The Role of Secondary School Teacher Training in Their Teaching Practices-A Secondary Publication

This work aims to analyze the effect exerted by the initial and continuous training of secondary school teachers in France on their teaching practices.For this,we carried out a secondary analysis of data from the TALIS survey(Teaching and Learning International Survey),conducted in 2013 in 34 countries,including France.In particular,we focus on practices related to the teaching methods used,classroom management,how to communicate,and the evaluative practices of teachers.In support of binary logistic regression models,we showed that the variables related to initial training play a weak role,and even exert a negative effect on certain pedagogic practices,leading to a reflection on the renovation of this training.On the other hand,our analyses highlighted the greater weight played by certain continuing education actions.

Leadership, Professional Development and Teachers＇ Practice in Bedouin High Schools

The purpose of this paper is to explore the Bedouin educational system from the leadership context and its relation with professional development and to test professional development impact on teachers＇ practice. The research relies on the theory of full range leadership model and professional development and teaching practice. Design/methodology/approach-the questionnaires assessing the variables of interest were completed by 306 teachers in 22 Bedouin high schools in the Negev in south of Israel, in addition to an interview with 10 principals. As results of the study, hypotheses which expect a positive relationship between transformational and transactional leadership and professional development have been rejected. On the other hand hypothesis that expects no relationship between laissez-faire leadership and professional development and hypothesis which expects a positive relationship between professional development and teachers practice have been accepted.

Emerging Research Efficacy Through Scaffolded Research Practice: An EFL Preservice Teacher Autobiographical Narrative

EFL preservice teachers ’ research efficacy, as perceived competence to perform tasks in research, is crucial to their research engagement. This autobiographical narrative inquiry investigates the contribution of scaffolded research practice to a female EFL preservice teacher ’s research efficacy.The data were collected through conversations, notes, journals, and portfolios. The findings suggest that teacher research efficacy was pliable through scaffolded research practice. It emerged gradually over time, in different places with social and personal interaction. The factors contributing to the emerging research efficacy were: teacher educators ’ support, peers ’ support,and research participation. The study sheds light on teacher educators and EFL preservice teachers,with the intention of establishing an inquiry-based pedagogy for M.Ed. programs.

Teaching Practice Communities in Higher Education:Roles and Strategies

In view of the problem of lacking peer coaching among college teachers,taking teachers in local universities in Hangzhou as the research subject,the paper analyzes the relationship between peer coaching and teachers’professional development.The paper then proposes to establish teaching practice communities in higher education,which is of great significance to improve the teaching quality and promote the professional development of university teachers.Strategies for constructing teaching practice communities are also discussed.

Occupational exposures to blood and body fluids (BBF): Assessment of knowledge, attitude and practice among health care workers in general hospitals in Lebanon

Healthcare workers (HCWs) who are employed in traditional health care workplaces face a serious danger that may threaten their life;it is their exposure to blood and body fluids (BBF). In Lebanon, the introduction of a hospital accreditation system has put a particular emphasis on staff safety, and on the evaluation of professional practice (EPP) programs. Methods: A cross-sectional survey was conducted amongst 277 HCWs working in 4 general hospitals in South Lebanon. Objective: 1) describe the prevalence and the risk factors for occupational exposure to BBF among HCWs;2) evaluate knowledge, attitude, and practices of HCW concerning blood-borne pathogens and adherence to universal safety precautions. Results: The mean age of the respondents was 32.14 years (SD = 10.33), 57.4% were females. 43.3% of HCWs expressed that they use gloves all the time for every activeity of care. 67.1% were aware that needles should not be recapped after use;registered nurses and nursing students were more aware than physicians and nursing assistants (nurse) in this subject. 30% of HCWs declared having had at least one occupational exposure to BBF;62.7% of all accidental exposure was reported to the department responsible for managing exposures. Percutaneous injuries were the most frequently reported. Vaccination coverage was 88.4% for hepatitis B, and 48.4% against influenza. The source patient was tested in 43.4% of reported BBF exposures. Accidental exposure to BBF was more frequent in older people (OR = 3.42;p = 0.03) and the more experienced. Subjects working in intensive care unit ward reported more exposure to BBF (OR = 3;p = 0.04). Participants incurring exposure to BBF resorted to different measures after the injury suggesting a lack of a uniform policy for post-exposure prophylaxis. Conclusion: Exposure to BBF represents an important and frequently preventable occupational hazard for HCWs in Lebanon that requires continuous EPP of HCWs, and a comprehensive approach for prevention and management.

