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1.
Stavroula Philippou 《Curriculum Journal》2013,24(1):57-88
‘Europe’ has been increasingly ‘invented’ and ‘reinvented’ in discussions about education, curricula and identities over the last five decades. The ‘European dimension in education’ was a term increasingly used by the European Union and the Council of Europe to denote their educational policies encouraging national educational systems to endorse a European dimension in order to prepare young people for an increasingly integrated Europe. However, it has also been a contested term in academic writing, as some researchers critique the elitist, exclusionary and Eurocentric educational implications it may have; others welcome its pedagogic and intercultural potential. This article presents the findings of a content analysis of the history and geography curricula and textbooks used in state Greek-Cypriot primary schools and explores the possibilities of using the European dimension as a tool to alleviate ethnocentrism and traditional pedagogies in these curricula and textbooks, by presenting the application of some principles which have been used for the development of a curricular intervention in the two subjects. 相似文献
2.
Erik H. Cohen 《课程研究杂志》2016,48(2):167-191
This article considers the role of teacher agency and curricular flexibility as pedagogic features of Shoah education in Israeli state schools. The analysis is based on a recent national study which included a quantitative survey (questionnaires), qualitative methods (focus groups, interviews, observations) and a socio-historical review. As teaching of this subject has expanded in both religious and general streams of the Hebrew-language state school system, it has been addressed in diverse ways in terms of method, materials and content. Loosely defined requirements enable educators to be active agents in individualizing the curriculum. It is proposed that this is beneficial when addressing an inherently sensitive subject that is tied to teachers’ and students’ sense of identity and worldview. Implications of a new national curriculum for Shoah education are discussed. Relevance of teacher agency in Shoah education in other settings is considered. 相似文献
3.
Parlo Singh 《International Journal of Inclusive Education》2013,17(1):3-21
In this paper an analysis is undertaken of the accounts of pedagogic work provided by para-educational personnel working in two government-funded schools situated in a low socio-economic area of an Australian city. Specifically, the paper examines the accounts of two para-educational personnel who identified as Samoan/Pacific Islander and worked to improve the educational outcomes of students from the local Samoan/Pacific Islander community. It is argued that the pedagogic work of para-educational personnel may play an important role in redistributing discursive (informational) resources transmitted through schooling institutions. However, the positioning of para-educational personnel in the field of the local community and the field of education regulates the form/modality of pedagogic work, that is, what is taught and how it is taught. Moreover, the content and form of pedagogic work has the potential for realising inclusive and/or exclusive relations for students from disadvantaged backgrounds. 相似文献
4.
Bourdieu’s version of field theory has had an impressive impact on the ways that sociologists of education conceptualize educational practices. These accounts tend to focus on the varying levels of ontological complicity established between students’ cultural dispositions and educational institutions. In this paper, the wisdom of these accounts is acknowledged but it is also suggested that Bourdieu’s field theory does not go far enough to detail the ways that positions in local educational fields embody pedagogic qualities and action trajectories. Drawing on insights from social psychology and relational sociology, a field theory for local educational action is outlined that more adequately accounts for the ways that students and educators directly experience and act upon curricular and pedagogic qualities in educational settings. An empirical example is then offered of the authors’ claims within the context of curricular tracking/streaming, and the article concludes by considering the practical and political consequences of this theoretical shift. 相似文献
5.
Technological advances in the form of ubiquitous computing has altered the learning landscape today. Contemporary modes of learning afford curricular innovations in schools. While learning journeys of decades ago entailed field trips to places of interest such as museums and zoos where students completed tasks or worksheets after each trip, the learning journeys of today are facilitated by technological tools such as smart devices and global positioning systems. Learners are moving away from being mere content consumers through technology-facilitated dialoguing and content creation (Tay and Lee 2014; Tan et al. 2011). In this paper we unpack tenets of a technology-facilitated curricular innovation (CI) through a case study analysis of the development and implementation of a Digital Learning Trails (DLT) project. Through tracing the trajectory of the DLT project, we identify factors related to the scalability and sustainability of this CI that was developed in one school and subsequently used by more than 200 schools in Singapore. We posit that scaling curricular innovations in schools can be conceptually provisioned through a rhizomatic lens where innovation is characterized by multiple trajectories, allowing for recontextualizations of CIs. We argue that, (1) the pedagogic process in the context of education and scaling is based on supporting apprentice-schools to make multiple recontextualizations; (2) the enculturation process of a school adopting and implementing a particular innovation is based on a rhizomatic rather than linear, conception of the development of expertise; and (3) the process of CI implementation is based on developing the capability to not only make multiple recontextualizations but also to accumulate enough capital to send out new ‘roots and shoots’ as it spreads. 相似文献
6.
