美国威斯康星论文代写:信仰教学

Keywords:美国威斯康星论文代写

信仰在教学和生活的许多方面都扮演着重要的角色。他们参与帮助个人理解世界，影响人们对新信息的感知，以及它是被接受还是被拒绝。教师的信念是一个术语，通常指的是教师的信念或与个人教学相关的信念(Borg 2001b)。教师的信念已经被卡根(1992a)认定为默认的，通常是无意识地对学生，关于教室，以及要教授的学术材料的假设。从小学到中学的教师知识和信仰的文献已经发展出许多术语的不同。卡根(1990年，第456页)强调了这个问题:“教师认知、自我反省、知识和信仰等术语可以用来指代不同的现象。一个术语的定义的变化可以从表面的和特殊的，到深刻的和理论的。这些不同的术语的使用使我们很难在教师认知的这个领域进行调查。Pajares(1992)解决了这一难题。定义信念充其量不过是玩家选择的游戏。他们伪装,经常在alias-attitudes,价值判断,公理,意见、思想、观念,概念系统,偏见,性情,内隐理论,明确的理论,个人理论,内部心理过程,行动策略、规则的练习,实践主体,观点,理解,剧目和社会策略,等等,不一而足,可以在文献中找到。(p.309)。定义信仰不是一件容易的事。有一个“令人费解的术语“Clandinin和康奈利(1987,第487页)提出包括教师的教学标准、原则的实践,个人构念/理论/认识论,信仰,观点,教师的观念,个人知识和实践知识。
美国威斯康星论文代写:信仰教学
Beliefs play an important role in many aspects of teaching as well as in life. They are involved in helping individuals make sense of the world, influencing how new information is perceived, and whether it is accepted or rejected. Teachers' beliefs are a term usually used to refer to pedagogic beliefs or those beliefs of relevance to an individual's teaching (Borg 2001b). Teacher beliefs have been identified by Kagan (1992a) as tacit, often unconsciously held assumptions about students, about classrooms, and the academic material to be taught.The literature on teacher knowledge and beliefs from the primary and secondary levels has developed a number of terminological differences. Kagan (1990, p.456) highlighted this problem by noting: “Terms such as teacher cognition, self-reflection, knowledge and belief can be used to refer to different phenomena. Variation in the definition of a term can range from the superficial and idiosyncratic to the profound and theoretical”. The use of these varying terms makes it difficult to investigate in this area of teacher cognition. Pajares (1992) addressed this difficulty.Defining beliefs is at best a game of player's choice. They travel in disguise and often under alias-attitudes, values judgments, axioms, opinions, ideology, perceptions, conceptual systems, preconceptions, dispositions, implicit theories, explicit theories, personal theories, internal mental processes, action strategies, rules of practice, practical principals, perspectives, repertories of understanding, and social strategy, to name but a few that can be found in the literature. (p.309).Defining beliefs is not a very easy task. There is a “bewildering array of terms” as Clandinin and Connelly (1987, p. 487) put forward including teachers' teaching criteria, principles of practice, personal construct/theories/epistemologies, beliefs, perspectives, teachers' conceptions, personal knowledge, and practical knowledge.