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1.

As part of a broader study of masculinity in higher education this paper considers the experiences of gay and bisexual male teachers. It examines the ways in which gay and bisexual men construct and manage their identities within a shifting higher education context in which 'new managerialist' discourses appear to be replacing discourses of equity. Gay and bisexual men are variously positioned in relation to the new managerialism. As men they are implicated in the masculinist tendency of market and managerialistic initiatives yet as gay/bisexual men they seem to have much to lose from the implicit political project of the market and the moral shift it signifies. The situation is further complicated in that for some gay and bisexual men new managerialism may offer progressive possibilities in its transformation of the old elitist and exclusive culture of traditional higher education. Through the analysis of in-depth interviews, the paper considers the relationship between gay and bisexual male teachers identity work and the transformative processes and practices within which they are embedded. In particular the paper attempts to understand the men's cultural stances in relation to a notion of an inclusive higher education based on democratic pluralistic values.  相似文献   

2.
Teacher education has struggled to better prepare beginning teachers for an increasingly diverse student population. This research examines the role that cooperating teachers play in developing multicultural/equity pedagogy knowledge and skills among student teachers. Five cooperating teachers working in California, USA, each of whom had extensive and successful experiences teaching multicultural/equity pedagogy curricula, were asked to describe how they encourage their student teachers to engage in the materials and strategies they promote. Generally, the cooperating teachers reported that their most successful student teachers were those who came to understand the difference between expecting high-quality work from their students and sympathizing and identifying with their students’ plight as low-income Latino children. More specifically, they noted that student teachers had difficulty leading instructional conversations in small groups of students.  相似文献   

3.
This purpose of this paper is to explore the intersecrion of gender, equity and the discourse of diversity. The authors argue that while the goal of diversity in a democratic society is an admirable one, its advocacy could limit any real educational change. To explore the differences between the discourse of diversity and language of equity, they draw upon two action research studies conducted by two elementary school reachers who were not elementary physical education specialists. Through their action research projects, which included direct instruction as a way to confront the gender discrimination that was occurring in the physical education component of their classrooms, these teachers found that they had to abandon the discourse of diversity and embrace the language of equity for meaningful educational change to occur.  相似文献   

4.
Education is experiencing a case of misplaced accountability, where an exclusive reliance on high stakes tests overlooks the more subtle judgments of teachers and professional educators and, because of its simplicity, passes as democratic. This article investigates the theoretical underpinnings of current accountability initiatives and draws upon extensive teacher interviews to reveal the practical aspects of accountability pressures in schools today. We provide a discussion of local teacher knowledge that exposes teachers' commitments to a deeper sense of successful education that is eclipsed by testing and that offers a richer resource for improving classrooms and educational outcomes. We provide a discussion of educational foundations and policy that rethinks democratic goals and encourages educationists to shift the current debate in order to make accountability truly democratic. This article suggests that the contemporary climate of accountability may be misplaced in its intentions.  相似文献   

5.
"新教育公平"是针对以往教育公平研究多是宏观研究、外部研究,而忽略了教育内部人的发展所提出来的新理念。传统的教师角色已经不适应新教育公平下的学生发展需求,在新教育公平视域下,教师需要担当好公平角色,教师公平角色担当出现的问题主要有教师忽视学生各维度的公平发展、忽略实现每一个学生适合自身发展的需要、在实践中不能有效担当公平的角色等。基于此,教师应树立公平促进者的角色观,增强角色转变意识;突破传统观念桎梏,促进全体学生公正发展;持续学习与反思,提升公平实践水平。  相似文献   

6.
Drawing on research in Canada as well as studies in Australia and elsewhere, this paper challenges the arguments of Smyth and Dow (British Journal of Sociology in Education, 19(3), pp. 291-303) that outcomes-based education necessarily embodies a form of technical rationality which routinizes, proletarianizes and deskills teachers and their work. This paper criticizes Smyth and Dow for applying a universalistic and monolithic labour process theory to outcomes issues, for paying little or no attention to published evidence and argument on outcomes, and for being insensitive to the variable geometries of the outcomes phenomenon across different contexts. This paper, by contrast, identifies how investigating outcomes in a context of socialist policy-making, where equity goals are explicit and high discretion is granted to teachers, can contribute to clearer understanding of the variable postmodern geometries and educational possibilities of outcomes technology. These possibilities include fostering stronger collegiality among teachers, and democratic inclusion of pupils and parents in the teaching and learning process.  相似文献   

7.
为实现义务教育师资的均衡发展,2006年全国各省市相继出台了“中小学教师交流政策”,至2012年此项政策执行的6年时间里并没有很好地实现政策目标。教育公平为教师交流政策研究提供了新视角,从教育公平的起点、过程、结果三个阶段,分析教师交流政策的合法性和合理性问题,有助于教师交流政策的实施和教育公平的实现。  相似文献   

