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Secondary Teachers (secondary + teacher)
Selected AbstractsCapability building in educational technology for teachers in ChinaBRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 4 2010Jun Han This paper gives a brief introduction to the project called Education Technology Capacity Building Plan for All Primary and Secondary Teachers now being implemented in China. Because information and communication technology skills training cannot match the demand of teachers' professional development, the Chinese Ministry of Education established the education technology standard for teachers and launched the project. This paper introduced the features of standard training and testing, and discusses the output and influence of the project. [source] Cognitive style: a psycholexically-derived personality-centred modelEUROPEAN JOURNAL OF PERSONALITY, Issue 2 2003John RoodenburgArticle first published online: 20 FEB 200 Cognitive style suffers from a confusing multitude of conceptualizations, and dominance by information-processing type measures. This study sought to elucidate a comprehensive and universal set of personality-centred cognitive style constructs. A grounded approach based on the psycholexical hypothesis (effective in personality modelling) was adapted, explicating cognitive styles as evident in late adolescents. Approximately 700 Australian secondary teachers generated a lexicon of 1040 style adjectives, which were consolidated into 99 key words. 596 teachers rated 1192 senior secondary students against these. After removing acquiescence and a ubiquitous good,bad-ability factor, optimum structure appears to be a spherex abridgeable as three circumplexes, reported across six factor pure and 24 blended facets. Copyright © 2003 John Wiley & Sons, Ltd. [source] The influence of core teaching conceptions on teachers' use of inquiry teaching practicesJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 9 2007Christine Lotter This article investigates three teachers' conceptions and use of inquiry-based instructional strategies throughout a professional development program. The professional development program consisted of a 2-week summer inquiry institute and research experience in university scientists' laboratories, as well as three academic year workshops. Insights gained from an in-depth study of these three secondary teachers resulted in a model of teacher conceptions that can be used to direct future inquiry professional development. Teachers' conceptions of inquiry teaching were established through intensive case,study research that incorporated extensive classroom observations and interviews. Through their participation in the professional development experience, the teachers gained a deeper understanding of how to implement inquiry practices in their classrooms. The teachers gained confidence and practice with inquiry methods through developing and presenting their institute-developed inquiry lessons, through observing other teachers' lessons, and participating as students in the workshop inquiry activities. Data analysis revealed that a set of four core conceptions guided the teachers' use of inquiry-based practices in their classrooms. The teachers' conceptions of science, their students, effective teaching practices, and the purpose of education influenced the type and amount of inquiry instruction performed in the high school classrooms. The research findings suggest that to be successful inquiry professional development must not only teach inquiry knowledge, but it must also assess and address teachers' core teaching conceptions. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 1318,1347, 2007 [source] Literacy in the secondary curriculumLITERACY, Issue 1 2001David Wray The much-signalled extension of the National Literacy Strategy from primary to secondary schools is now in full swing and many secondary teachers are actively looking for practical guidance on ways forward with this national priority. One way of providing such guidance is to outline a common language with which secondary teachers of all subjects can discuss the role of literacy within their subjects. This article puts forward one possible way of developing this common language, by building on the work of Freebody and Luke (1990) in Australia who suggest a literacy resource model. This model is applied to the teaching of literacy within the three core subjects of English, Mathematics and Science. [source] | ||||||||||