Von der Lehrerausbildung in den Beruf – Fachbezogenes Wissen als Voraussetzung für Wahrnehmung,Interpretation und Handeln im Unterricht     

Prof. Dr. Sigrid Blömeke  Prof. Dr. Johannes König  Dr. Andreas Busse  Dr. Ute Suhl  Jessica Benthien  Prof. Dr. Martina Döhrmann  Prof. Dr. Gabriele Kaiser 《Zeitschrift für Erziehungswissenschaft》2014,17(3):509-542

The transition from teacher training into the teaching profession is seen to be key in the biography of a teacher. Yet there is a lack of enquiry into the development of the content knowledge (CK) and pedagogical content knowledge (PCK) held by teachers at the end of their education, and into the significance of this knowledge for situational and behavioural cognition. On the basis of data from the international comparative study TEDS-M 2008 and the Germany-based 2012 follow-up, this contribution investigates the knowledge and skills development of teachers during the transition from teacher training to the teaching profession in a four-year longitudinal study with n = 171 mathematics teachers. Three test formats (paper-and-pencil, video-vignettes and speed tests) are used to examine various indicators for teacher expertise. In addition to the analysis of changes in mathematical CK and PCK levels, path analysis is used to determine the extent to which this knowledge functions as a predictor for the perception and interpretation of classroom situations, the decision-making in these situations, and the quick identification of student mistakes. The results show only small changes in the group mean (for MCK there is a small loss, whereas MPCK remains constant), but high fluctuation (i. e. weak correlation) in the MPCK ranking between the two measurement occasions, pointing to differential learning effects gained from teaching practice. There are also significant differences in predictability: MCK is important for the speed indicators of teacher expertise; MCK and MPCK for the perception and interpretation of situations, and for the generation of action strategies. These findings can on the one hand help to facilitate the evaluation of beginning teachers’ need for support and, on the other hand, they indicate the necessity for the early integration of practice-based elements into teacher training programmes with the aim of developing PCK and related skills.  相似文献   

The political economy of ‘open regionalism’ and education in small (and micro) states: the construction of the Caribbean Educational Policy Space in CARICOM     

Tavis D. Jules 《Globalisation, Societies & Education》2014,12(4):474-497

In this era of amplified regionalisation, the Economic Commission for Latin America and the Caribbean's (ECLAC) conceptualisation of ‘open regionalism’ is pertinent to examine the role of regional governance mechanisms in constructing what I call the Caribbean Educational Policy Space. With the aid of a latent content analysis of policy documents that focuses on the current wave of regionalism within the Caribbean Community (CARICOM) countries, I argue that open regionalism is the instrument that facilitates the expansion of education into a regional tradable commodity that is embedded and linked to the Caribbean Single Market and Economy (CSME). I suggest that open regionalism can be further finessed to consider the modalities that make the operationalising of the integrative project possible. In essence, open regionalism is used as a governance framework by CARICOM's states to enact national educational reform. I conclude by arguing that open regionalism is an approach that is driven by the knowledge-based economy, premised upon innovation and inventiveness, which facilitates regional entry into hemispheric relations, and focused on the deepening global relations.  相似文献   

A decade revisited and a step toward the future: incremental but quintessential progress     

D.-S. Jin  M. H. Kim  D. Park 《Asia Pacific Education Review》2014,15(3):329-337

This study scrutinizes Asia Pacific Education Review (APER) that has been weathered 13 years of journey from its inception. Numerically, 504 peer-reviewed articles have been published so far, and 0.5 of impact factor has been achieved. This article recollects the history of APER, overhaul the accomplishment and shortcomings of it. Through an overview of the annually submitted and published articles, 14 domains of research area, research methods, and the demographics of contributors were examined; 30 nationalities of authors’ papers were published, and 2/3 of articles used quantitative research method. The most published domains were educational administration and policy, educational psychology and special education, and higher education; however, the most cited articles covered all research area of education impartially. This study also suggested APER’s contribution to the advancement of education research community internationally and interdisciplinarily.  相似文献   

