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1.
AbstractThe current network society, with its primacy of information and communication technologies, is challenging the higher education model. The needs and expectations of today’s students differ from those of students in the past, and educational practices should adapt to modern times. But what changes will we see in the relationship between societal transformation and the higher education system? In this research paper, we set out a quantum-based approach in order to analyze this relationship and to advance the understanding about the role that distance education will play in the future. Under this perspective, we provide an illustration that allows for the representation and evaluation of future scenarios. 相似文献
2.
法国教师的新使命与教师教育改革 总被引：4，自引：0，他引：4
在知识经济时代和学习化社会中,法国社会对教师的期望越来越高,教师的使命不仅是传授知识,还要承担许多社会应当共同完成的任务。法国在未来教师职业化的进程中,教师的继续教育将具有一定的强制性,培训也会更加个人化。但能否吸引足够的优秀青年加入到教师队伍,如何实现教师队伍的新老交替,将是未来若干年法国教师教育领域中的突出问题。 相似文献
3.
The discursive practices of physical education reflect not only the expectations and constraints of discourses in the wider society, educational organizations and bureaucracies, but also the pervasive influences of working with and within sport. Within physical education, and specifically in the lives, work and careers of physical education teachers, in what ways are gender dualisms breaking down and in what ways are powerful gendered discourses still influential? This paper will outline results from research on teachers’ work, careers and leadership in physical education, with a particular focus on gendered patterns. A mixed methods research design was used with 556 female and male participants in the quantitative phase and 17 participants in the qualitative phase. Some of the results challenged gender dualistic ways of thinking about physical education teachers’ work, careers and leadership while other results indicated ways in which powerful dominant discourses still shape gendered patterns. 相似文献
4.
Anna-Lena Østern 《Educational research; a review for teachers and all concerned with progress in education》2016,58(1):73-90
Background and purpose: The purpose of this article is to shed light on how the research projects of 140 PhD candidates in the National Research School for Teacher Education in Norway (NAFOL) respond to the challenges faced by Norwegian teacher education regarding the demand for higher competence and a stronger research base. The concept of NAFOL is of interest from an international perspective because of its focus on facilitating teacher educators to achieve a PhD. Since 2001, Norwegian educational policy has had a strong focus on strengthening teacher education and making it more research-based than before. From 2017, all new teachers in Norway are expected to take a master’s degree. In order to accomplish this, there is a need for many new supervisors with a PhD in teacher education institutions. NAFOL is a unique project: a consortium of 23 participating network institutions within teacher education. The research school includes 140 research fellows, all of whom wish to achieve a PhD suitable for work in teacher education. The research school is funded by the Norwegian Research Council, originally for a project period from 2010 to 2016. The research school has had a positive external midway evaluation, and the project period has been extended with four cohorts of students to the end of 2021. However, this study is the first one looking into the research projects of this young generation of teacher education researchers. The research question posed in this article is: how do the research projects of the NAFOL PhD candidates contribute to the research base in teacher education? Main argument: The main argument in this article is that the potential impact of this research school is dependent on the quality of the large number of PhD projects connected to teacher education and education in general developed within the research school. The quality is likely to be good because, among other reasons, these projects are scrutinised by the research school community. The challenges these research projects face, located as they are between solidarity regarding grants from the funds financing the PhD candidates, solidarity with the aims of education, and the wish to contribute to innovation, might prove to be able to be met. These research projects have the potential to create innovation in teacher education research through ‘border crossing’ between different educational discourses, as well as through creating new knowledge in meta-studies based on the results from several projects. Sources of evidence and method: In this article, project abstracts from 140 PhD candidates participating in NAFOL are analysed in terms of their theme and problem formulation. The analysis is inspired by discourse analytical thinking – namely that in a certain situation, several conditions for action exist. In this study, these conditions for action are made apparent in the choice of theme and problem formulation in the research projects. The content analysis is focused on ‘signal words’, because these words might signal positioning in different educational discourses. Results: In the study, three main discourses can be seen as influencing the choice of topic and the problem formulation in the projects: a goal-oriented educational discourse, a ‘Bildung’ (i.e. character formation, or personal growth – ‘danning’ in Norwegian) and democracy discourse, and a critical knowledge-producing discourse. These discourses are constituted when the PhD candidates start their research projects but the conditions for action are ever-changing and, hence, the findings in this study cannot, of course, be considered as ‘final’. The development of these discourses within the research community of NAFOL is one way of scrutinising the research projects in order to make a contribution to qualified teacher education research. Conclusion: ‘Border crossing’ between discourses in research projects concerned with what might be, and what can make a difference in a knowledge society could be a key way of enhancing the future for a young generation of researchers in teacher education. The research projects carried out by the PhD candidates in NAFOL have the potential to develop both new knowledge and new discourses of importance for Norwegian teacher education, as well as for a broader international context regarding professional development in teacher education and education in general. The view of the teacher education profession – and on what a teacher educator can be – could become more fully informed than before the candidates’ participation in the research school. 相似文献
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6.