Leonel Lim 《International Studies in Sociology of Education》2017,26(4):353-374
Drawing upon Bernstein’s writings on the pedagogic device, this article examines how critical thinking is regulated in Singapore through the process of pedagogic recontextualization. The potential of critical thinking to speak to alternative possibilities and notions of individual autonomy as well as its assumptions of a liberal arrangement of society are problematized in Singapore. By documenting how such curricular discourses are articulated by the state and taken up in schools and classrooms, the article provides a sociological account of the relations between the organization of knowledge and the distribution of social power and control. The analysis reveals that even as official understandings of critical thinking are transmitted in the classroom, alternative, non-official orders of meaning are inevitably made available. Showing how teachers and students act to resist and challenge these prescribed understandings the article argues that the very ideas of change and indeterminacy are fundamentally built into the pedagogic device. 相似文献
7.
发挥数学史在实现新课程整体目标中的作用--兼谈《全日制义务教育数学课程标准》一个实例的补充意见 总被引：2，自引：0，他引：2
《全日制义务教育数学课程标准(实验稿)》给出了未来10年内我国数学教育的基本目标和实施建议．数学史对实现新课程的整体目标将发挥重要的不可替代的作用，教师应在指导学生自主学习和探究中，注意发挥数学史的现代教育价值，提高教学质量． 相似文献
8.
Neil R. Ingram 《Technology, Pedagogy and Education》2016,25(1):1-18
The ‘pedagogic discourse’ can describe the power relations and fields of influence within schools. This article extends the approach to include ICT-mediated learning in schools by considering evidence from the InterActive project, undertaken by the University of Bristol, England, in 2000–04. The article also considers how the pedagogic discourse can complement post-Vygotskian sociocultural models of learning. ICT is presented as a ‘recontextualising field’ that exerts influence by weakening the classification and framing of the discourse. Successful uses of ICT tend to favour ‘invisible’ pedagogies: collaborative modes of active working with shared competences, in lessons containing elements of ‘discovery’. Tensions can arise if the dominant discourse is a ‘visible’ pedagogy that favours individual performance, with the teacher as the voice of authority and controller of the discourse. These tensions can lead to ICT being marginalised or discredited by teachers or lead to new modalities of pedagogy. 相似文献
9.
BIANCA THOILLIEZ 《Journal of Philosophy of Education》2019,53(4):759-772
This article aims to study one of the potential contemporary updates of pragmatist philosophy. Specifically, it explores pedagogic possibilities that open up by adding Axel Honneth's studies to the discussion on the ethics of recognition, with the community dimension of education found in John Dewey's philosophy of education. In the spirit of Richard S. Bernstein's understanding of Dewey's radical democracy and from a more clearly educational philosophical perspective, the article explores the pedagogical possibilities that arise from broadening the communitarian dimension of education found in Dewey's philosophy of education with the studies by Honneth on the ethics of recognition. In the line of Colin Koopman's definition of transitionalism as a ‘philosophical temperament’, Honneth's ethics of recognition ‘transitions’ the Deweyian tradition towards a more contemporary disposition to think through the ethical dimension of education. The article intends to make use of a fruitful dialogue between classic pragmatism and critical theory to address some challenges of contemporary school life. 相似文献
10.
农村初中英语课改中存在的问题及对策 总被引：3，自引：0，他引：3
刘伦浩 《赣南师范学院学报》2006,27(1):137-140
新一轮课程改革在农村学校已全面推行,课改对农村学校的英语教学带来深刻的影响。农村初中英语课改虽取得了一定成效,但也存在着不少困难和问题,在一定程度上阻碍了课改的深入实施。文章拟就农村初中英语课程改革在实施进程中存在的问题,结合在课改实验区所进行的有关调研展开探讨分析,提出几点相应的对策。 相似文献
11.
