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1.
Dorie J. Gilbert Mary Lehman Held Janet L. Ellzey William T. Bailey Laurie B. Young 《European Journal of Engineering Education》2015,40(3):256-266
This article reviews the literature on challenges faced by engineering faculty in educating their students on community-engaged, sustainable technical solutions in developing countries. We review a number of approaches to increasing teaching modules on social and community components of international development education, from adding capstone courses and educational track seminars to integrating content from other disciplines, particularly the social sciences. After summarising recent pedagogical strategies to increase content on community-focused development, we present a case study of how one engineering programme incorporates social work students and faculty to infuse strategies for community engagement in designing and implementing student-led global engineering development projects. We outline how this interdisciplinary pedagogical approach teaches students from the two disciplines to work together in addressing power balances, economic and social issues and overall sustainability of international development projects. 相似文献
2.
融合教育的深入开展给普通教师的职前培养工作带来了前所未有的挑战,教师教育者需对教师职前培养作出调整和变革以更好地满足融合教育实践的需求.本文通过对融合教育背景下美国普通教师职前培养的变革历程、趋势和特征进行总结和分析,发现美国普通教师培养中融合教育课程的定位经历了从"知识补充"到"技能提升"的转变,始终以融合教育实践需... 相似文献
3.
《Teaching and Teacher Education》1995,11(4):389-401
Theories associated with teacher knowledge suggest that teachers transform subject content knowledge into pedagogical content knowledge in teaching to enhance the content comprehensibility. It is assumed that the connection between teacher content knowledge and curriculum is characterized by the content knowledge transformation. This study, using an interpretive research method combined with cognitive knowledge elicitation and mapping approaches, examined the subject-pedagogical content knowledge transformation process that was associated with the teachers' curricular decision-making in secondary physical education. Findings indicated that the teachers shared a common subject content knowledge base but demonstrated a personalized pedagogical content knowledge repertoire, suggesting that the teachers' pedagogical content knowledge was personally constructed even though they shared a subject content knowledge base. The classroom curriculum was closely connected to the pedagogical content knowledge base. In addition, the teachers' curricular decisions regarding content inclusion/exclusion were primarily based on their perceptions of student learning abilities. The findings may imply that enhancement of prospective teachers' pedagogical content knowledge should be emphasized in teacher preparation programs because it serves as a bridge linking the subject content knowledge with the curriculum delivered in classrooms. 相似文献
4.
Institutional politics and diversity of ideological positions create challenges for teaching staff with polarised beliefs about inclusive education. This paper provides a methodological justification for a longitudinal study of the experience of developing an integrated ‘inclusive education’ curriculum in one initial teacher education programme. The research focus is on the day-to-day practicalities of how teacher education programme reform is attempted, rather than abstract theories about how it should take place. First, the paper considers why an ‘inclusive education’ approach is problematic. Second, the case narrative approach is explained. Finally, examples from two years of programme development are discussed. 相似文献
5.
Massimo Amadio 《Prospects》2009,39(3):293-305
This exploratory analysis of inclusive education issues in Latin America and the Caribbean is based on a series of documents
produced in the framework of the organization of the 48th session of the International Conference on Education, in particular
the National Reports presented at the Conference as well as country reports presented at preparatory meetings. The content
analysis of the materials focused on the following topics: (a) the legal and normative framework; (b) the current educational
policies; (c) the proposed or adopted approach in terms of inclusive education; (d) the main target groups; (e) inclusive
education and the curriculum; (f) the kind of indicators most frequently mentioned; and (g) problems and challenges for inclusive
education. One of the main challenges for the countries in the region is the appreciable gap between the stated principles
and vision on one side, and the actual practices of inclusive education, on the other. Thus, there is an urgent need to ensure
that policies and strategies translate into concrete actions aimed at changing the institutional practices and pedagogical
approaches in the school and the classroom. 相似文献
6.
知识经济的发展使可持续发展的本质内涵逐渐由传统的自然资源主导型转变为现代的知识资源主导型，这一转变给教育发展带来新的挑战和机遇。终身教育作为新的教育观念、教育原则和教育体系，是对传统教育进行变革和创新的结果，其性质和属性决定了其本身有利于可持续发展的实现，同时可持续发展也为终身教育的发展提供了物质基础、发展现念和科学原则，两相互依赖，相互促进。 相似文献
7.
