新西兰惠灵顿assignment代写:教育变化

2018-06-27 01:26

随着教育环境的不断变化，教师应该承担起专业和道德的责任，对不断变化的环境做出反应。因此，他们可以参与集体反思实践，如同伴辅导、认知辅导或指导，以及自我评估反思实践(Kutsyuruba, 2003)。Glatthorn(1990)认为，自主发展是一个教师系统地规划自己在教学中的专业成长的过程。Glatthorn进一步指出，自我指导的方法对于那些喜欢独自工作的教师来说是最理想的，因为日程安排或其他困难，他们无法与其他老师合作。Sergiovanni和Starratt(2007)认为这种选择在时间利用上是有效的，成本更低，对他人的依赖也更低。因此，作者指出在自我监督中“教师独自工作，为自己的专业发展负责”(第276页)。此外，Glatthorn(1990)认为，自我发展是“为教师提供的一种选择，使他们能够设定自己的专业成长目标，找到实现这些目标所需的资源，并采取实现这些目标所需的步骤”(第200页)。此外，这种方法特别适合能够很好地管理时间的有能力和经验的教师.
新西兰惠灵顿assignment代写:教育变化
As the context of education is ever changing, teachers should have a professional and ethical responsibility to reflect on what is happening in response to changing circumstances. Thus, they can participate in collective reflection practices such as peer coaching, cognitive coaching, or mentoring, as well as self-assessment reflective practices (Kutsyuruba, 2003). According to Glatthorn (1990), self- directed development is a process by which a teacher systematically plans for his or her own professional growth in teaching. Glatthorn further described that self-directed approaches are mostly ideal for teachers who prefer to work alone or who, because of scheduling or other difficulties, are unable to work cooperatively with other teachers. Sergiovanni and Starratt (2007) considered this option to be efficient in use of time, less costly, and less demanding in its reliance on others. Thus, the writers indicated that in self-directed supervision "teachers work alone by assuming responsibility for their own professional development" (p. 276).Furthermore, Glatthorn (1990) suggested that self-development is "an option provided for teachers that enable them to set their own professional growth goals, find the resources needed to achieve those goals, and undertake the steps needed to accomplish those outcomes" (p. 200). In addition, this approach is particularly suited to competent and experienced teachers who are able to manage their time well 

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