The aim of this article is to review the current state of inclusive education in the world and to suggest a few relevant considerations. The first section “Two parallel concerns” retraces the inescapable connections between the educational aspects of inclusive education and more general concerns regarding inequality. The second section “Inclusive education in academic publications” scrutinizes academic publications and identifies two major themes among their contents: at first sight the internal transformations occurring in schools attract attention, but subsequently the territorial environment also gives rise to some concern. The third section “Inclusive education in the publications of international organizations” notes our search criteria for sifting through the documentation of the World Bank, OECD and UNESCO. The IBE/UNESCO workshops reflect varied, though converging interpretations of the concept of inclusive education in different parts of the world. All the official publications, however, tend to concentrate on the internal dynamics of schools, and there are not many that take a look at relations between inclusive education and public policy. Our last section “The geographical dimension of inclusive education” puts forward a few arguments in favour of paying more attention to inclusive education at the local and national levels. The main reasons for highlighting the local dimension arise from the combined factors of social deprivation, the need to co-ordinate measures taken in schools and the possibility of allowing a significant opening for community participation. The main reasons for paying attention to the national dimension relate to possible synergies between inclusive education and the expansion of education (for example, is schooling progressing at the same pace at different educational levels?), as well as between inclusive education and social protection (for example, do the many educational conditions applied to cash transfers have consistent pedagogic implications?). 相似文献
12.
刘仁义 《陕西理工学院学报(社会科学版)》2004,22(3):78-82
传统的高师数学教育专业的教育类课程在课程设置、课程标准、教学内容、教学方法和手段等各方面存在着诸多问题．为适应基础教育新课程改革和教师专业化趋势与定位，需要重新审视高师数学教育专业教育类课程的目标，改革与重构教育类课程的内容体系，突出教育类课程的实践环节． 相似文献
13.
Sabine Weiß Markus Kollmannsberger Thomas Lerche Viktor Oubaid Ewald Kiel 《欧洲特需教育杂志》2013,28(2):200-219
The goal of the following study is to identify a pedagogic signature, according to LS Shulman, for working with students who have special educational needs. Special educational needs are defined as significant limitations in personal development and learning which require particular educational measures beyond regular education. The development of a pedagogic signature should create an identity and provide guidance, particularly for teachers who are working in the context of inclusive schools with no prior knowledge or training in this regard. The study is carried out against the background of the structural uncertainty of the teaching profession and takes into consideration existing normative, theoretical and empirical approaches in education. Existing research regarding demands is largely theoretical, while empirical research is rudimentary. The present study used a multi-method approach to identify demands for working with students with special educational needs. Experts in the areas of learning disabilities and emotional/behavioural disorders completed an instrument from the field of industrial and organisational psychology, quantifying and weighting professional demands on teachers according to their importance. The results were added and validated through group discussions, creating a demand profile. By combining the results with the dimensions of a signature pedagogy, according to Shulman, it is apparent that surface structure and deep structure play a minor role in the perceptions of special needs teachers. The central importance of the implicit structure is characteristic of the pedagogic signature. This importance is represented by the target group’s emphasis on demands such as having an appreciative leadership or authenticity. An even greater emphasis is placed on the aspect of attitude – this is having a humanistic ethos. The demand profile and the resulting consequences for the practice of teaching will be considered with a view towards current problems and questions in research and practice, and particularly with regard to inclusion. 相似文献
14.
15.
Sarah McNicol 《学校用计算机》2013,30(4):227-238
This article discusses the two main strategies commonly used to safeguard children and young people online; namely, Internet filtering and digital literacy education. In recent U.K. government guidance, both are identified as means to prevent online radicalization in schools. However, despite the inadequacies of filtering, more attention is usually paid to technical solutions than to pedagogic ones. In this article, a critical digital literacy approach is proposed to allow students to explore and discuss the types of controversial issues they may encounter outside school within a supportive environment. Such an approach can allow schools to meet their responsibility to help young people to develop appropriate skills to engage with the Internet as it actually is, not as we might like it to be. 相似文献
16.
