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 15 毫秒
1.
The field of self-study of teaching and teacher education practices, like a number of other areas of inquiry, appears negligent in paying intellectual debt to Joseph Schwab who revolutionalized the fields of curriculum and teaching in the 1970s with his ideas about the practical. In this article, I trace my personal journey of coming to know Schwab's contributions and how I came to vicariously know Schwab as a professor who not only paved the scholarly way to self-study, but also appeared to practice a form of self-study by making his personal teaching an object of inquiry. To my way of thinking, Schwab practically and theoretically blazed a trail for the self-study of teaching and teacher education practices long before the line of research became recognized as a legitimate strand of inquiry. Furthermore, Schwab's thinking provides, for me and others, a possible plotline that could lead to renewal in the field of teaching and teacher education.  相似文献   

2.
Joseph Schwab,curriculum, curriculum studies and educational reform   总被引：1，自引：1，他引：0  
The ‘Practical 1’ paper combines Schwab’s abiding concern, for the nature and quality of educational experience with another abiding concern, for how we think about what we do. The Practical 1 is the first of a set of four ‘practical’ essays. These in turn are the product of his thinking about college education and his ideas on the principles of scientific inquiry applied to education in the Practical 1. What Schwab said about education was considered provocative at its time. What Schwab was doing has continuing value. He would, no doubt, say different things in the current educational environment but what he was doing as he said them would remain close to the original.  相似文献   

3.
ABSTRACT

This article analyzes various issues related to a professional society’s having greater influence on governmental, societal, and global issues. Analysis of association/society missions and goals, support for enhanced connections with other groups and collaboration to other disciplines through scholarly research projects, plus greater relevance and impact of scholarly inquiry on societal and global issues is presented. However, association/society influence is marginalized unless there is enhanced support by university leadership and faculty of a new or expanded view of scholarly inquiry. One possibility in gaining support or recognition by colleagues, government, community, and society is through a name change that reflects expanded mission and goals, plus a grants program which identifies with Boyer’s model of expanded academic scholarship and impact.  相似文献   

4.
The literature suggests that radical changes to teacher education are common but rarely well-planned or resourced. Such changes can be detrimental to the quality of learning and it is challenging for educators to know how to respond. Joseph Schwab argued that for balanced curriculum development to occur, deliberation must take place with the four commonplaces (teachers, learners, subject matter and milieu). In this study, three teacher educators in a research intensive university in New Zealand were forced to combine three distinct courses (Health, Outdoor and Physical Education) into one course. Concerned that student learning would be compromised, we embarked on a series of deliberations informed by Schwab’s ideas. The deliberations involved meeting regularly over six months, inviting representatives from the commonplaces (program leaders, pedagogical specialists, pre-service teachers and teachers) into our deliberations and reflecting on the process. Analysis revealed that our deliberations could be characterized by phases: (1) creating the necessary conditions, (2) the problem emerges, (3) the solution emerges, (4) evaluation and (5) beyond deliberation. These phases of deliberation were distinguished by different concerns and timeframes and roughly reflected the stages of deliberation identified by Schwab. Convergence and divergence from Schwab’s stages are discussed. While much of Schwab’s work on deliberation remains relevant today, we recommend the addition of an initial phase focused on establishing a collaborative basis at the beginning of the process. We found this phase not only generated respect and care amongst the collaborators, but also helped frame the problem and enabled new solutions to emerge.  相似文献   

5.
Missing from the growing literature on Jewish camps is Lukinsky’s (1968) pioneering study of the curriculum to teach responsibility that he designed for the 1966 Ramah American Seminar. Reviewing this work I discovered that Lukinsky—under Schwab’s (1971) influence—creates a rare balance between his own perspectives as an educational practitioner turned researcher with those of Erik Erikson, the famed developmental psychologist. I suggest that we read his work as an example to all who call upon theories of psychological development on how to use those theories to illuminate our thinking while not allowing them to dominate our educational discourse.  相似文献   

6.
In 1970, Joseph Schwab published the first of four papers that argued for a turn to the idea of the Practical in curriculum research and practice. In this paper, I revisit Schwab’s original paper and explore the extent to which his case for the Practical is still relevant today. I first look at the past of the deliberative tradition in which Schwab’s argument is located. I argue that a more precise engagement with the work of Aristotle – particularly the distinction between making/production and doing, and between knowledge of the eternal and of the variable – can strengthen Schwab’s case and allow for a better understanding of the kind of knowledge and judgement needed in education. In relation to the present, I highlight three ways in which the current context has changed from when Schwab published his paper. These concern the strongly diminished space for teachers’ professional judgement; the rise of a call for evidence-based education; and the shift in curriculum studies away from practical questions. To (re)connect the field of curriculum studies and research with questions about the ‘doing’ of curriculum is, in my view, where a deliberative approach such as the one articulated by Schwab remains highly relevant.  相似文献   

