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1.
The educative goal of citizenship education through science education converges to the declared purpose of the SSI research movement. Socioscientific issues formulated in science education research covering topics as biotechnology, environmental issues, sustainable development, energy choices, have been introduced in French Middle Schools. But citizenship is often not clarified and can be multiple. After having clarified who is the citizen targeted by SSI research movement, the concept of citizen in the French curriculum needs to be clarify. What do these citizens have in common with the citizen that a sociology literature review let see oscillating between obedience and critical thinking has also been investigated. The paper also looks at the teachers’ views and their contribution to citizenship education through socioscientific topics described in the national curriculum. From the analysis, different teachers’ views of citizenship education have been highlighted: a normative citizenship education in connection with civility and rules and an emancipatory citizenship education to develop pupils’ skills such as searching and evaluating information, argumentation and critical thinking in order to enable pupils to build their own argued opinion and to participate to public debates. This last emancipatory view of citizenship education is congruent with the aim of social empowerment within the SSI research movement. 相似文献
2.
孔春辉 《湖南师范大学教育科学学报》2007,6(5):51-54
我国现代著名的教育家廖世承在担任国立师范学院院长时,带领学院师生开办社会教育,对学院所在地的文化、卫生、生产等事业的发展和民众教育水平的提高,起到了巨大的推动作用.社教工作是国师智力、人力和财力的全方位付出,凸显了国师推广地方文化教育的中心地位,而廖世承的社会教育思想是国师社教工作发展的原动力. 相似文献
3.
This article analyzes how teachers in U.S. classrooms navigate, dialogue, debate, and absorb the ideas of privilege, power, and the presence of various forms of injustices. Through their understanding of these topics, we explore how K-12 teachers engage, disengage, and rationalize issues of social justice in education, society, and their own classrooms. This article utilizes teachers' dialogue through one curricular design used by a group of teacher educators to ensure safety, dialogue, and reflection. Using a grounded theory approach, we find that teachers lie on a continuum somewhere between shirking or embracing their role and responsibilities towards social justice. By highlighting K-12 teachers' understandings and positionalities regarding social justice, this study helps teacher educators charged with preparing teachers to better recognize the challenges we face in bringing social justice curricula to teacher education programs. 相似文献
4.
Political assumptions underlying pedagogies of national education: The case of student teachers teaching ‘British values’ in England 
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下载免费PDF全文 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
5.
Fiona Hilferty 《The Australian Educational Researcher》2008,35(3):53-70
In this paper I critically examine the changing nature of teacher professionalism in relation to educational policy-making,
specifically, the new national policy for values education in Australian schools, and a newly endorsedCultural Understandings syllabus for teaching in New South Wales' secondary schools. I argue that these policy changes connect teachers' work to
a broad citizenship agenda, where values formation is increasingly seen as a core responsibility of teachers, and intercultural
education is proposed as a domestic strategy for social cohesion. 相似文献
6.
In 2005 the Dutch Minister of Education proposed making it compulsory for all schools in The Netherlands to stimulate active citizenship and social integration. Teachers must give these educational goals a tangible form in their practice. What are the teachers' views on citizenship education? Concepts of citizenship education and the teacher's role in it may differ widely, and very different perspectives on values and value development are possible. This article addresses how teachers view citizenship education. We present the results of a survey conducted among a representative sample of Dutch secondary schools. The results show that teachers make clear choices in the importance they attach to certain values. Teachers want students to acquire skills to analyse, communicate and reflect on values, and they want to stimulate the development of certain values. The chosen values relate to different types of citizenship. School level, school subject and the age of the teachers make a difference to the importance teachers attach to different values. 相似文献
7.
Role Conflict and the Dilemma of Palestinian Teachers in Israel 总被引：1，自引：1，他引：1
Ibrahim Makkawi 《比较教育学》2002,38(1):39-52
This paper explores the dynamics of conflicting role expectations among Palestinian teachers in Israel while focusing on the ways by which these expectations are generated and shaped by the broader sociopolitical context of the Israeli-Palestinian conflict and its impact on the educational system. Following a brief review of the historical background and the changing role patterns among Palestinian teachers in general, the paper focuses on Palestinian education in Israel and the role of Palestinian teachers within it. The central argument is that the Israeli authorities have been systematically using formal education and the teachers' role in order to repress national identity and awareness among Palestinian students. Data from interviews with Palestinian student activists about the contribution of the formal education to their national identity is used to illustrate the dilemmas and challenges experienced by their teachers. 相似文献
8.
Lindsay Paterson 《Higher Education Quarterly》2003,57(1):67-93
Using the results of a sample survey of academics in higher education institutions in Scotland and England, the paper assesses attitudes to the civic role of higher education. It places these in the context of debates about core academic values, about the public accountability of higher education institutions, and about the devolution of political power in the United Kingdom. It finds that there is widespread attachment to a civic role for higher education, alongside strong attachment to traditional academic values. These values are not significantly influenced by individual academics’ gender, age or social class of origin, and differences by academic discipline are not as strong as might be expected. Academics in Scotland tend to hold a somewhat more civic view than academics in England. This national difference seems to be a product of distinctive national systems, since academics of English origin in Scotland share in the majority Scottish views. 相似文献
9.