The Development and Practice of English teaching in Science and engineering college

With the deepening reform and education system, teacher development is increasingly being taken seriously. Teachers＇ professional development ability is related to the overall level of higher education. For science and engineering colleges, the traditional light text is serious on a weight management, science and engineering university foreign language teacher development is severely limited. In this view, I try to start from the theory of teacher development, combined with the actual characteristics of the University of Science and Engineering, University of Science and Engineering is to expLore the implementation of foreign language teachers＇ professional development path.

基于预防医学专业核心价值的课程思政教育研究

目前,疾病防控与健康促进对预防医学专业教育教学改革提出了新要求。在分析预防医学专业教育的问题、开展课程思政教育必要性的基础上,构建预防医学专业核心价值体系,包括价值取向(维护和保障人民健康)、伦理道德(为了每个人健康生活)、时代使命(构建大卫生大健康的公共卫生体系)、职业要求(建设健康中国、服务大众健康)。围绕专业核心价值挖掘各门课程中的课程思政元素;开展多种课程思政教育实践方法,包括将思政教育元素融入微视频中、融入课堂教学改革中,开展主题活动实践,与创新创业教育深度融合;并统筹协调各专业课程之间的教育实践方法;从学生的课程总结、考试、章节测验中检验课程思政教育效果。基于以上努力,取得了良好的课程思政教育成效。

综合性大学教师教育实践教学体系的构建与实施

运用逻辑分析法,以结构功能主义理论作为综合性大学教师教育实践教学体系的理论基础,构建了“一脉络、三层级、三结合、三模式”的“1333”实践教学体系框架结构。探索了实践教学目标、实践教学内容、实践教学方法与模式、实践教学管理与评价的具体构建,提出了该实践教学体系具有教育实践目标多维化、教育实践内容贯通一体化、教育实践导师专业化、教育实践考评科学化的实施价值。

教育家精神的形成机理及践行路向

大力弘扬与践行教育家精神是当前培养高素质专业化创新型教师、建设教育强国的政策导向和现实需求。教育家精神的形成有自然生成和主动建构两种方式,教育者长期的教育实践活动、国家优秀的传统文化以及教育者在当下时代背景下经过高度概括与凝练的思想理念构成了教育家精神形成的三个关键要素。中国特有的教育家精神的形成与发展过程经历了从历史被动到历史主动的转换,这种转换表明中国特有的教育家精神蕴含着深刻而丰富的教育理念,对教师有着重要的实践引领作用,由此也彰显了教育家精神的实践取向。树立系统思维,构建“社会—学校—个人”三位一体的精神培育体系;强化榜样示范,建立“自我赋能—他者赋能—赋能他者”的协同机制,是教育家精神从教育理念向教育实践转化的践行路向。

新教师师德培育路径研究——基于北京教育学院的实践与经验

新教师师德培育是对新教师的思想意识进行师德规范的灌输、培育及引导,要在精研队伍现状与承继历史沿革基础上配置培育路径。应从突出主体地位,凝聚新教师队伍;精研师德培育供给,配置课程与实践体系;定期宣教展示交流,延展辐射培育成果等三方面拓展深化。应关注教师、关注系统、关注协同,形成具有本单位特质、宜于深入开展的新教师师德培育路径。