Universities are engines of the knowledge-based economy, both as sites of knowledge production and exploitation. Over the
past two decades a “Third Mission” for universities has been articulated, alongside teaching and research; and this third
mission is understood as commercial engagement. While growing literatures on the entrepreneurial university and university
entrepreneurship have emerged, they are broadly conceptualized and overly fragmented. In this article we advance the concept
of entrepreneurial architecture as an analytical framework to understand the organizational dynamics of the contemporary university
and fuse two dominant discourses on the entrepreneurial evolution of higher education. We offer a pragmatic approach for institutions
to respond to the challenges of the Third Mission. 相似文献
7.
Ulrich Teichler 《European Journal of Education》2015,50(4):461-477
Higher education has been one of the major thematic areas of the European Journal of Education over the years, and the relationships between higher education the world of work have been one of the 10 major themes in this area. The multitude of related articles shows substantial changes of the situation and the related discourse. The employment and work situation of graduates underwent changes in the course of expansion, the respective political climate had its ups and downs, and the knowledge base on the impact of study conditions and provisions of graduate employment and work improved over time. This notwithstanding, we note a constant return to the persistent questions as to whether we have too few or too many graduates. In recent years, higher education has been increasingly exposed to greater instrumental expectations. The paradigms of ‘knowledge society’ and ‘knowledge economy’ reinforce a call for higher education to serve more directly the ‘employability’ of graduates. As views vary strikingly regarding issues such as specialisation vs. general competences, preparation for predictable tasks vs. preparing for an unexpected future, etc., higher education could keep a diversity of options in the best ways to ensure professional relevance. 相似文献
8.
Christine Winberg 《Higher Education》2006,51(2):159-172
South African higher education institutions are increasingly under scrutiny to produce knowledge that is more relevant to
South Africa’s social and economic needs, more representative of the diversity of its knowledge producers, and more inclusive
of the variety of the sites where knowledge is produced. Only a small percentage of South Africans are graduates of universities
or technology institutes, and these graduates are not representative of the diversity of the South African population. As
a result there is a shortage of skills to address the country’s reconstruction and developmental needs. This places a burden
on higher education institutions to expand access to their programmes, and to ensure that their programmes are relevant to
the developmental context. Policy makers have found in the Gibbons [Gibbons, M., et al. (1994). The New Production of Knowledge. The Dynamics of Science and Research in Contemporary Societies. London Sage Publishers] thesis on ‘Mode 2 knowledge production’ a rationale for the transformation of higher education through
the inclusion of practices which are less abstract, less discipline bound and closer to those processes which characterise
the diversity and distribution of knowledge production in the wider society. Nowotny et al. [Nowtony et al. (2001). Re-thinking Science. Knowledge and the Public in an Age of Uncertainty. Cambridge: Polity Press.] have taken Gibbons’ thesis further and have described society itself as becoming increasingly
‘Mode 2’. In a Mode 2 society, differentiation is replaced with integration, and networks of knowledge producers conduct their
work in transdisciplinary teams across widely distributed sites. Such ‘transgressivity’ both pushes knowledge production systems
forward and distributes and diffuses knowledge more widely throughout society. In this paper, it is argued that there is a
need for higher education practitioners to engage critically – and constructively – with the knowledge bases of policy directives
to ensure that the new teaching and learning processes and systems adequately prepare students for the complexity and diversity
of South African society, and enable them to contribute meaningfully to its reconstruction and development. 相似文献
9.
