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1.
The research reported in this paper compares the experiences of twenty‐two secondary teachers and twelve university tutors as they embark on a course of a ‘new’ in‐service professional development programme in Greece, in relation to adult learning. It harnesses a qualitative methodology and draws upon a set of ideas that cohere under the rubric programme development to build up a heuristic guiding research technique and analysis procedure. The analysis focuses on two key parameters of programme development for adults i.e. climate and planning, and on their associated elements. The findings identify the ‘them’ and ‘us’ image that continues to perpetuate the ‘new’ courses and indicate some tentative points that might have implications for the design of the in‐service training of teachers. 相似文献
2.
YVAN MIROCHNIKOFF 《European Journal of Engineering Education》1988,13(1):59-62
1992 will witness a big market for European engineers: but what kind of engineers? From what kind of schools? With what kind of diploma? What kind of freedom will there be for working as an engineer? Some answers are given from the French point of view. So many differences exist between European countries, that a good definition of ‘engineer’ is necessary. The French Commission for the National title of engineer (CTI) is very clear about the rules for becoming an ‘engineer’, and the need to avoid confusion in the European market and help firms. Good relationships are needed between ‘les écoles d'ingenieurs’, universities and professionals, to realize homogeneous courses and training throughout Europe. 相似文献
3.
António S. C. Fernandes Maria João Martins 《European Journal of Engineering Education》2001,26(2):169-177
The development of five courses, aimed at advanced engineering training, using the Internet, is described in this paper. A European consortium was responsible for the development, implementation and testing of the courses through the organization of virtual classes on the Internet. An important outcome was the definition of the training service characteristics, which led to the development of a quality system based on four fundamental concepts: credit, accreditation, certification and qualification. Professionals of several age groups and industrial sectors with different expectations as well as engineering students attended pilot virtual classes. From the trainee's side, we report on how the training opportunity was received and how the training service provided was felt. The main project successes and a few weak points and a number of important recommendations are listed for future reference. 相似文献
4.
K. TILLEY 《European Journal of Engineering Education》1993,18(2):161-170
In the light of the predicted skills shortages in Europe and the growing need for technological updating, a structural approach to training and education seems to be needed. It is believed that distance education has an important role to play in this approach. MEDIATEK is a university-enterprise consortium, supported by the European Community ( COMETT Cb project) and active in Belgium, the Netherlands and the north of France. Its main objective is to offer continuing education in advanced technology and technology management. MEDIATEK aims to do this using courses for distance education and adding to them local elements and local tutorial support. By doing so, a powerful learning environment can be created, where the strong points of distance education and classical seminars are combined. 相似文献
5.
Carol Haslam 《Learning, Media and Technology》1980,6(2):53-56
This paper from the 1979 Conference, ‘Television In Society’, describes the Open University's extension of its original role into continuing education, not only in the areas of professional and in‐service training, but in community education. Short courses of novel design aim to satisfy particular personal or domestic needs. The implications of the work in community education, in particular, for future development of OU work in continuing education include: increased collaboration with outside bodies, and informal usage of courses by other agencies for their own purposes, so that it is questioned whether multi‐media courses or packages of learning materials are being created. 相似文献
6.
W. E. Marsden 《History of education》2013,42(1):21-42
This article examines the approach to ‘character training’ in the early years of the Outward Bound movement in Britain between c.1940 and c.1965. It examines the key components of the concept of ‘character‐training’ promoted in the Outward Bound schools by Kurt Hahn and his early followers, and some of the criticisms to which the four‐week courses were subjected. It goes on to examine the reassessment of the rhetoric and practices of Outward Bound that took place in the 1960s, and argues that the changes that took place were the outcome of a more sceptical approach to ‘character‐training’ on the part of a younger generation of Outward Bound leaders. Although these changes were contested and incomplete, they reflected developments in other areas of British life in this period, such as the probation service. They resulted in the replacement of the language of ‘character‐training’ with an agenda of ‘personal growth’ and ‘self‐discovery’. 相似文献
7.
张玲 《大连教育学院学报》2012,28(1):63-64
新加坡教师培训课程内容丰富,培训服务全面细致,教师评价体系科学精准。这启发我们,在教师教育方面,一要打造多元化培训课程体系,助推教师专业发展;二要增强服务意识,提高培训竞争力;三要规范考核指标,完善教师评价体系。 相似文献
8.
《Journal of Vocational Education & Training》2012,64(2):99-111
ABSTRACT Higher education institutions were invited in 1988 to bid for substantial grants to encourage the development of curricula that would produce the ‘enterprise graduate’. This paper discusses the Enterprise in Higher Education Initiative with reference to six case studies of courses with very close links with their respective employment sectors. The paper tentatively suggests the following conclusions: (a) that meeting Industry's demands can lead to the opposite of enterprise education, i.e. conservative credentialism; (b) that the lack of a satisfactory national policy on training and the attempt to ‘push down’ training to courses has an ‘opportunity cost’ which could lead to less enterprising graduates; (c) that enterprise education should be concerned with the needs (in a broad and general way) as opposed to the demands of industry. 相似文献
9.
