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1.
Abstract

This article is about a larger regional Swedish partnership programme that was established to develop site-based education for production workers. A partnership is seen as composed of different practice architectures. The actors involved represented larger transnational as well as smaller manufacturing companies, employers, the metal workers’ trade union, educational organizations, university researchers and public labour market authorities. Adult education teachers were engaged to act as leading action researchers on company-specific projects. The partnership programme is used here to illustrate the problem of supporting recognition under shifting partnership circumstances. The aim is to analyse enabling and constraining conditions affecting the teachers’ efforts as well as new possibilities that appeared as the partnership evolved over time. The article illustrates how the development of site-based education within a partnership framework means to develop a new practice that is very sensitive to local circumstances. It also shows how local meetings between people both enable and constrain, but also may open up a space for mutual recognition. A normative argument is that local spaces for mutual recognition need to be supported in a respectful way. Recognition of the particularities of each site is vital for this to happen.  相似文献   

2.

In this paper, I examine why constructivist practice in mathematics education, while appealing to pre-service teachers' hearts and minds, does not necessarily deliver the empowered and liberated students that many educators and policy developers seem to take for granted. I argue that this may be so because constructivist practice, although it fosters the construction of important and necessary intellectual knowledges, reinforces power/ knowledge relationships of teacher authority that these students experienced at school. I draw on a post-structuralist analysis of my own constructivist practice in teacher education to show how investments of power/knowledge and subjectivity were played out to effectively maintain the status quo , severely limiting the students' experiences and appreciation of problem-solving or investigative ways-of-being in mathematics (education). In the conclusion, I suggest steps that might be taken in teacher education to help students recognise the powerful constitutive effects of discourses and to think about the kinds of classroom relationships that might be most engaging and enabling for learners.  相似文献   

3.
《师资教育杂志》2012,38(3):241-251

Stereotypes of the 'Chinese learner' have been extensively investigated, leading to the conclusion that knowledge about the social, cultural and pedagogic origins of Chinese students' dispositions to learning should be incorporated into programs preparing teachers for China service. In this paper it is suggested that teacher education initiatives of this type should redress sociological blindness about the particularity of local pedagogic contexts. A case study of the production of 'obedient' students in the Chinese school system during the 1990s is presented, illustrating sociological tools that enable analysis of the origin of students' dispositions to learning in particular conditions. The recommendation is that such tools be incorporated into teacher education for domestic, as well as international contexts, given the critical insight that is required if teachers are to provide equitably for all students in conditions of increasing cultural diversification and re-traditionalisation of education.  相似文献   

4.
Abstract

Within the social work profession, one's world view, one's beliefs and values based on one's experiences, strongly influences one's practice and comfort with groups.

This paper will examine some of the different ways of viewing the world held by practitioners and students in relation to the likelihood that they will be able to work effectively with groups. Such examination, and the identification of the differences among social workers that results from it has implications for both teaching and supervision in social work. These implications will be discussed and specific principles and techniques for teaching social workers, in education and in supervision, based on their world views will be described. This paper aims to enrich education for group work so that the community of social group work practitioners can grow and continue to thrive.  相似文献   

5.
Abstract

In this study, we examined a group of four teachers who completed extra educational technology coursework and field experiences during their teacher education programs to determine how their technology integration knowledge, self-efficacy beliefs, intentions, and practices evolved over time. We conducted interviews and evaluated data sources at three intervals: (1) after teacher education coursework was completed, (2) after student teaching was completed, and (3) after two initial years of teaching. Results showed that school resources and environment had a strong impact on beginning teachers' practices, regardless of strong internal enabling factors.  相似文献   

6.
ABSTRACT

While a large body of research considers factors enabling or constraining academic development in colleges and universities, comparatively little scholarship has considered the roles students might play in supporting positive change in staff teaching practices. This article explores one potential avenue by which such change might play out, considering the extent to which participation in a student-staff partnership programme supported by a central teaching and learning institute might encourage shifts in staff teaching. Drawing on data gathered via focus groups and online reflective prompts, we find that participating in pedagogical partnership can support a range of developments in staff teaching practices, though these changes might not always be pronounced or uniformly positive. Implications for future research and practice are discussed.  相似文献   

