Assessment of Personality Traits of Physical Education Teachers

The purpose of this study is to examine the relationship between the personality traits of physical education teachers working in secondary schools in Istanbul. The research was conducted in accordance with screening model. The research group is formed by physical education teachers who are working in public and private secondary schools which are connected to the Ministry of National Education in Istanbul in 2012-2013 academic years. Among the participants, 36.8% is formed by female physical education teachers, and 63.2% is formed by male physical education teachers. PERI （personality inventory） short form is used. PERI is formed by five subcomponents： openness to experience, sense of responsibility, extroversion, coherence and emotional stability. Assessment instrument was applied to participants with the face-to-face technique by the researcher. Findings were obtained by using T Test, Kruskal-Wallis Test and Mann-Whitney U Test in the analysis of research data. Consequently, it is understood that physical education teachers had low scores on emotional stability personality traits and so they were not adequate. In openness to experience, extroversion, coherence and sense of responsibility subcomponents, it is understood that they had higher scores and they were adequate. Besides, there is no significant difference found between gender, school type and years of service variables and personality traits （P 〈 0.05）.

An Analysis of Teacher's Professional Development of Higher Vocational Education

Teachers are the backbones of any educational institutions. They not only play vital roles in students' development;they also directly affect the stature of their respective scholastic organizations. Highly qualified instructors produce competent and well-rounded students— learners who are more than ready to face the quirks and challenges of the labor force. This paper primarily discusses the following questions: What is teacher's professional development? What is higher vocational teacher's professional development? And how can scholastic institutions promote it? The conclusion states that the characteristics of higher vocational education directly influence the higher vocational teacher's professional development; therefore, it must be nurtured and promoted for the development of all the stakeholders of learning institutions – students, teachers, management staff,the learning institution itself, and the nation as a whole.

The Discontinuity of Kindergarten Teachers＇ Growth——Analysis Based on Bollnow＇ s Thoughts of ＂Discontinuous Education＂

The discontinuous educational thoughts of Bollnow have provided a new perspective for our exploring the growth of Kindergarten teachers and We can rethink the drawbacks of linear development and static thinking with it. Kindergarten teachers＇ growth is the unity of continuity and discontinuity. ＂Crisis＂, ＂encounter＂, ＂awaking＂ and ＂exhortation＂ all can break off the continuity of professional growth of kindergarten teachers, put kindergarten teachers＇ growth into the stage of discontinuity, promote the kindergarten teachers to make a positive self adjustment in shocks, and open up a new stage for kindergarten teachers＇ growth. In order to promote kindergarten teachers＇ active self adjustment in shock, and impel kindergarten teachers to step out oftheir＂comfort zone＂, preschool teachers should try their best to overcome the tendency of＂comfort zone＂ and strengthen the spirit of reflection. The kindergarten should create a rich and colorful cultural environment, and establish a cooperative research community for kindergarten teachers.

The Conformity of University Accounting Education Curriculum to the Needs of the Labor Market in Romania

This study represents empirical research that aims to investigate how the labor market for the financial-accounting segment in Romania requires professional and personal skills developed within the accounting education curriculum in the Romanian universities of this profile, or these produce young practitioners inappropriate from the curricular point of view to the employers＇ demands. The study develops a statistical analysis of frequencies, aiming to find an importance stratification of the professional and personal characteristics in the employers＇ demands. The study groups the job advertisements into three categories： for financial accounting, managerial accounting and audit, and seeks to identify specific curriculum descriptors for these categories of professional development. At the same time, the study does a frequency analysis of curriculum descriptors and job execution, comparatively to the management jobs, attempting to do a hierarchy of professional and personal skills, depending on the wording of notices by employers. The conclusions of the report attempts to be a synthesis of the study assumptions results that lead to the idea that the curricular programs of the universities of this profile, though responding in terms of theoretical knowledge, should be extended in practice, but particularly in the personal skills development, which are defining in a competitive selection process.

An Exploration of Higher Vocational English Teachers’Professional Development on Students’Learning Ability in the Context of New Liberal Arts

The concept of New Liberal Arts,a multidisciplinary combined integrator with Chinese values at its core,has brought new challenges to the teaching methods and professional development of higher-level English teachers.Based on the evolving professional development process of higher vocational English teachers in the context of the New Liberal Arts,this article analyzes how English teachers can integrate multidisciplinary knowledge and adopt advanced educational technology in the teaching process.On this basis,it discusses the role of teachers’professional development in enhancing students’learning ability,such as through deepening disciplinary understanding,adopting innovative teaching strategies,and implementing personalized teaching.At the end of the article,based on a variety of pedagogical theories,we put forward suggestions,including continuous professional training,interdisciplinary cooperation,and the application of innovative teaching techniques,which are mainly aimed at helping higher vocational English teachers get rid of the dilemma of the new situation,adapt to the needs of the new liberal arts education as soon as possible,and then effectively improve students’abilities.