五年制小教专科教育课程建设既要融入高等师范教育课程改革体系,又要从小学课程改革的实际出发,顺应义务教育新课程改革的新形势。构建“综合培养、文理渗透、四块结合、五年一贯、预专分段”的培养模式;突出学科思想和方法的教育;注重应用能力的培养;开发学生的学习、创造性潜能;大力推广现代网络、信息技术辅助教学;增加教育学科课程比例;提升学生教学能力的“大专性”和“学术性”。 相似文献
10.
ABSTRACTGlobal citizenship education (GCE) has recently been promoted by national education systems and supranational organisations as a means for facilitating social cohesion and peace education. We examined the perceptions of GCE held by teachers from the three main education sectors in Israel: secular-Jewish, religious-Jewish, and Palestinian Arab, and found stark differences in the way teachers from each sector interpreted the term. For marginalised groups (Palestinian Arab), GCE is seen as offering a way of securing a sense of belonging to a global society. For already well-resourced social groups (Jewish secular), GCE is viewed as a way of promoting global futures. Meanwhile, for the Jewish religious minority in Israel, GCE is seen as a threat to national identity and religious values. Our findings cast doubt on the unifying potential of GCE, and we conclude by calling upon scholars and policymakers to examine unique obstacles facing GCE in their various contexts. 相似文献
11.
乡村教师队伍建设是实现教育现代化的关键所在。国家相关政策文件在教师培养、培训及保障等方面均对乡村教师予以特别倾斜,这既是对乡村教师特殊贡献的肯定,也是对乡村教师队伍的积弱事实的一种承认。目前我们乡村教师队伍建设过程中仍存在队伍“逃离”、文化“盲从”、各方“掣肘”等典型弱势表征。针对这种弱势状况,需要树立现代化的乡村教育理念,强调乡村教师角色的多样化和乡村文化的固有特色;建立现代化乡村教师编制管理机制,构建现代化的培养培训体系;同时在教师的职业发展、社会地位、生活待遇等方面给予强有力的保障,逐步实现乡村教师队伍的现代化,为乡村教育乃至整个教育的现代化夯实基础。 相似文献
12.
新疆特殊的区情,决定了民族团结教育在意识形态工作中具有重要作用。以往新疆高校开展的民族团结教育侧重点主要放在广大学生中,但不容忽视的是教师作为民族团结教育的中坚力量,有着为人师表,教书育人,传道解惑的重要责任。只有教师认识到了民族团结的重要性,才能更好地教育学生、帮助学生树立坚定的信念。对高校教师在民族团结教育工作中的作用进行探析,以期更好地实现高校的育人功能。 相似文献
13.
Michael R. Matthews 《Science & Education》2009,18(6-7):641-666
This special issue of Science & Education deals with the theme of ‘Science, Worldviews and Education’. The theme is of particular importance at the present time as many national and provincial education authorities are requiring that students learn about the Nature of Science (NOS) as well as learning science content knowledge and process skills. NOS topics are being written into national and provincial curricula. Such NOS matters give rise to questions about science and worldviews: What is a worldview? Does science have a worldview? Are there specific ontological, epistemological and ethical prerequisites for the conduct of science? Does science lack a worldview but nevertheless have implications for worldviews? How can scientific worldviews be reconciled with seemingly discordant religious and cultural worldviews? In addition to this major curricular impetus for refining understanding of science and worldviews, there are also pressing cultural and social forces that give prominence to questions about science, worldviews and education. There is something of an avalanche of popular literature on the subject that teachers and students are variously engaged by. Additionally the modernisation and science-based industrialisation of huge non-Western populations whose traditional religions and beliefs are different from those that have been associated with orthodox science, make very pressing the questions of whether, and how, science is committed to particular worldviews. Hugh Gauch Jr. provides a long and extensive lead essay in the volume, and 12 philosophers, educators, scientists and theologians having read his paper, then engage with the theme. Hopefully the special issue will contribute to a more informed understanding of the relationship between science, worldviews and education, and provide assistance to teachers who are routinely engaged with the subject. 相似文献
14.
Globalisation has extended the competition between nation-states to that between metropolises of the same or different nations. Many studies have shown how nation-states respond to the challenge of globalisation by reconfiguring their citizenship education curriculum into a multileveled framework comprising personal, social, local, national and global dimensions. However, how metropolises reshape their citizenship education to meet the demands of their nation-state's national solidarity in order to respond to the external challenges of globalisation, and the global–national–local relationships arising from the reconfiguration are under-researched. With reference to Shanghai, the study aims to explore the perceptions of students and teachers about the dynamics and complexities in the juggling of global, national, local, and personal–social dimensions of multiple identity in a multileveled polity. Data are drawn from a questionnaire survey and interviews with students and teachers including principals. The study shows that students and teachers considered these four dimensions important, and that complex relationships between these dimensions exist. The article argues that in an increasingly interconnected and interdependent world these dimensions intersect with, and are complementary to, one another. In a multileveled polity, different actors including global forces, nation-state, local government and individuals interact in an intertwined manner in the processes of remaking cities for modernisation and globalisation. 相似文献
15.
