首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 31 毫秒
1.
This paper advocates the argument that philosophical and empirical modes of inquiry are seldom brought together to gain a better understanding of pedagogical ethics in the natural settings of school life. Here, it is hoped that this kind of combination provides interpretative lenses for the deliberation of pedagogical practices. The paper aims to shift focus to the scene where the conditions and contingencies of pedagogical ethics may be found. This means exploring day‐to‐day details of pedagogical encounters to see what they might offer in putting forth an understanding of pedagogical ethics. This paper uses three interpretations from philosophy and ethics. It focuses on the perspectives of pedagogical purposes, obligations, and situations, together with their empirical interpretations of the ethic of ideals, the ethic of rights and duties, and the ethic of character and will. It shows how abstract philosophical theories can be translated into real‐world ethics in education and how these reference points can help teachers in their practical ethical reflection.  相似文献   

2.
The hierarchical human-centric paradigm has been criticized by various movements of posthuman philosophy because this paradigm forgets and dismisses nonhuman beings and entities: animals, nature, objects, and technology. When I developed a course called ‘Education and Adaptations of Animal Studies’ for university students in 2015, I learned two lessons in practice. First, many humans, pedagogues, and academics want to hold on to their anthropocentric worldview that separates them from other species. Second, in pedagogical practices humans prefer to avoid confronting the violence they do toward animals. In this article, I reflect on these two lessons learned and consider what they tell us about the dichotomies, anthropocentrism, and speciesism visible in pedagogical practices. I also discuss how posthuman pedagogy and posthuman ethics can help us ask uneasy questions that fracture the uncertain conception of human superiority.  相似文献   

3.
Teacher education in England now requires that student teachers follow practices that do not undermine “fundamental British values” where these practices are assessed against a set of ethics and behaviour standards. This paper examines the political assumptions underlying pedagogical interpretations about the education of national identities through documenting how a group of student teachers uphold the institutional demand of promoting fundamental British Values in relation to their discursive constructions of Britishness. Empirical data exemplifies potential political understandings guiding educational practices. Analysis suggests that pedagogies of national education are mediated by (i) educators’ understandings of the nation as an essential entity or a social construct and (ii) their understanding of national identities as being open or closed to competing interpretations. The paper concludes by examining implications of different political and pedagogical positions for practice and research.  相似文献   

4.
ABSTRACT

Although generic skills have received widespread attention from both policymakers and educationalists, little is known regarding how students acquire these skills, or how they should best be taught. Hence, the aim of this study was to identify what kinds of pedagogical practices are behind the learning of eight particular generic skills. The data were collected from university students (N =?163, n?=?123) via Internet questionnaires. The findings from regression analyses showed that teaching practices involving collaboration and interaction as well as features of a constructivist learning environment and integrative pedagogy predicted the learning of generic skills – such as decision-making skills, different forms of creativity, and problem-solving skills. In contrast, the traditional forms of university teaching – such as reading, lecturing, and working alone – were negatively associated to learning generic skills. Overall, this study offers detailed information about the pedagogical practices that nurture learning generic skills in university contexts.  相似文献   

5.
Abstract

In Australia, the university ethics approval process is guided by the National Statement on Ethical Conduct in Human Research. The National Statement does not provide a hurdle to be overcome or avoided, nor is it a Godzilla-like monster that must be slain for truth to survive. Rather the National Statement provides an affirmation of an abiding respect for all life and a mechanism for beginning the intelligent questioning, theorization and contextualization for a work of art. Focusing specifically on the emergent discipline of artistic research, this article addresses the question of how the supervisory process may take on the ‘spirit’ of the National Statement to engender genuine ethical debate, rather than merely focus on the instrumental obstacles that seem to get in the way of the research. It specifically addresses the emergent field of artistic research and the concomitant resistance to ethical regulation of artistic research, in which bureaucratic instrumentalism and compliance or censorship are considered to potentially emasculate the vitality of an art work and the ability of art to serve as a truthsayer or agent provocateur. In this, the attitude of the supervisor toward research ethics in artistic research is considered a key factor in determining their students attitudes towards the ethics process. This article will present several initiatives undertaken with the intent of more fully engaging supervisors and students with research ethics.  相似文献   