虹鳟假鳃组织中的碳酸酐酶免疫细胞化学定位(英文)     

S.M.RAHIM  A.G.MAZLAN  K.D.SIMON  J.P.DELAUNOY  P.LAURENT 《Journal of Zhejiang University. Science. B》2014,(2)

研究目的:假腮的功能早已引起科学家兴趣,但还有待阐明。本文通过研究硬骨鱼类品种虹鳟鱼(Oncorhynchus mykiss)的假腮碳酸酐酶的免疫定位,来探讨假腮碳酸酐酶的生理功能。研究方法:免疫组织化学染色技术。重要结论:免疫组化结果显示碳酸酐酶分布在假腮细胞中,更精确地说是在其细胞顶端分布。细胞基底端、管状系统、毛细血管和柱细胞均无免疫染色。免疫细胞化学定位进一步验证了这些结果,并显示一部分是细胞质碳酸酐酶,其余的与细胞膜结构连接。此外,腔隙层未显示出免疫过氧化物酶的活性。本研究揭示了假腮碳酸酐酶的功能与细胞外介质有关,碳酸酐酶能干预传入神经纤维刺激机制。  相似文献   

A Behind‐the‐Scenes Guide to School‐Based Research     

Benjamin D. Plummer  Brian M. Galla  Amy S. Finn  Sarah D. Patrick  David Meketon  Julia Leonard  Calvin Goetz  Elizabeth Fernandez‐Vina  Sara Bartolino  Rachel E. White  Angela L. Duckworth 《Mind, Brain, and Education》2014,8(1):15-20

Schools are an important context for both basic and applied scientific research. Unlike the laboratory, however, the physical and social conditions of schools are not under the exclusive control of scientists. In this article, we liken collecting data in schools to putting on a theatrical production. We begin by describing the large cast of characters whose collaborative efforts make school‐based research possible. Next, we address the critics, including the university Institutional Review Board (IRB) and school administrators, whose feedback often improves the final study design. We then turn our attention to set building, stage directions, and rehearsals—key steps in the iterative process of refining study procedures. We end with a discussion of the day of data collection itself and activities that take place after the curtain drops. Throughout, we make recommendations based on our recent experience collecting data at several high schools.  相似文献   

Cadaver CT scans a useful adjunct in gross anatomy: The medical student perspective          下载免费PDF全文

Chika R. Nwachukwu Ph.D. 《Anatomical sciences education》2014,7(1):83-84

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A prospective,randomized crossover study comparing direct inspection by light microscopy versus projected images for teaching of hematopathology to medical students          下载免费PDF全文

Aaron M. Carlson  Ellen D. McPhail  Vilmarie Rodriguez  Georgene Schroeder  Alexandra P. Wolanskyj 《Anatomical sciences education》2014,7(2):130-134

Instruction in hematopathology at Mayo Medical School has evolved from instructor‐guided direct inspection under the light microscope (laboratory method), to photomicrographs of glass slides with classroom projection (projection method). These methods have not been compared directly to date. Forty‐one second‐year medical students participated in this pilot study, a prospective, randomized, crossover study measuring educational performance during a hematology pathophysiology course. The students were randomized to one of two groups. All students received the same didactic lectures in the classroom and subsequent case‐based review of peripheral blood smears using either laboratory or projection methods, on day one with a crossover to the other method on day two. Pre‐ and post‐test examinations centered on morphology recognition measured educational performance on each day, followed by a questionnaire identifying the student's favored method. There was no significant difference in the pre‐test and post‐test scores between the two teaching methods (rank‐sum P = 0.43). Students overwhelmingly preferred the projection method and perceived it as superior (76%), although post‐test scores were not significantly different. Student's recommended method was split with 50% favoring the projection method, 43% favoring a combined approach, and 23% noting logistical challenges to the laboratory. In this study, the laboratory and projection method were equivalent in terms of educational performance for hematopathology among medicals students. A classroom‐based approach such as the projection method is favored, given the large class sizes in undergraduate medical education, as well as the ergonomic challenges and additional resources required for large group instruction in a laboratory setting. Anat Sci Educ 7: 130–134. © 2013 American Association of Anatomists.  相似文献   

