How can pre-service primary teachers' perspectives contribute to a pedagogy that problematises the ‘practical’ in teacher education?     

Déirdre Ní Chróinín  Ailbhe Kenny  Elaine Murtagh  Elaine Vaughan 《Irish Educational Studies》2013,32(2):251-267

This study examined pre-service primary teachers' perspectives on teaching and learning experiences within college-based courses in ‘practical’ subject areas within a teacher education programme. Following three individual lectures (one each in art, music and physical education), pre-service teachers (n=11) participated in focus group interviews sharing their perspectives on the teaching and learning experiences. These data were analysed thematically and supported by teacher educators' (n=3) planning and reflection documentation. Although the problematic nature of the ‘practical’ suggests appeal and peril of the ‘practical’, the important nature of negotiating the ‘practical’ to enhance student learning is apparent. Students emphasised the value of practical engagement and expressed a strong preference for working in groups to create a safe learning environment to develop confidence and competence. These insights suggest key aspects of a pedagogy of teacher education in these ‘practical’ areas. The importance of being aware of and, in some cases, challenging student perspectives on how they learn best in these curricular areas is discussed.  相似文献   

Integrating Art Education Models: Contemporary Controversies in Spain     

Manuel Belver  Ana Ulln  María Acaso 《The International Journal of Art & Design Education》2005,24(1):93-99

In this article, a basic controversy for art education in Spain is analysed, and its antecedents in thought and social and artistic practices are reviewed. The controversy refers to the question whether school art education should be oriented towards the fine arts or towards the manual arts. Consequently, which should be the cultural model of reference in contemporary art education? These two controversies are considered as two dimensions whose poles have, to a certain extent, the capacity to articulate various educational trends. The values associated with each pole of each dimension are discussed: for the first dimension, creativity, originality, self‐efficacy and the value of accomplished work; for the second, increase of cultural capital and intercultural solidarity. Finally, the possibility is considered of elaborating educational models that would integrate the various mentioned educative values. The question is raised of the compatibility of these educational values, and it is pointed out that art education has the capacity to generate educational spaces of interchange and dialogue in which to combine languages and perspectives that can contribute to human development and to the mutual coexistence of social groups.  相似文献   

Biomechanical characteristics of adults walking forward and backward in water at different stride frequencies     

Cristina Cadenas-Sánchez  Raúl Arellano  Sonia Taladriz  Gracia López-Contreras 《Journal of sports sciences》2016,34(3):224-231

The aim of this study was to examine spatiotemporal characteristics and joint angles during forward and backward walking in water at low and high stride frequency. Eight healthy adults (22.1 ± 1.1 years) walked forward and backward underwater at low (50 pulses) and high frequency (80 pulses) at the xiphoid process level with arms crossed at the chest. The main differences observed were that the participants presented a greater speed (0.58 vs. 0.85 m/s) and more asymmetry of the step length (1.24 vs. 1.48) at high frequency whilst the stride and step length (0.84 vs. 0.7 m and 0.43 vs. 0.35 m, respectively) were lower compared to low frequency (P < 0.05). Support phase duration was higher at forward walking than backward walking (61.2 vs. 59.0%). At initial contact, we showed that during forward walking, the ankle and hip presented more flexion than during backward walking (ankle: 84.0 vs. 91.8º and hip: 22.8 vs. 8.0º; P < 0.001). At final stance, the knee and hip were more flexed at low frequency than at high frequency (knee: 150.0 vs. 157.0º and hip: ?12.2 vs. –14.5º; P < 0.001). The knee angle showed more flexion at forward walking (134.0º) than backward walking (173.1º) (P < 0.001). In conclusion, these results show how forward and backward walking in water at different frequencies differ and contribute to a better understanding of this activity in training and rehabilitation.  相似文献   

Differences in pedalling technique between road cyclists of different competitive levels     

Juan García-López  Sergio Díez-Leal  Ana Ogueta-Alday  Josu Larrazabal  José A. Rodríguez-Marroyo 《Journal of sports sciences》2016,34(17):1619-1626