6.
With regard to improving higher education feedback practices, there is an increasing interest in using the efficacy of dialogue rather than the more traditional unidirectional approaches. We build on this impetus by considering how the ethics of care can be used to analyse the dialogical aspects of feedback. By diffractively reading insights of Boud and Molloy [2013a. “What is the Problem with Feedback?” In Feedback in Higher and Professional Education: Understanding it and Doing it Well, edited by D. Boud, and E. Molloy, 1–10. London: Routledge; Boud, D., and E. Molloy. 2013b. “Rethinking Models of Feedback for Learning: The Challenge of Design.” Assessment &; Evaluation in Higher Education 38 (6): 698–712] on dialogic feedback through the moral elements of care ethics, this paper proposes a novel way of discerning the extent to which the dialogical giving and receiving of feedback contributes to learning. To illustrate this, we draw on experiences from an Emerging Technologies professional development course for higher educators. We examine our own dialogical interactions of giving and receiving feedback using the moral elements of care ethics – attentiveness, responsibility, competence, responsiveness and trust, to provide a concrete example of how the ethics of care can be used productively for evaluating feedback practices.  相似文献   

7.
Mentoring pedagogical knowledge is fundamental towards developing preservice teachers’ practices. As a result of a train-the-trainer mentoring programme, this study aimed to understand how mentors’ engagement in a professional development programme on mentoring contributes to their mentoring of pedagogical knowledge practices. This qualitative research analyses the mentoring of pedagogical knowledge from six paired mentor teachers and preservice teachers (n=12) after a four-week professional school experience. Findings indicated that the train-the-trainer model was successful for mentoring pedagogical knowledge on 10 of the 11 advocated practices. This suggested that a well-constructed professional development programme on mentoring can advance the quality of mentoring for enhancing preservice teachers’ practices.  相似文献   

8.
This paper addresses ethical issues in educational research with a focus on the interplay between research ethics and both internal and external quality of research. Research ethics is divided into three domains: (1) ethics within the research community; (2) ethics concerning relationships with individuals and groups directly affected by the research, and (3) ethics related to the external value and role of educational research for various user groups and for the quality of education. The three domains represent different stakeholders and interests. The paper presents an ethical matrix method including three types of matrices. The method combines a systematic and a case-based approach to ethical problems and possibilities. The purpose of the matrices is to serve as a framework for identifying, reflecting, analyzing, and discussing ethical issues and balancing ethical dilemmas in educational research and development.  相似文献   

9.
In this paper, we propose the concept of leading as travelling practices in order to understand how enhanced pedagogical practices ‘catch on’ in educational sites. Drawing on parallel case studies in Australia, Sweden and Norway, we analyse how leading practices moved within and between settings, transforming the discursive, material and social conditions for teaching and learning. We examine the composition and ecological connections of these leading practices with professional learning and pedagogical practices in schools and pre-schools. We conclude that practice-informed lens can shed new light on the spread of practices, which foster the conditions necessary for transformed pedagogy.  相似文献   

10.
ABSTRACT

Research with children involving their use of digital and mobile technologies either as a methodological tool or in relation to their learning foregrounds emerging ethical issues and practices. This paper explores some of the ethical and practical challenges we faced in studies involving the recruitment of young children as research participants, and where the integrity of these research collaborations was critical. We propose an ethical framework to foreground these challenges that is shaped by a view of children as social actors and experts on their own lives, information and communication technologies as ubiquitous in children’s lives, and ethics as a situated and multifaceted responsibility. This framework has three aspects: access, authenticity and advocacy. We draw on examples from different research projects and use ethically important moments to illustrate how notions of access, authenticity and advocacy can foreground the ethical challenges in teaching–learning research contexts to better consider and offer children greater agency in research collaborations.  相似文献   

11.
Carefully scaffolded dynamic visualizations have potential to promote science learning for all students, including English language learners (ELLs) who are often underserved in mainstream science classrooms, but little is known about how to design effective scaffolding to support such diverse students' learning with dynamic visualizations. This study investigated how two forms of scaffolding embedded in dynamic visualizations, expert guidance and generating guidance, can foster ELLs' and non-ELLs' understanding of unobservable scientific phenomena. While interacting with dynamic visualizations, students in the expert guidance condition were provided with scientifically accurate explanations to interpret visual representations, whereas students in the generating guidance condition were prompted to generate their own explanations using visual representations. The results show the significant advantage of generating guidance over expert guidance for both ELLs and non-ELLs, although students in the generating guidance condition did not receive feedback on their generated artifacts. Analyses of video data and log data from 40 pairs revealed that each form of scaffolding affected the quantity and quality of linguistically diverse students' conversations. The results show that generating guidance enabled students, particularly ELLs, to engage in discourse-rich practices to evaluate various sources of evidence from the visualization and compare the evidence to their alternative ideas to develop a coherent understanding of the target concepts. This study shows the unique benefits of generating guidance as an effective strategy to support linguistically diverse students' science learning with dynamic visualizations.  相似文献   