7.
《Africa Education Review》2013,10(3):417-433
Abstract

A number of schools in South Africa appear to be struggling with the changes that the government is introducing to improve the quality of education and lay a strong foundation for the country's societal transformation. Leadership has been found to be one of the factors that are associated with how schools cope with change and its complexities. This article focuses on a conceptual examination of the national Advanced Certificate: Education (School Management and Leadership) programme's capacity for promoting sustainable leadership in schools. The findings from the critical analysis of the qualification's documentation suggest that the current formulation of this school leadership development programme does not address the complexities of leadership and change, and is thus unlikely to adequately contribute towards leadership effectiveness or its sustainability in schools. It may, however, contribute to short- term school improvements, policy compliance, management effectiveness or economy and/or administrative efficiency.  相似文献   

8.
Abstract

Outdoor education is emerging as a compulsory component of the school curriculum in Singapore. As more and more young people are involved in outdoor education programmes, the motivational factors that influence students' participation in outdoor activities is an important area of study. The purpose of this study was to use the self-determination theory framework to examine post course satisfaction level among young adolescents. A total of 314 secondary school students aged from 12 to 16 years took part in the survey. Results showed that external regulation negatively predicted self-reported satisfaction whereas intrinsic motivation positively predicted participants' satisfaction levels of the course. It is highlighted that young adolescents should not be coerced into outdoor education programmes. They should be provided with a meaningful rationale for participation, given some autonomy for decision-making and to have a positive and enjoyable experience during the programme.  相似文献   

9.
Abstract

In this article, which is the first of two to examine the ideas of R. S. Peters on moral education, consideration is given to his justificatory arguments found in Ethics and Education. Here he employs presupposition arguments to show to what anyone engaging in moral discourse is committed. The result is a group of procedural principles which are recommended to be employed in moral education. This article is an attempt to examine the presupposition arguments Peters employs, to comment on the procedural principles he believes are presupposed, and to consider the strength of the presupposition argument. My conclusion is that Peters's arguments fail to establish the conclusion he arrives at, and that any gains from the form of argument he uses are hollow.  相似文献   

10.
Abstract

Over the past decade, educational policy in Britain, as in other industrial nations, has been increasingly driven by the concern that higher education should serve the needs of the economy more effectively. The report Highly Qualified People: supply and demand reflects this concern and attempts to establish from employers Britain's likely requirement, in the 1990s, for such expensively educated labour. Though the report concluded that Britain needed more graduates over the next few years, closer scrutiny of its data suggests a very different conclusion ‐ not that Britain needs more graduates to prosper, but rather that Britain needs first to prosper before it is likely to want the graduates it already produces.

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11.
Abstract

Having completed its reform of the schools and colleges of further education, government is now set to reform higher education. At issue here is higher education in Scotland, but the analysis has wider applicability. It operationalises Ritzer's concept of ‘McDonaldization’, and the latter's dimensions of efficiency, calculability, predictability, and control (both formally bureaucratic and informally fraternising). The analysis is set in relation to the government's earlier educational reforms, particularly of further education, and argues that its plans for higher education are of a piece. All this is related to current economic and cultural change: that is, to the fiscal pressures on the welfare state, and to the emergence of post‐modern culture. In conclusion, it is argued that policy for higher education will come to express what Charles Jencks has called (in relation to architecture) ‘double‐coding’: a mix of the bureaucratic form of modernity, tempered by appeals to post‐modern culture.  相似文献   

12.
Summaries

English

Dr Kubli investigates several central statements from Piaget's cognitive psychology and their meaning for science eduction in that he attempts to clarify them. Among these statements are theses such as: ‘The basis of thought is action’ and ‘The development of thought is characterized by an ever more flexible equilibrium of the structure of the operative entirety’. These statements are supported by Piaget's experiments. In this article, interpretations which appear most suitable for use in deriving consequences for science education are presented. Some characteristic levels of thinking in children are explained in terms of the child's difficulty to switch from a subjective egocentric assimilation of the material world to an objectively verifiable one. The conclusion derived from this is a general one: the communication of the teacher must be conducted as reversibly as possible by presenting in his teaching those of his own assimilation schemata which can be equilibrated by the pupils with the schemata already available to them.  相似文献   

13.
Abstract

This paper is organized into two main sections. The first section examines extension as an engine for innovation and reviews the numerous priorities confronting extension systems. Section two highlights the current knowledge imperative and the critical connection of extension to post-secondary higher education and training, organizational inservice training, and vocationally oriented self-directed learning. Final comments address ‘The Continuing Role of the Public Sector’, and the prospect of its role in balancing societal interests and promoting extension as an aspect of a knowledge economy. The conclusion proposes what may be agricultural extension's challenges ahead.  相似文献   

