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1.
Alisa Percy 《高等教育研究与发展》2014,33(6):1194-1207
This paper argues for the re-integration of academic development (AD) and a academic language and learning (ALL) practitioners in Australian higher education. This argument is made as universities aim to develop internationally recognised, inter-disciplinary and standards-based curricula against the backdrop of international comparative education (e.g., Organisation for Economic Cooperation and Development), the Australian Qualifications Framework and a quality emphasis on English language standards (e.g., Tertiary Education Quality and Assessment Agency). Drawing on Rowland's argument that professional life in the academy has become fragmented across five fault lines ([2002]. Overcoming fragmentation in professional life: The challenge for academic development. Higher Education Quarterly, 56(1), 52–64), I propose a sixth: the pedagogical fault line between language and learning which I argue is institutionally manifest in the historical bifurcation of AD and ALL practitioners in the academy. This paper traces the historical separation of these two fields of practice in Australian higher education in order to disturb the present distinction and show how it is more an accident of history than the result of sound pedagogical decision-making. The paper argues that in the current educational context, it is timely to consider a re-integration of these two aspects of the academic field. It is suggested that such a move will create research and teaching connections that develop synergies in educational development that are able to work with language and learning simultaneously. 相似文献
2.
《Journal of Further & Higher Education》2012,36(9):1239-1254
ABSTRACTWe need to know what it means to be an expert in working life today. Universities are often accused of neglecting the basic idea that higher education should be relevant to working life, and research on the subject of expertise in today’s workplace is lacking. Thirteen experts from different fields were interviewed and the obtained data were analysed using grounded theory as an analytical approach. The research questions were: (1) How do experts define expertise? (2) What kind of problems persist in their work? and (3) How are ‘routine’ and ‘adaptive’ expertise performed? The results revealed that expertise is more a social and collaborative phenomenon than an individual property. Experts develop new solutions and seek constant learning in their work. They excel at spontaneous problem solving. These findings suggest that, to prepare students to become experts, deliberate learning and practice should be provided within a framework of collaborative problem solving. 相似文献
3.
知识观是人们对知识的根本看法,当今时代已从知识旁观者理论、权威型知识观和浅表类型观向参与者理论、批判型知识观和深层类型观转变.为应对知识经济的挑战、适应终身教育的需要和增强高等教育活力,必须顺应新知识观的要求,变革教学方式,大力开展研究性学习,倡导兴趣情感态度全面目标的达成,突出建构力、批判力和创造力的培养,尊重主体的个性化参与体验和理解,才能真正实现高等教育培养创造性人才的目的. 相似文献
4.
Paul Van der Zande Sanne F. Akkerman Mieke Brekelmans Arend Jan Waarlo Jan D. Vermunt 《International Journal of Science Education》2013,35(11):1741-1767
Contemporary genomics research will impact the daily practice of biology teachers who want to teach up-to-date genetics in secondary education. This article reports on a research project aimed at enhancing biology teachers’ expertise for teaching genetics situated in the context of genetic testing. The increasing body of scientific knowledge concerning genetic testing and the related consequences for decision-making indicate the societal relevance of an educational approach based on situated learning. What expertise do biology teachers need for teaching genetics in the personal health context of genetic testing? This article describes the required expertise by exploring the educational practice. Nine experienced teachers were interviewed about the pedagogical content, moral and interpersonal expertise areas concerning how to teach genetics in the personal health context of genetic testing, and the lessons of five of them were observed. The findings showed that the required teacher expertise encompasses specific pedagogical content expertise, interpersonal expertise and a preference for teacher roles and teaching approaches for the moral aspects of teaching in this context. A need for further development of teaching and learning activities for (reflection on) moral reasoning came to the fore. Suggestions regarding how to apply this expertise into context-based genetics education are discussed. 相似文献
5.
The study presents a new pedagogical idea and practice for educational practitioners. The practice was developed as a workshop of MA program in order to change and expand the meaning of education for the wellbeing of the community. The ‘place-based learning’ workshop combined action learning (AL) with project-based learning (PBL). The students’ assignment was to develop and operate a plan for the contribution of specific places (e.g. parks, public buildings, organizations and industries) to the community. The findings indicate conceptual and behavioral changes among the students concerning educational processes. At the end of the workshop, the students tended to be more tolerant of ambiguity, sustain judgment and collaborate with peers. The new practice emphasizes coping with fundamental emotional needs such as autonomy, self-efficacy, engagement and belonging. The synergy between AL and PBL was found to have great potential for meaningful learning and doing. 相似文献
6.
