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1.
ABSTRACT

Teachers’ professional knowledge is considered one of the most important predictors of instructional quality. According to Shulman, such professional knowledge includes content, pedagogical content and pedagogical knowledge. Although recent research shed some light on the structure of the dimensions of professional knowledge, little is known how teacher education impacts pre-service physics teachers’ professional knowledge. In an effort to address this issue, we examined the content, pedagogical content and pedagogical knowledge of N?=?200 pre-service physics teachers enrolled in different years of teacher education at 12 major teacher education universities in Germany. We used structural equation modelling (1) to examine the relations amongst pre-service physics teachers’ content, pedagogical content and pedagogical knowledge, (2) to explore how the three kinds of knowledge and their relations differ across different stages of teacher education and (3) to identify factors affecting the level of each component of professional knowledge. Our findings suggest that content, pedagogical content and pedagogical knowledge represent distinct types of knowledge. Furthermore, our findings show that in the first years of professional education, pedagogical content knowledge is more closely related with general pedagogical knowledge while in later years, it is more closely related with content knowledge, suggesting that it develops from a general knowledge about teaching and learning into knowledge about the teaching and learning of specific content. Finally, beyond school achievement and years of enrolment as predictors, we find in particular the amount of classroom observations to have a positive impact on the professional knowledge of pre-service physics teachers.  相似文献   

2.
The progressive education movement was known in Spain from its very inception, and in fact many of its pedagogical theories and practices reached Spain before reaching other European countries. Yet traditional historiography has always maintained that Spain was never integrated in the progressive education movement, a misconception that helps explain the lack of research in the field. Recent historiographical research, however, has shown that numerous Spanish schools served as laboratories for the implementation of progressive education methods in the 1920s and 1930s. The Spanish educational system proved itself to be especially open to international innovation in general and Spain actually enjoyed a privileged position for the study of how innovative pedagogical ideas could be incorporated and appropriated. Proof of this affirmation can be found in the introduction and dissemination throughout Spain of the experimental public school movement of Hamburg known as Gemeinschaftsschulen.

This article will focus on the way this movement was received in Spain. We will examine the phenomenon from a double perspective, corresponding to the different positions that scholars found themselves in within the educational panorama of the time. On the one hand we will examine the role of the “grass-roots” educators who wished to change schools “from below”, starting with classroom practices. On the other hand we will take a look at the representatives of “high pedagogy”, who were intent on formulating a pedagogical theory on which to base a political–ideological model that would serve to change the school “from above”. Tensions arising among the different pedagogical groups, along with the ambiguity of the translation into Spanish of the term Gemeinschaftsschulen, led to the different groups appropriating the concept in different ways. The evolution of the term Gemeinschaftsschulen, from its original identification with a localised school experiment in Hamburg to its becoming a symbol for virtually all European school vanguards, will be addressed at the conclusion of the article.  相似文献   

3.
Constant solutions to Yang-Baxter equation are investigated over Grassmann algebra for the case of 6-vertexR-matrix. The general classification of all possible solutions over Grassmann algebra and particular cases with 2,3,4 generators are studied. As distinct from the standard case, whenR-matrix over number field can have a maximum 5 nonvanishing elements, we obtain over Grassmann algebra a set of new full 6-vertex solutions. The solutions leading to regularR-matrices which appear in weak Hopf algebras are considered.  相似文献   

4.
ABSTRACT

Language policy in German-speaking Swiss kindergartens recently has been subject to change. While dialect traditionally was spoken to kindergartners, the use of High German has been established to promote the integration of migrant children and equality of opportunity. In this contribution, we look at how kindergarten teachers translate the new diglossic language policy into language practices. Drawing on data from an ongoing ethnographic study, we examine four logics of language use concerning when to speak dialect or High German. As teachers’ use of language differs not only according to situations and pedagogical sequences but also due to children’s social and migrant backgrounds, we ask – drawing on the theoretical concept of (un-)doing difference – how different linguistic addressing reflects (and affects) children’s positions in the social order.  相似文献   

5.
Abstract

A models-based approach has been advocated as a means of overcoming the serious limitations of the traditional approach to physical education. One of the difficulties with this approach is that physical educators have sought to use it to achieve diverse and sometimes competing educational benefits, and these wide-ranging aspirations are rarely if ever achieved. Models-based practice offers a possible resolution to these problems by limiting the range of learning outcomes, subject matter and teaching strategies appropriate to each pedagogical model and thus the arguments that can be used for educational value. In this article, two examples are provided to support a case for educational value. This case is built on an examination of one established pedagogical model, Sport Education, which is informed by a perspective on ethics. Next, I consider Physical Literacy which, I suggest, is an existentialist philosophical perspective that could form the basis of a new pedagogical model. It is argued, in conclusion, that a models-based approach along with a reconstructed notion of educational value may offer a possible future for physical education that is well grounded in various philosophical arguments and the means to facilitate a wide range of diverse individual and social educational ‘goods’.  相似文献   

