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1.
Abstract

Competition in education, school sport in particular, remains a controversial issue. The author recognizes that competition is a contested concept and examines both the ‘strong’ and ‘weak’ critiques against the moral desirability of having competitive sport as a part of the compulsory curriculum. The questions of selfishness and of winning are discussed, before the role of the teacher is examined. The author concludes that competitive sport is not per se a form of mis‐education. It can be rather, if taught with understanding and skill, a form of education in which moral values are not only inherently demanded but are encouraged in practice.  相似文献   

2.
De Coubertin developed the sport philosophy of Olympism and the Olympic Games as a response to social and political crisis to promote peace, fair play, and the development of Christian masculinity. The purpose of this paper is to examine how crisis discourse functions as an important shaper of contemporary understandings of Olympism and how conflicting discourses have mobilized crisis discourse to produce competing ‘truths’ in which to rationalize and understand the Olympic Games. In drawing from Foucault's work and de Certeau's text, Heterologies: Discourse on the other, I argue that ‘crisis’ as the rationalization for Olympism and the Olympic Games has proven an unsuccessful venture for de Coubertin; as the Olympic Games have produced conservative outcomes based on a neoliberal agenda focused on elitism, professionalism, nationalism, and commercialism. This historical case raises important questions about the role of Olympism and its power to act as a catalyst for change.  相似文献   

3.
Abstract

Once the exclusive domain of teacher education, physical education in Australian tertiary institutions has during the last twenty years evolved into a series of discipline‐based fields concerned with human movement studies, leisure studies and sport science that have begun to feed new vocational opportunities in the sport, exercise and leisure industries. Concomitant with these changes in the social organization of knowledge in tertiary physical education has been a realignment of school physical education programmes, particularly in the senior school curriculum. Inevitably, the once sole focus of physical education in tertiary institutions on teacher education is now being forced to reinvent itself in light of these dynamic changes in the social organization of school and university knowledge. Following the work of Bernstein, Goodson and others, this article analyses current policy and practice in physical education teacher education and identifies several future scenarios. The first part of the article provides an historical overview of the emergence of new forms of tertiary knowledge in physical education from the mid‐1970s until the present. The second part provides a similar overview of developments in school physical education with a focus on senior school and matriculation physical education during the same period. The third part analyses the current state of affairs in the social organization of knowledge for physical education teacher education. In the fourth part, a series of questions is raised concerning relationships between knowledge in physical education teacher education, school physical education and university forms of the field through the presentation of several future scenarios. The article concludes with several proposals for policy development concerned with physical education teacher education programmes.  相似文献   

4.
Achievement goal theory, as an attempt to explain the factors that influence motivated behavior, has received signiticant attention from youth sport researchers, sport psychologists, and educators since its proposal in 1980. This papr reviews the basic tenets of achievement goal theory and outlines potential problems through its usage in attempting lo understand student behavior and attitudes in physical education. Specifically, I argue this reductionist and decontextualized research treats the physical education student as a motivational problem, the teacher as the solution, and the social context of physical education and sport as nonproblematic. This positivist approach to knowledge construction may indirectly act to perpetuate inequitable power relations and dominant idenlogies found in physical education. Ironically, this could dissuade certain youth from participating in sport or physical education, the antithesis of the activity promotion objectives of many achievement goal theorists. I conclude by suggesting to enhance physical education practice, research should employ critical and reflective methods of knowing and continue to seek out student and teacher voices to help create responsive leaming environments for diverse student needs.  相似文献   

5.
教育实习是教师教育课程体系的重要组成部分,具有多元教育价值。教育实习课程存在目的不明,组织管理方式不够完善,实习生的课堂教学时间极为有限,教育实习投入不足等问题。究其原因,在于缺乏对实践性知识的价值及获得途径的准确把握,教师教育尚未形成完整的课程体系,未能将教育实习工作和中学的发展通盘考虑等。基于此,要探索多样化的教育实习方式与途径,切实加大教师教育课程体系中实践类课程的比重,体现教育理论的实践性特征,密切与中学的伙伴关系。  相似文献   

