An understanding of geography: The perspectives of English primary trainee teachers

There have been few studies of trainee teachers' conceptions of the term ‘geography’. Building on these, this study identifies a number of conceptions of geography held by primary school trainee teachers in England. Their ideas are compared with their understanding of the reasons for teaching geography to young children. Similar outcomes emerge. While a small number of primary trainee teachers see geography education as concerned with the study of places, a slightly larger group view teaching geography as developing children's sense of responsibility for the earth and its people. However, by far the largest groups of students perceive geography's role to be to develop younger children's awareness and knowledge of the environment. Additionally, a sizeable group of trainees see geography as providing knowledge about the features and countries of the world. The implications of these findings are considered for the brief geography study units which primary teacher trainees take as part of their initial teacher training programme in English higher education. The conclusion is that it is important to widen primary trainee teachers' perspectives during even the briefest of units, not least to enable them to teach the national curriculum requirements for geography in primary schools. This revised version was published online in August 2006 with corrections to the Cover Date.     

工业过程仿真培训系统教师指令机设计与实现

介绍了基于图形化编程语言LabVIEW的工业仿真培训系统中教师指令机的设计和实现，给出了PID控制算法、串级控制、TCP／IP通讯、仿真状态的保存及恢复、时标的改变、状态的切换等教师指令机具体功能实现程序。用这种方式建立教师指令机功能已在加氢精制仿真培训系统中实现并成功投入使用。     

Geographic Information Technologies + Project-Based Science: A Contextualized Professional Development Approach

Abstract

This study investigated the effects of using a long-duration, project-based science professional development model on the acquisition of declarative knowledge and basic terminology associated with the use of geographic information technologies (GIT), teachers' self-assessed confidence in using GIT skills, and the implementation of GIT in participants' classrooms. Results suggest that a long-duration, project-based science model was effective in teaching GIT declarative knowledge and raising teachers' self-confidence in using GIT tools. The academy was funded through a grant from the US Department of Education with additional support from Environmental Science Resources Institute (ESRI), Inc., and members of the New Mexico Geographic Information Council.     

The National Geography Standards and Your Undergraduate Curriculum: The Opportunity That Knocks More Than Once

Abstract

Geography For Life: National Geography Standards 1994 offers university geographers opportunities in the areas of program assessment and development. This article describes an assessment process that is applicable to both individual courses and geography programs. The process can strengthen programs by making them more consistent. As a result, geography may have a more powerful presence in teacher certification programs. Additional techniques for enhancing geography's role in preservice education curricula are also outlined. Finally, the article expresses concern that geographers at the university level will not take the recently published National Geography Standards seriously, thinking they apply only to K-12 education. They are challenged to extend the Standards' scope and content to the baccalaureate degree.     

联合教学和教师培训

介绍了与外国专家在英语口语上课进行联合教学的活动:对联合教学的预期,怎样组织联合教学,通过这一尝试的收益.也讨论了联合教学的教师培训功能并展示了这种教学活动对有关各方的益处.     

培训视野中的高校青年教师成长服务研究

青年教师是我国高等教育事业发展的生力军。目前我国高校青年教师的培养存在"近亲繁殖"、重教学轻德育、重眼前轻长远等突出问题,这对于青年教师的成长极为不利。解决这一突出问题,需要通过师德建设、学术生涯规划、立体培训、国际交流等方式,进而提高为青年教师成长服务的工作质量,提升高校办学质量和服务社会的水平。     

Preparing Preservice Teachers to Incorporate Geospatial Technologies in Geography Teaching

This study evaluated the efficacy of geospatial technology (GT) learning experiences in two geography curriculum courses to determine their effectiveness for developing preservice teacher confidence and preparing preservice teachers to incorporate GT in their teaching practices. Surveys were used to collect data from preservice teachers at three intervals over one semester. Results indicate preservice teachers' confidence and competencies to successfully integrate GT in their teaching increased over the duration of the study. The findings highlight the value of providing GT learning experiences in geography curriculum courses and contribute to the literature on preparing preservice teachers to incorporate GT in teaching geography.     

Curriculum change,challenges and teacher responsibility

The New Zealand Curriculum (NZC), Realigned Geography Achievement Standards and Social Science Teaching and Learning Guidelines‐Geography combined are playing a key role in transforming senior school geography into a subject suited for 21st century learners. While they provide geography teachers with the permissiveness to plan coherent school‐based geography programmes that are relevant and responsive to students' needs, the implementation process can prove challenging. Adjusting to the increased trust and responsibility assigned to teachers, as they undertake the role of curriculum makers, is a key focus of this paper.     

高校教师的角色冲突与自我调适

通过对高校教师角色冲突的类型和引起角色冲突的主要因素分析,提出教师对角色冲突进行自我调适的有效方法,包括认知重建法、积极应对法、角色分离法、情绪调节法和人际关系适应法。