Багш мэргэжлийн тасралтгүй хөгжил-үйл ажиллагааны хамтын судалгаа” “Багш боловсролын шинэчлэл”

Хэвлэлийн нэр: МУБИС-ийн олон улсын эрдэм шинжилгээний хурлын эмхэтгэл

Зохиогч:  Ц.Бурмаа

Хамтран зохиогч:

Хэвлүүлсэн огноо: 2013-05-15

Хуудас дугаар: 44

Өгүүллийн хураангуй: Хураангуй: Recent international trend sees teacher education sees as a continuum that comprises of initial teacher education, induction, early and continuing professional development, stages of which interconnected with each other in a dynamic way. It describes formal and informal educational and developmental activities in which teachers engage during their teaching career. In this continuum the significant emphasis is given to CPD. Self-evaluation involving reflection (i.e. the development of understanding) and professional development involving changes in practice are the fundamental claims of Action research that are best achieved together. Action research can be defined as the study of social situation with a view to improving the quality of action within it… The total process – review, diagnosis, planning, implementation, monitoring effects – provides the necessary link between self-evaluation and professional development. (Elliot, 1982). Basically classroom AR relates to any teacher who is concerned with his/her own teaching; the teacher who is prepared to question his/her own approaches in order to improve its quality. Each day practitioners face a host of complex, context-specific problems about which there are no easy, certain answers. In facing these problems they must take action. Underlying these actions is a personal guiding theory. By pausing to reflect, by reaching inward and attempting to understand that personal theory of action, teachers exercise the most powerful aspect of practice. By analysing Ss’ written assignments, oral responses, and activities, teachers can determine whether particular courses of action work well (McCutcheon, 1985). Teachers need opportunities to observe and be observed by their colleagues, to jointly diagnose school problems and invent new approaches, to share teaching ideas, to develop programmes and curricula, to assess the progress of their school and the students, and to learn from each other. So, the practical knowledge is largely guided by a range of understandings of firsthand experience of Ss’ learning styles, interests, needs, strengths and difficulties, and a repertoire of instructional techniques and classroom management skills. This experiential knowledge is informed by the teacher’s theoretical knowledge of subject matter, and of areas such as child development, learning and social theory.

Өгүүллийн төрөл: ЭШХ-ын эмхэтгэлд бүрэн хэмжээний өгүүлэл

Өгүүллийн зэрэглэл: Дотоод

Түлхүүр үг: #Багш боловсролын чиг хандлага #хэл сурах арга барил #үйлийн судалгаа

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