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高教社外语近期推出“TOP 10 Hottest Articles”系列，主要针对外语相关领域的SSCI来源检索期刊，每期选择一种期刊，列出最热门的10篇学术论文（数据来源于Science Direct及Taylor & Francis等数据库），包括摘要和关键词，论文全文请点击文末”阅读原文“链接下载。欢迎各位外语教师、外语学习者及外语研究者订阅'高教社外语'微信公众号并持续关注。本期为您送上TOP 10 Hottest Articles of Teaching and Teacher Education in 2014. 1. Teacher professional development in Teaching and Teacher Education over ten years · Review article Volume 27, Issue 1, Pages 10-20 Avalos, B. Abstract: A review of publications in Teaching and Teacher Education over ten years (2000–2010) on teacher professional development is the subject of the paper. The first part synthesises production referred to learning, facilitation and collaboration, factors influencing professional development, effectiveness of professional development and issues around the themes. The second part, selects from the production nine articles for closer examination. The paper concludes by noting how the production brings out the complexities of teacher professional learning and how research and development have taken cognizance of these factors and provided food for optimism about their effects, although not yet about their sustainability in time. Keyword Teacher professional developmen 2. A review of research on the impact of professional learning communities on teaching practice and student learning Volume 24, Issue 1, Pages 80-91 Vescio, V.; Ross, D.; Adams, A. Abstract: The studies considered in this review of recent research on teachers’ professional identity can be divided into three categories: (1) studies in which the focus was on teachers’ professional identity formation, (2) studies in which the focus was on the identification of characteristics of teachers’ professional identity, and (3) studies in which professional identity was (re)presented by teachers’ stories. In the studies reviewed, the concept of professional identity was defined differently or not defined at all. Four essential features of teachers’ professional identity could be derived from the studies. Many of the reviewed studies appeared to be studies on teachers’ personal practical knowledge. However, in only a few studies was the relationship between this knowledge and professional identity made explicit. It is argued that, in future research on teachers’ professional identity, more attention needs to be paid to the relationship between relevant concepts like ‘self’ and ‘identity’, the role of the context in professional identity formation, what counts as ‘professional’ in professional identity, and research perspectives other than the cognitive one that may also play a role in designing research on teachers’ professional identity. Keywords Professional identity; Self; Reflection; Personal practical knowledge 3. Preparing teachers for inclusive classrooms Volume 25, Issue 4, Pages 535-542 Jordan, A.; Schwartz, E.; McGhie-Richmond, D. Abstract: Effective teaching skills consist of high levels of student engagement based on good classroom and time management skills; the ability to scaffold learning that is adapted to students' current levels of understanding; cognitively engaging students in higher-order thinking; and encouraging and supporting success. The research reported here suggests that in elementary classrooms, effective teaching skills are effective for all students, both with and without special education needs. Drawing on a research programme extending over nearly two decades, we make the case that effective inclusionary practices, and therefore overall effective teaching, depend in part on the beliefs of teachers about the nature of disability, and about their roles and responsibilities in working with students with special education needs. Elementary classroom teachers who believe students with special needs are their responsibility tend to be more effective overall with all of their students. We provide evidence to suggest that teachers' beliefs about disability and about their responsibilities for their students with disabilities and special educational needs may be part of a broader set of attitudes and beliefs about the nature of ability and about the nature of knowledge, knowing and how learning proceeds; that is, epistemological beliefs. The implications for these findings are considerable for teacher training and development. Little is known about how skills for effective inclusion are developed, or about how changes in teachers' beliefs about disability, ability and their epistemological beliefs may be reflected in changes in their practices. The literature on these topics is examined and implications drawn for teacher preparation for inclusive classrooms. Keywords Teacher opinions; Teaching skills; Teacher effectiveness; Special needs students; Inclusive schools; Mainstreaming; Elementary 4. Reconsidering research on teachers' professional identity Volume 20, Issue 2, Pages 107-128 Beijaard, D.; Meijer, P.C.; Verloop, N. Abstract: The studies considered in this review of recent research on teachers’ professional identity can be divided into three categories: (1) studies in which the focus was on teachers’ professional identity formation, (2) studies in which the focus was on the identification of characteristics of teachers’ professional identity, and (3) studies in which professional identity was (re)presented by teachers’ stories. In the studies reviewed, the concept of professional identity was defined differently or not defined at all. Four essential features of teachers’ professional identity could be derived from the studies. Many of the reviewed studies appeared to be studies on teachers’ personal practical knowledge. However, in only a few studies was the relationship between this knowledge and professional identity made explicit. It is argued that, in future research on teachers’ professional identity, more attention needs to be paid to the relationship between relevant concepts like ‘self’ and ‘identity’, the role of the context in professional identity formation, what counts as ‘professional’ in professional identity, and research perspectives other than the cognitive one that may also play a role in designing research on teachers’ professional identity. Keywords Professional identity; Self; Reflection; Personal practical knowledge 5. Student teachers’ attitudes towards the inclusion of children with special educational needs in the ordinary school Volume 16, Issue 3, Pages 277-293 Avramidis, E.; Bayliss, P.; Burden, R. Abstract: Given that research has suggested that the successful implementation of any inclusive policy is largely dependent on educators being positive about it, a survey was undertaken into the attitudes of student teachers toward the inclusion of children with special needs in the