6.
In this paper, we propose an approach to analysing teacher arguments that takes into account field dependence—namely, in Toulmin’s sense, the dependence of warrants deployed in an argument on the field of activity to which the argument relates. Freeman, to circumvent issues that emerge when we attempt to determine the field(s) that an argument relates to, proposed a classification of warrants (a priori, empirical, institutional and evaluative). Our approach to analysing teacher arguments proposes an adaptation of Freeman’s classification that distinguishes between: epistemological and pedagogical a priori warrants, professional and personal empirical warrants, epistemological and curricular institutional warrants, and evaluative warrants. Our proposition emerged from analyses conducted in the course of a written response and interview study that engages secondary mathematics teachers with classroom scenarios from the mathematical areas of analysis and algebra. The scenarios are hypothetical, grounded on seminal learning and teaching issues, and likely to occur in actual practice. To illustrate our proposed approach to analysing teacher arguments here, we draw on the data we collected through the use of one such scenario, the Tangent Task. We demonstrate how teacher arguments, not analysed for their mathematical accuracy only, can be reconsidered, arguably more productively, in the light of other teacher considerations and priorities: pedagogical, curricular, professional and personal.  相似文献   

7.
Abstract

This article examines the Uruguayan state approach to the teaching of writing in public elementary education during the 1830s, and is an attempt to explain why state officials advanced new pedagogical methods aimed at increasing rationalisation and standardisation. While many different handwriting styles existed in the past, the school system simplified and standardised public education under a single cursive style, the English round-hand. Notwithstanding the state’s standardising directives, Uruguayan teachers combined the pedagogical innovations of Lancaster’s monitorial system with the calligraphic traditions of the old writing masters. According to personal preference and necessity, teachers devised a hybrid system, which implemented new dictation exercises and the use of the writing slate, but preserved the writing masters’ imitation of muestras, and the use of quill, ink, and paper. The government arranged an inventive procedure to accurately measure students’ handwriting performance. The planas, or samples of students’ handwriting, were useful tools in the standardisation and evaluation of public education. Elementary schools from all over the country forwarded handwriting samples to the central state, or exhibited them in public examination ceremonies, as teachers publicised pedagogical success, and state officials confirmed the general advancement of public education. This study is also an attempt to show that the teaching of writing was part of a greater pedagogical mission and nation-building project: the intentional departure from colonial corporate identities, and the construction of a national community conceived as the sum of its individual citizens.  相似文献   

8.
Teachers’ content-related knowledge is a key factor influencing the learning progress of students. Different models of content-related knowledge have been proposed by educational researchers; most of them take into account three categories: content knowledge, pedagogical content knowledge, and curricular knowledge. As there is no consensus about the empirical separability (i.e. empirical structure) of content-related knowledge yet, a total of 134 biology teachers from secondary schools completed three tests which were to capture each of the three categories of content-related knowledge. The empirical structure of content-related knowledge was analyzed by Rasch analysis, which suggests content-related knowledge to be composed of (1) content knowledge, (2) pedagogical content knowledge, and (3) curricular knowledge. Pedagogical content knowledge and curricular knowledge are highly related (rlatent?=?.70). The latent correlations between content knowledge and pedagogical content knowledge (rlatent?=?.48)—and curricular knowledge, respectively (rlatent?=?.35)—are moderate to low (all ps?<?.001). Beyond the empirical structure of content-related knowledge, different learning opportunities for teachers were investigated with regard to their relationship to content knowledge, pedagogical content knowledge, and curricular knowledge acquisition. Our results show that an in-depth training in teacher education, professional development, and teacher self-study are positively related to particular categories of content-related knowledge. Furthermore, our results indicate that teaching experience is negatively related to curricular knowledge, compared to no significant relationship with content knowledge and pedagogical content knowledge.  相似文献   