职教教师企业实践何以“内化于心、外化于行”——职业发展视角的解释

在职业教育高质量发展背景下,打造高素质的职教教师队伍迫在眉睫。高素质职教教师队伍的建设,高度依赖于教师企业实践这样一种制度化活动。虽然国家层面已经出台了一系列教师企业实践政策,但相关政策却在现实层面遭遇落实困境。研究发现,专业发展价值认同与实际价值不匹配的矛盾,导致教师企业实践难以“内化于心”;教师深度实践与职业资源获取不匹配的矛盾,导致教师企业实践难以“外化于行”。一方面,需要全方位提高教师企业实践活动本身的质量,强化企业实践对教师专业发展的促进作用。另一方面,需要加大学校层面对教师企业实践的组织支持力度,满足教师通过企业实践获取职业资源的需求。

基于“三个课堂”实践新模式的构建与探索

“三个课堂”教育模式作为一种跨越地域界限的教育实践,已日益成为解决区域间教育资源共享和提高教育整体质量的关键策略。伴随着教育信息化的不断推进,“三个课堂”下的教学模式、教师发展和实践路径仍需要进一步思考和审视。本研究提出企业、政府和高等教育机构、学校主体等共同构筑教育数据驱动的“三个课堂”实践共同体新模式,并明晰“三个课堂”实践共同体的概念内涵和实施路线。通过这种实践共同体的构建和探索,能为区域教育优质均衡提升提供有力的支持,为教师在跨区域背景下的专业成长搭建有效的支撑平台。

师范专业认证视域下学科专业课程与教育实践的融合

师范专业认证是一项综合性的评估和监管机制,旨在保障教育从业人员的专业水准,提高整个教育系统的质量。学科专业课程与教育实践的融合是对传统教育理念的挑战,也是对教育体系不断变革的积极回应。文章通过研究学科专业课程与教育实践脱节的现状,探讨师范专业认证视域下学科专业课程与教育实践融合的路径。透过对融合路径的深度剖析,更全面、更深入地理解师范专业认证背后的动力与意义,为推动教育事业的可持续发展提供新的视角和思路。

教师是如何发展的?——一项基于经验学习圈理论的刻画与分析

为了全面理解和促进教师改变,必须深入刻画教师改变的过程。作者基于经验学习圈理论,采用认知网络分析方法和交叉滞后分析方法,分析了41位教师经历2年一个完整经验学习圈的课堂教学行为大数据和实践性知识大数据,获得了基于经验学习圈的教师改变演化规律。研究发现:作为教师改变内部特征的实践性知识,其演化经过了竞争共存、协同互补和协同转化3个阶段,而作为教师改变外部特征的教学行为中,教师鼓励学生提出问题和提出高阶问题的教学行为经历了从少到多的量的变化过程;教师实践性知识中教育信念、反思性知识和自我知识等知识成分与教师鼓励学生提出问题、教师提出高阶问题等关系到创新性教学改变的关键教学行为之间存在着确切的因果关系;实践性知识及课堂教学行为共同作为教师改变的内因是教师改变的根据,而大学研究者提供的大数据循证课例研究支持服务是教师改变的外因并构成了教师改变的条件,外因通过内因而引起教师改变。

农村教师队伍建设的实践困境与支持路径--基于S省4587份问卷和232份访谈的数据分析

农村教师是农村教育高质量发展的中坚力量。基于乡村振兴和教育高质量发展背景,聚焦农村教师队伍建设主题,对农村学校校长、教师两个主体进行质性访谈和问卷调查。结果显示:农村教师队伍存在数量不足、稳定性不强、工资待遇较低、晋升通道较窄、职业倦怠水平较高、培训效果不理想等问题。建议从师资补充、公共服务、物质资源、发展平台、身心减负、师资培训等六个维度给予支持,改进和完善农村教师队伍发展生态。