DIETER BLANCK 《European Journal of Engineering Education》1989,14(3):263-272
The characteristics of the European ‘EMS’ course are presented, namely the entrance qualifications, its aims, the structure of its curricula, the eligibility of enrolled students with respect to scholarships, its efficiency in the direction of ‘Europe-capable’ technical education, the possibilities of gaining further British national degrees, as Master of Science (MSc) and Doctor of Philosophy (PhD), and the results reached up to now. In the academic year 1987/88, seven out of eight EMS-students from Osnabriick were in a position to get the Bachelor degree with good results at their first attempt. Furthermore it turned out that this way of engineering education will be the right one for a European career. The final condition of a fully developed system of binational European study courses is characterized as follows: the Fachhochschule Osnabriick together with their counterparts in France, Great Britain and Spain will offer three binational European study courses with double qualification and national graduation within the normal study period of four years. With the help of the ‘Credit Transfer System’ the examination regulations would allow capable students to get a qualification with three national degrees of three partner institutions. 相似文献
10.
Mercedes Fisher 《Technology, Pedagogy and Education》2013,22(1):109-123
Abstract A constant challenge for teacher education lies in keeping courses up to date. This article provides a view of the current skills, attitudes, and perceptions regarding computer technology in the classroom from a preservice candidate perspective. The intent of this research is to help foster discussion about how to further develop pre-service educational technology courses that best meet the needs of a continuously evolving and changing student-teacher population in terms of computer technology skills. The primary instrument was a self-assessment survey of the skills, attitudes, and perceptions about utilizing computer technology in the classroom among firsttime students enrolled in introductory education courses at a large midwestern university in the USA in the fall semester of 1999. Surveys were administered to a total of 205 students. Questionnaires were given to preservice teachers during their initial courses rather than mailed to their homes, in an attempt to increase participation rates. Participants were categorized as being either a ‘Beginner’ or ‘Experienced User’ of computer technology, based on their responses to the skill section of the survey. The article includes an overview of the results and segments them as they pertain to three general issues: general attitudes with regards to teaching with computer technology, intended use of computers when beginning to teach, and perceived problems to be expected with computer technology when beginning to teach. Finally, an informal discussion regarding student expectations of future teacher training programs and the corresponding implications for school districts are presented from the free-response section of the questionnaire. 相似文献
11.
ABSTRACT This paper reports on a survey of secondary schools in the West Midlands, England, in 1991 and was conducted to measure the tasks required of information technology co‐ordinators and the training requirement of their schools. The main emphasis of information technology work was still on taught, examination courses and there was a perceived need for information technology awareness courses for all pupils. Many co‐ordinators had no clear perspective of the level of information technology permeation across the curriculum in their schools, and thus demonstrated an urgent need for audits of staff awareness and pupil access. Information technology co‐ordinators also saw a need for further in‐service training for many staff to enable delivery of their pupils’ information technology entitlement. Most staff training was school based and included collaborative teaching and courses run by the school staff. Little use was made of co‐operation with subject staff from other schools or outside specialists. The co‐ordinators defined their needs as being predominantly in the areas of time for co‐ordination duties, assessment of information technology across the curriculum, and training in new developments in the wider aspects of information technology. 相似文献
12.
Peter Gaude 《欧洲师范教育杂志》1990,13(1-2):47-51
This article deals with the selection of teacher trainers in the FRG. The author describes the recruitment and selection processes and techniques to select heads of ‘general training seminars’ (Seminarleiter,) and of ‘subject orientated seminars’ (Fachseminarleiter). As a result of the deficits of these methods of selection and placement training courses for future head teachers and school inspectors have been introduced by the Ministry of Education of Berlin (West). These courses seem to be quite attractive to young teachers as a method of “indirect counselling and guidance”. 相似文献
13.
DAWN B. MALE 《Support for Learning》2011,26(4):182-186
This article describes a study that aimed to answer the following question: ‘Will a programme of professional development in the area of special and inclusive education be effective in achieving attitudinal shift in teachers?’ Forty‐eight teachers who were enrolled on a Master's programme in Special and Inclusive Education were surveyed via a questionnaire at the beginning and end of a ten‐week introductory module. The results indicated overall attitudinal shift and attitudinal shift for four categories of inclusion to suggest more positive attitudes at the end of the module, compared with at the beginning. The implications for providers of pre‐ and in‐service education and training courses for teachers are discussed. 相似文献
14.
