Library Association Members' Day,Congress Centre,London, 7 October 1992.     

Anne Willis 《Health information and libraries journal》1993,10(1):39-40

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Looking Back and Looking Forward     

Anne K. Swisher 《Cardiopulmonary Physical Therapy Journal》2012,23(4):4

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Cinders in Snow? Indigenous Teacher Identities in Formation     

Jo‐Anne Reid  Ninetta Santoro 《Asia-Pacific Journal of Teacher Education》2006,34(2):143-160

The identity work engaged in by Indigenous teachers1 1. We use the term ‘Indigenous’ here to include Aboriginal and Torres Strait Islander people working in Australian schools, although most of our informants to date are from Victoria, NSW and Queensland, who do not use the term ‘Indigenous’ when identifying themselves and their communities, preferring ‘Aboriginal’, ‘Koori’ or ‘Murri’.. View all notes in school settings is highlighted in a study of Australian Indigenous teachers. The construction of identity in home and community relationships intersects with and can counteract the take up of a preferred identity in the workplace. In this paper we analyse data from interviews with Indigenous teachers, exploring the interplay between culture and identity. We foreground the binary nature of racial assignment in schools, demonstrate how this offers contradictory constructions of identity for Indigenous teachers, and note the effects of history, culture and location in the process of forming a teaching ‘self’.  相似文献   

EGO‐TRAP: A Mobile Augmented Reality Tool for Science Learning in a Semi‐formal Setting     

Anne Kahr‐Hjland 《Curator: The Museum Journal》2010,53(4):501-509

Abstract EGO‐TRAP is a cellphone‐facilitated interactive narrative game created at the Experimentarium in Copenhagen. Designed to support scientific literacy among students from upper secondary schools, the project is part of a reform that has increased focus on educational methods and alternative learning resources in Denmark since 2005, and that explores the educational potential of museums and science centers outside formal school settings. EGO‐TRAP can be called a “digital narrative” or Augmented Reality (AR)—a digital extension of a physical setting.  相似文献   

Developing as a teacher in the fields of science and technology     

Maria Clavert  Tua Björklund  Anne Nevgi 《Teaching in Higher Education》2013,18(6):685-696

In universities, development as a teacher may be contradicted with developing as a researcher. Most previous studies have investigated pedagogical development merely as a result of pedagogical training and ignored the dual teacher-researcher identity. This study examines what kind of meaningful experiences are perceived to have triggered and influenced the process of developing as a teacher in the fields of science and technology. The data were gathered by interviewing 10 academics who had participated in a pedagogical training offered by a Finnish technical university between 1999 and 2009. Based on a narrative analysis utilizing dimensions of transformative learning, the results highlight the influence of the working environment and experiences, and imply that teacher development process in the fields of science and technology can be better understood in terms of becoming a teacher, rather than as a continual, conscious development process. The resulting teacher-researcher identity provides a basis for pedagogical development.  相似文献   

Engaging the disciplines in internationalising the curriculum     

Valerie Anne Clifford 《International Journal for Academic Development》2013,18(2):133-143

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Visualisations as a means for exploring academics’ teacher identities     

Anne Nevgi  Erika Löfström 《International Journal for Academic Development》2013,18(3):174-185

Academics’ teacher identities is a relatively little explored area. This paper explores this through an analysis of drawings by academics. The data consist of 90 drawings. The participants are academics who have attended basic courses in university pedagogy. The drawings were content analysed. In the drawings, the academics expressed themselves as teachers through the teaching context and the actors, artefacts and activities of teaching and learning. By drawing attention to these elements, academics can be encouraged to reflect on their beliefs about teaching and teacher role.  相似文献   

Pedagogically aware academics’ conceptions of change agency in the fields of science and technology     

Maria Clavert  Erika Löfström  Anne Nevgi 《International Journal for Academic Development》2013,18(3):252-265

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Language of inclusion and diversity: policy discourses and social practices in Finnish and Norwegian schools     

Anne‐Lise Arnesen  Reetta Mietola  Elina Lahelma 《International Journal of Inclusive Education》2013,17(1):97-110

The terrain of inclusion studies in discussed in this paper from the perspective of policy discourses and teachers’ constructions on student diversity. We start by discussing the concept of inclusion from normative and analystic perspectives. We then look at the kinds of discourses that can be found in the Finnish and Norwegian curricula, as well as teachers’ interviews when they talk about their students. On this basis we analyse how the patterns of diversity and inclusion are conceived and constructed; the phenomenon of ‘diversity’, as it is formulated in policy documents and as it is expressed in categories with which teachers operate and act upon in school; and, ‘diversity’ in the context of inclusive practices. We draw from ethnographic studies in Finnish and Norwegian schools; both from mainstream and from special classes.  相似文献   

Mentor and mentor‐training in the North West Articled Teacher Scheme   总被引：2，自引：2，他引：0  

Ian Kane  Anne Campbell 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):16-22

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