回合式教学法的有效学习：来自自闭症儿童职前教师的证据

使用异步培训技术自主学习循证教育干预方法,或可帮助自闭症儿童职前教师应对新时代自闭症儿童融合教育高质量发展带来的挑战。采用3个实验探究了自闭症儿童职前教师在3种学习材料呈现方式下对回合式教学法的自主学习效果。结果发现,学习材料呈现方式对自闭症儿童职前教师自主学习回合式教学法的效果有显著影响：“字幕+画面+声音解说”组成的视听双通道材料——真实教学视频下的学习效果最好,“文本+图像”组成的PPT材料比同属视觉单通道材料的Word文本更有优势。结果表明,无论是在知识层面的学习(实验1、2和3),还是在实操层面的忠诚度提升(实验3),学习内容以视听双通道方式呈现时,自闭症儿童职前教师的自主学习效果最好。     

Increasing Pre-service Teachers’ Use of Differential Reinforcement: Effects of Performance Feedback on Consequences for Student Behavior

Significant dollars are spent each school year on professional development programs to improve teachers’ effectiveness in the classroom. The usefulness of these programs can be measured by the consistent application (i.e., implementation integrity) of skills which were taught in the training sessions. This study assessed the integrity with which pre-service teachers used a differential reinforcement of alternate behavior (DRA) strategy taught to them during their student teaching experience. Seven student teachers in general education settings participated. Teaching assignments ranged from early elementary through high school in urban, suburban, and rural settings. Intervention consisted of a 1-h workshop and individual feedback meetings following direct classroom observation. Results showed that (a) student teachers increased their number of correct DRA responses as measured by accurate teacher feedback to students, and (b) students showed increased hand-raising and decreased talk-outs. Implications for helping pre-service general education teachers to teach more consistently and effectively in inclusive settings are discussed.     

Teaching religious education as a second choice. The case of three male student teachers in Finland

This article explores the professional reflection of three male religious education (RE) student teachers during their one-year pedagogical training. The participants (n = 3) interviewed in this article were chosen on the basis of their self-report in the questionnaire in which they claimed no previous teaching experience. The participants were interviewed three times: at the beginning, in the middle and at the end of their one-year teacher education. The interviews were analysed with qualitative content analysis. The study showed some patterns in the student teachers reflections concerning developmental aims, professionalism, and convictions during the year. The article concludes that in RE teacher education developing pedagogical thinking should be accompanied with becoming aware of the role of personal life history and contextual situation play in the process of becoming a sound professional in RE.     

IMPACT OF THE IMPLEMENTATION OF THE TEACHING/LEARNING CYCLE ON TEACHER DECISION-MAKING AND EMERGENT READERS

No topic is on the minds of the general public, federal and state legislatures, parents, and educators more than the issue of establishing and maintaining school programs that are consistent in their ability to produce competent readers. Teachers, administrators, and teacher preparation programs are admonished to change programs, resources, monitoring procedures - whatever it takes to bring about this reformation of student reading achievement. Topics under investigation include effective models, methods, and strategies of instruction; essential teacher knowledge; teacher decision-making; and professional development of in-service and pre-service teachers. From this body of research the terms "balanced literacy" and "engaged literacy" have emerged. These terms are defined as emphasizing instruction on identified student need and including skills development as well as experience in a variety of texts. The teaching/learning cycle, a model for evaluating student reading behaviors and planning focused instruction, providesa foundation for the development of essential teacher knowledge and skills. As teachers articulate their understanding of the reading process, the characteristics of the learner, and the supports and challenges offered in text and teaching approaches, their practice is changed to make it more congruent with these stated beliefs. When teacher instructional practice is aligned with clear understandings and beliefs, student achievement increases. This study explored how knowledge and use of the teaching/learning cycle in beginning reading instruction impacts teacher decision-making and student achievement. While investigating teachers' knowledge and use of the teaching/learning cycle, two research questions focused on how student learning was affected and the impact of the changes on student/teacher interactions.     