12.
The purpose of this article is to theoretically discuss how teacher professionality, as an aspect of teacher professionalism, can be understood in relation to the notion of sensing within the ethics of alterity and the ethics of dissensus, both of which express a desire to contest the various forms of violence in society. Subsequently, in this case the conceptualisation of sensing can be regarded as highly important for introducing a relatively new dimension into the field of teacher professionality and, as such, the nuancing of teachers’ professional judgements. The results suggest that the notion of sensing in teachers’ judgements: (1) troubles given categories; (2) highlights the vulnerability of educational relationships; (3) leads to unlimited responsibilities amongst teachers; and (4) obliges teachers to constantly re-evaluate their sensed judgements for the sake of others.  相似文献   

13.
This paper engages questions about ends in environmental education research. In doing so, I argue that such questions are essentially normative, and that normative questions are underrepresented in this field. After cautioning about perils of prescribing research agendas, I gently suggest that in environmental education key normative questions exist at the intersection of ‘education’ and ‘ethics’, and that they point to an area of research that deserves more attention. In describing the intersecting nature of these ideas, I show that how education is conceived in turn shapes interpretations of ethics, and vice versa. Seen this way, I also show how ethics inquiry in an educational context can be conceived as a means to explore controversy, dissonance, unconventional ideas, and to imagine new possibilities. Finally, I argue that research at this intersection of education and ethics can provide insights that can enable us to teach, inquire, and ultimately live as if the world mattered.  相似文献   

14.
English-as-a-second language (ESL) teachers’ sociocultural identities and teacher role identities are posited to be deeply rooted in their personal histories. Yet, this being the case, how ESL teachers interpret, negotiate and construct their identities in the pedagogical process remains underexplored. This study is an exploration of the influences of teachers’ social, linguistic, cultural, and educational backgrounds on the conception of their roles as ESL educators. Fifty-seven teachers from inner-city high schools in Los Angeles responded to a questionnaire and interviews and provided self-written perspectives on how their personal histories mediated their pedagogical practices. Results indicated that the ESL teachers’ sociocultural identities significantly shape their pedagogical practices. The implications of the findings are discussed.  相似文献   

15.
Background: The analysis of teachers’ conceptions about writing at university level allows the study of teaching practices associated with academic writing. At the same time, it is important to consider the context (disciplines, culture, institution, pedagogical organisation, etc.) where these practices take place.

Purpose: The present article explores the teachers’ conceptions about teaching and assessing writing skills at university level from two academic programmes of psychology: one in France and one in Colombia, through two questions: (a) the writing skills that teachers expect their students to acquire from attending their courses, and (b) the criteria used by the teachers to assess the written performance of their students. The main purpose is to analyse the teaching and evaluation practices that teachers describe in their discourse, taking into account the discipline and some similarities and differences between cultural contexts.

Sample: Ten university psychology teachers, five French and five Colombian, participated voluntarily in the study. The teachers were a heterogeneous group in terms of their ages and number of years of work experience. They taught a range of courses or subjects in the area of psychology.

Design and methods: The research was conducted using a qualitative method. The university teachers’ conceptions were collected during semi-structured interviews. A content analysis of the interviews, using an inductive approach, was undertaken.

Results: The analysis of the discourse indicates that the teachers focus their teaching practices on some specificities of the academic writing, and that they mainly assess different types of students’ knowledge. Additionally, a gap was observed between teaching and assessment practices, which concerns the cognitive dimensions of writing and the rules of academic discourse. This gap seems more evident in French teachers’ discourses. Colombian teachers described, in the main, teaching practices focused on the norms of academic writing.