杨振升 《洛阳师范学院学报》2012,31(7):22-27
人力即国力,是提升国家竞争力之基石,而高等教育的发展更与人才培育息息相关。随着知识经济时代的来临以及全球化趋势的影响,如何促进高等教育的健全发展,乃成为各国关切的重要课题。由于社会变迁已是必然的发展趋势,当前在多数国家普遍重视高等教育之际,有必要反思高等教育在社会变迁中的定位。全文重点探讨了变迁社会中,高等教育学校经营管理所面临的挑战与前瞻。首先分析社会变迁对高等教育之影响,其次探讨社会变迁对高等教育学校经营所产生之挑战,最后提出高等教育面对挑战之前瞻作为。 相似文献
10.
《师资教育杂志》2012,38(2):185-186
This paper focuses on recent and innovative moves towards flexible learning in initial teacher education programmes in England and Wales, as part of the ‘widening participation’ agenda in higher education and in response to changes in teacher recruitment patterns. We take as our perspective our own experience as two course tutors in a higher education institution that introduced flexible routes into its secondary teacher education programme at the beginning of the academic year 2002/2003. Using the university's model for our case study, we have undertaken a small‐scale research project and reviewed the literature describing flexible learning discourses in higher education, to consider the extent to which concepts of flexibility are being translated into practice. In particular we highlight some implications for pedagogy and practice that have become apparent at this early stage in the development of flexible courses and which will have an impact upon their progress in the future. 相似文献
11.
Robbie Johnston 《Asia-Pacific Journal of Teacher Education》2007,35(4):351-365
Research findings from a longitudinal, classroom‐based study of Bachelor of Education students in Tasmania suggest that three dominant discourses of schooling are powerful shapers of pre‐service teachers' pedagogical decisions in relation to the teaching of SOSE (studies of society and environment). These discourses appear to inform teaching practices and contribute to uncritical SOSE learning experiences for children. The findings from this naturalistic research grounded in teacher education suggest that teacher preparation programs should encourage far greater critical reflection on curriculum documents. In particular, the findings highlight tensions for teacher educators in selecting between experiential and/or interdisciplinary, critical approaches to teacher education. These issues are illustrated in the teaching of SOSE as locality focused knowledge. What this means for the selection of fieldwork sites for children's learning and teacher education pedagogies is explored in this paper. 相似文献
12.
Higher education institutions are ever more interested in the development of tools that enable them to evaluate and manage the expectations of their students with the purpose of attracting and keeping them satisfied. This research compares what the faculty believes the students expect from a higher education institution with the expectations of students entering higher education. A quantitative study was performed with students from a higher education institution through the application of a questionnaire covering 32 different expectations. The perceptions of the faculty were also collected through the same questionnaire, suitably adapted. The results of the investigation demonstrated differences in thinking between students and professors, with 19 variables representing student expectations that showed statistically significant mean differences. In 13 variables the students had greater expectations than the faculty believed, while for six variables the faculty indicated higher expectations than the students declared. Identifying the existence of this gap in knowledge will allow the higher education institution to adjust its services to the expectations of students, leading them to greater satisfaction. 相似文献
13.