7.
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   

8.
欲理解陈寅恪的历史文化思想以及其人格中的士大夫精神遗传,必须从他的家族历史、父祖遗传入手。陈氏终生以其精到深入的史学研究,致力于护持弘扬中国文化,尤其盛倡独立精神与自由思想,此乃融汇中西文化精粹对民族文化传统的重铸更新,是传统文化在他手里创造性转化的体现。陈氏是一位终生恋慕、崇敬中国文化,被其所化并具有真正文化人格的杰出史家。至于他身上的士大夫精神遗传,只能视为他身受传统文化中正大人格之薰习所致,不但不应以守旧落后视之,而且有待今日学人群起仿效,追慕弘扬。  相似文献   

9.
Memorizing a memory: Schwab’s the Practical in a German context   总被引：1，自引：1，他引：0  
The paper outlines the reception of Schwab’s essay ‘The practical: A language for curriculum’ in German-speaking countries in the 1970s and 1980s. The story is a good demonstration of the ways in which different circumstances and phases of development determine transatlantic exchanges and the influence of concepts in the field of education, and especially of curriculum. The central ideas of Joseph J. Schwab’s concept of curriculum theory and curriculum-making were related to the traditions of general Didaktik in the German-speaking world. It would have been well suited for a reception. Nevertheless, the reception the essay received was at first not a story of success; on the contrary, we have to diagnose a historical neglect. Circumstances today are much better for rethinking Schwab’s analysis under the new conditions of standardizing and competence-oriented curriculum policies.  相似文献   

10.
Abstract

Peirce made repeated attempts to clarify what he understood as abduction or creative reasoning in scientific discoveries. In this article, we draw on past and recent scholarship on Peirce’s later accounts of abduction to put a case for how teachers can apply his ideas productively to elicit and guide student creative reasoning in the science classroom. We focus on (a) his rationale for abduction, (b) conditions he recognised as necessary to support this speculative reasoning, (c) pragmatic strategies to guide inquiry and test conjectural hypotheses, and (d) his growing recognition of creative dimensions to reasoning beyond abductive inference-making. We illustrate this case through examples of a guided inquiry approach to student claim-making in the science classroom.  相似文献   

11.
作者从王国维的基本学术观和其主要的治学方法两方面阐述和评析了王国维的治学思想及其现代价值。  相似文献   

12.
Schwab (Schwab, J. J. (1970). The practical: A language for curriculum. Washington, DC: National Education Association, Center for the Study of Instruction) named the teacher, learner, subject matter, and milieu as the desiderata essential for curriculum making. In our research, the teacher commonplace has formed the entry point of inquiry. Increasingly, the milieu commonplace has perplexed us. In this article, we examine what we have termed “traveling stories” through different field texts focusing on what happens when individuals from different milieus are brought together in one school context. We explore how learning may be shut down in a miseducative way or opened up to educative possibilities through understanding the influence of diverse milieus—those we vicariously carry with us and those we currently share with others—and how they converge to shape the meanings individuals create in seemingly shared situations.  相似文献   

13.
The literature suggests generic workshops on the scholarship of teaching and learning (SoTL) rarely have a lasting impact on teaching. Seeking an alternative approach, academic developers designed a four-stage Collaborative Scholarship Model where they provided individualised SoTL mentoring to academics implementing a teaching innovation. Project outcomes included sustained change to teaching, openness to new ideas, scholarly contributions and peer recognition (through awards, publications or invited presentations). This model had a sustained impact on participants’ teaching and increased research productivity. Although few individuals can be mentored at one time in this labour-intensive model, long-term benefits may still outweigh limitations in scalability.  相似文献   

14.
In his article ‘Globalisation, the Learning Society, and Comparative Education’, Peter Jarvis recommends lifelong learning in the period of globalisation as a topic ripe for scholarly research. In particular, he argues for the examination of the extent of lifelong learning around the world and its relation to different levels of employment. This article contributes to this line of inquiry by analysing how education policies facilitate adjustment to economic change and examining how advanced industrialised countries (AICs) compare in their promotion. Principal component analysis is used to construct indices for education systems that reflect these two objectives, and the results reveal considerable cross‐national variation. The Nordic countries appear well‐positioned to cope with changed skill needs. A closer look at the cases of Denmark and Italy portrays how a national education system can facilitate or hinder adaptation, respectively.  相似文献   