Conclusions: These findings suggest that some similarities between the teachers’ conceptions are associated with the discipline. Specific differences could be explained by culturally distinct pedagogical practices related to the manner of teaching at university level.  相似文献   

16.
This article provides a narrative review of the scholarly writings on professional ethics education for future teachers. Against the background of a widespread belief among scholars working in this area that longstanding and sustained research and reflection on the ethics of teaching have had little impact on the teacher education curriculum, the article takes stock of the field by synthesizing viewpoints on key aspects of teaching ethics to teacher candidates—the role ethics plays in teacher education, the primary objectives of ethics education for teachers, recommended teaching and learning strategies, and challenges to introducing ethics curriculum—and maps out how opinions on these matters have evolved over the three decades since the initial publication of Strike and Soltis’ seminal book, The Ethics of Teaching. In light of the review’s results, the article identifies critical deficits in this literature and proposes a set of recommendations for future inquiry.  相似文献   

17.
How can teachers who quit claim to be dedicated to upholding the integrity of the profession? Paradoxically, and not without costs, leaving teaching may be an expression of an educator’s professional ethics. This investigation applies insights from A.O. Hirschman’s Exit, Voice and Loyalty to the context of teaching in order to reveal the expressions of professional ethics in teachers’ resignation letters. These concerns constitute what Thomas Green calls ‘craft conscience.’ Using philosophical inquiry and document analysis, I examine 15 publicly available teacher resignation letters from the United States that were published on the internet between 2012 and 2014 to examine the pedagogical, professional, and democratic components of craft conscience.  相似文献   

18.
ABSTRACT

All large high schools have teachers in middle tier roles who help run the school, and subject leaders (SLs) who engage in administrative and pedagogical practices to improve departmental achievements. By applying structuration theory (Giddens, 1984. The constitution of society: Outline of the theory of structuration. Berkeley, CA: University of California.) we seek to understand how rules, resources, and structural position enable SLs to contribute to school effectiveness. A multi-case study method was employed to study 12 SLs from two effective schools and two less effective schools. Interviews, observations, and document analysis served as data collecting tools. The findings indicate that all the SLs engage in administrative practices but in different ways. The SLs in the less effective schools devoted much more time to such practices and much less to pedagogical practices than the SLs in the effective schools, which provided clearer rules and sufficient resources. We conclude that on the pyramid of school needs, administrative practices are more basic for school effectiveness, and only after this is achieved can SLs devote time to satisfy pedagogical needs. However, the ability of SLs to satisfy administrative needs depends to a large extent on the principal providing them with the necessary rules and resources. Further theoretical and practical implications are discussed.  相似文献   

19.
‘Green families’ in Australia were studied so as to shed light on how a more durable, everyday environmental ethic and ecopolitic might slowly be enacted in the intimacy of the home ‘place’ over an extended period of time in rapidly changing socio‐cultural‐ecological conditions. Of particular interest to this study of the green household, or postmodern oikos, was how its proximal ‘moral spaces’ have been nurtured intergenerationally by family members from within the broader global climate of what Zygmunt Bauman refers to as the ‘moral lag’ of postmodernity. Three layers of interpretive findings about the social ecology and family dynamics of this oikos are presented in an effort to provide detailed understandings about families’ eco being, dwelling and becoming. Implications for education for the environment can be gleaned from the ‘best’ ecopedagogical practices found in the home that are ‘other’ than those occurring in the formal education sector. This study adds to the theorizations of ‘social ecology’, ‘experiential education’, ‘ecopedagogy’ and, more generally, the notion of an everyday ‘ecocentrism’, while providing some clues for how environmental education in schools might mirror pedagogical aspects of the postmodern oikos.  相似文献   

20.
Clinical teachers in the discipline of nursing in Denmark undergo additional education in addition to their registered nursing education to establish their teaching skill qualifications practicum. This ethnographic study examines some of the pedagogical initiatives clinical teachers are practicing as working professionals attempting to gain a foothold in their own jurisdiction. This study demonstrates that teaching practices contain implicit norms of what counts as knowledge among clinical teachers. Consequently, the classic knowledge hierarchy is continuously reproduced, and the intrinsic qualities of practice that are characterised as opaque, fluctuating, concrete and highly personal are overlooked and downplayed in the clinical teacher's teaching practices. Instead, bringing abstract, academic knowledge into play seems to be a strong marker that emerges when distinguishing the actual practice of nursing from clinical teaching. Organisational imperatives strongly disrupt the pedagogical agenda. When clinical teachers struggle to demarcate jurisdictions, their professional identities are at risk of being blurred and becoming unclear.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号