Yeung Chung Lee 《Cultural Studies of Science Education》2018,13(2):485-515
This paper draws together two important agendas in science education. The first is making science education more inclusive such that students from non-Western or indigenous cultures can benefit from culturally relevant curricula. The second is integrating technology into the curriculum under the umbrella of Science–Technology–Society (STS) education to embrace the social aspects of science, with technology serving as a bridge. The advancement of the first agenda is hindered by the pursuance by both Western and non-Western societies of narrow cultural and practical goals without considering the development of science and technology from a cross-cultural perspective. The second agenda is limited by the misconception that technology is applied science, leading to the exclusion from STS discussions of pre-science or indigenous technologies developed by non-Western cultures. Through selected case studies of the evolution of Chinese traditional technologies and their interaction with science, this paper offers a perspective from the Far East, and argues for situating culturally responsive science education in broader historical and cross-cultural contexts to acknowledge the multi-cultural contributions to science and technology. A form of cross-cultural STS education is advanced, encompassing the cultural basis of technological developments, technology diffusion, interactions of traditional technology with science, and the potential development of traditional or indigenous technologies. This approach provides a bridge between the existing universal science education paradigm promoted in the West and the different forms of multi-cultural education advocated by indigenous science educators. To translate theory into practice, a conceptual framework is proposed in which the essential transdisciplinary knowledge base, curricular goals, and pedagogical approaches are embedded. 相似文献
8.
《International Journal of Lifelong Education》2012,31(3):309-324
How might an arts-informed pedagogy in a leadership development programme work to inspire, create and educate the leaders needed for creating more socially just and inclusive communities? This self-study explores how a post-secondary educator has integrated arts-informed approaches to teaching and learning in a leadership development programme at the University of Victoria, BC, Canada. Theories of arts-informed learning, pedagogical ambiguity and productive practices inform and situate my approach to engaging adult learners in aesthetic processes of reflexivity, emphasising the situated, inter-subjective and contextual nature of socially just knowledge construction. The article outlines five arts-informed pedagogical strategies described as ‘designs for provocation’ to explore how these aesthetic approaches support the development of creative and emergent leaders and commitments to social justice. It concludes by exploring the promise and limitations of the approaches discussed. 相似文献
9.
This article addresses key topics of Chinese as an Additional Language (CAL) education and classroom pedagogical practices. It reports on a 3-year ethnographic study within Australian schools to discuss dialogic pedagogical practices and students’ aspirations. Based on Freire’s conceptualisation of conscientização and banking education, the purpose of this article is therefore to unpack a journey to voices, courage and hope of a cohort of socially, linguistically and economically disadvantaged students in Western Sydney, one of the most culturally diverse regions in the country. Their experiences, responses, dreams and understanding of CAL education in multicultural Australia were thus captured. Our data shows that critical CAL education might point to some avenues for the educational equity agenda. By arguing that emancipatory and critical practices could enhance students to achieve consciousness and collective self-transformation, we aim to make a contribution to the literature on CAL and languages education, which all too often isolates from broader issues in educational theory. The article also adds to the limited research that engages with CAL classroom data. Our critical approach to CAL education illuminates the intersections between language and social inclusion. Considering the worldwide growing upheaval and scepticism around CAL education, we call for writing inclusive languages education and related pedagogical practices into the social inclusion agenda in Australia and internationally, for the teaching and learning of all additional languages. 相似文献
10.
Diana Dias 《International Journal of Inclusive Education》2018,22(4):360-374
An inclusive education goes beyond the acquisition of discipline knowledge or skills. Inclusion is concerned with the participation and integration of all students (regardless of their intrinsic characteristics), helping them to develop civic competences. Civic and democratic values, equality and social justice became critical dimensions in this broader concept of education. This paper argues that the incorporation of civic dimensions, such as civic knowledge, civic skills or civic values in academic curricula could be an effective step towards more inclusive education. Specifically, this work intends to explore what civic dimensions are emphasised as a learning outcome in Portuguese higher education programmes. Adopting a qualitative methodology, typologies and incidence of civic learning outcomes were analysed and compared across three academic levels (first, second and third study cycles). The results provide a better understanding of what civic dimensions are stressed by institutions. All types of civic learning outcomes have been reinforced, defining civic values, civic skills and civic knowledge as expectable learning results. Both civic values and skills are well represented while civic knowledge is the less mentioned category. The enforcement of such civic dimensions is a valuable approach to enhancing education as a collective societal endeavour and as a common good. 相似文献
11.
