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This article analyses the trajectories into teacher education of a group of child minders who are studying to become pre-school teachers. The specific focus is what impact their prior experiences and learning from pre-school have on their trajectories, and how these experiences and learning are recognised in the first year of teacher education. A situated learning perspective is applied, with a focus on participation and trajectories in the two communities of practice in which teacher education is situated – the university and the pre-school. The data consist of transcribed interviews with ten student teachers, and additional data are gathered from stakeholders in the program. The results show that prior experiences and learning are given implicit and indirect recognition. In the practice of the pre-school, the trajectory means a shift in identity, from child minder to student teacher and pre-school teacher. In the practice of the university, prior experiences and learning help students in their trajectories from peripheral to fuller participation. 相似文献
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Luc Goossens Alfons Marcoen Sofie van Hees Odile van de Woestijne 《European Journal of Psychology of Education - EJPE》1998,13(4):529-542
Possible associations between parent-child interactions and adolescent well-being have been explored from a number of theoretical perspectives. In the present study, attachment theory was used as a general theoretical framework to study these associations with attention being concentrated on one particular aspect of adolescent well-being, i.e., loneliness and attitudes towards being alone. Measures of adolescent attachment style (based on ratings of both normal family scenes and stressful separation situations) and a multidimensional measure of loneliness were administered to two samples of Belgian (Dutch-speaking) adolescents aged 15 to 18 (n=200 and n=357, respectively). Subjects were classified into four attachment groups: Secure, Dependent, Anxious-Ambivalent and Avoidant. Results indicated that Securely attached adolescents experienced lower levels of parent-related loneliness and this effect extended to loneliness in the relationships with peers. Aversion to being alone was experienced more strongly among Dependently attached adolescents. Finally, adolescents who evidenced Avoidant or Anxious-Ambivalent attachment felt more positive about being on their own. Implications of these findings for attachment theory are discussed and problems associated with the four-category model of attachment as used in the present study are outlined. 相似文献
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Ingrid Snijders Remy M. J. P. Rikers Lisette Wijnia Sofie M. M. Loyens 《高等教育研究与发展》2018,37(2):404-417
This study investigated the overall quality of the interpersonal relationship students have with faculty and staff, that is, relationship quality (RQ). In relationship management research, RQ is paramount for the creation of bonds with customers, which in turn is necessary for the sustainability of organizations, that is, continuity and growth. In higher education, it is not only recent changes in funding of education that urge us to further investigate RQ, as students having relational bonds with their teachers and faculty/staff is important as well. These relationships are expected to positively influence students’ college experiences. Although educational literature addresses the importance of student–faculty relationships, little is known about students’ perceptions of the quality of their relationship with their program. The aim of this study was therefore to get a more in-depth understanding of the concept and measurement of RQ within a higher education context. To that end, an existing RQ scale was used measuring five dimensions: trust in honesty, trust in benevolence, satisfaction, affective commitment, and affective conflict. A confirmatory factor analysis (CFA) was conducted on survey responses of 551 students from a Dutch university of applied sciences. Next to the CFA, a small-scale focus group discussion was held to validate the quantitative findings of students’ perceptions on RQ. The findings confirm that the RQ instrument is an adequate instrument to investigate RQ in a higher education context. Additional qualitative findings also suggest that students acknowledge the relevance of RQ and the need for having a good relationship with their faculty and staff. 相似文献
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Marit Wijnen Sofie M. M. Loyens Guus Smeets Maarten Kroeze Henk van der Molen 《European Journal of Psychology of Education - EJPE》2017,32(3):431-447
In educational theory, deep processing (i.e., connecting different study topics together) and self-regulation (i.e., taking control over one’s own learning process) are considered effective learning strategies. These learning strategies can be influenced by the learning environment. Problem-based learning (PBL), a student-centered educational method, is believed to stimulate the use of these effective learning strategies. Several aspects of PBL such as discussions of real-life problems, selecting literature by the students themselves, and formulating answers to learning issues encourage students’ use of deep processing and self-regulation. In the present study, third-year PBL law students were compared to third-year law students of a lecture-based program with respect to their learning strategies, which were measured with the Inventory Learning Styles (ILS; Vermunt in British Journal of Educational Psychology, 68, 149–171, 1998). In addition, the relation between time invested in self-study and learning strategies, when taking the instructional method into account, was explored. Results showed that PBL students reported to apply deep processing, self-regulation, and external regulation more frequently than their non-PBL counterparts. PBL seems to contribute to the use of effective learning strategies, but PBL students also relied more often on external sources for their regulation, such as teachers, course material, and assessment. 相似文献
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Devon N. Gangi Sofie Boterberg Amy J. Schwichtenberg Erika Solis Gregory S. Young Ana-Maria Iosif Sally Ozonoff 《Child development》2021,92(3):e285-e295
Two independent cohorts (N = 155, N = 126) of infants at high and low risk for autism spectrum disorder (ASD) were followed prospectively between 6 and 36 months of age, when n = 46 were diagnosed with ASD. Gaze to adult faces was coded—during a developmental assessment (Cohort 1) or a play interaction (Cohort 2). Across both cohorts, most children developing ASD showed sharp declines in gaze to faces over time, relative to children without ASD. These findings suggest that declining developmental trajectories may be more common than previously recognized by retrospective methods. Trajectory-based screening methods could potentially identify children in the early stages of symptom onset and allow for early intervention before the full disorder has developed. 相似文献
26.