Ethnography as Pedagogy: Learning and Teaching in a Religion Department Internship Class

Internships and other experiential education courses in Religious Studies departments particularly benefit from careful pedagogical preparation. In addition to the usual components of conceptual content and skills, these courses require knowledge about and understanding of human communication and interaction and organizational function. To be successfully collaborative in the classroom and with Community Partners for learning and service, students and teachers need tools for participant observation, integration of data and response, and reflection. This article proposes and discusses using 10 strategies of ethnography as a pedagogical frame. Developed in an internship class, these ten tools are demonstrated through teacher discussion and reflection and students’ written work. Specific connections to the field of Religious Studies are highlighted. The article is written in the hopes of stimulating additional conversations on how experiential learning and teaching, specifically the use of ethnography, can be effectively and appropriately used in Religious Studies courses.     

A failure of dialogue? a critical reflection on a discussion between a teacher trainer and a pre-service second-language teacher

Reflective practice in teacher education often involves dialogic communication between teacher educators and teachers. This essay asks what constitutes authentic dialogic engagement in discussions between a pre-service second-language (SL) teacher and her university supervisor. Written as a self-critical reflection, the paper first describes the author’s thoughts and feelings about a post-teaching session he conducted with one of his supervisees and identifies possible disconnections existing between them. Drawing on Mikhail Bakhtin’s concept of dialogism and Hans-Georg Gadamer’s of genuine dialogue, this paper reflects on the dispositions that foster a dialogic relationship between teacher educators and pre-service and in-service teachers.     

Developing pre-service teachers’ confidence: real-time coaching in teacher education

Teacher quality continues to be of major concern in the Western world, and identifying the most effective approach to teacher training remains a contested area. It has been argued that teachers resist change because they lack motivation, have inadequate knowledge and expertise to modify their practices, and are reluctant to take risks for fear of having their confidence damaged. While remaining skeptical of such a deficit view, our interest is in pedagogic approaches which seek to better prepare teachers for teaching in contemporary society and, thus, to enhance their ‘effectiveness.’ This article discusses the use of a Real-Time Coaching (RTC) model designed to enhance pre-service teachers’ practical skills for contemporary classroom teaching. The model focuses upon pre-service teachers micro-teaching while simultaneously gaining feedback via a headset in real time; this is then combined with multiple collaborative feedback cycles within a learning community in order to foster reflective practice. To collect information about participants’ experiences with the RTC process, two rounds of semi-structured interviews were conducted with participants. Our findings indicate the RTC model has the capacity to foster a sense of confidence and ownership of learning by developing practical skills alongside affective attributes such as resilience, efficacy, and a disposition toward continual improvement.     

Promoting reflection in pre-service teachers through problem-based learning: an example from Canada

This article discusses the process, benefits, challenges and recommendations associated with the adoption of the Problem-based Learning (PBL) approach to promote reflection for pre-service teachers. Drawing upon Schön’s concept of reflection, this article explains how a pre-service course in Canada aims to promote the participants’ ‘reflection in action’ of assessment content knowledge and professional competence through PBL. The article points out that PBL enables the pre-service teachers to critically reflect on assessment issues and make meaningful connections between their reflections and real-life teaching. The key challenges are the facilitators’ inadequate understanding of using PBL to promote reflection, as well as the pre-service teachers’ struggle with time constraint and juggling between their need for teacher guidance, group collaboration and self-directed study. To address these challenges, the article recommends formal professional development sessions for the PBL instructors, and the achievement of a balance between learner autonomy and teacher guidance.     