徐国辉 《北京教育学院学报》2009,23(1):70-74
生态学已经成为众多学科研究的热点,人们开始将生态学理论运用到教育领域之中,并形成诸如教育生态学、生态语言学等新兴学科。本文将整合生态学在教育领域的理论及研究成果,结合成人英语学习的特点,尝试从英语教学的整体观、环境观、互动观、多样观、适应观等五方面对成人高校英语教学进行较全面的生态分析,并提出了相应教学建议。 相似文献
12.
教师学科教学知识(PCK)的形成是STEAM教育的发展之基。STEAM教师PCK是教师面对具体的跨学科的内容主题时,所特有的将不同学科的知识和技术转化为学生易于理解的教学形式的整合性知识,具有知识范畴的跨学科性、知识来源的实践性和知识形成的融合性等特点。通过对已有PCK研究的梳理,结合STEAM教育的特征,STEAM教师PCK可分为跨学科内容知识、教学对象知识、教学情境知识和教学策略知识。在此基础上,STEAM教师PCK的建构逻辑:一是立足理论性学习为教师建构PCK打“地基”,促进公共性PCK向个体性PCK转化;二是基于经验性学习为教师建构PCK竖“框架”,推动内隐性PCK向实践性PCK转化;三是通过实践性学习为教师建构PCK添“砖瓦”,实现陈述性PCK向程序性PCK转化。 相似文献
13.
Schools create an inclusive environment and cultures and enact inclusive practices to cater for the learning and social needs of learners. Using an adapted Ghana Inclusive Education Monitoring Tool (IEMT), which is based on the Index for Inclusion, we collected data from 74 headteachers of primary schools. Data analysis involved percentages and frequencies of multiple-scaled items of the adapted IEMT. Findings revealed headteachers admit learners with special needs and disabilities (LwSEND) to set the stage for inclusion, while teachers accept these learners in schools. Collaborative cultures among teachers, parents, and other community stakeholders support inclusive education. While classrooms had somewhat good ventilation and lighting, school facilities were less accessible to all learners. Knowledge to adapt the curriculum and the flow of inclusive knowledge among teachers was limited. Suggestions to improve inclusive education include school-wide professional development for sharing inclusive knowledge, enhancing teachers' pedagogical competence and promoting supportive inclusive cultures. 相似文献
14.
Andrej ?orgo 《CBE life sciences education》2010,9(3):196-200
Developing the connection between biology and mathematics is one of the most important ways to shift the paradigms of both established science disciplines. However, adding some mathematic content to biology or biology content to mathematics is not enough but must be accompanied by development of suitable pedagogical models. I propose a model of pedagogical mathematical biological content knowledge as a feasible starting point for connecting biology and mathematics in schools and universities. The process of connecting these disciplines should start as early as possible in the educational process, in order to produce prepared minds that will be able to combine both disciplines at graduate and postgraduate levels of study. Because teachers are a crucial factor in introducing innovations in education, the first step toward such a goal should be the education of prospective and practicing elementary and secondary school teachers. 相似文献
15.
《Educational Philosophy and Theory》2013,45(10):1045-1059
The ‘community of inquiry’ as formulated by C. S. Peirce is grounded in the notion of communities of discipline‐based inquiry engaged in the construction of knowledge. The phrase ‘transforming the classroom into a community of inquiry’ is commonly understood as a pedagogical activity with a philosophical focus to guide classroom discussion. But it has a broader application. Integral to the method of the community of inquiry is the ability of the classroom teacher to actively engage in the theories and practices of discipline‐based communities of inquiry so as to become informed by the norms of the disciplines, not only to aspire to competence within the disciplines, but also to develop habits of self‐correction for reconstructing those same norms when faced with novel problems and solutions, including those in the classroom. This has implications for science education and the role of educational philosophy in developing students' ability to think scientifically. But it also has broader implications for thinking critically within all key learning areas. Here we concentrate on science education. We present the parallels between philosophical inquiry and scientific inquiry that need to be realised to promote and engage with scientific inquiry in the classroom. We also discuss the conflicts between philosophical inquiry and the way inquiry science in the classroom is portrayed in the education literature. Based on philosophical and historical perceptions of science as inquiry, a practical approach to implementation of scientific inquiry in the science classroom is presented. 相似文献
16.