This article analyses the influence of the European Union’s educational policies on the implementation of devices for the recognition and the validation of informal and non-formal learning within public policies on education and training for adults in European Union Member States. Portugal and France are taken as examples. The European Union’s statements have influenced the development of devices for recognizing adult competences, regardless of the social, cultural and economic specificities of each country. However, sociocultural and sociopolitical characteristics influence the conditions under which recognition devices and the methods of their experimentation and generalization emerge, and are the vector of conflicts of interests between macro- and micro-sociological levels. There is at the same time a ‘culture of convergence’ impelled by the European Commission, and a process of adaptation in matters of cultural and territorialised practices, which aim to avoid marginalization. Data are drawn from official documents and interviews with people in charge of training institutions. 相似文献
15.
MICHEL INSTALLS 《European Journal of Engineering Education》1996,21(4):341-345
In most European schools of engineering, the students are not well prepared to integrate socio-economic and environmental issues efficiently into their future professional activities. It is argued that necessary changes include a more interdisciplinary and systems-oriented approach to the problems, as well as better training in communication skills. An example of an interdisciplinary seminar entitled ‘Ethics, technology, society and environment’ and developed by the author of this paper is presented with many details. This seminar is followed by second-year students in engineering. Finally, other suggestions are presented as possible ‘starters’ to the necessary changes in the schools of engineering. 相似文献
16.
This paper reports on some of the findings from a study of new technology and training in shipping. It identifies the key significance of motivation in the learning process and identifies potential factors that motivate or demotivate seafarers when undertaking training about new equipment. It shows that seafarers’ motivation is likely to be impacted by confidence that training is good for the job as well as for promotion. It demonstrates that companies can facilitate and encourage individuals to initiate learning activities but that they may equally adopt strategies which discourage learning. Enabling factors include: establishing a positive learning environment; adopting clear policies; allowing seafarers to identify their own training needs and allowing seafarers to request support for specific courses. Conversely, companies may demotivate some seafarers in relation to training by shifting the burden of training ‘costs’, such as time and money, onto them. 相似文献
17.
Suellen Shay 《British Educational Research Journal》2008,34(4):525-540
This article explores the value systems which inform assessment practices in higher education, specifically how particular forms of knowledge valued in the curriculum shape and constrain assessment practices. The data for this article is drawn from two courses which participated in a service learning research and development project at the University of Cape Town. Drawing on Pierre Bourdieu and Basil Bernstein, the article argues that the location of these courses—within the field of higher education and a particular kind of institution, faculty and department—shapes their assessment systems, practices and outcomes in certain ways. What is valued in this field (Bourdieu) is a form of knowledge production which requires students ‘to step out of the particularities’. This form of knowledge operates as a regulative discourse, constituting what counts as legitimate. Using the assessment system as a ‘window’, this article explores how these service learning courses constitute and are constituted by the regulative discourse of the field. While the constraints of the field are powerful, this project offers some hopeful signs of forms of curriculum, pedagogy and assessment that, at the very least, name and challenge these underlying value systems. 相似文献
18.
《Journal of Vocational Education & Training》2012,64(4):405-424
Abstract Many sound innovations in vocational education and training ‘fail’ because they are poorly implemented. This finding has recently prompted some vocational educators and trainers to find more effective methods for monitoring the learning outcomes of their training programmes in the workplace. This paper reports on a case study of innovation implementation in a unit of a large Australian telecommunication organisation. A form of participatory action research enabled the monitoring of the training outcomes to be undertaken by the (17) front‐line managers themselves. The Levels of Use (LoU) of the innovation interview was adapted by the participants to monitor a new telephone repair service called ‘Fix‐it‐First‐Time’. The main findings reported here deal with the success of the action learning process that was integral to measuring the implementation outcomes. These findings are also briefly discussed in the context of some European trends in vocational education and training. 相似文献
19.
20.
Jacky Brine 《教育政策杂志》2013,28(1):137-152
This paper provides a critical overview of the development of European education and training policy and its relationship to the discourse of ‘equality’. This development reflects significant shifts within the European Union's discourse of economic growth and peaceful unity‐‐that is, the economic and social concerns of the European Commission. Interwoven into both these discourses is the European discourse of ‘equality’. In the first section of the paper the historic development of the Commission's education and training policy is considered in relation to the discourses of equal opportunities and social exclusion, paying particular attention to the influence of the Action programmes for equal opportunities between women and men. This is followed by a brief section in which the recent interpretation of EC policy by the UK government is examined. In the final section the focus is on the equality discourse itself and the consequences of its application for under‐educated long‐term unemployed people. The paper concludes that although the differences between equal opportunities and social exclusion can appear as radical redefinition, they are nevertheless simply discursive shifts in a fundamentally unchanged equality discourse. Their significance, however, lies in the need for such an apparent shift. 相似文献