公费教育政策满意度对师范生教师职业认同的影响—社会认知因素的影响

采用问卷法,以839名公费师范生为研究对象,探究公费师范生政策满意度对师范生教师职业认同的影响,考察公费教育政策满意度、职业决策自我效能感、职业结果预期以及教师职业认同的关系。结果发现：（1）公费教育政策满意度显著正向预测教师职业认同;（2）职业决策自我效能感和职业结果预期在政策满意度和教师职业认同的关系中起中介作用,完全中介支持性政策满意度与教师职业认同的关系,部分中介限制性政策满意度与教师职业认同的关系。本研究通过社会认知职业理论解释了公费教育政策满意度与教师职业认同的关系路径,为提升公费师范生的教师职业认同提供了参考和借鉴。     

A multi-dimensional model of the origins of attitude certainty: teachers’ attitudes toward attention-deficit/hyperactivity disorder

This research tested and extended a laboratory-derived model of the origins of attitude certainty using a real attitude object: Teaching children with attention-deficit/hyperactivity disorder (ADHD). In Study 1, an experiment manipulated the amount of information, thought, and consistency of information delivered to pre-service teachers ( $n = 224$ ) with no prior experience with ADHD. Structural equation modelling (SEM) of Study 1 did not support the original model, in which relationships between attitude certainty and objective knowledge, thought, and consistency were mediated by perceived knowledge, thought, and ambivalence. Instead, objective amount of information, thought, and consistency interacted in their effect on attitude certainty. Study 2 ( $n = 368$ ) used a survey to test whether experiences with ADHD (personal, direct and indirect) among in-service and pre-service teachers were antecedents of attitude certainty, and to test perceived accessibility as a mediator. SEM supported both these hypotheses. Perceived accessibility and perceived knowledge mediated the relationship between attitude certainty and prior experiences with ADHD, and between attitude certainty and objective knowledge. Together, the results suggest that psychological processes underlying strong attitude certainty differ according to the familiarity and personal relevance of the attitude object, and the context and stage of attitude formation. The results have practical utility for teacher training at pre-service and in-service levels.     

Effects of Delayed Audio-Based Self-Monitoring on Teacher Completion of Learning Trials

Although instructors may teach effective instructional behaviors in pre-service training programs, pre-service teachers frequently do not generalize those behaviors to classroom practicum settings. Feedback within the practicum setting is necessary to promote generalization, but is often limited by university supervisors’ availability. Using a multiple-probe design across 3 pre-service teachers, we investigated audio self-monitoring as a method to provide feedback on the number of learning trials completed during the prior learning review section of lessons. A completed learning trial represented an opportunity for the students to both respond to a prompt and receive feedback from the pre-service teacher and represents the smallest unit of complete instruction. Results indicated that self-monitoring increased the percentage of learning trials completed by pre-service teachers, but had modest effects on rate of learning trials delivered. These findings are discussed in light of the need for methods that help bridge the gap between university-based training and classroom application of key instructional skills.     

教师变量对小学生数学学习观影响的多层线性分析

32名小学数学教师与这些教师所教班级的1691名学生参与了本研究.两个测量工具评价了教师的数学学科知识与学科教学知识,对教师的55节数学课进行了录像;并按照学习任务的认知水平与课堂对话的特点进行了编码,采用问卷法测查了学生对数学学习的看法与态度.多水平分析表明:教师的学科教学知识、课堂学习任务的认知水平、课堂师生对话的权威来源与教师运用学生想法的程度对学生数学学习观具有显著预测作用;教师的学科知识对学生数学学习观的预测未达到显著性水平.     

Using behavioral skills training with preservice teachers in the university classroom

Preservice and novice teachers often identify behavior management as an area of weakness that they attribute to a lack of sufficient instruction during their teacher preparation. Behavioral skills training (BST) is an evidence‐based teaching methodology based on the principles of applied behavior analysis used to teach new skills. This study investigated the use of BST in the university setting to teach undergraduate preservice teachers enrolled in a field‐based special education course to implement a token economy during small group instruction with children. A single‐case research design was used to assess the effectiveness of using BST by evaluating accuracy of implementation before and after BST. Results showed BST was an effective teaching procedure and social validity measures collected from the preservice teachers indicated BST was acceptable to all participants. Limitations and needs for future research are discussed.     