8.
香港教师专业发展策略:从不足模式走向互动模式   总被引：1，自引：0，他引：1  
在全球性的教育改革中,各地十分重视教师教育工作,推出了很多促进教师专业发展的措施。Clark&Hollingsworth提出的互动模式(interconnected model)注意到教师专业发展个人化的本质,强调教师实践领域的重要,促使政策制定者在制定在职培训课程时认识到教师专业发展的复杂性。本文以香港教师专业发展策略为例,指出香港的教师专业发展策略发生范式的转移,从不足模式(deficit model)转向互动模式,着重从多个网络、途径来增加教师学习机会,是一个进步。但是基于教育改革整个系统的复杂性,特别是在问责主义的政策脉络下,如何让教师有多一些时间与空间进行专业成长,仍是深化教育改革急需考虑的问题。  相似文献   

9.
合作教育学主张师生间应建立民主和谐的关系，教学应以发展学生的个性为目的，学校应取消以分数来评价学生的做法，而代之以实质性评价，这一教育思潮对我国愉快教育，成功教育等改革实验产生了重大影响。  相似文献   

10.
全纳教育、全纳学校、全纳社会   总被引：7，自引：3，他引：7  
全纳教育是一个全新的教育理念 ,也是国际教育研究的一个新领域。全纳教育的理念需要全纳学校来实践 ,因而全纳学校是不同于以往的普通学校和特殊学校、也不同于后来的一体化学校 ,它是一种新型的教育模式 ,在教育、社会、经济方面均具有极大意义。全纳教育理念和全纳学校实践的目的是要促进形成一种追求社会公正、机会平等和民主参与的全纳社会。为此 ,在现存社会中对阻碍这种追求的任何障碍都应该加以确认、质疑和消除。全纳教育的理念指导我们实施全纳学校 ,全纳学校的实践促使我们走向全纳社会。  相似文献   

11.
The objective of this study [Susinos, T. (Dir.), ‘Schools moving towards inclusion: Learning from the local community, the student voice and educational support’ (I+D+I, EDU2011-29928-C03-03)] is to gain a deeper understanding of the analysis of the discourses that different education professionals in the Spanish education system have on student participation in schools, based on the premise that they tacitly reflect different models of democracy and advance very diverse school practices. The study is based on the Student Voice Movement, which is defined by its commitment to deliberative democratic education and its role in the development of inclusive schools. In this article, we have conducted a qualitative analysis of the data from 31 in-depth interviews carried out with teachers and other education professionals from nine schools. These teachers’ discourses are summarised in four dimensions, which we have named individual, pedagogical, organisational and socio-political. Some conclusions of this work demonstrate a predominance of discourses linked to an individual and pedagogical dimension of participation, based on the idea that this fundamentally depends on the personal dispositions that some students have. It is less common to appeal to the socio-political dimension, which refers to participation as a citizen's right to debate and make decisions regarding common and public affairs. This suggests that teachers still see their work from a technical point of view, rather than envisaging the school as a space for democratic participation and practice. In short, with this study we aim to contribute to normative theories on participation and democracy in order to expand their empirical and practical support in schools.  相似文献   

12.
In 2003 the Ethiopian education system experienced wide-ranging reform that touches every aspect of the system. This reform is called TESO (Teacher Education System Overhaul). Designed to address educational problems in Ethiopia, TESO introduced significant structural changes and promised to bring a ‘paradigm shift’ in the Ethiopian educational system by engaging teacher education in changing society and promoting democratic, practical, and problem-solving education. This paper examines, through an analysis of the TESO document and an examination of the views of teacher educators, TESO’s assumptions, mission and the coherence among the various components of TESO. It also reveals gaps and discrepancies between TESO’s mission, its reform process, and strategies. The promise and assumptions of TESO are challenged by considering extant realities in Ethiopian schools and evidence from literature on effective teacher education programs and educational reform. The paper reflects on how, by giving priority to equity, TESO compromises on some elements of effective teacher education programs. It is indicated that TESO has been a welcome addition to the Ethiopian education system as it addresses elements that had previously been missing from the system, such as, outlining directions to teacher education, devoting longer duration for practicum, and heeding seriously to the professional preparation of teachers. At the same time, it is contended that the imbalance among program components, its permeability to ill-prepared students and the contradiction between program rhetoric and strategy and reform processes, as described by teacher educators, could be stumbling blocks which prevent TESO from fulfilling its promises.  相似文献   

13.
特殊教育学校的教育科研工作越来越受到关注,目前面临的主要问题是普及问题。特教学校一线教师参与教育科研面临实际困难,认识上和操作上存在误区。特殊教育学校教育科研工作的重要作用在于更有效地解决实际问题,调动教师工作积极性,提高教师专业能力。普及特教学校教育科研工作的策略是:转变教育观念,掌握科研方法,重视过程管理。  相似文献   

14.
ABSTRACT

The needs of a globalized economy are rapidly changing what is legitimated as school knowledge and values, and calling up new understandings of teachers’ role in stimulating democratic spaces. We have termed this Teachers’ Democratic Assignment. We examine changing notions of teachers’ democratic assignment in Ireland and Sweden using a Critical Discourse Analysis. We tested our hypothesis that teachers’ democratic assignment has changed in unprecedented ways using an analysis of policy documents in teacher education. Our findings reported a substantive converging paradigm shift from a predominantly progressive (reconstructivist) curriculum discourse where democracy was seen as inextricably linked to everyday practice in the early years of this century, to a more essentialist (perennialist) discourse in recent times. The findings will have interest for a wider audience and have implications for the role of democracy in teacher education as well as the question of education as a social responsibility for a vibrant democracy.  相似文献   