师德有传统和现代两个基本维度,后者是对前者的继承和发展,既有文化精神的延续,又随着社会价值观的变迁而发展。现代师德的发展具有经济、政治和文化三重意蕴:在积极适应市场经济道德价值观的同时,追求内在的超越,保持自身的相对独立性,体现一种"主体精神";坚持师德的社会主义政治方向,具有大德和国家意识,为民族复兴和社会进步育人育才;倡导"育人为本"的价值取向,彰显尊重生命的教育伦理,实现提升教育境界、推进教师发展和引导学生成长的多元价值。 相似文献
16.
Copur-Gencturk Yasemin Jacobson Erik Rasiej Richard 《Journal of Mathematics Teacher Education》2022,25(3):267-291
Instruments designed to measure teachers’ knowledge for teaching mathematics have been widely used to evaluate the impact of professional development and to investigate the role of teachers’ knowledge in teaching and student learning. These instruments assess a mixture of content knowledge and pedagogical content knowledge. However, little attention has been given to the content alignment between such instruments and curricular standards, particularly in regard to how content knowledge and pedagogical content knowledge items are distributed across mathematical topics. This article provides content maps for two widely used teacher assessment instruments in the USA relative to the widely adopted Common Core State Standards. This common reference enables comparisons of content alignment both between the instruments and between parallel forms within each instrument. The findings indicate that only a small number of items on both instruments are designed to capture teachers’ pedagogical content knowledge and that the majority of these items are focused on curricular topics in the later grades rather than in the early grades. Furthermore, some forms designed for use as pre- and post-assessment of professional development or teacher education are not parallel in terms of curricular topics, so estimates of teachers’ knowledge growth based on these forms may not mean what users assume. The implications of these findings for teacher educators and researchers who use teacher knowledge instruments are discussed.
相似文献17.
刘珈伶 《九江职业技术学院学报》2010,(1):71-72
高校学生的道德教育对全社会的道德建设起着导向作用,是社会道德进步的动力。信息化时代的到来,要求全面更新道德教育内容,其中引导高校学生正确认识文化多样性和各民族文化传统的特征,正确认识全人类利益和民族利益的关系,是信息时代对高校学生道德教育提出的迫切要求,强化体育课堂德育教育是当前普通高校体育老师重任之一。 相似文献
18.
人工智能正重构传统教育生态,推动着思想政治教育向智慧思政转型。"人工智能+思想政治教育"在解放思想政治理论课教师体力劳动的同时,也引发了主体性危机。当前,思想政治理论课教师应深刻把握智能时代下理论与理论思维、人的发展和社会发展、行与知的关系,并通过学校、国家和社会层面的统筹规划、融通衔接、教育培养,不断审思人工智能与思政教育的深度融合之道,以切实履行好思想政治理论课教师的角色担当。 相似文献
19.
In this paper we conduct a Structuralist analysis of the General Teaching Council for England’s Code of Conduct and Practice for Registered Teachers in order to reveal how teachers are required to fulfil an apparently impossible social role. The GTCE’s Code, we argue, may be seen as an attempt by a government agency to resolve the political and ideological tensions that emerge in a society that grapples with the paradox of revering individual autonomy whilst simultaneously being dependent upon state-delivered services like a national education system. In such a situation it seems that teachers are a locus in which these tensions collide. However, the GTCE’s attempt to bridge the philosophical gaps provides an opportunity, we conclude, for teachers and teacher-educators to explore the differences between public myths of the teaching profession and the lived reality of life in the classroom. 相似文献
20.
黄福涛 《北京大学教育评论》2020,(2):87-101,189
本文基于公开的数据库与相关期刊和书籍等,使用量化研究方法,对1979~2019年日本高等教育研究主题内容和方法等发展变化做了较为全面和系统的考察。本文主要发现包括:首先,1979年以来高等教育研究文献数量的持续增长说明,高等教育研究在日本并非一个日趋衰落或越来越不受重视的领域。其次,日本高等教育政策和高等教育改革措施直接影响了高等教育研究的主题变化及其数量。日本高等教育研究总体上比较注重研究与政府和社会变化的联系,具有较强的问题意识,强调研究的实践性和针对性等。第三,从国别研究来看,日本高等教育总体上仍然一直重视对美国的研究,但20世纪90年代后期开始,日本高等教育比较研究的焦点逐渐从西方、尤其是从欧洲大陆的主要国家过渡到东亚的中国和韩国。最后,过去40年高等教育的学术研究逐渐从重视史料及文本的整理和解读,转向更多基于大规模问卷调查数据的量化研究。此外,与早期多注重介绍和翻译来自美国学者的研究相比,近年来的学术研究更强调原创性和具有新意。 相似文献