Personal knowledge in educational autobiography:An investigation on“good teachers”

A good teacher has various characteristics.We can observe directly teachers'behaviors or read their professional papers.However,the effective way is to have teachers tell their personal life history or educational autobiography.The personal knowledge of a good teacher will be revealed through the personal life history.According to numerous educational autobiographies,a good teacher has two characteristics:being kind to students and having passion.

Teacher's in-Class Feedback Based on Individual Learner Differences in EFL Writing Classroom

Studies on feedback in second language(L2) writing have mainly focused on feedback per se, with little attention paid tothe individual learner differences. This study investigates how teacher’s in-class feedback based on individual learner differencesaffects EFL students’correction of writings and students’attitude towards teacher’s in-class feedback based on their individualdifference, as well as the factors that influence teachers’feedback among three EFL students and an in-service English teacher byemploying interviews, classroom observations. The findings indicate that students pay more attention to their errors in their writingsand students hold a positive attitude towards teacher’s in-class feedback based on their individual differences, students’aptitudeand personality mostly affect teacher’s in-class feedback.

The Application of Cross-Cultural Education Strategies in International Schools and Their Role in Cultivating Students’Global Awareness

This paper presents a comprehensive examination of the application of cross-cultural education strategies within international schools and their critical role in fostering students’global awareness.As international schools serve as a melting pot of diverse cultures,the research delves into the importance of cross-cultural education in preparing students to become global citizens.The study outlines the theoretical underpinnings of cross-cultural education,emphasizing the need for an inclusive curriculum that addresses cultural sensitivity and promotes international perspectives.Successful case studies,such as interdisciplinary projects and Model United Nations activities,are analyzed to understand their impact on students’engagement and cross-cultural competencies.Challenges faced by schools,including resource limitations and cultural sensitivity,are discussed alongside potential solutions like enhanced teacher training and the use of technology.The paper also explores the assessment of students’global awareness and the future development of cross-cultural education,considering the influence of educational policies and technological advancements.The research concludes with policy implications and practical guidance for educators,advocating for a personalized approach to cross-cultural education that aligns with the needs of the globalized era.

TEDS-M教师专业素养概念框架及对我国教师教育改革的启示

世界上首个中小学数学教师教育的大规模国际比较研究项目——数学教师教育和发展研究(TEDS-M),在分析和反思其研究数据的基础上得出职前数学教师专业素养的概念框架,并提出提高教师专业素养的途径即学习机会的概念。数学教师专业素养概念的核心要素——专业知识和专业信念,对我国教师教育改革具有启示:应清晰界定教师专业素养概念,教师资格统一认定考试应重视教师信念,在职前教师教育中应拓展职前教师的学习机会。

论职前教师教育U-S模式的有效实施

针对传统职前教师教育的不足,根据高校与中小学教育变革的需要,结合当代世界教师教育改革的实际,职前教师教育需实施U-S模式,培养职前教师的实践能力。为保证U-S模式的有效实施,必须以"一体化"的思维建立U-S共同发展的合作关系、优化实践教学基地、深化课程体系改革、建立新型师资队伍、完善教育能力评价结构,同时处理好个人经验和专业理论、技能发展和专业发展、高校职能与中小学职能这三种关系。

公安院校ESP教师专业发展身份认同刍论

公安院校ESP教师专业发展身份认同是一个需要长期关注的问题。公安院校通过提供必要的教学资源支持、优化教师的培训和职业发展、加强与教师的沟通和交流、建立教师评价和激励机制等措施,可以促进ESP教师的专业发展和身份认同,提高ESP教育的质量和效果。文章分析公安院校ESP教师专业发展身份认同的研究背景和意义、相关概念影响因素,并对其培养策略进行探讨,希望能够提高广大群众对教师的认可。

U-S合作的研究缘起、核心功能与未来展望

U-S合作源于师资培训的需要,随着U-S合作实践案例增多,相关研究也逐渐增加,不仅出现了单案例和多案例研究,国内学界关注地区也逐步从国外转移到内地。已有研究围绕U-S合作对中小学改进和对双方参与主体的衫响两个核心功能展开,未来会围绕多方参与的社群建构、双方深度融合的策略、大学教师优化自身知能素养几水方面展开。

