Professional Technologies in Schools: The Role of Pedagogical Knowledge in Teaching With Geospatial Technologies

Preparing learners for the future requires twenty-first-century teaching that integrates professional tools in the classroom. Geospatial technologies (GST), which represent geographical professional technologies, lack robust integration in high school geography. Researchers continue to ask why educators teach about rather than with GST. Understanding teacher decisions is paramount. This mixed methods study examined commonalities among teachers who use GST using Mishra and Koehler’s (2006 Mishra, P., and M. J. Koehler. 2006. Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record 108 (6):1017–54.[Crossref], [Web of Science ®] , [Google Scholar]) Technological, Pedagogical, Content Knowledge (TPCK) framework as a theoretical lens. This investigation examined whether geography teachers who exhibit stronger geospatial TPCK used GST more frequently than other teachers who exhibited a less developed knowledge base.     

教师反馈对英语语音能力作用的实证研究

通过实证研究探讨教师反馈对英语语音学习的影响和二语语音能力构建的作用。认为:教师纠错性反馈不应该成为教师反馈的唯一途径,教师建议性反馈同样能够促进二语语音学习和习得;教师课堂的显性反馈和隐性反馈对于不同学习风格的学习者的语音能力有不同的构建作用;此外,不同层次的学习者因教师口头反馈、书面反馈和师生会谈等反馈方式的差异,二语语音能力发展也有所不同。     

“You know you can do this,right?”: developing geospatial technological pedagogical content knowledge and enhancing teachers’ cartographic practices with socio-environmental science investigations

Many barriers exist to K–12 classroom teachers’ adoption and implementation of geospatial technologies with their students. To address this circumstance, we have developed and implemented a geospatial curriculum approach to promote teachers’ professional growth with curriculum-linked professional development (PD) to support the adoption of socio-environmental science investigations (SESI) in an urban school environment that includes reluctant learners. SESI focus on social issues related to environmental science. The pedagogy is inquiry-driven, with students engaged in map-based mobile data collection and subsequent analysis with Web-based dynamic mapping software to answer open-ended questions. Working with four science and social studies teachers, we designed and implemented a sequence of three locally oriented, geospatial inquiry projects that were implemented with 140 9th grade students. We investigated how the geospatial curriculum approach impacted the teachers’ geospatial pedagogical content knowledge (PCK), their cartographic practices, and promoted geospatial thinking and analysis skills with their students. Findings revealed strong growth in teachers’ geospatial PCK, increased map use by teachers, use of maps as media for inquiry and not didactic instruction, and modeling to guide students’ geospatial analysis using GIS. Implications for PD to promote teachers’ geospatial PCK and in-class cartographic practices are discussed.     

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。     

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。     

地理信息系统课程教学团队建设

地理信息系统是一门综合性学科,实现GIS创新人才培养应从转变教育观念入手,团队教学是传统教学理念向现代教学理念转变的一种变革。本文在分析国内外教学团队建设现状基础上,提出了GIS课程教学团队的体系结构,阐述了团队工作中GIS课程体系的建设内容,研究了如何对GIS课程教学团队中教师角色进行定位,从创新平台共享、学科带头人培养、交流平台搭建和内部管理体制等方面探讨了GIS教学团队的运行机制。认为创建一支高绩效的教学团队,是GIS专业发展的动力源泉。