9.
In this article we explore examples of public pedagogical actions and interventions, reading them through a social justice education framework lens. In our discussion we start with definitions of social justice, public pedagogy and case study methodologies. Then, we look at a variety of international examples to highlight the pervasiveness of public pedagogical opportunities in visual culture that include a festival, an individual, a citywide symposium, an online community, a cultural group and a museum exhibition. They are divided into three categories based on social justice principles suggested by Ayers et al. and later interpreted by Dewhurst: (1) Public pedagogy and social justice is rooted in people's experiences: Fiesta del Señor de Choquekillka: Ollantaytambo, Peru and Janet Weight Reed – an artist's public pedagogy utilising social media; (2) Public pedagogy and social justice is a process of reflection and action together: Ideas City Festival and the Vlogbrothers; (3) Public pedagogy and social justice seeks to dismantle systems of inequality to create a more humane society: CULTURUNNERS and sh[OUT]: Lesbian, Gay, Bisexual, Transgender and Intersex art and culture. It is our hope that in looking more closely at these international examples of public pedagogy and social justice education that the power of such alternative sites of learning is apparent and encourages further interventions and investigations in such spaces of inquiry.  相似文献   

10.
ABSTRACT

Professionals in the field of early childhood are encouraged to demonstrate reflective perspectives of their work supported by pedagogical documentation. The purpose of this article is to introduce a rubric developed for preservice and inservice teachers to improve documentation and reflection. The rubric’s four dimensions: visible learning, powerful story, emotional impact, and visual impact range from novice to expert level. The rubric is not meant to create prescribed documentation or to be used as an evaluation or assessment. Instead, it is a tool to sharpen critical focus for reflection and to challenge teachers to examine and improve their documentation. We include a review of the Reggio Emilia approach to pedagogical documentation and reflective process, an explanatory account of how the rubric was developed, and reflections from implementing the rubric with preservice teachers. We also offer reflective questions and examples to aid in improving documentation and reflection. Recommendations for practice include use as a tool for selfreflection and guided collaborative reflection in small groups.  相似文献   

11.
Abstract

Although faculty agree that critical thinking is an important learning outcome for college courses, experts disagree on how to define and conceptualize critical thinking. Some researchers see it as a general skill, similar to reading or mathematics. Others see it as highly specific to each academic discipline, with critical thinking in one discipline being qualitatively different than critical thinking in another discipline. However, researchers to date have not yet tried to conceptualize how critical thinking might systematically vary across disciplines. The purpose of this study was to gather definitions of critical thinking from faculty in a range of disciplines and compare these domain-specific definitions to each other. Across disciplines, faculty defined critical thinking as applying knowledge to new situations, considering different viewpoints, evaluating options and evidence, and having a critical thinking disposition. The article concludes with suggestions for fostering critical thinking skills in general education courses.  相似文献   

12.
In this article we formulate and analyse some of the obstacles to understanding the notion of a variable, and the use and meaning of algebraic notation, and report empirical evidence to support the hypothesis that an approach using the computer will be more successful in overcoming these obstacles. The computer approach is formulated within a wider framework ofversatile thinking in which global, holistic processing complements local, sequential processing. This is done through a combination of programming in BASIC, physical activities which simulate computer storage and manipulation of variables, and specific software which evaluates expressions in standard mathematical notation. The software is designed to enable the user to explore examples and non-examples of a concept, in this case equivalent and non-equivalent expressions. We call such a piece of software ageneric organizer because if offers examples and non-examples which may be seen not just in specific terms, but as typical, or generic, examples of the algebraic processes, assisting the pupil in the difficult task of abstracting the more general concept which they represent. Empirical evidence from several related studies shows that such an approach significantly improves the understanding of higher order concepts in algebra, and that any initial loss in manipulative facility through lack of practice is more than made up at a later stage.  相似文献   

13.
Abstract

Does the presentation and use of the search space matter for complex problem solving tasks? We address these questions for the construction of proofs in sentential logic. Using a fully computerized logic course, we isolated crucial features of computer environments and assessed their relative pedagogical effectiveness. After being given a pretest for logical aptitude, students were divided into three matched groups, each of which used a distinct computerized environment to construct proofs. All students were presented with identical course material on sentential logic for approximately five weeks.

Students completed more than one hundred exercises during those five weeks and took a midterm at the end of the period. The group using the most informative and most flexible interface performed substantially better on the midterm— the difference was particularly striking for hard problems. In two follow‐up experiments we added strategic problem solving help; student performance improved again (entirely on the difficult problems). Our interpretation is, first, flexibility in traversing the search space leads students to see the global structure of the search space and to develop effective heuristics; second, strategic help reinforces and extends these heuristics.  相似文献   

14.