6.
Education for sustainable development establishes the need for change within education; in particular, teacher education is recognised as a priority for reorientation towards sustainability needs. The Ubuntu Network is an action research programme, focusing on supporting teacher educators to explore the integration of development education and education for sustainable development into their programmes and professional practice in Ireland. From 2006 to 2008, 22 action research projects were implemented within nine post-primary teacher education programmes in Ireland and collectively published in an e-book. A systematic review of these projects was undertaken to identify emerging themes with a view to informing future work of the Ubuntu Network, and to guide the practice of mainstreaming education for sustainable development. These themes are described in this paper and demonstrate an evolution of pedagogical approaches, centring on ethical values and identity work.  相似文献   

7.
In this paper, I offer my own counterstory of matriculating through a teacher education program as an African American student on a predominately White campus as a reference point for thinking through how racism operates through teacher education’s dominant discourse and practice of teacher reflection. It is an important story to tell primarily because it touches on a largely unexplored dimension of teacher reflection. While the large majority of the literature has focused on how to prepare White preservice teachers to teach in a culturally and racially complex world, little qualitative attention has been given to the preparation of nonwhite students. While there are a few select and important articles that touch on some of the challenges African American students face in predominately White teacher education programs, including covert and overt racism, none focus on how teacher reflection might reproduce these dynamics. Thus what the literature on teacher reflection often suggests is that it is a racially neutral practice. In this essay, however, I suggests otherwise, by providing an intimate and critical look at my process of learning to be a reflective practitioner. The question I seek to grapple with is quite simply, “What does teacher reflection work to repress?”  相似文献   

8.
Although fostering values is promoted within environmental and sustainability education (ESE) and a shift in values is seen as essential for a sustainable future, recent international findings indicate that this aspect of ESE is being neglected. Previous research has shown there to be common ground between ESE and the field of character education (CE), a form of values education. Bringing together these two strands of theory and practice has the potential to be fruitful in terms of strengthening current, and introducing new, practices in both fields, particularly through drawing on existing evidence-based strategies within CE to inform ESE. While there has been some work in this regard, this has been almost exclusively theoretical and there has been little research regarding the practice of such integration. This paper details an instrumental case study exploring an existing case of where ESE and CE come together in practice. A study was conducted at a Scottish, independent, all-ages, holistic education-oriented school, exploring how ESE is carried out. Data were gathered via teacher interviews, school observations, field notes and document analysis. Thematic analysis revealed four themes: the school as a sustainable organism; holistic learning; fostering a connectedness with nature; and nurturing the whole person. The data were then analysed from a CE perspective revealing multiple points of ESE–CE intersection, e.g. school climate/ethos, role-modelling and service-learning. The findings reveal commonalities between ESE and CE and provide examples of integrated ESE–CE practice, demonstrating potential for collaboration or shared ESE–CE practice. Avenues for further research are suggested.  相似文献   

9.
Developing holistic practice through reflection,action and theorising   总被引：1，自引：1，他引：0  
This article outlines how I, as a primary teacher engaging with a self-study action research process, have come to a deeper understanding of my practice. It explains how I have also come to an understanding of why I work in the way I do; of how this understanding influences my work, and the significance of this new understanding. My work as a teacher frequently includes doing collaborative digital projects with my class. As I engaged in research on my practice, I initially experienced difficulties problematising this work. I struggled to achieve clarity not only with engaging in critical thinking but also with articulating my educational values. I found Mellor’s idea about ‘the struggle’ helpful as he explains how ‘the struggle’ is at the heart of the research process. My new understanding around these collaborative projects emerged in terms of holistic practice; clarifying my ontological values and learning to think critically. I am now generating an educational theory from my practice as I see my work as a process for developing spiritual and holistic approaches to learning and teaching. I conclude by outlining what I perceive to be the significance of my work and its potential implications for education.  相似文献   

10.
Around the world reforms in teacher education have been oriented towards making the preparation of teachers more functional for development of competencies they need in practice. At the same time, much criticism has been voiced about such reforms jeopardising the fundamental humanist traditions in teaching, based on beliefs about non-instrumental values of education. In this study we examine teachers' perceptions of importance of competencies and explore their implications for teacher education. The study has been designed to ensure that voices of teachers and teacher educators are heard in identification of areas of expertise that make up a competent teacher. We conducted a principal component analysis of the response of 370 teachers and teacher educators in Serbia to a questionnaire about the importance of a number of aspects of teacher competence. We identified four components underling teachers' perceptions of competencies relating to 1) values and child-rearing; 2) understanding of the education system and contribution to its development; 3) subject knowledge, pedagogy and curriculum; and 4) self-evaluation and professional development. Teachers perceived all but the second area of competence as very important, with the fourth scale perceived as of the highest importance. Implications of each area of competence for teacher education are discussed and conclusions are drawn for the development of teacher education curricula.  相似文献   