Erica de Bruïne Janneke Franssens Sofie van Eynde Lijne Vloeberghs Leen Vandermarliere 《师资教育杂志》2018,44(3):381-396
AbstractFamily-School Partnerships (FSP) are important for students’ academic achievements and social-emotional development. Therefore, pre-service teachers need to learn how to establish this. However, in teacher education programmes this topic is insufficiently addressed partially attributed to already overloaded programmes. This study reports on a small-scale curriculum change, aiming to foster pre-service teachers’ awareness of the importance of FSP, to broaden their concepts and support them in identifying learning goals for the future. An assignment to interview novice-teachers about FSP was followed by a class on this topic. Afterwards, pre-service teachers reported in written reflections that they had become aware of the importance of FSP, emphasising that FSP is more than just communication. However, their focus for further professionalisation remained on improving their communication skills. Though this small-scale curriculum change seems to be a small step forward to a better preparation on FSP, further improvements are necessary to promote a comprehensive view of FSP. 相似文献
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Interoperability is a top priority today as governments try to integrate services across departments so as to improve effectiveness as well as efficiency. Integration in government is complicated, as evidenced by a discouraging project failure rate. An often quoted reason is that the complex relationships among government, society, and technology which come into play when integrating multiple organizations are not fully understood. This paper addresses this gap by scrutinizing a large national integration project asking, what is the nature and causes of the conflicts that surface during implementation? Data was collected by means of participant observations and narrative interviews. Seven major conflicts were found, all general because they involve basic values which were in conflict with each other. The values were specified by legislation and strictly operationalized in various government institutions which, consequently, were in disagreement about what was legal and desirable. The findings show that in order to achieve interoperability a “re-operationalization” of these values is necessary. These changes cannot be clearly defined upfront but must be “negotiated” by means of practical achievements that are considered important enough to motivate gradual changes in the way we implement our values in legislation and practices. This means that ambitious integration projects must serve as spearheads in such value change, which is a root cause for delays and even failure. 相似文献
28.
Samantha J. Downs Zoe R. Knowles Stuart J. Fairclough Natalie Heffernan Sarah Whitehead Sofie Halliwell 《欧洲特需教育杂志》2013,28(3):402-414
Aim: To explore teacher’s perceptions of barriers and facilitators to physical activity (PA), including enabling, reinforcing and predisposing factors amongst children and young people (CYP) with intellectual disabilities (ID). Method and procedures: The Youth Physical Activity Promotion (YPAP) Model was used to inform semi-structured focus groups to explore PA of CYP with ID. Participants were 23 (9 male) teachers and teaching assistants, from three special educational needs (SEN) schools (1?=?Primary, 2?=?Secondary) within North West England. Three focus groups were held with between six and eight participants, audio and video recorded and data transcribed. Data were inductively and deductively analysed using Nvivo and represented through pen profiles. Results: Three pen profiles were developed and structured around YPAP Model to display themes within the data. Enabling factors (facilities (n?=?23) and activity type (n?=?39)); reinforcing factors (influences of peers (n?=?23), family (n?=?10) and teachers (n?=?19) to PA engagement); and predisposing factors (healthy lifestyle (n?=?15), enjoyment of PA (n?=?14), adaptations for PA (n?=?10), structured play (n?=?10), effects of disability on PA (n?=?8) and the CYPs attitudes towards PA (n?=?8)). Conclusion: CYP with ID enjoy engaging in PA, particularly activities that are of a fun and unstructured nature which allow for progression of skills and promote independence. Participants recognised that they, as teachers, had an influence on the CYP’s PA engagement, however suggested that parents have the most influential role. Similar to previous research, participants noted that CYP with ID had a lack of understanding as regards the importance of PA engagement and its benefits to health. It is suggested a strong home–school link for CYP within SEN schools could prove to be a key facilitator for active and healthy lifestyles education and choices. 相似文献
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This study explores if and how teachers combine practices of science and of preschool (children 1–5 years old) into preschool science practice. Views of knowing may differ between science practices, traditionally associated with masculinity and rationality, and preschool practices, traditionally associated with femininity and caring. Recognising this, we have chosen to focus on how teachers’ talk constructs and relates to possible ways of gaining knowledge and reaching explanations of phenomena in preschool science. The analysis builds on two concept pairs often associated with gender as well as knowing: objective-subjective and logical-intuitive. The analysed material consists of 11 group interviews where preschool teachers talk about activities concerning science content. Our results show that several ways of knowing are possible in work with science content in preschool. These include ways of knowing more associated with subjectivity, such as ‘individual liking’ and ‘whole-body perception’, as well as more associated with objectivity, such as ‘noticing differences and similarities’. Furthermore, the results show that the teachers’ talk moves readily between possibilities associated with femininity (subjective and intuitive) and masculinity (objective and logical). This indicates that the teachers in this study have found ways to handle science in preschool that goes against presumed tensions between science and preschool practices. The results contribute to more nuanced ways of describing and thinking about science in preschool and pave the way for further development of science education in early childhood education. 相似文献