Toronto boasts a large and diverse system of public alternative schools: schools where democratic practices, student access and a commitment to public education are fundamental. There are academic schools; schools with thematically focused curricula; schools driven by social movement principles such as antiracism and global education; schools for students who do not thrive in mainstream schools; and schools with alternative scheduling and delivery practices for students who must work. The schools are small, supporting personalized relationships among teachers and students, with teacher-driven curricular programs that are responsive to student interests. Curricular innovation is made possible because alternative schools are only loosely coupled with the rest of the public education system, but they still must comply with school system regulations. This paper describes how teachers’ work and the structural elements of alternative schools support school-based innovation. 相似文献
17.
June Bianchi 《The International Journal of Art & Design Education》2011,30(2):279-292
Recent educational policy and practice have established an extended role for all subjects in addressing children and young peoples' academic and interpersonal development, with strategies facilitating key skills and wider learning across areas of Citizenship and Personal, Social and Health education providing an integrated approach to education and welfare. The significance of global development education within a holistic curriculum acknowledges the increased awareness of the interconnected nature of our relationship with each other and with the planet we share as world citizens. The arts have a strong track‐record in addressing such key issues – challenging hierarchical paradigms which reinforce prejudice and stereotyping, the arts encourage reflexive processes and critical engagement with diversity and pluralist perspectives. This article investigates curricular approaches to the global dimension within education in relation to theoretical perspectives and policies, presenting an intercultural art case study as a model of practice in engaging diverse participants in reflection on their own and others' experiences across a range of socio‐cultural contexts. Current political shifts reaffirming the centrality of the discrete disciplines over cross‐curricular practice could potentially undermine a more holistic approach to education. The article argues that policy and practice, implemented in response to changing political and philosophical ideology, must nevertheless maintain a commitment to fostering interdisciplinary values of cultural awareness. Such practice must form part of an inclusive internationalist educational vision, impacting on social cohesion. 相似文献
18.
Leah Sikoyo 《Cambridge Journal of Education》2010,40(3):247-263
This article explores teachers’ experiences of implementing the problem‐solving approach; a learner centred pedagogic innovation prescribed by a centrally mandated curriculum in Uganda. It presents teachers’ interpretations of the pedagogic principles suggested by the innovation as well as their accounts of challenges of implementing the pedagogic approach. The findings suggest that the teachers’ implementation of the problem‐solving approach was far more regulated by contextual affordances and constraints within schools and the broader education system and society than by their interpretations of the official curriculum. These findings highlight the influence of structural contextual factors in regulating pedagogic practice and teachers’ take‐up of learner‐centred pedagogies in Africa. The evidence from this paper suggests the need for education researchers in developing countries such as Uganda to focus on helping teachers develop strategies for teaching large classes as learner‐centred pedagogies have a bleak future in the region. 相似文献
19.
课程是教育的载体,是培养目标的具体化,小学英语教师职前教育课程设置决定着小学英语师资的培养质量。高等师范院校英语教育专业的课程体系存在着培养目标定位不准确、课程目标模糊、课程结构不合理、课程设置与小学英语教育脱节等问题。所以,应从培养目标与课程目标的准确定位、课程结构的整体优化、课程设置与小学英语教育的紧密衔接等方面进行具有全程规划性的调整与改革,重构一个科学合理的小学英语教师职前教育课程体系。 相似文献
20.
The Scholarship of Teaching and Learning has become an important field of inquiry, focusing on the development of new and critical pedagogic approaches in higher education. It is a broad field leading to the emergence of a number of contrasting perspectives concerning the development of insights into teaching and learning. In this article, we explore the potential for Lesson Study to act as a framework for reflecting on and developing pedagogic practice in the university sector. Originating in Japan over a century ago, Lesson Study is a collaborative tool for analysing and developing understanding of student learning. This makes it an ideal tool for capturing and interrogating new and critical insights into teaching and learning. An outline framework is suggested for developing the use of Lesson Study in higher education and we discuss how it can form a positive methodology for extending the work of the Scholarship of Teaching and Learning. 相似文献