11.
ABSTRACT

Online teacher education is experiencing significant growth worldwide. One of the major challenges accompanying this growth is that many teacher educators find themselves underprepared and under pressure to design online teacher education courses that reflect their beliefs about what constitutes high-quality teacher preparation practice. Further, teacher educators in disciplines such as special education face additional challenges in developing understandings about the legalities of writing and implementing disability service plans and performing additional testing. In this self-study of online special education teacher education practice, two collaborators worked to identify strategies and practices for professional community building in a class about teaching reading to students with disabilities. The findings highlight issues of teacher educator authority and presence online against other needs to model collegiality and promote scholarly thinking. Researchers in online teaching may find insight into both the cognitive and contextual concerns as they work to enhance online teacher education while they plan their own investigations.  相似文献   

12.
The influence of teacher education on teaching is a problematic area, both in practice and in research. Often, because much research adopts a “first-order” perspective which focuses on teachers' behaviors, influences of teacher education are seen as temporary, negligible, or difficult to determine. The study reported here grew out of a general concern to document, via a “second-order” perspective which examines their thinking and perceptions, how teachers modify or improve what they do through formal teacher education. It addresses three important areas which have received little attention in recent research: foreign language teaching, in-service graduate education, and the role of a shared, professional discourse in developing teachers' conceptions of teaching. The paper presents a summary of the findings of an 18-month longitudinal study which examined how foreign language teachers' conceptions of their classroom practice developed as they took part in an in-service teacher education program. The paper discusses how the program's shared professional discourse contributes to increasing the complexity of the teachers' thinking about their teaching and suggests that as they learn to articulate their de facto ways of thinking in the shared discourse, the teachers gain greater control over their classroom practice and are thus more able to shape it to their own ends.  相似文献   

13.
Abstract

This article is an attempt to answer some of the criticisms of the notion of reflective practice in teacher education. It is argued that in a democratic society personal autonomy is an important ideal of education, including teacher education, and that therefore the notion of reflective practice should have a central place. The relationship between autonomy and the reflective self is clarified with reference to different models of the self. In the light of this, the purpose of teacher education for autonomy is defined in terms of the nature of the committed as well as the reflective aspects of the self. The argument is further illustrated and elaborated by examining Schb'n's attempt to reintellec‐tualize professional practice through an analysis of the reflective practitioner as artist. In addition to facilitating self‐analysis and reflection, teacher education should raise awareness of the need to produce and reproduce the milieu of democratic reform. In conclusion, the role of the disciplines is reviewed as a resource for pursuing the goal of autonomy in teacher education.  相似文献   

14.
In this essay Gert Biesta asks what the humanities can contribute to the field of teacher education. In addressing this question he turns to the idea of education as a Geisteswissenschaft as it was developed in the German‐speaking context in the first decades of the twentieth century. In this conception, education is configured as an interested academic discipline that engages with normative questions concerning the telos of education and does so with a focus on meaningful human action rather than human behavior. Viewing education this way highlights the role of value judgments in teaching. The values that are at stake in such judgments, Biesta argues, are not to be understood as moral values but as educational values, a view that raises some important questions about the specific nature of educational normativity. In a final step Biesta discusses how the idea of education as a Geisteswissenschaft makes a difference for the field of teacher education.  相似文献   

15.
ABSTRACT

The practice of teacher education is inextricably linked to the policy environment in which it occurs. Calls by policymakers and politicians for accountability measures, standardization and performance assessments are efforts to influence the direction of the preparation of educators. In this self-study, I examine my participation in a state-level teacher education policy decision-making body in the United States in order to illuminate how policy decisions are made about teacher education. More specifically, I discuss the kinds of warrants about teacher education practice that I deployed as I navigated the political and practical consequences of policy decisions. This study serves not only to illuminate the nature of policy discussions in teacher education, but also to encourage teacher educators to engage directly the policy-making arenas that implicitly and explicitly influence their work.  相似文献   

