Rooting on the context of accelerating and rapid societal change and global competence trend,this study explored the meaning of core competence,roles of schooling for cultivating students to be holistic person and str...Rooting on the context of accelerating and rapid societal change and global competence trend,this study explored the meaning of core competence,roles of schooling for cultivating students to be holistic person and strategies for shaping competence-oriented school campus culture.The related literature this study reviewed include the meaning of core competence,curriculum program and teaching design for oriented competence in schools,strategies to shape school culture for teaching and learning of oriented competence,and integrated comment.In order to achieve the research purposes,this study adopted the interview and document analysis to collect data.According to the literature review,interview,document analysis,result and discussion,this study proposed conclusions in the following directions:1)The meaning of core competence;2)The main point of global competence;3)School is a learning organization and learning base within competence oriented school campus;4)Principals play the roles of vision leadership,instructional leadership and curriculum leadership;5)Teachers play the roles for shaping competence oriented school campus culture;6)The strategies of shaping competence oriented school campus culture;7)The process and related factors of constructing school-based curriculum.Finally,researchers proposed reflection for this study.展开更多
In China,the university-school partnership(USP)is a community of continuous professional development(PD)for teachers,involving teacher educators who visit schools.This study explores teachers’personal factors,school ...In China,the university-school partnership(USP)is a community of continuous professional development(PD)for teachers,involving teacher educators who visit schools.This study explores teachers’personal factors,school working conditions,and principal leadership in order to explain differences in teachers’learning when they have participated in the training program.Using a one-group pretest-posttest design,375 teachers from 12 primary schools in Shanghai participated.Their learning performances are measured by changes in their teaching quality as evaluated by their students.Results of regression analyses show that teachers generally receive higher scores on teaching quality after the program than before.Three factors are significantly and negatively related to the changes in quality:teachers’educational level,the extent to which teachers feel emotional pressure in their profession,and the support from their school principal.Implications for school leaders and policymakers are discussed.展开更多
文摘Rooting on the context of accelerating and rapid societal change and global competence trend,this study explored the meaning of core competence,roles of schooling for cultivating students to be holistic person and strategies for shaping competence-oriented school campus culture.The related literature this study reviewed include the meaning of core competence,curriculum program and teaching design for oriented competence in schools,strategies to shape school culture for teaching and learning of oriented competence,and integrated comment.In order to achieve the research purposes,this study adopted the interview and document analysis to collect data.According to the literature review,interview,document analysis,result and discussion,this study proposed conclusions in the following directions:1)The meaning of core competence;2)The main point of global competence;3)School is a learning organization and learning base within competence oriented school campus;4)Principals play the roles of vision leadership,instructional leadership and curriculum leadership;5)Teachers play the roles for shaping competence oriented school campus culture;6)The strategies of shaping competence oriented school campus culture;7)The process and related factors of constructing school-based curriculum.Finally,researchers proposed reflection for this study.
基金funded by the China Scholarship Council(No.201606140105)the Institute of Life-Practice Educology of East China Normal University.
文摘In China,the university-school partnership(USP)is a community of continuous professional development(PD)for teachers,involving teacher educators who visit schools.This study explores teachers’personal factors,school working conditions,and principal leadership in order to explain differences in teachers’learning when they have participated in the training program.Using a one-group pretest-posttest design,375 teachers from 12 primary schools in Shanghai participated.Their learning performances are measured by changes in their teaching quality as evaluated by their students.Results of regression analyses show that teachers generally receive higher scores on teaching quality after the program than before.Three factors are significantly and negatively related to the changes in quality:teachers’educational level,the extent to which teachers feel emotional pressure in their profession,and the support from their school principal.Implications for school leaders and policymakers are discussed.