15.
In the process of educational reforms for promoting equity and inclusion in education, pre‐service teacher preparedness has been identified as a vital factor that has an impact on the success of inclusive education. Bangladesh, like other parts of the world, has taken various initiatives to promote inclusive education in the country context. This study is an attempt to explore factors related to pre‐service teachers’ preparedness for inclusive education in Bangladesh. The current study is an extension of the work completed in previous studies and specifically examined participants’ attitudes and factors that influenced their attitudes. Following a mixed method design, this multi‐phase study measured 1,623 pre‐service teachers’ attitudes towards inclusive education in phase 1. By applying a multiple regression procedure, several variables were identified that impacted on pre‐service teachers’ attitudes towards inclusion. The results indicated that Bangladeshi pre‐service teachers hold a less positive attitude towards the inclusion of children who have high support needs (that is, those who use Braille or sign language, or those who need to have an Individualised Academic Programme). In order to better understand the findings about apprehensive attitudes among pre‐service teachers, semi‐structured interviews were conducted with six institutional heads of pre‐service teacher education institutions. The interviews provided a new perspective on apprehensive attitudes among participants. Several curriculum reform suggestions are made that may have implications for policy‐makers and researchers in Bangladesh and beyond.  相似文献   

16.
Alternative teacher education programmes have emerged in many countries as a new approach to recruiting, educating and placing teachers in underperforming schools. The media plays an important role in framing perceptions of these programmes and their teachers, including in Australia, but this has not been the subject of significant research to date. This study examines how one alternative teacher education programme—Teach For Australia (TFAus)—has been positioned and framed within the news media since its inception. It critically analyses the portrayal of TFAus and concomitant educational discourses to explore their connection to larger issues surrounding teacher education and teaching quality. Drawing on an analysis of 122 print/online media articles, we identify narratives related to prestige, benevolence and the ‘alternative’ nature of the programme, alongside a narrative critical of TFAus. Despite this critical narrative, in investigating and opening up a dialogue on the perceptions and depictions of TFAus, we posit that the programme—although controversial in nature—has generally benefited from print media coverage, advancing its reputation as a major contributor to education reform and champion of educational equity.  相似文献   

17.
随着教育民主思想的发展,教育公平越来越受到人们的普遍关注。残疾人作为社会中的弱势群体,他们在行使和享有教育权利与教育资源上是否受到公平的对待,反映了一国的民主化程度。本文站在教育公平的视野下,从教育理念、教育内容以及教育环境三个不同层面来探讨残疾人高等教育问题。  相似文献   

18.
我国学前教育消费主义倾向分析   总被引：1，自引：0，他引：1  
改革开放以来,我国学前教育在市场经济体制运行下,从教育决策、人与人的关系和价值判断方面均体现出一定的教育消费主义倾向,这一倾向的发展将对教育公平的改进、学前教师权威的建立和素质教育改革带来一定的负面影响,值得引起我们每一个关心学前教育事业人的关注。  相似文献   

19.
ABSTRACT

Teachers’ concerns have been regarded as one of the key variables closely associated with successful implementation of innovative educational changes. China has initiated educational reform toward inclusive education since 1980s. Research related to inclusive education is very limited and teachers’ concerns remain unclear and are seldom investigated. The purpose of this study is to investigate the levels of Chinese regular education teachers’ concerns towards inclusive education by utilising Concerns-Based Adoption Model as a framework. The Stages of Concern Questionnaire was refined to conform to the Chinese educational context and administered for data collection in Beijing from a sample of 425 regular education teachers. The result indicates that regular education teachers make decisions on whether or not to implement inclusive education based on what they know about inclusive education and how effective it is to be. Regular education teachers demonstrate a ‘Multiple Peak User Profile’ in the Stages of Concern model, and that their concerns vary according to a few demographic factors. The results inform educational leaders’ decision making in improving programmes for teachers’ professional development for inclusion.  相似文献   

20.
Important developments in the Danish political situation are described. Emphasis is upon the relations between changes in politicians’ understanding and how the emergence of what has been called the ‘Responsive State’ might influence schooling and teachers’ work. Three changes of educational policy in Denmark are particularly relevant: (1) since 1991 a new system of govemment for schools; (2) an agreement, signed in 1992, redefining the contractual status of teachers; (3) a new school act of 1993, operational since August 1994, designed to reform the broad aims of the schooling System and the design and content of the curriculum. Broader political trends to these particular policy shifts are reviewed and discussed. They can be seen as a heavy attack on teaching as a profession; they seek to increase the influence and power of parents and politicians at the level of the local community and reduce further the influence teachers have on their own work. It is important to consider these policies against a consideration of how teachers themselves perceive and define their conditions of work. Three investigations are presented. Teachers are concerned about: (a) democratic educational values, (b) their students and their own qualifications, and (c) relations with parents to whom they feel accountable.  相似文献   

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