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This paper is based on a study which explores links between the interactional order of the Botswana primary classroom-frequently dominated by whole-class recitation routines-and the wider social order, which includes highly centralised control of the education system. Drawing on ethnographic observation, I argue that the institutional structures and practices of schools and training colleges are important-but covert-contributors to teachers' understanding of their professional roles. Firstly I describe the internal social structuring of two primary schools, the social hierarchy among those who work and learn there, and the cultural distance between the schools and their communities. Then I discuss the institutional practices of the primary teacher training colleges in Botswana, arguing that these do not challenge concepts of teaching already internalised by trainees. Such concepts include the authority of teachers, the use of English as a symbol of that authority, and the value placed on memorisation of knowledge for display. 相似文献
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IMRE HORVÁTH JOŽE DUHOVNIK PAUL XIROUCHAKIS 《European Journal of Engineering Education》2003,28(1):83-102
This paper reports on and draws conclusions about the international course called European Global Product Realization. It was organized to provide university students with knowledge about distributed product development in virtual enterprises. The philosophy of the course is discussed together with its structure, contents, organization, infrastructure, deliverables and the experiences. Necessitated by globalization, the principles of operation of virtual enterprises were used in organizing the course. The knowledge accumulated in global product realization by the participating companies and academic sections provided the basis for the course and for the student projects. The organizers put the students of three European universities into the position of evolving young professionals who act as both knowledge producers and knowledge consumers. The design and engineering students took part in academic lectures and industrial case studies in a virtual classroom and practised collaborative product development in the emulated virtual enterprise. The academic virtual enterprise framework has been confirmed to be a solution for opening the conventional educational institutions. Our future work will concentrate on how to exploit disciplinary and operational research as the engine behind academic learning and teaching. 相似文献
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ALFRED F. CARLOZZI N. JO CAMPBELL G. ROBERT WARD 《Counselor Education & Supervision》1982,21(4):227-236
It was hypothesized in this study that dogmatism and externality in locus of control are inversely related to skill in facilitative responding when the effects of specific counselor training program, number of graduate hours in counseling, age, sex, race, and religious affiliation are controlled. The participants were 215 master's degree candidates majoring in guidance and counseling at three southwestern universities. Dogmatism and externality were measured by the Opinion Scale, and skill in facilitative responding was determined by application of the Gross Rating of Facilitative Interpersonal Functioning Scale to written responses of participants to 16 audiotaped client stimulus statements. Multiple regression and partial correlation techniques were used to test the hypothesis, and the results supported the hypothesis. The authors discuss implications of this study for counselor selection and education. 相似文献
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