This article is written to inspire curriculum developers to centre their efforts on the learning processes of students. It
presents a learning-based paradigm for higher education and demonstrates the close relationship between curriculum development
and students’ learning processes. The article has three sections: Section “The role of higher education (HE) institutions”
presents a discussion of the role of higher education in the knowledge society. Section “Contextual learning” presents the
paradigm of contextual learning which we see as a useful foundation for curriculum development. Section “Curriculum development
in practice—the BETA course” shows how a particular course in Business Economic Theory and Analysis has been developed using
this paradigm. The article will be of interest to all academics interested in students’ learning processes but is especially
relevant to those responsible for curriculum development. 相似文献
14.
Colin Symes David Boud John McIntyre Nicky Solomon Mark Tennant 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2000,10(1):565-579
Universities are at a pivotal point in their history and are undergoing dramatic changes. One of the more significant of these changes is the move towards instrumental programmes of learning, as manifest for instance in workplace and work-based learning. This paper argues that this trend threatens the existence of the liberal university, where knowledge is pursued predominantly for its own sake. The paper identifies four dominant discourses in higher education and suggests that these discourses co-exist with one another, and are sometimes dominant, at other times recessive. It argues that the trend to a post-industrialised labour market has seen the emergence of a vocationalised discourse in higher education, which stresses the instrumental at the expense of the liberal. 相似文献
15.
Snezana Dabic 《International Journal of Lifelong Education》2013,32(6):613-624
This article explores issues of literacy and identity of skilled migrants in an educational context in Australia as a learning society. First, it concentrates on forms of knowledge imposed on the learner and looks at how new discourses shape the self. Next, it tests the validity of the four pillars of education in the life of the learner. The paper then discusses the notion of lifelong learning and its appeal to (or existence for) the migrant learners. Finally, it poses important questions about Self–Other dichotomy, emergent voices and a sense of integration. The analysis suggests that further education and employability are closely linked to acquiring discourses set by the education policy designers and the workplace. Without mastering both, passports to further/higher education or professional and other jobs are not issued. The paper argues that literacy skills that incorporate new discourses penetrate and shape existing identities, giving them a sense of new selves, but do not necessarily empower the agency, as the self in control of one’s life. However, hope is not lost, as shown by the group of dedicated educators whose efforts to support the migrant‐learners lead to meeting their goals in work and education of their choice. When embraced by the society, these learners gain a genuine sense of belonging and move away from the position of being Self/Other marginalised. The article concludes by drawing together issues of literacy, identity, knowledge and lifelong learning that interconnected, if harnessed and used wisely, ultimately emancipate and give a decision‐making voice to migrant citizens. Thus they become knowledge workers whose acceptance and personal satisfaction, I firmly believe, contribute to a freer and happier global society. 相似文献
At the boundary life blossoms.
James Gleick, Chaos
16.
Faculties of education and institutional strategies for knowledge mobilization: an exploratory study
The goal to enhance the impacts of academic research in the ‘real world’ resonates with progressive visions of the role of
universities in society, and finds support among policy makers who have sought to enhance the ‘transfer’, ‘translation’, ‘uptake’,
or ‘valorization’ of research knowledge in several areas of public services. This paper reports on an exploratory study of
the strategies used by selected Canadian and international faculties of education to mobilize research knowledge. Drawing
on data from semi-structured interviews with senior administrators of 13 faculties of education, the analysis reveals several
themes. Academic leaders recognize knowledge mobilization as a desirable institutional mission, but they identify a number
of barriers to greater efforts in this area. Although a number of strategies are employed, changes across multiple organizational
dimensions to encourage and support knowledge mobilization were reported at only two institutions. These results are relevant
to faculty administrators, scholars, and policy-makers interested in understanding the role of academic institutions in the
mobilization of research knowledge to the broader education community. 相似文献
17.
