循证教学能力以及构建职前、在职和职后“三位一体”的特殊教育教师专业标准体系。

一位中师生的乡村教育情怀——基于一项口述史的研究

以某市特殊教育学校一位教师为研究对象,访谈该教师的求学和职业生涯史,了解该教师的中师学习经历对乡村教育情怀的影响。中师生涯帮助该教师选择特殊教育事业,然而是什么支撑着他30年的乡村从教生活,养成爱护特殊儿童的教育情怀?制定费用减免、提高津贴等政策,解决农村子弟出路,获得稳定收入,是中师生转为教师后能够留得住的必要条件;实施全科/通识教育,适应未来发展需求,是中师生转为教师后能够留得住的关键动力;自主定力是中师生转为教师后能够留得住的心理前提。作为一项口述史研究,文章记录了一段教师教育的发展轨迹,再现了一个投身乡村教育,坚守教育初心的缩影,提供了国家为稳定乡村学校师资队伍采取的措施,对于当今师范教育的发展具有积极借鉴意义。

辅导员与专业课教师课程思政协同育人研究

在新时代,课程思政成为了高校教育的重要部分,高校辅导员和专业课教师需要协同工作,以加强大学生的思想政治教育,有助于“三全育人”目标的实现。分析高校辅导员和专业课教师协同育人的发展现状,得出高校推进课程思政建设的重要性和紧迫性,从而推进课程思政协同机制的建立。总之,推动高校课程思政建设的关键保障是建立高校辅导员与专业课教师合作的课程思政协同机制。

弘扬教育家精神,为特殊教育强师铸魂

教育家精神为特殊教育师资队伍建设指明了方向,确立了精神指引。教育家精神内涵丰富,形成了全面系统、逻辑严密的有机整体,彰显了时代精神,具有深厚的价值意蕴。弘扬践行教育家精神,为特殊教育强师铸魂的实践路径为:党建强基,顶层设计,实现精神引领,为师铸魂;涵育师德,强化师风,实现价值引领,助师弘道;凝聚团队,提升科研,实现“头雁”引领,为师锻骨;精准培训,提质教学,实现名师引领,为师赋能;加强宣传,营造环境,实现典型引领,为师立标。

蒙台梭利教育环境下的学前融合教育:可能、挑战与对策

学前融合教育是保障特殊幼儿受教育权利的重要形式与路径。蒙台梭利教育体系包含“有预备的环境”和“有准备的教师”两个核心要素,能为特殊幼儿提供理想的融合条件以及个性化指导,这为学前融合教育的实施提供了可能。但同时,关系挑战、体认挑战和资源挑战阻碍着可能向现实的转变。应通过创造接纳机会、调整指导策略、提供政策支持等措施迎接挑战,推动学前融合教育价值的实现。

高校辅导员就业指导服务能力提升的困境与突破

研究发现,高校辅导员就业指导服务的职责和作用在国家政策层面被予以肯定。因现实因素影响,辅导员就业指导服务能力的提升陷入困境。具体表现为职前专业教育缺位、职后专业资本累计受限、成长交互机制缺位和线下培训学习机会相对较少且总体质量不高。建议从改革辅导员职称职级评聘制度,调动辅导员职业认同感;科学设计辅导员就业指导服务的培训体系,助力辅导员就业指导服务能力专业化的有效发展;规范辅导员工作范畴,提供辅导员就业指导服务能力发展的支持环境等方面优化辅导员就业指导服务能力提升的路径,助力辅导员队伍在促进大学生就业的实践场域中发挥有效作用。