In this article, we introduce a model of a pedagogical working life horizon. It encompasses questions posed by individual students concerning their future and incorporates the idea of a working life orientation to the pedagogical possibilities within education. Working life orientation consists of three elements: individual relationship, knowledge and skills and employability. In the model, we aim to outline how an orientation to working life might be included in higher education, providing a broad perspective on the various pedagogical possibilities. There are two key pedagogical elements supporting the implementation of the pedagogical working life horizons model: reflection and an inquiring attitude. Our inquiry is a synthesis of socio-constructionist theories of career guidance, a review of international writing on career guidance and working life skills in higher education, adult learning theories and of our practical experiences as educators and scholars in the fields of guidance and adult education. 相似文献
7.
Maria Pallisera Montserrat Vilà Judit Fullana 《International Journal of Inclusive Education》2013,17(11):1115-1129
Research analysing good practices in the area of labour market inclusion for people with disabilities shows that the role of the secondary school is fundamental in improving employment opportunities. The aim of this article is to analyse to what extent secondary education in Spain prepares young people with learning difficulties for later inclusion in society and the labour market. Results from studies into good practices in secondary education have established which educational characteristics to take into account for pupils' transition to working life and the need for the school to lead this process. We contrast these results with the current situation in Spain by comprehensively analysing how current secondary education is facing up to the challenges of labour market inclusion for young people with disabilities. Following this, we propose guidelines for the improvement of educational practices in secondary education so as to foster opportunities for labour market participation, from an inclusive viewpoint, for young people with learning disabilities. 相似文献
8.
African higher education: Challenges for the 21st century 总被引：2，自引：1，他引：2
African higher education, atthe beginning of the new millennium, facesunprecedented challenges. Not only is thedemand for access unstoppable, especially inthe context of Africa's traditionally lowpostsecondary attendance levels, but highereducation is recognized as a key force formodernization and development. Africa'sacademic institutions face obstacles inproviding the education, research, and serviceneeded if the continent is to advance.Generalizing about a continent as large anddiverse as Africa is difficult. Yet there aresome common elements – and there are certainlysome common challenges. In our discussion, weare not generally optimistic either inanalyzing the current reality in much of Africaor in pointing to future prospects. The fact isthat African universities currently function invery difficult circumstances, both in terms ofthe social, economic, and political problemsfacing the continent and in the context ofglobalization, and the road to future successwill not be an easy one.Based on Africa-wide research, this articlediscusses such topics as access to highereducation, the challenges of funding, thegrowing role of private higher educationinstitutions in Africa, governance andautonomy, management challenges, gender(including the access of women to highereducation and the problems faced by womenstudents and academic staff), the role ofresearch and the problems of scholarlycommunication, language issues, and the braindrain. These issues are at the heart ofAfrica's future academic development. 相似文献
9.
Jana M. Hanson Teniell L. Trolian Michael B. Paulsen Ernest T. Pascarella 《Teaching in Higher Education》2016,21(2):191-206
The scholarship of teaching and learning in higher education is concerned with advancing pedagogical knowledge and teaching practice to improve student learning and associated outcomes in higher education. This study used data from the Wabash National Study of Liberal Arts Education to examine the effects of peer learning experiences on gains in psychological well-being after four years of college. Results indicate a significant, positive influence of peer learning on the Ryff scale of psychological well-being [Ryff, C. D., and C. L. Keyes. (1995). “The Structure of Psychological Well-Being Revisited.” Journal of Personality and Social Psychology 69 (4): 719–726]. In addition, peer learning had a significant positive effect on all but one of the Ryff well-being subscales (autonomy, environmental mastery, personal growth, positive relations with others, purpose in life, and self-acceptance). This research supports the use of peer learning as an important pedagogical practice. 相似文献
10.
高等学校实施素质教育的难点和出路 总被引：24，自引：0，他引：24
素质教育是我国教育事业的根本原则之一，但目前我们的教育离真正意义上的素质教育还有很大的距离。关于素质教育的主要认识误区表现在：人们常常把素质教育当作一种具体的素质教育手段；一些人有意识无意识地把思想政治工作及德育工作同专业知识教学对立起来，把素质教育等同于德育和思想政治工作；人们往往只把高等教育当作特定职业的专业知识培训，而没有把它视作人的成长历程中的一种素质培养；实施素质民遇到的难点还与传统化模式和化观念的影响有关。从体制上确立高等学校素质教育模式的基本思路是：必须改革教学管理与运行体制，全面实行真正的学分制；必须打破专业壁垒。实行自由选择和转换专业的体制；必须全面深化教学改革，形成以学生为主体的自主学习机制；必须改革和完善现有的学生管理与指导体制，实行导师制；必须更新教学的质量观念，确立多元化个性化的教学质量观念。 相似文献
11.
