Our Practice, Their Readiness: Teacher Educators Collaborate to Explore and Improve Preservice Teacher Readiness for Science and Math Instruction     

Astrid Steele  Christine Brew  Carol Rees  Sheliza Ibrahim-Khan 《Journal of Science Teacher Education》2013,24(1):111-131

Since many preservice teachers (PTs) display anxiety over teaching math and science, four PT educators collaborated to better understand the PTs’ background experiences and attitudes toward those subjects. The research project provided two avenues for professional learning: the data collected from the PTs and the opportunity for collaborative action research. The mixed method study focused on: the relationship between gender and undergraduate major (science versus non-science) with respect to previous and current engagement in science and math, understanding the processes of inquiry, and learning outside the classroom. A field trip to a science center provided the setting for the data collection. From a sample of 132 PTs, a multivariate analysis showed that the science major of PTs explained most of the gender differences with respect to the PTs’ attitudes toward science and mathematics. The process of inquiry is generally poorly interpreted by PTs, and non-science majors prefer a more social approach in their learning to teach science and math. The four educators/collaborators reflect on the impacts of the research on their individual practices, for example, the need to: include place-based learning, attend to the different learning strategies taken by non-science majors, emphasize social and environmental contexts for learning science and math, be more explicit regarding the processes of science inquiry, and provide out-of-classroom experiences for PTs. They conclude that the collaboration, though difficult at times, provided powerful opportunities for examining individual praxis.  相似文献   

Teaching in Higher Education A Policy Statement     

Iddo Oberski  Alistair Pugh  Astrid MacLean  Peter Cope 《Teaching in Higher Education》2013,18(1):135-138

  相似文献   

Inklusion im Sportunterricht     

Sabine Reuker  Anne Rischke  Astrid Kämpfe  Björn Schmitz  Hilke Teubert  Anne Thissen  Holger Wiethäuper 《Sportwissenschaft》2016,46(2):88-101

This review article provides an overview of the state of research in the English and German languages on inclusive physical education lessons. Studies published in journals and collected works between 2005 and 2014 were included. A systematic literature search was carried out and articles were selected according to predetermined criteria. A total of 74 articles were included in this review and categorized into the 3 superordinate topics attitude, lessons and qualifications. The compact presentation of the results revealed a tendency towards a positive attitude on inclusive physical education lessons of all participants questioned; however, teaching staff were critical of the concrete implementation of inclusive lessons and admitted that they had been insufficiently prepared for this during training. Pupils also expressed positive as well as negative experiences for participation in inclusive physical education lessons; however, some study results indicated that the acceptance of children with disabilities as well as their effectiveness of learning and physical activity can be improved by special interventional approaches. A core topic of inclusive lessons is a cooperation between the various participants. In this way problems are revealed, which can partly be attributed to the sometimes less clearly defined task profile and to discipline-specific training deficits of some participants. Finally, based on a critically constructive discussion, recommendations on further research approaches on inclusive physical education lessons in German-speaking regions are presented.  相似文献   

Moving into and out of high-performance sport: the cultural learning of an artistic gymnast     

Natalie Barker-Ruchti  Astrid Schubring 《Physical Education & Sport Pedagogy》2016,21(1):69-80

Background: High-performance sport has been described as a formative environment through which athletes learn sporting skills but also develop athletic selves. Within this process, career movements related to selection for and de-selection from representative teams constitute critical moments. Further, retirement from sport can be problematic as the athletic self becomes ‘obsolete’. This dilemma is acute in sports that demand an early entry, extreme time investments and a high risk of retirement before adulthood. Women's artistic gymnastics (WAG) is such a sport.

Purpose and scope: This article considers an artistic gymnast's (Marie) experiences of movement into and out of this sport. Marie's construction and reconstruction of her athletic self when she entered gymnastics at the age of six, relocated to a different city in order to train with the national team at the age of 15, and retired from the sport one year later receives particular attention.

Method and theoretical perspective: An in-depth biographical interview was conducted with Marie. Further, the first author's personal knowledge of this gymnast's career experiences was used for contextualisation. The analysis of data involved the identification of learning outcomes during her time in high-performance WAG and post-retirement. Storied accounts surrounding the key learning experiences were compiled. In order to understand Marie's learning, cultural perspective of learning developed by education scholars and the respective metaphors of ‘learning as becoming’ and ‘horizons for action’ and ‘horizons of learning’ are employed.

Findings: Marie's choice of relocating to train with the national team involved her assuming a temporary orientation towards the requirements of the high-performance WAG context she entered. To achieve this, Marie suppressed the dispositions she had brought to this setting and adjusted her training philosophy, relationship with her coach, diet and socialising. Further, despite Marie intending to only momentarily adjust to the practices of the high-performance context, her learning was deep. Upon retiring from gymnastics, she could not leave the high-performance gymnastics self behind. The subsequent process to adjust to life without gymnastics was difficult and testing, and could only be realised with professional treatment.

Conclusion: Learning in sport is not limited to athletic skills. Athletes’ selves are formed in interaction with sporting contexts and actors. This embodiment can become durable and cause significant conflict when moving out of sport. To handle life without sport, adjustment may be challenging and lengthy.