In this paper we examine relations between education policy and local practice. Situating our work within the literature on the local implementation of education policy, we develop a pedagogical perspective for understanding relations between policy and local practice. We argue that policy‐makers’ attempts to enact policy can be viewed as a form of teaching and that local educators can be seen as learners from policy. This pedagogical perspective provides a theoretical frame for the papers in this volume. We trace the evolution of this pedagogical perspective in our work, and we preview the contribution the papers in this volume make to developing this frame. We also present details of our research methods.

  相似文献   

15.
Tomorrow's professionals will require an enhanced capacity for collaboration, cooperation and creative thinking. Markauskaite and Goodyear (Markauskaite, L., and P. Goodyear. 2016. Epistemic Fluency and Professional Education: Innovation, Knowledgeable Action and Actionable Knowledge. Springer) have posited epistemic fluency as the pedagogical approach necessary to prepare graduates for increasingly complex challenges. They have provided a framework for creating epistemic learning environments but not a clear implementation strategy. This paper draws parallels between epistemic fluency and design thinking to position the design studio as a relevant pedagogical model with an established set of strategies for facilitating epistemic fluency. A series of experiments undertaken to optimise the studio environment for the development of epistemic fluency will be drawn on to illustrate its suitability. The intent is to provide guidance for how studio learning could be adapted for use within other disciplines and to highlight the challenges teachers need to address within this process; particularly, that epistemic environments require the continuous exercise of design thinking by both teacher and learner.  相似文献   

16.
In this era of heightened calls for accountability and standards, clear visions of competence are more necessary than ever and, moreover, these planned products of education need explicit articulation. Such articulation falls within the purview of the formal curriculum and it is with this that the present article concerns itself. It draws on a past Ontario, Canada curricular initiative, The Common Curriculum, as the vehicle through which to examine the difficulties inherent in spelling out a conception of competence. Such difficulties, it is argued, stem from the inextricable link between definitions of competence and their associated epistemological and pedagogical implications.  相似文献   

17.
Independent schools pride themselves on providing a unique educational experience for students, one that is robust and mission-driven and capitalizes on lower student-to-teacher ratios that allow for more personalized learning and high-quality teachers. Numerous studies measure teacher effectiveness in public schools, yet there is little research on teacher quality in independent schools. This study finds that independent schools use four key characteristics to describe high-quality teachers: (a) strong relationships with students, (b) strong pedagogical knowledge and content expertise, (c) a growth mind-set, and (d) the ability to fit well within the school's culture. We also examine school practices and find that some commonly used activities for recruitment and selection are intended to identify the key characteristics of high-quality teachers. Administrators use demonstration lessons and interviews to assess candidates’ abilities to develop strong relationships with students and their pedagogical knowledge and content expertise. However, we find that practices around teacher evaluation are inconsistent.  相似文献   

18.
Abstract

This article examines the concept of the stranger and the experience of strangeness in Albert Camus’s The stranger. These themes have a range of synergies with educational thought. They also lead us to other concepts that may have a place in educational debate, in particular the concepts of the absurd and rebellion. This train of thought also has potential for educational practice. If we accept that strangeness has a positive place in education, Camus is insightful in allowing us to examine its pedagogical foundations and the wider conditions necessary to give rise to the experience of strangeness.  相似文献   

19.
Summaries

English

Answers to questions pertaining to general education and basic subjects, as well as to vocational education (general‐technical education in particular) and the principle of integration cannot be reduced to formal speculations or to bare definitions, no matter how elegant and correct. In our era, which is the era of logic and of data‐processing, of automation and computers‐‐the analysis of the question of general and general‐technical education and the corresponding basic subjects of contemporary education must have the qualities of logical and epistemological necessity. The renaissance of formal and mathematical logic in contemporary general education and the inroads made by these subjects into the content and structure of contemporary vocational training‐‐are facts and trends without precedence in the history of education and school. Other developments from which there can be no retreat are the inclusion of data‐processing into the content and structure of the general education school, and the heavy reliance on mathematics in the process of vocational training, combined with elements of cybernetics, formal and mathematical logic, and science of management and control. Also, the time has come for a new principle of teaching, the principle of integration.  相似文献   

20.
在解析几何中,人们建立了几何与代数之间的对应关系．几何中的基本概念及定理可以代数地描述和证明;代数中的基本概念和过程可以几何地解释．当一个几何问题看起来比较困难时,可考虑相应的代数问题．如果在这个特殊情况下,代数工具更加有效的话,我们就先代数地解决这个问题,而后把结果翻译成几何语言．但常常是沿相反的方向进行的．  相似文献   

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