大模型支持的教师循证实践:行动框架与案例应用

教师开展循证实践面临诸多挑战,包括难以获取和利用证据、缺乏有效的反馈和评价机制,以及实践过程中指导和支持不足,大模型技术的发展为破解这些难题带来了机遇。本研究构建了大模型驱动的循证实践行动框架,涵盖循证实践的五个关键阶段:提出问题、检索证据、评价证据、应用证据和后效评估,并针对不同阶段的特点设计了相应的大模型支持策略;开发了GPT4EBP平台,为教师提供基于自然语言交互的个性化指导、反馈和评估,还针对师范生开展了为期六周的循证实践。问卷调查结果表明,借助GPT4EBP平台,师范生能更高效、高质量地完成循证实践任务,其循证实践能力和集体效能感均得到显著提升;访谈数据揭示了平台在简化流程、提供及时反馈等方面的价值。本研究揭示了大模型技术在优化循证实践流程、赋能教师专业决策等方面的独特价值,丰富和发展了循证实践的理论体系,相应的行动框架和GPT4EBP平台可为教师循证实践提供个性化支持,使其能便捷获取证据、系统分析证据并将证据转化为可落地的教学行动,提升循证实践的针对性和有效性。

高职院校教师企业实践的困境表征与突破路径

开展企业深度实践是提高高职院校教师“双师”能力、增强教师育人水平、促进校企合作发展的重要抓手,但当前这一举措却并未发挥出应有效能。基于此,本研究借助扎根理论,从院校、企业、教师三方主体入手,从山西、浙江、河南、广东等15个省(市)选取高职院校管理者、企业管理者和高职院校教师共43人进行深入访谈,多维度了解高职院校教师企业实践的现实困境。研究发现,高职院校教师企业实践的困境表征为“制度—资源”层面的保障困境、“组织—个体”层面的选择困境、“态度—行为”层面的认同困境、“预期—现实”层面的成效困境。为此,应通过细化政策制度、拓宽主体选择、优化角色建构及开展成效评价四个方面进行困境破解与效能提升。

基于“实践—反思”取向的农业高校教师专业发展模式的构建

农业高校教师是提升农业现代化高等人才培养质量和高校教育教学质量的关键,促进教师专业发展是提升高校教师综合能力水平的重要举措。基于“实践—反思”取向的教师专业发展理论,从实践体会、反思体验、成长总结、支持保障四个方面构建,“实践—反思”取向的农业高校教师专业发展模式,旨在促进教师通过多种方式进行经常性的实践性反思,做一名反思性实践者,为促进农业高校教师专业发展、提升农业高校人才培养质量提供参考。

师范类专业认证背景下体育教育专业课教师推进课程思政的实践逻辑

文章通过分析文献和总结实践经验,探讨师范类专业认证背景下体育教育专业课教师推进课程思政的实践逻辑。研究认为,课程思政是体育教育专业课教学不可或缺的部分,具有重要的教育意义和社会价值。在推进课程思政的过程中,教师需要注重对思政内容、思政形式和思政效果三个方面的把控,提高课程的思政性和实效性,以促进学生全面发展,同时,在课程思政的推进过程中,教师需要不断提高自身的思政素养,加强对课程思政内容的研究和探索,建立有效的思政效果评估机制,以提高课程思政的实效性和质量。

基于专业探究的教师个人实践理论建构:过程、原理及策略

建设教育强国必须首先培养高质量教师。高质量教师的典型特征是拥有个性鲜明、系统完备、实践指向、高度凝练与创造性的教师个人实践理论。从中小学教师如何建构个人实践理论问题出发,采用扎根理论和探索性案例相结合的研究方法,探寻中小学教师个人实践理论建构的完整过程、理论原理及实践策略。利用深度访谈和扎根理论分析技术,对10位教师个人实践理论建构的实践案例进行深度分析,建立了基于专业探究的教师个人实践理论建构过程模型,揭示了中小学教师个人实践理论建构的核心基础,归纳了促进教师个人实践理论建构的7种典型策略,并通过反思教师专业成长过程,发现了教师个人实践理论建构的理论逻辑与实践逻辑,提出了“实践—专业探究”的教师学习取向。研究表明,教师能通过个人实践理论的建构建立起思考问题的系统化视角,并能将无意识行动转化为有目的的实践,由此发展出对教育问题本质和原理的深层思考。通过对教学问题的专业探究,教师可以重构教学理论,并发展个人教学专长与特质,促成教育家型教师的养成。