Evaluation of usage of virtual microscopy for the study of histology in the medical,dental, and veterinary undergraduate programs of a UK University          下载免费PDF全文

Margaret K. Gatumu  Frances M. MacMillan  Philip D. Langton  P. Max Headley  Judy R. Harris 《Anatomical sciences education》2014,7(5):389-398

This article describes the introduction of a virtual microscope (VM) that has allowed preclinical histology teaching to be fashioned to better suit the needs of approximately 900 undergraduate students per year studying medicine, dentistry, or veterinary science at the University of Bristol, United Kingdom. Features of the VM implementation include: (1) the facility for students and teachers to make annotations on the digital slides; (2) in‐house development of VM‐based quizzes that are used for both formative and summative assessments; (3) archiving of teaching materials generated each year, enabling students to access their personalized learning resources throughout their programs; and (4) retention of light microscopy capability alongside the VM. Student feedback on the VM is particularly positive about its ease of use, the value of the annotation tool, the quizzes, and the accessibility of all components off‐campus. Analysis of login data indicates considerable, although variable, use of the VM by students outside timetabled teaching. The median number of annual logins per student account for every course exceeded the number of timetabled histology classes for that course (1.6–3.5 times). The total number of annual student logins across all cohorts increased from approximately 9,000 in the year 2007–2008 to 22,000 in the year 2010–2011. The implementation of the VM has improved teaching and learning in practical classes within the histology laboratory and facilitated consolidation and revision of material outside the laboratory. Discussion is provided of some novel strategies that capitalize on the benefits of introducing a VM, as well as strategies adopted to overcome some potential challenges. Anat Sci Educ 7: 389–398. © 2013 American Association of Anatomists.  相似文献   

Donation of bodies for anatomy teaching in Chile          下载免费PDF全文

Juan Pablo Gatica‐Araneda M.D.  Patrico Alfaro‐Toloza 《Anatomical sciences education》2014,7(3):248-248

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Anatomy integration blueprint: A fourth‐year musculoskeletal anatomy elective model          下载免费PDF全文

Michelle D. Lazarus  Gordon L. Kauffman Jr.  Milind J. Kothari  Timothy J. Mosher  Matthew L. Silvis  John R. Wawrzyniak  Daniel T. Anderson  Kevin P. Black 《Anatomical sciences education》2014,7(5):379-388

Current undergraduate medical school curricular trends focus on both vertical integration of clinical knowledge into the traditionally basic science‐dedicated curricula and increasing basic science education in the clinical years. This latter type of integration is more difficult and less reported on than the former. Here, we present an outline of a course wherein the primary learning and teaching objective is to integrate basic science anatomy knowledge with clinical education. The course was developed through collaboration by a multi‐specialist course development team (composed of both basic scientists and physicians) and was founded in current adult learning theories. The course was designed to be widely applicable to multiple future specialties, using current published reports regarding the topics and clinical care areas relying heavily on anatomical knowledge regardless of specialist focus. To this end, the course focuses on the role of anatomy in the diagnosis and treatment of frequently encountered musculoskeletal conditions. Our iterative implementation and action research approach to this course development has yielded a curricular template for anatomy integration into clinical years. Key components for successful implementation of these types of courses, including content topic sequence, the faculty development team, learning approaches, and hidden curricula, were developed. We also report preliminary feedback from course stakeholders and lessons learned through the process. The purpose of this report is to enhance the current literature regarding basic science integration in the clinical years of medical school. Anat Sci Educ 7: 379–388. © 2014 American Association of Anatomists.  相似文献