The purpose of this study was to compare the pedalling technique in road cyclists of different competitive levels. Eleven professional, thirteen elite and fourteen club cyclists were assessed at the beginning of their competition season. Cyclists’ anthropometric characteristics and bike measurements were recorded. Three sets of pedalling (200, 250 and 300 W) on a cycle ergometer that simulated their habitual cycling posture were performed at a constant cadence (~90 rpm), while kinetic and kinematic variables were registered. The results showed no differences on the main anthropometric variables and bike measurements. Professional cyclists obtained higher positive impulse proportion (1.5–3.3% and P < 0.05), mainly due to a lower resistive torque during the upstroke (15.4–28.7% and P < 0.05). They also showed a higher ankle range of movement (ROM, 1.1–4.0° and P < 0.05). Significant correlations (P < 0.05) were found between the cyclists’ body mass and the kinetic variables of pedalling: positive impulse proportion (r = ?0.59 to ?0.61), minimum (r = ?0.59 to ?0.63) and maximum torques (r = 0.35–0.47). In conclusion, professional cyclists had better pedalling technique than elite and club cyclists, because they opted for enhancing pulling force at the recovery phase to sustain the same power output. This technique depended on cycling experience and level of expertise.  相似文献   

Effects of interval aerobic training combined with strength exercise on body composition,glycaemic and lipid profile and aerobic capacity of obese rats     

Irene Coll-Risco  Virginia A. Aparicio  Elena Nebot  Daniel Camiletti-Moirón  Rosario Martínez  Garyfallia Kapravelou 《Journal of sports sciences》2016,34(15):1452-1460

The purpose of this study was to investigate the effects of interval aerobic training combined with strength exercise in the same training session on body composition, and glycaemic and lipid profile in obese rats. Sixteen lean Zucker rats and sixteen obese Zucker rats were randomly divided into exercise and sedentary subgroups (4 groups, n = 8). Exercise consisted of interval aerobic training combined with strength exercise in the same training session. The animals trained 60 min/day, 5 days/week for 8 weeks. Body composition, lipid and glycaemic profiles and inflammatory markers were assessed.

Results showed that fat mass was reduced in both lean and obese rats following the exercise training (effect size (95% confidence interval (CI)) = 1.8 (0.5–3.0)). Plasma low-density lipoprotein–cholesterol and fasting glucose were lower in the exercise compared to the sedentary groups (d = 2.0 (0.7–3.2) and 1.8 (0.5–3.0), respectively). Plasma insulin was reduced in exercise compared to sedentary groups (d = 2.1 (0.8–3.4)). Some exercise × phenotype interactions showed that the highest decreases in insulin, homeostatic model assessment-insulin resistance, fasting and postprandial glucose were observed in the obese + exercise group (all, P < 0.01). The findings of this study suggest that interval aerobic training combined with strength exercise would improve body composition, and lipid and glycaemic profiles, especially in obese rats.  相似文献   

Competencies evaluation in engineering programmes     

Mario F. Letelier  José A. Herrera  Andrea M. Canales  Rosario Carrasco  Lorena L. López 《European Journal of Engineering Education》2003,28(3):275-286

Results are reported in this paper from a study aimed at evaluating significant competencies in final-year students of some engineering programmes in Chile. The study was carried out by a group of eight universities that were interested in exploring ways to assess learning outcomes such as those demanded by the recent Chilean accreditation system. The authors actively participated in all stages of the study, contributing directly to the design, application and results evaluation of some tests. A sample of 150 students was tested, under conditions that guaranteed the comparability of results. In this paper the authors present results relating to the evaluation of effective communication. The study was backed up by a conceptual model and some hypotheses that are explained and discussed in this work.  相似文献   

Responsive and proactive stakeholder orientation in public universities: antecedents and consequences     

María-del-Carmen Alarcón-del-Amo  Carme Casablancas-Segura  Joan Llonch 《Higher Education》2016,72(2):131-151

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Nobel prize 2001     

A. Martín Duce  F. López Hernández 《Resonance》2001,6(11):90-90

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Various ways to determine rational number size: an exploration across primary and secondary education     

González-Forte  Juan Manuel  Fernández  Ceneida  Van Hoof  Jo  Van Dooren  Wim 《European Journal of Psychology of Education - EJPE》2020,35(3):549-565

European Journal of Psychology of Education - Understanding rational numbers is a complex task for primary and secondary school students. Previous research has shown that a possible reason is...  相似文献   

Teaching competences necessary for developing key competences of primary education students in Spain: teacher assessments     

Ángel De-Juanas Oliva  Rosa Martín del Pozo  Encarnación Pesquero Franco 《Teacher Development》2016,20(1):123-145

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