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.

A Study on Teacher Autonomy in English Language Teacher's Professional Development in Vocational Colleges

Teacher professional development(TPD), which is related with teacher education, has been the topic of vital significance in the world educational reform. There are diverse modes and approaches of teacher development, among which, teacher autonomy(TA) is a new concept. It is relatively new and has received insufficient attention in China, especially in vocational colleges. The related research of this kind on English teachers in vocational colleges is far from enough. Based on this situation,some investigations were conducted on the topic of TA among 5 vocational colleges in Kunming, Yunnan Province. By utilizing questionnaires and interviews as the main investigation tools, the present author conducted the survey of the current situation of the English teachers' professional development and the existing problems, aiming at exploring the effective ways of promoting English language teachers'(autonomy) development in the context of vocational colleges.

A Comparative Study of Teacher Autonomy Between Novice Teachers and Proficient Teachers in the Context of University English Teaching Reform in China

Teacher autonomy has become a popular focus in the field of teacher education at present. The development of learner autonomy depends largely on teacher autonomy. Teacher autonomy is also one of the most effective ways to support teachers in their classroom practice, as well as to improve and expand their professional preparation and practices. Apart from that, the research of teacher autonomy at different phases of teachers＇ professional development may provide insight into how to strengthen their autonomy capability and to better understand the differences in teachers＇ development at different stages. The current study aims to explore the different level of how university novice and proficient English teachers see themselves as autonomous practitioners on the five dimensions of teacher autonomy： teaching autonomy, assessment autonomy, school management autonomy, professional development autonomy, and curriculum development autonomy. In addition, it proposes coping strategies to facilitate the development of teacher autonomy, which may shed some light on cultivating teacher autonomy for teachers at different developing stages, development of expertise, and teacher education.

Teachers are Deprofessionalized when Control of the Curriculum is Taken away from them:Discuss in Relation to High School Teachers in China

In this paper,the writer will use a literature analysis approach to explore the issue of teacher autonomy and professionalism in both centralized and decentralized curriculum models.Through literature analysis,the paper argues that centralized and decentralized curricula each have their own positive and negative effects on teachers'autonomy and professional development.Under the current curriculum model in China,teachers'autonomy and professionalism in curriculum development are both enhanced and limited to some extent.Based on the analysis of the literature,this paper will propose recommendations for enhancing Chinese high school teachers'autonomy and professionalism in curriculum development.

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.

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.

Teacher Professional Development Approach: Action Research

Theory and practice, researchers and practitioners are usually isolated in traditional education research, so much so that the research results can not solve the problems that teachers encounter in their teaching practice. As a new mode, action research provides a bridge linking theory and teaching practice as well as a way to promote teacher development.

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.

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。

在反思中成长:质性研究方法的教与学

本文收录了作者在教授“质性研究方法”课程第6-8次课后写的反思笔记,包括如下主题:回应学生发言需要教师的实践智慧,师生相互理解是良好教学的保证,教师是否开放课堂涉及教学自主等伦理问题。这些主题涉及课堂教学中教师们通常会遭遇的困境,具有深入探讨的理论潜力和实践价值。通过分享作者的体验和反思,本文希望邀请读者对这些问题进行更加深入的思考和对话。

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。

高校职称评聘制度的教学导向对青年教师教学行为的影响机制分析

在制度理论、组织氛围理论以及自我决定理论的基础上,本研究构建了高校职称评聘制度的教学导向对青年教师教学行为的影响机制模型,并基于APIKS调查数据采用简单中介模型、有调节的中介模型等方法对高校职称评聘制度的教学导向与青年教师教学行为的关系进行分析。研究发现,我国高校在教师聘用和晋升时对教学重视不足,教学导向氛围偏低,教师教学自主性不高;较之于非“双一流”建设高校,“双一流”建设高校在教师聘用和晋升时对教学的重视程度更高,给予教师更大自主决策的范围和空间;高校职称评聘制度的教学导向对青年教师教学行为的直接影响并不显著,通过教学导向氛围对教学行为产生间接影响,且随着教学自主性的提高,这种间接影响逐渐减弱。政府要不断建立和完善高校分类评价制度;高校要持续完善和优化职称评聘制度,积极营造有利于青年教师教学发展的环境。

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。

社会工作实践研究的哲理基础、解释框架与研究启示

基于社会工作本土化和专业化的需要,嵌入性和自主性构成了社会工作发展的两个基本策略。自主性的提出是为了弥合嵌入性策略下结构与行动之间的张力,并进一步衍生出社会工作实践研究的研究进路。通过对社会工作实践研究的后现代社会学理论基础以及我国四种主要解释框架进行梳理后发现,解释框架之间具有两个相同点:其一,强调实务经验在知识生产中的积极意义;其二,认同实务者在学术分工中的研究地位。但社会工作实践研究尚未形成基础性的研究共识,且研究仍停留在认识论的阐释层面,由此导致了社会工作实践研究的核心议题和研究边界存在模糊性。因此,社会工作实践研究的未来方向应在确立学术共同体意识的基础上,建构社会工作实践研究的基本范畴。

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。