Teacher Training: Effects of Directed Rehearsal on the Teaching Skills of Physical Education Majors

Directed rehearsal was used to improve the teaching skills of six preservice elementary physical education teachers during a teaching practicum. The teaching skills lesson introduction, lesson closure, task presentation, and general and specific subject-matter feedback were assessed using a multiple baseline design across behaviors for each teacher. Social validity, in the form of the acceptability of directed rehearsal as a teacher training intervention, was also assessed using a questionnaire. Directed rehearsal was effective in improving the teaching skills of the teachers to either 100% correct implementation or, in the case of subject-matter feedback, to an established rate. In addition, the intervention was acceptable to the teachers and the practicum instructor. These results extend both the error correction and the research on teacher education literatures.     

A rich palette of Bible use: A theoretical and empirical contribution from the context of Protestant Christian primary schools in the Netherlands

The aim of this study is to gain empirical knowledge about how the Bible functions in the context of Protestant Christian primary schools in the Netherlands. It presents the results of an empirical explorative and qualitative study on the perceptions of teachers and school administrators (directors and internal supervisors) on the goals of Bible use in Protestant primary education, as well as the roles of teachers and pupils, and how these can be understood in terms of religious pedagogical models and theories. Five small focus group interviews with teachers and six interviews with school administrators revealed a variety of goals teachers hold regarding Bible use in education and a variety of divisions of teacher–learner roles in this regard. The findings also show some particular characteristics when compared with secondary schools.     

Reading Practices of Pre-Service Teachers in the United States

The purpose of this mixed method study was to investigate the reading practices of pre-service teachers in the United States. A total of 395 (38 male and 357 female) pre-service teachers completed a self-reported survey. In addition, 45 (10 males and 35 females) of the 395 voluntarily agreed to participate in interviews and classroom observations. These 45 participants were enrolled in three reading classes in the college of education at a mid-size public university; the classes' professors allowed the researcher to conduct class observations over the course of the semester. Quantitative results indicated that 38.4% of the pre-service teachers spent 1–4 hours weekly in academic reading (AR) and 19.5% of the respondents spent 1–4 hours per week in extracurricular reading (ER). Results also revealed that 25.7% of the participants spent zero hours weekly in AR and 46.5% of the participants spent zero hours in ER. Qualitative findings indicated that participants' part-time jobs and social media use via smartphone reduced the amount of time that pre-service teachers dedicated to both academic and extracurricular reading.     

Pedagogical imagination and practical wisdom: the role of success-narratives in teacher education and professional development

There is an increasing awareness that teaching is a practice where moral action is inseparable from pedagogical action, and where wise deliberation or reflection on what course of action to take as an educator is an important part of being a good teacher. This article focuses on rethinking the role of narratives as an articulation of such practical knowledge and the enrichment they might bring to a teacher’s pedagogical imagination. Working within a conceptual framework drawing on Schön and Aristotle, the study presents a group of narratives describing successful conflict resolution told by students at a newly launched teacher education program. These are discussed as part of a teachers practice repertoire and the argument is made that the local and personal repertoires of practitioners need to be complemented with elements from the repertoire of others, something systematic research into narratives of teaching in action can be part of.     

Primary teachers’ perceptions that impact upon track recommendations regarding pupils’ enrolment in secondary education: a path analysis

In less meritocratic educational systems, teachers’ decision-making processes and their perceptions of pupils are essential for the practice of pupils’ allocation at transitory moments. The present study investigated how perceptions held by teachers impact upon teacher track recommendations regarding pupils’ enrolment in secondary education in Flanders. By means of structural equation modelling, we studied the hypothesised impact of pupils’ cognitive (i.e. maths skills, language skills and technical skills) and non-cognitive (i.e. school-appropriate behaviours and personal-social behaviours) attributes and of teacher–pupil relationships, as perceived by the teachers. Additionally, we addressed the hypothesised (mediated) impact of perceived parental involvement in education and parents’ socio-economic status (SES) and ethnicity, as social and cultural parental background characteristics. Results show that teacher track recommendations are best directly predicted by pupils’ perceived maths skills. Also pupils’ perceived school-appropriate behaviours and parents’ SES substantially and directly predict teacher track recommendations. Teacher track recommendations are further indirectly affected by perceived parental involvement in education, parents’ SES and parents’ ethnicity.