• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文学位 >Essential middle -level teacher preparation components in Minnesota teacher preparation programs: Education faculty members' perceptions.
【24h】

Essential middle -level teacher preparation components in Minnesota teacher preparation programs: Education faculty members' perceptions.

机译：明尼苏达州教师培训计划中基本的中级教师培训内容：教育教师的看法。

获取原文
获取原文并翻译 | 示例
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

The purpose of this study was to identify the perceptions of education faculty members in Minnesota teacher preparation institutions regarding the importance and inclusion of essential middle-level components in their preparation of middle-level preservice teachers. Perceptions were examined in eight categories comprised of 37 middle-level components. The categories included an identifiable middle-level program; the nature of early adolescence and the needs of young adolescents; young adolescent development in the school context; the philosophy and organization of middle-level education; middle-level curriculum, pedagogy, and assessment; collaboration; teaching fields and pedagogy; and middle-level field experiences. The study also investigated barriers to implementation and recommendations for increasing implementation of essential middle-level components in teacher preparation programs.;The population for this study consisted of teacher education faculty members who taught middle-level education courses in the 28 Minnesota teacher preparation institutions. A researcher-developed survey instrument, based on the "Teacher Education Curriculum Guidelines" (NMSA, 1996) and recommendations for middle-level teacher education in Turning Points 2000: Educating Adolescents in the 21st Century (Jackson & Davis, 2000), was used to collect data.;Responses were received from 43 education faculty members representing 17 education programs. Five-point Likert scales were used to measure respondents' perceptions. Computation of item means indicated that the middle-level component categories were considered to be from somewhat important to very important; however, they were included from only little to some extent in the education programs. A comparison of the means revealed that all middle-level components were considered to be more important than the degree to which they were included in education programs. Subsequent t tests on the difference between these means (p < .05) revealed that the eight categories and 34 out of the 37 category components were not being included in the preparation of middle-level preservice teachers to as great an extent as expected given the importance that faculty members placed on the components. Finally, no barriers investigated in the study were perceived to deter the implementation of essential middle-level components to a great extent, nor did education faculty members identify recommendations that could increase implementation to a great extent. Instead, a combination of barriers and recommendations were identified.
机译：这项研究的目的是确定明尼苏达州教师准备机构的教育教职员工对中级职前教师的准备工作中重要的中级成分的重要性和包容性的看法。在八个类别中对知觉进行了检查，包括37个中级组件。这些类别包括一个可识别的中级计划；早期青春期的性质和青少年的需求；在学校背景下的青少年发展；中等教育的理念和组织；中级课程，教学法和评估；合作;教学领域和教学法；和中级领域的经验。该研究还调查了实施障碍以及为提高教师预备计划中必不可少的中级组成部​​分实施水平的建议。该研究的人群包括在明尼苏达州28个教师预备机构任教中等水平课程的教师教育教师。使用了由研究人员开发的调查工具，该工具基于“教师教育课程指南”（NMSA，1996）和《 2000年转折点：21世纪的青少年教育》（Jackson＆Davis，2000年）中级教师教育的建议。收集数据。收到来自代表17个教育计划的43位教育教师的答复。五点李克特量表用来衡量受访者的看法。项目均值的计算表明，中级组件类别被认为从某些重要到非常重要；但是，它们在教育计划中的参与程度很小。对手段的比较表明，所有中层组成部分都被认为比其在教育计划中的包含程度更为重要。随后对这些均值之间的差异进行的t检验（p <.05）显示，在中等水平的职前教师的准备工作中，八个类别和37个类别中的34个类别未像预期的那样被最大程度地包括在内。教师重视这些组件的重要性。最后，在研究中没有发现任何障碍在很大程度上阻碍了中层基本要素的实施，教育工作者也没有找到可以在很大程度上提高实施水平的建议。相反，确定了障碍和建议的组合。

著录项

  • 作者

    Van Overbeke, Deborah Ann.;

  • 作者单位

    University of South Dakota.;

  • 授予单位 University of South Dakota.;
  • 学科 Education Teacher Training.
  • 学位 Ed.D.
  • 年度 2003
  • 页码 165 p.
  • 总页数 165
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号