Lani Florian 《欧洲特需教育杂志》2013,28(3):286-294
Inclusive education takes many forms, raising important questions about what constitutes good practice, what counts as evidence of such practice and how it can be known. This paper responds to Göransson and Nilholm’s critical review of research on inclusive education by considering why a clear working definition of inclusion has thus far proved elusive. It agrees that new types of studies and more theoretically informed work is needed if knowledge about inclusive education is to advance. A framework designed to capture evidence of inclusive education in action is presented as an example of a tool that is both theoretically informed and can be used to transcend contextual differences to obtain a deeper understanding of the ways in which teachers enact inclusive pedagogical practices. 相似文献
17.
Anastasia Liasidou 《British Journal of Special Education》2023,50(1):6-27
The Covid-19 pandemic has not only led to medical conundrums and uncharted scientific territories but has also engendered new educational challenges and opportunities that need to be considered in order to reconceptualise, recalibrate and reconfigure higher education in terms of its inclusive foundations and orientations. While current research has highlighted the role of digital teaching methodologies in creating the ‘new normal’ in higher education in the post-Covid-19 era, the ‘new normal’ must be concomitantly envisaged in terms of the role of higher education in fostering more inclusive e-learning spaces. This article discusses the ways in which the tenets of an inclusive pedagogical discourse can be conceptualized and enacted in virtual learning environments in terms of teaching methodologies, learner-centred content delivery and formative assessment implementation. The pedagogical triptych should be underpinned by an inclusive and equity-based ‘cyberculture’ that constitutes a sine qua non element in developing all students' sense of belonging and learning in higher education. 相似文献
18.
Morten Timmermann Korsgaard Stig Skov Mortensen 《International Journal of Inclusive Education》2017,21(12):1245-1260
With a starting point in the tradition of geisteswissenschaftliche Pädagogik, this article presents a challenge to inclusive education research to engage a Continental perspective on educational research. The motivation is to entice inclusive education researchers to begin to ask educational questions of inclusion, as opposed to inclusive questions of education. Recent years has seen a call to re-think inclusive education research and this paper attempts to answer this call by turning to a Continental perspective and the emphasis on an at least relative autonomy for the theory and practice of education. The article explores the relationship between Continental and Anglo-American educational theory, and why they seem to have developed in such distinct directions. Beginning with the Anglo-American perspective, it is outlined how pedagogy and the so-called educational interest became replaced by the scientific standards dominant in other academic disciplines. This is countered by a look at the continued endeavours in the Continental spheres to formulate specifically educational criteria for educational processes. This leads to a negative aim in the form of arguing against neo-liberal policy and the politicisation of inclusive education, and a positive aim in the form of an argument for a move towards constructing a pedagogical ideal of inclusion. 相似文献
19.
ABSTRACT In an attempt to stimulate informed and critical debate, the nature and pedagogical implications of ‘integrated education’ and the more recently proposed ‘inclusive education’ are examined, and an alternative model, described as ‘interactional education’, is proposed and evaluated. Because of the political and economic implications of these three approaches, it is suggested that the appropriate forum for discussion is one which is Pan‐European. 相似文献
20.
Sex education and diverse sexualities are controversial topics within the primary school arena. Concepts of childhood innocence have influenced sex education curriculum, policy development and teaching practices within schools. However, research shows that primary school-aged students are aware of and talk about sexualities. The aim of this research is to reveal the pedagogical experiences of primary school teachers in relation to scenarios inclusive of diverse sexualities. Social constructionist theories of pedagogy and phenomenographic methods are used to provide a detailed analysis of the ways in which primary teacher participants conceptualise their encounters with students who introduce concepts of diverse sexualities. This research reveals that primary students ask questions about diverse sexualities, they use homophobic expressions (often as a daily occurrence), they sometimes reveal homosexual feelings to teachers, some have same-sex parents and some are being raised with knowledge of diverse sexualities. Without comprehensive policy and curriculum support, and appropriate professional learning for teachers, teachers are unable to make well-informed pedagogical decisions that promote inclusive education. 相似文献