ordinary school. The sample was comprised of 135 students who were completing their teacher training courses at a university School of Education. The analysis revealed that the respondents held positive attitudes toward the general concept of inclusion but their perceived competence dropped significantly according to the severity of children's needs as identified by the UK “Code of Practice for the Identification and Assessment of Special Educational Needs”. Moreover, children with emotional and behavioural difficulties were seen as potentially causing more concern and stress than those with other types of special needs. Finally, the survey raised issues about the breadth and quality of initial teacher training in the UK. Nevertheless, the recommendations provided at the end of this paper regarding teacher training are applicable beyond the UK context. Keywords Integration; Inclusion; Teachers’ attitudes; Teacher education 6. In search of the essence of a good teacher: towards a more holistic approach in teacher education Volume 20, Issue 1, Pages 77-97 Korthagen, F.A.J. Abstract: There are two central questions determining the pedagogy of teacher education: (1) What are the essential qualities of a good teacher, and (2) How can we help people to become good teachers? Our objective is not to present a definitive answer to these questions, but to discuss an umbrella model of levels of change that could serve as a framework for reflection and development. The model highlights relatively new areas of research, viz. teachers’ professional identity and mission. Appropriate teacher education interventions at the different levels of change are discussed, as well as implications for new directions in teacher education. Keywords Teacher characteristics; Teacher competences; Teacher reflection; Pedagogical task; Teacher identity; Mission 7. Teacher efficacy: capturing an elusive construct Volume 17, Issue 7, Pages 783-805 Tschannen-Moran, M.; Hoy, A.W. Abstract: Teacher efficacy has proved to be powerfully related to many meaningful educational outcomes such as teachers’ persistence, enthusiasm, commitment and instructional behavior, as well as student outcomes such as achievement, motivation, and self-efficacy beliefs. However, persistent measurement problems have plagued those who have sought to study teacher efficacy. We review many of the major measures that have been used to capture the construct, noting problems that have arisen with each. We then propose a promising new measure of teacher efficacy along with validity and reliability data from three separate studies. Finally, new directions for research made possible by this instrument are explored. Keywords Teacher efficacy; Teacher beliefs; Self-efficacy; Measurement 8. Teacher attitudes and behavior toward the inclusion of children with social, emotional and behavioral difficulties in mainstream schools: An application of the theory of planned behavior Volume 29, Pages 46-52 MacFarlane, K.; Woolfson, L.M. Abstract: The Theory of Planned Behavior (TPB) was used to examine relationships between teacher attitudes and behavior toward children with social, emotional and behavioral difficulties (SEBD). One hundred and eleven elementary school teachers completed questionnaires. Teacher perception of their school principals' expectations (subjective norm) predicted teacher behaviors. Teachers who had attended more in-service training (INSET) sessions held more positive feelings, but teachers with more experience were less willing to work with children with SEBD. Findings suggest that school principals have a central role in promoting an inclusive ethos within their schools. INSET could focus more on challenging beliefs. Highlights The study examined teacher beliefs and behaviors with respect to children with SEBD. ? Perception of head teacher expectations was a key influence. ? Teachers who attended more INSET sessions were more positive. ? But more experienced teachers were less willing to work with this group. Keywords Behavioral difficulties in the classroom; Inclusive education; Theory of planned behavior; Teacher attitudes; INSET 9. Teacher beliefs and technology integration Volume 29, Pages 76-85 Kim, C.; Kim, M.K.; Lee, C.; Spector, J.M.; DeMeester, K. Abstract: The purpose of this exploratory mixed methods study was to investigate how teacher beliefs were related to technology integration practices. We were interested in how and to what extent teachers' (a) beliefs about the nature of knowledge and learning, (b) beliefs about effective ways of teaching, and (c) technology integration practices were related to each other. The participants were twenty two teachers who have participated in a four-year professional development project funded by the U.S. Department of Education. Specific relations between teachers' beliefs and technology integration practices are presented. The implications for professional development and suggestions for teacher belief change and technology integration are discussed. Highlights Teacher beliefs (i.e., epistemology and conceptions of teaching) were examined. ? The goal was to understand why technology is integrated differently among teachers. ? Such beliefs were related to teachers' technology integration practice. ? Teacher beliefs need be considered in order to facilitate technology integration. ? Several suggestions for positive changes in teachers' beliefs are provided. Keywords Technology integration; Teacher education; Teacher beliefs; Diffusion of innovation 10. Teachers' reflections on cooperative learning: Issues of implementation Volume 26, Issue 4, Pages 933-940 Gillies, R.M.; Boyle, M. Abstract: Cooperative learning (CL) is a well documented pedagogical practice that promotes academic achievement and socialization, yet many teachers struggle with implementing it in their classes. This study reports on the perceptions of 10, middle-year teachers who implemented cooperative learning in a unit of work across two school terms. Data from the interviews indicated that while the teachers had positive experiences with CL, a number encountered difficulties with implementing it in their classrooms. Issues identified included students socializing during group activities and not working, managing time effectively, and the preparation required. Other issues that the teachers identified as being important for successful group work included the composition of the groups, the task the group was to undertake, the social skills training needed, and the assessment of the learning that occurred in the group. Keywords Cooperative learning; Small-group learning; Teachers' reflections; Pedagogical practice 获取文章全文PDF版，请点击下方”阅读原文“下载。 |
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