16.
This paper presents a case for attending to preservice teachers’ beliefs that are relevant to the moral work of teaching within teacher education research and practice, and examines what it would look like to do so. The case for attending to candidate beliefs is grounded in a learner-centered approach to teacher education and in the literature on the role of beliefs in teacher learning and change. The authors demonstrate how attending to preservice teacher beliefs is particularly critical for the task of preparing candidates for the moral work of teaching, and present a conceptual framework that can guide that task and teacher education research and practice designed to support it.  相似文献   

17.
ABSTRACT

This article examines trends and issues surrounding recruiting, funding, and hiring of doctoral physical education teacher education (D-PETE) students and graduates. Sources for this examination were background data collected by Boyce and her colleagues, the existing literature on these topics, and qualitative data gathered from 30 sport pedagogists during one round-table session at the National Association for Kinesiology in Higher Education (NAKHE) conference in January 2015. All three sources indicated the importance of recruiting and funding of students and hiring of graduates to the future of D-PETE programs. A number of paths were identified which sport pedagogists could follow in order to keep D-PETE programs safe and help them flourish. Unfortunately, agreement as to which of these paths the field should take was often in short supply. In the conclusions section, suggestions for future research of recruiting, funding, and hiring are made with the goal of providing data which could lead to sport pedagogists making more informed decisions regarding the future direction of D-PETE.  相似文献   

18.
教师教育改革的理论、模式与实践   总被引：2，自引：0，他引：2  
实现教师教育的专业化、职前职后的一体化是国际教师教育的发展趋势,进行教师教育改革既是建设创新型国家、实施人才强国战略的必然要求,也是教师教育市场开放态势下市场竞争和高等师范院校间综合实力竞技以及基础教育和学生就业双刃剑作用下的必然结果。从各师范大学的改革实践来看,教师教育的培养模式正趋于多样化。通过教师教育改革,可以实现教师教育与学科教育的相对独立,使教师教育与学科教育专业化;实现教师职前培养与职后培训一体化,使教师教育体系更加完整;实现教师教育资源的整合与共享,使教师教育资源发挥更大的效力;实现教育科学研究与服务社会的有机统一,使理论与实践的结合更加紧密;实现高等教育质量与基础教育质量的共同提高,使教师教育与基础教育形成联动关系;实现与国际教师教育高等院校合作,使教师教育办学形式国际化。  相似文献   

19.
During 2004, the School of Education at the University of Ulster embarked on an innovative three-year project designed to embed community relations objectives within initial teacher education. With the advent of more peaceful times in Northern Ireland, this was a precipitous time for initial teacher educators to review the preparation given to beginner teachers for teaching in an increasingly pluralist society emerging from conflict. The present paper reports on one very specific and time-limited element of the broader project. That is, development work designed to investigate the possibilities of using processes of self-review and evaluation as a lever for improvements in initial teacher education for community relations. Following a brief contextualisation, the background to, and the development of, a set of materials designed to support rigorous and systematic self-review of all aspects of provision in a university-based initial teacher education department is described. The Community Relations Index for Initial Teacher Education (Cr-ITE) was envisaged as being of use to initial teacher education establishments in order to help teacher educators take responsibility for rigorous learning from their practice, whilst placing inclusive values at the centre of organisational development. The final section includes further critical reflection on the role of organisational self-review in transforming teacher education for inclusion in a society emerging from longstanding communal conflict.  相似文献   

20.
This report presents an account of one teacher's mathematics teaching and a perspective that underlies his teaching. Nevil was a fifth grade teacher participating incurrent mathematics education reforms in the United States. Through the account, we make distinctions about teachers' thinking and practice that can inform teacher education efforts. We constructed an account by analyzing four sets of classroom observations and interviews. We observed that Nevil decomposed his understandings of the mathematics into smaller components and connections among those components. He created situations that he believed made those components and connections transparent and attempted to elicit those connections from the students. This account illustrates a practice that is different both from traditional practice and the type of practice that we would envision as a goal for teacher development. We contribute two important aspects of mathematics teacher development from traditional to reform-oriented teaching. In particular, we describe teachers' perspectives – assimilatory structures that constrain and afford (a) the sense they make of professional development opportunities and (b) their potential learning in teacher education settings. This revised version was published online in August 2006 with corrections to the Cover Date.  相似文献   

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