基于画像技术的教师研修路径智能推荐研究

教师是教育的第一资源,研修是促进教师专业发展的重要方式。在大数据、数字画像等新技术赋能下,优化教师研修路径以提升教师发展质量变得尤为重要。文章构建了多模态数据和画像技术支持的教师研修路径智能推荐模型,包括数据伴随式采集分类与预处理、教师画像生成、研修路径算法三个模块,实现教师研修特征与优质研修资源的智能匹配。在教师研修路径动态优化方面,模型通过提供基于画像的个性化导研服务、基于知识图谱的资源关联推荐、基于群体智能的群体路径发现、基于目标导向的过程评价和基于研修行为的智能预警,满足教师的个性化研修需求,为发掘研修数据潜能、促进教师智能研修模式创新提供参考。

成长型思维对教师专业成长的影响——兼论教学效能感及坚毅人格的中介作用

为探索成长型思维、教学效能感、坚毅人格与教师专业成长之间的关系及教学效能感、坚毅人格在其中的的作用机制,本研究采用中小学教师专业发展问卷、自我效能感问卷、教师坚毅自陈量表和成长型思维问卷调查了庆阳市215名教师。结果发现:①成长型思维、教学效能感、坚毅人格与教师专业成长呈两两显著正相关;②教学效能感、坚毅人格在成长型思维对教师专业成长的影响起全部中介作用,中介效应占总效应的94.26%。研究揭示了教学效能感、坚毅人格在成长型思维对教师专业成长的作用机制,为促进教师专业发展予以理论和实践的指导与支持。

“优生”即“优师”?--高水平综合性大学毕业生任教中小学的匹配与挑战

高水平综合性大学毕业生入职中小学面临“大材小用”“难胜其任”等争议,该群体任职中小学的优势、劣势以及中小学对他们的实际需求与期望尚乏实证分析。本研究基于个体—组织匹配的理论视角,着眼于从教个体与任教单位的匹配现状,分析“‘优生’成‘优师’”这一愿景所具备的有利条件与所面临的转型挑战。研究发现,中小学对高水平综合性大学毕业生的吸引与选择,显著依托于双方“互补匹配”的达成,而教学技能、教师职业信念等“一致匹配”要素的不足导致了“优生”适应教师角色的多重危机。让“优生”新教师在与中小学实现一致性匹配的基础上满足互补性需求,才是为中小学师资队伍增辉添彩、使教师职业发展永葆活力的关键所在。

家庭教育对师范生教师职业认同的影响研究

以454名师范生为被试,采用问卷调查法,考察家庭教育中父母教养方式对师范生的教师职业认同的影响,并检验人格特质在父母教养方式和教师职业认同之间的中介效应。结果显示:师范生教师职业认同总体处于中等偏上水平;父母教养方式中,父母情感温暖与教师职业认同显著正相关;人格特质与教师职业认同显著正相关;宜人性、外向性和尽责性在父母情感温暖与教师职业认同之间的中介效应显著。可见,在家庭教育中,积极的教养方式不仅直接影响师范生的教师职业认同,还能通过人格特质对教师职业认同产生间接影响。

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。

高校、地方政府与中小学合作模式统合研究——以北京师范大学物理学科共同体为例

多方合作促进教师专业发展是当代教师教育的核心模式.近年来,在传统的高校与中小学的双边合作模式的基础上,更关注现实工作层面开展所需的属地支持,高等学校、地方政府、中小学三方合作成为了当前的发展方向.本文综述多方合作促进教师专业发展的相关研究,梳理并比较现有的大学与中小学合作模式,分析合作的起因、特征、要素、模式,并结合北京师范大学物理学科共同体的建设案例,探讨合作模式的统合.

从认识论视角审视科学领域中的师幼对话

科学领域中的师幼对话是保护幼儿好奇心与求知欲,搭建科学学习与幼儿经验桥梁进而提升科学教育质量的重要基础。师幼对话既是认知的表现,也是认知的结果。从认识论视角分析,师幼对话应是引导师幼双方从单纯信念的知识走向作为真理的知识的过程。

全人教育理念对大学英语教育更新与教师角色定位研究

全人教育是一种基于人的全面发展和重在提高人的整体素质的教育理念,其对大学英语教学起到了很好的指导作用。根据大学英语教学实践,阐述在新课程中贯彻“全人教育”的思想,建立“以学生为本”的课堂教学模式不仅有利于学生的发展,也能在一定程度上促进教师素质的提高。以全人教育思想为指导,实施有效的教学活动,培养全面发展的高素质英语专业人才,是大学英语教师开展教学的必然选择。