14.
ABSTRACT

In Australia, like many western countries, there has been a convergence of education policy around a set of utilitarian and economistic approaches to vocational education and training in schools. Such approaches are based on the assumption that there is a direct relationship between national economic growth, productivity and human capital development resulting in the persuasive political argument that schools should be more closely aligned to the needs of the economy to better prepare ‘job ready’ workers. These common sense views resonate strongly in school communities where the problem of youth unemployment is most acute and students are deemed to be ‘at risk’, ‘disadvantaged’ or ‘disengaged’. This article starts from a different place by rejecting the fatalism and determinism of neoliberal ideology based on the assumption that students must simply ‘adapt’ to a precarious labour market. Whilst schools have a responsibility to prepare students for the world of work there is also a moral and political obligation to educate them extraordinarily well as democratic citizens. In conclusion, we draw on the experiences of young people themselves to identify a range of pedagogical conditions that need to be created and more widely sustained to support their career aspirations and life chances.  相似文献   

15.

Teacher education is set within countervailing influences. On the one hand, governments seek to minimise their expenditure on the welfare state as they make their national economies competitive within global markets. This is associated with a centralising tendency which is typified by an increasing standardisation of the means and ends of education, including teacher education, especially in England. On the other hand, consumer culture, social fragmentation and intellectual ferment all combine to exert centripetal influences on teacher education. In England, the government's reaffirmation of a highly bureaucratic modernist structure for teacher education can itself be questioned on economic grounds. The emerging knowledge-based, high-value 'new' economy is ill-served by thinly-disguised Taylorist management regimes which impose conformity and engender low levels of trust. Nor will a back-to-basics pedagogy resonate with young people whose affinity for a conformist Protestant ethic may be wearing increasingly thin. The argument is theorized using Toulmin's concept of modernity.  相似文献   

16.
ABSTRACT

Military sexual trauma (MST) is an experience unique to veterans, and it is essential that social workers receive military-specific education in preparing for work with this population. This article discusses the impact of MST on veterans, cultural considerations for social workers working with this population, and the Veterans Administration’s efforts to address MST. In addition, the need to emphasize the utilization of evidence-based practice in social work education and the importance of incorporating military specific curricula material is discussed.  相似文献   

17.
Abstract

Recently it has been proposed that the distinction between education and training is becoming obsolete. This paper disputes that conclusion, arguing that it is arrived at by failing to distinguish the Increasing sophistication of modern training, and the cognitive and social skills that tend to accompany this, from a broader, ‘liberal’ concept of education. This concept may find itself in an inconvenient tension with some of the requirements of the economy, the view previously stated, therefore, with its emphasis on consensus and identity of interest, is seen as being problematic in a context where the ‘goods’ of the citizen and of the worker may be radically divorced from one another. Alternative definitions of education and training are thus Identified and shown to generate correspondingly different analyses of the current situation, as well as alternative curricular proposals.  相似文献   

18.
Abstract

This study explores the macro education policy design on the vocational education system for the new generation of migrant workers in China. The content system of vocational education, the certification system of vocational education, the supporting system of vocational education, and the governance system of vocational education are comprehensively proposed to investigate the contemporary macro-level educational policy design for constructing the sustainable vocational education ecosystem of the new generation of migrant workers. All these four sub-systems are systematically intercorrelated to conceptualize the framework of macro education policy design. In addition, the conclusions and remarks are also offered, contextually.  相似文献   

19.
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20.

The central question addressed in this essay is how students engage in a class that focuses on the political and social power of whiteness. Specifically, it looks at how whiteness gets inscribed and reified in our education practices, even as we try to disrupt its normative influence. The essay is based upon an in-depth qualitative study of a graduate seminar dedicated to addressing diversity issues critically. We conclude that despite students' expressed intentions and efforts at disrupting whiteness, they draw upon a variety of discourses that actually serve to protect and secure whiteness's dominant position. Twelve different discourses that students cite are described, grouped into four broad appeals: to self, to progress, to authenticity, and to extremes. Understanding how students invoke these discourses as an implicit way of resisting critical engagements with whiteness can help us to problematize these practices as well as cultivate more productive and enabling interactions.  相似文献   

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