Colin Symes David Boud John McIntyre Nicky Solomon Mark Tennant 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2000,46(6):565-579
Universities are at a pivotal point in their history and are undergoing dramatic changes. One of the more significant of these changes is the move towards instrumental programmes of learning, as manifest for instance in workplace and work-based learning. This paper argues that this trend threatens the existence of the liberal university, where knowledge is pursued predominantly for its own sake. The paper identifies four dominant discourses in higher education and suggests that these discourses co-exist with one another, and are sometimes dominant, at other times recessive. It argues that the trend to a post-industrialised labour market has seen the emergence of a vocationalised discourse in higher education, which stresses the instrumental at the expense of the liberal. 相似文献
18.
Miriam E. David 《The Australian Educational Researcher》2011,38(1):25-42
This paper is about changing concepts of equity in UK higher education. In particular, it charts the moves from concepts about
gender equality as about women’s education as a key issue in twentieth century higher education to questions of men’s education
in the twenty-first century. These changing concepts of equity are linked to wider social and economic transformations, the
expansion of higher education and the growth in the knowledge economy, or what has been called ‘academic capitalism’. Feminist
theorists and activists, often called second wave feminists, developed concepts of gender equality in education, including
higher education in the twentieth century, and these have been incorporated into higher education and policies with the expansions
of higher education, especially around notions of widening participation. Notions of widening participation in policy and
practice arenas focus on equity as about social class, socio-economic disadvantage, ethnicity and race, rather than specifically
on gender questions. Equity is now twinned with diversity and where gender is now invoked it is largely about young and working
class men’s disadvantage in relation to higher education. In this paper, I will also provide research evidence from the UK’s
Teaching and Learning Research Programme (TLRP) which has been the UK’s biggest ever initiative in education research about
equity and diversity as currently conceived in UK higher education. I will show how gender has been incorporated with diversity
questions and has lost its critical and feminist edge. I conclude with addressing questions about the future of higher education
policies and practices to address questions of equity and diversity, attempting to counter the systemic inequalities in current
forms of UK higher education. There are opportunities for developing new, critical and feminist pedagogies. More inclusive
or ‘connectionist’ approaches, rather than ‘teaching to the test’, would engage socially diverse men and women students in
a range of higher education subjects and settings. 相似文献
19.
Maria Berge Eva Silfver Anna Danielsson 《European Journal of Engineering Education》2019,44(5):650-665
ABSTRACTIt is widely argued that engineering education needs to change in order to attract new groups of students and provide students with knowledge appropriate for the future society. In this paper we, therefore, investigate and analyse Swedish universities’ websites, focusing on what characteristics are brought to the fore as important for tomorrow’s engineers. The data consist of text and pictures/photos from nine different Engineering Mechanics programme websites. Using a critical discourse analysis approach, we identify three societal discourses concerning ‘technological progression’, ‘sustainability’, and ‘neoliberal ideals’, evident in the websites. These discourses make certain engineering identities possible, that we have labelled: traditional, contemporary, responsible, and self-made engineer. Our analysis shows that universities’ efforts to diversify students’ participation in engineering education simultaneously reveal stereotypical norms concerning gender and age. We also argue that strong neoliberal notions about the self-made engineer can derail awareness of a gendered, classed, and racialized society. 相似文献
20.
Hitendra Pillay 《Studies in Continuing Education》2013,35(1):93-102
In light of the significant changes happening in all sectors of our society, we in the education sector and in particular in the universities, have adopted a number of innovative ideas for delivering education. Many of these innovations deal with procedural aspects related to learning and consequently little concern has been shown to individuals' beliefs about knowledge and dispositions for learning. Beliefs and dispositions are powerful tools to effect a more meaningful and sustainable change to how individuals engage in learning. This paper discusses some recent findings from research into university students' beliefs about the nature of knowledge and their conceptions of learning, and identifies the implications for a learner-centred university education. Learners' beliefs both informal and formal may influence the way they approach learning. Do they learn to apply, or learn to understand? The effort they make to learn depends on their perception of how the learning will reward them. The paper also explores the cross-cultural beliefs about knowledge and conceptions of learning. 相似文献