15.
This article describes a phenomenological approach to doing educational inquiry and understanding learning. Working within the qualitative tradition, the research is conceived as ‘narrow and deep’, intimate research that focuses definitively on internality and on first-hand experiences of learning. The theoretical background for doing phenomenological research is explained, especially in regard to the ideas of Edmund Husserl. Then, the author’s own systematic process for doing phenomenological research in education and exploring learning is offered with examples from his doctoral research project in which he investigated doctoral students and their experience of negotiating their learning. Samples from the author’s writing in regard to one research participant are used to illustrate the research process explicated in the article.  相似文献   

16.
The paper addresses the question of what we should make of Michael Young’s recent work with respect to curriculum theory by considering the particular case of South African curriculum reform. The paper thus traces two trajectories: the evolution of Michael Young’s ideas over time and South African curriculum reform in the post-apartheid period. The paper shows how the two trajectories have run in parallel, not least because of Young’s ongoing involvement and interest in South Africa. Three broad periods in Young’s career are identified: the new sociology of education period; a middle period where he engaged in substantial policy work, focusing predominantly on the relation between schooling and the economy; and his social realist phase, where much of his work has focused on an educational notion of specialized knowledge: ‘powerful knowledge’. The possibilities and limitations of this notion as it has been taken up in the research literature, and in relation to the South African case, are explored.  相似文献   

17.
While research on peer feedback in second language (L2) writing at university/college level has proliferated, scholars have conducted less research on peer feedback in L2 academic and scholarly writing. Drawing upon multiple sources of data including semi-structured interviews, stimulated recalls, online interviews via WeChat, first and revised drafts of master’s theses, peer written feedback, audio-recordings of oral peer feedback conferences and the finalised master’s theses, this case study examines how three master’s students affectively, behaviourally and cognitively engaged with peer feedback on drafts of their thesis in a Master of Education programme at a Macau university. The findings show that the relationship between sub-constructs within each dimension and the relationships between the three dimensions of student engagement were interconnected in a dynamic and complex way. While there were individual differences among the three students’ engagement, their affective engagement could promote or negatively influence their behavioural and cognitive engagement. This study builds our understanding of the multifaceted nature of master’s students’ engagement with peer feedback. It provides pedagogical implications about how peer feedback can enhance the quality of master’s students’ academic writing and sheds light on how to guide students to establish scholarly learning communities in higher education.  相似文献   

18.
Those who see research as structured by ‘paradigms’ of inquiry are often unclear about the precise nature of these paradigms due to the complexity of the concept. It is argued that there are competing understandings of paradigm, not simply different substantive paradigms. A ‘strong’ or socio‐historical account associated with Kuhn's work is contrasted with a ‘weak’ or philosophical account of paradigm that has become influential in educational circles. This analysis is applied to adult education as an academic field, which in terms of the ‘strong’ account of paradigm is not a unified scholarly enterprise but one animated by divergent, institutionalised research traditions. Three traditions are discussed in detail: participation studies, adult learning theory and participatory research. It is concluded that the field will be advanced by recognising the paradigmatic depth of its scholarly conflicts, and relating these differences to developments in other fields of human inquiry.  相似文献   

19.
Conclusion Invitations to inquiry have been shown to be not only an interesting and effective way of teaching science as inquiry by inquiry, but also as a highly effective means for teacher education. It is recommended that institutions which employ the classic model of microteaching (Allen and Ryan, 1969) revise their approach and adopt a more holistic approach such as the one described here. This article is dedicated to the memory of Dr. Joseph J. Schwab, a master of science teacher education and a curriculum scholar whose ideas continue to illuminate classroom practice.  相似文献   

20.
Key ideas in the work of Michel Foucault are explored and applied to the organized pursuit of knowledge in higher education. His association of power and knowledge accounts for deeply rooted practices in higher education that would need to be mediated or overcome for there to be a revolution in inquiry to occur, such as the one advanced by Nicholas Maxwell. Foucault’s concepts of disciplinary power and bio-power, and how they act to manage the behavior of free citizens, are described. These concepts are then applied to free inquiry, to show how the activity of individual inquirers is managed and how critical inquiry is controlled. The management of inquiry involving four norms, two of them intrinsic to inquiry and the other two extrinsic, is explained. The potential of Foucault’s concept of discursive formations is introduced as a means of reconceiving inquiry to overcome these impediments to a revolution in inquiry.  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