研究性学习:搭建基础教育与高师教育的桥梁 总被引：1，自引：0，他引：1
研究性学习是我国基础教育新课程体系中规定开设的一门综合实践活动课程,其意义不仅在于开发了一种新的课程形态,更在于从根本上改变了学生在教育生活中的存在状态甚至生存方式。高等师范教育在承担一般高等教育任务和遵循其一般性原则的同时,还必须依据基础教育的现象和发展需要不断调整其发展的方向和策略,研究性学习以其体验性、完整性、开放性成为搭建基础教育与高等师范教育课程改革的桥梁。研究性学习与高等师范教育的融合不仅弥合了基础教育与高师教育之间的种种疏离,并使学生在研究性学习中成长。 相似文献
12.
Päivi Tynjälä 《Educational Research Review》2008,3(2):130-154
The article presents a thematic review of the recent research on workplace learning. It is divided into two main sections. The first section asks what we know about learning at work, and states four propositions: (1) the nature of workplace learning is both different from and similar to school learning; (2) learning in the workplace can be described at different levels, ranging from the individual to the network and region; (3) workplace learning is both informal and formal; and (4) workplaces differ a lot in how they support learning. The second section focuses on workplace learning that is related to formal education. Different models of organising work experience for students and the challenges of creating partnerships between education and working life are described. It is concluded that the worlds of education and work are moving closer each other and that the integration of formal and informal learning is an essential prerequisite for developing the kinds of expertise needed in response to the changes taking place in working life. 相似文献
13.
Anne Harris 《Educational Action Research》2013,21(3):412-428
This article presents and problematizes a peered and tiered model of creative and educational knowledge transfer piloted in Culture Shack, a community-based arts education program in Melbourne, Australia. Drawing on Eisner and Sefton-Green and Soep, I argue the value of this approach as a potential new pedagogical strategy in both secondary learning and teacher education courses, refocused on collaborative and process learning rather than outcome-focused pedagogy and assessment. Because education is a key factor for successful integration of those from refugee-background and emerging communities, self-reliance and creative problem-solving can be enhanced through arts programs such as Culture Shack that increase participation in continuing, collaborative educational pathways. In this paper I argue that this peered and tiered collaborative learning model offers possibilities for working cross-sectorally, interdisciplinarily, and interculturally for effective pedagogical outcomes and for the value of arts-based action research-as-pedagogy. 相似文献
14.
ABSTRACTNurturing students’ continuous learning is a current trend in the higher education agenda. Curricula and academic contents should enable students to take part in stimulating learning experiences, as well as promoting both developing and training opportunities in the course of their lives and careers. Despite the relevance given to lifelong learning in the educational system, there are still some open questions: how this concept is understood and put into practice by higher education institutions? The paper aims to analyse the conceptions of lifelong learning as reflected on the learning outcomes proposed in a sample of study programs. A qualitative methodology and a data-driven approach are adopted to explore the content of the learning outcomes proposed in 10% of total study programs submitted to quality accreditation, since 2009. Generally, results reveal that higher education institutions are committed to the lifelong learning paradigm, particularly in master and PhD degrees. Students are expected to ‘invest in personal and professional development through life’, to ‘develop learning competences through life’, as well as to ‘foster lifelong learning’. This study provides a better understanding of the range of perspectives and the relevance given to lifelong learning as a valuable learning outcome. 相似文献
15.
Graham Webb 《Higher Education》1997,33(2):195-212
The notion of 'deep' and 'surface' approaches to learning is critiquedalong with phenomenography, the associated methodology and theory ofknowledge. A number of reasons are suggested to explain why the deep/surfacenotion has attained what is tantamount to foundational status within highereducation research, practice and development. These include its ability toboth cohere with the past while at the same time enabling a new generation ofresearchers to rise within the discourse; the contemporaneous growth ofeducational development centres and staff developers within higher educationinstitutions; the simplicity, universality and power of the metaphor.Some elements of a critique of phenomenography are suggested followingboth postmodern and philosophy of science objections regarding theobservational and interpretive neutrality of the researcher. These point tothe importance of the understandings of researchers in the construction ofresults. It is also suggested that the 'qualitative' nat ure of the researchis undeveloped and does not exhibit the hermeneutical values usuallyassociated with 'human' as opposed to positivist science.The idea of deconstruction is then introduced and the deep/surfacemetaphor discussed in terms of the post-structural critique of binaries.Finally, the question of power within the higher education developmentdiscourse is raised. 相似文献
16.