Recommendations: Sporting cultures should allow for more interactive learning and athlete diversity. Coaching practices that allow athletes to voice difficulties should be provided. Athletes should be encouraged to reflect upon their sporting experiences and upon leaving high-performance sport, should be (professionally) supported.  相似文献   

Students’ experience of team assessment with immediate feedback in a large accounting class     

Astrid Schmulian  Stephen A. Coetzee 《Assessment & Evaluation in Higher Education》2019,44(4):516-532

Team assessment has been suggested as a competency-based collaborative learning technique. Critical to the success of an assessment for learning, in competency-based education, is the use of formative feedback. This study reports on the development of, and the students’ experience of, a Team Assessment with Immediate Feedback (TAIF), in which immediate formative feedback is provided to the students by their peers and the assessment instrument (the IF-AT^® form). Results of the quantitative and qualitative data, collected in a survey, suggest that the majority of the students experienced the TAIF positively. Many students highlighted that they had constructed new knowledge and understanding of the content and practiced numerous skills during the team assessment. The learning benefits of the immediate feedback component of the team assessment were widely acknowledged by the students. The study also provided some initial evidence that team assessment in a culturally diverse student cohort may enhance intercultural collaboration. Team assessment may also contribute towards re-establishing the link between professional accounting education and practice.  相似文献   

Perceptions of male and female academics within a teaching context   总被引：2，自引：0，他引：2  

Dr. Sharon Winocur  Linda G. Schoen  Astrid H. Sirowatka 《Research in higher education》1989,30(3):317-329

One hundred and sixty male and female undergraduates were exposed to one of four videotaped lectures that differed on two dimensions: sex of lecturer (male or female), and style of presentation (affiliative or instrumental). Analyses revealed that students' perceptions of lecturers are dependent largely on lecturing style. In general, all students preferred an affiliative style of lecturing. Affiliative lecturers were seen as more effective lecturers as well as more confident, professional, and approachable. Students also indicated that they would be more likely to approach lecturers presenting affiliatively to discuss content issues. Although the findings do not distinguish between male and female lecturers except as gender relates to lecturing style, they do support earlier research and indicate a highly responsive environment for male and female lecturers conducive to the development of high self-efficacy within a teaching context. Implications for female lecturers, for whom it is argued that an equally responsive research environment does not exist, are discussed in terms of differential career paths.  相似文献   

Migration und Pädagogik — Migration und Gedächtnis     

Astrid Messerschmidt 《Zeitschrift für Erziehungswissenschaft》2005,8(1):142-145

Ohne Zusammenfassung  相似文献   

Fostering positive attitudes: reactions of mainstream pupils to contact with their counterparts who have severe/profound intellectual disabilities     

Michael Shevlin  Astrid Mona O'Moore 《欧洲特需教育杂志》2013,28(2):206-217

This paper is concerned with the impact of an Irish schools link programme on the attitudes of able-bodied young people towards their severely/profoundly intellectually disabled peers. Eradicating the misconceptions and stereotypes often associated with severely/profoundly intellectually disabled young people can be particularly difficult in an Irish context as these young people attend Developmental Day Centres under the auspices of the Department of Health rather than a regular school. Within the remit of this paper, it is proposed to focus on the effects of structured contact on the attitudes of mainstream pupils towards their counterparts who have severe/profound intellectual disabilities. Findings would suggest that involvement in the link programme had enabled the mainstream pupils to develop and retain over a two-year period positive pro-social attitudes towards their severely/profoundly intellectually disabled peers.  相似文献   

The Power of Words： A Crucial Conversation at the Launch of an Action Research Project     

Torill Moen  Astrid  M.  SФolvberg 《美中教育评论》2012,(6):557-567

  相似文献   

Selection of Authentic Modelling Practices as Contexts for Chemistry Education     

Gjalt T. Prins  Astrid M. W. Bulte  Jan H. van Driel  Albert Pilot 《International Journal of Science Education》2013,35(14):1867-1890

In science education, students should come to understand the nature and significance of models. In the case of chemistry education it is argued that the present use of models is often not meaningful from the students' perspective. A strategy to overcome this problem is to use an authentic chemical modelling practice as a context for a curriculum unit. The theoretical framework for this strategy is activity theory rooted in socio‐cultural theories on learning. An authentic chemical modelling practice is characterized by a set of motives for model development through a well‐defined modelling procedure using only relevant issue knowledge. The aim of this study was to explore, analyse, and select authentic chemical modelling practices for use in chemistry education. The suitability of the practices was reviewed by applying a stepwise procedure focused on criteria such as students' interest and ownership, modelling procedure, issue knowledge, and feasibility of the laboratory work in the classroom. It was concluded that modelling drinking‐water treatment and human exposure assessment are both suitable to serve as contexts, because both practices exhibit clear motives for model construction and the applied modelling procedures are in line with students' pre‐existing procedural modelling knowledge. The issue knowledge involved is consistent with present Dutch science curriculum, and it is possible to carry out experimental work in the classroom for model calibration and validation. The method described here to select and evaluate practices for use as contexts in chemistry education can also be used in other science domains.  相似文献