研究性学习是学生在教师的指导下,从自然、社会和生活中选择和确定专题进行研究,并在研究过程中主动地获取知识,应用知识,解决问题的学习活动。这是对传统教学的一种颠覆,是全新的教学模式,它强调要以学生为中心,激发学生的学习积极性,变被动为主动,最大程度地开发学生的学习潜能,培养学生的创新精神和实践能力。这正是培养新型人才的方向和要求。文章对高师钢琴教学中如何实施研究性教学。使学生获得独立学习的能力作了初步尝试。 相似文献
17.
Josef Sageder 《Distance Education》1988,9(2):234-249
This article from a pedagogical viewpoint deals with the problem of how to promote meaningful learning in distance education. In correspondence courses, major problems arise from individual learning difficulties which are caused, e.g. by ineffective teaching methods, deficient individual prerequisites, and/or lack of social facilitation because of isolation. Dealing with those problems experts have been using various technical facilities (e.g., computers for administration and management) and media. Nevertheless, learning difficulties can be solved only by students themselves, but not by mere manipulation of technology, educational methods, or students’ activities. Methods to enhance individual engagement and learning cannot be based well on existing pedagogical theories, since these address direct teaching of children or youth in classroom. Search for theories and methods appropriate to distance teaching reveals as a major goal the development of problem‐solving skills and related abilities. Learning activities corresponding to that goal obviously cohere to working on problem‐like tests. Thus, a conceptual model of how to effect meaningful learning by tests is being proposed. Based on that model special modular components of tests are being described which should be apt for enhancing meaningful learning, and for computer‐based application. 相似文献
18.
德国传统的职业教育与学术教育是两个相对独立和分隔的教育领域,两者在渗透性教育体系建设背景下逐渐走向沟通、融合和一体化设计的融通状态。由整个融通历程来看,教育领域之间的渗透性蕴含着许多创新的可能性,创建出更多汲取原先教育领域优势的教育形式,形成新的教育秩序。两者融通的实现离不开相应策略的设计,如建设支撑终身学习的制度基础、开发统一的能力描述语言、设计跨教育领域合作机制、提供系统完备的职业指导及持续消除政策与经济障碍等。职业教育与学术教育均不可或缺,通过增强两者的渗透性来应对个人和社会对教育体系的期许与不断变化的需求,才能使教育体系更具有竞争优势,解决教育体系供给与学习者、劳动世界需求之间的不匹配问题。 相似文献
19.
自主课堂的要义与操作 总被引：17，自引：0，他引：17
自主课堂是主体性教育课堂化的结果,是建基于师生充分自主基础上的导向教师专业发展和学生一般发展的教育思想、教学方法论和教学形式与方法。从教学主体的角度看,自主课堂包含教师的教学自主和学生的学习自主,二者的关系可用“发展矢量原理”和“课堂平衡原理”来说明;在具体操作层面,自主课堂着眼于自主情境的创设、自主学习的经营、自主交往的构建和自主体验的获得,它们的有机结合构成了完整的课堂生活。 相似文献
20.
Victoria Stewart Matthew Campbell Amanda J. Wheeler 《Studies in Continuing Education》2016,38(3):318-333
Advanced practitioner skill development has become an important focus in health service delivery as increasingly complex consumer needs, practice environments and national professional registration requirements impact on professional work practices. Increasingly, work-based or workplace learning experiences are being seen as an effective means for maintaining skill currency across working lives. Currently there is limited literature on pedagogical practices to support the educational and training requirements associated with development across a person's working life. This paper reports on an example of how an intervention mapping framework was used to guide the development, implementation and evaluation of a work-based praxis course for students in an interprofessional, online postgraduate mental health programme. The intervention mapping framework provided a stepped process to guide decision-making and allowed the incorporation of theory and evidence into the course design. This approach provided a stepped process to guide decision-making and allowed the incorporation of theory and evidence into the course design. While the use of the intervention mapping framework is often used within health promotion arenas, particularly for the effective design of health promotion educational programmes, it is argued that this framework can be utilised effectively when developing curriculum for use within higher education programmes. 相似文献