The medicalization of current educational research and its effects on education policy and school reforms     

Daniel Tröhler 《Discourse: Studies in the Cultural Politics of Education》2015,36(5):749-764

This paper starts from the assumption of the emergence of an educationalized culture over the last 200 years according to which perceived social problems are translated into educational challenges. As a result, both educational institutions and educational research grew, and educational policy resulted from negotiations between professionals, researchers, and policy makers. The paper argues that specific experiences in the Second World War triggered a fundamental shift in the social and cultural role of academia, leading up to a technocratic culture characterized by confidence in experts rather than in practicing professionals (i.e., teachers and administrators). In this technocratic shift, first a technological system of reasoning emerged, and it was then replaced by a medical “paradigm.” The new paradigm led to a medicalization of social research, in which a particular organistic understanding of the social reality is taken for granted and research is conducted under the mostly undiscussed premises of this particular understanding. The result is that despite the increased importance of research in general, this expertocratic and medical shift of social research led to a massive reduction in reform opportunities by depriving the reform stakeholders of a broad range of education research, professional experience, common sense, and political deliberation.  相似文献   

Learning mechanisms in multidisciplinary teamwork with real customers and open-ended problems     

Juho Heikkinen  Ville Isomöttönen 《European Journal of Engineering Education》2015,40(6):653-670

Recently, there has been a trend towards adding a multidisciplinary or multicultural element to traditional monodisciplinary project courses in computing and engineering. In this article, we examine the implications of multidisciplinarity for students' learning experiences during a one-semester project course for real customers. We use a qualitative research approach and base our analysis on students' learning reports on three instances of a project course titled Multidisciplinary working life project. The main contribution of this article is the unified theoretical picture of the learning mechanisms stemming from multidisciplinarity. Our main conclusions are that (1) students generally have a positive view of multidisciplinarity; (2) multidisciplinary teams enable students to better identify their own expertise, which leads to increased occupational identity; and (3) learning experiences are not fixed, as team spirit and student attitude play an important role in how students react to challenging situations arising from introduction of the multidisciplinarity.  相似文献   

Preservice Biology Teachers’ Professional Knowledge: Structure and Learning Opportunities     

Jörg Großschedl  Ute Harms  Thilo Kleickmann  Ingrid Glowinski 《Journal of Science Teacher Education》2015,26(3):291-318

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Felson’s Review of “Breaking Rules”: Smoke and Mirrors     

Per-Olof H. Wikström  Kyle Treiber  Beth Hardie  Dietrich Oberwittler 《Journal of Criminal Justice Education》2015,26(1):115-116

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Integrating Literature with Craft in a Learning Process with Creative Elements     

Juli-Anna Aerila  Marja-Leena Rönkkö 《Early Childhood Education Journal》2015,43(2):89-98

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Significant networks and meaningful conversations observed in the first-round applicants for the Teachers’ Academy at a research-intensive university     

Eeva Pyörälä  Laura Hirsto  Auli Toom  Liisa Myyry  Sari Lindblom-Ylänne 《International Journal for Academic Development》2015,20(2):150-162

The University of Helsinki established a Teachers’ Academy to reward excellence in teaching. This study focuses on teachers’ significant networks and their meaningful conversations about teaching and learning before the establishment of the Teachers’ Academy. The research data consisted of answers to open-ended questions, and were examined using social network analysis. The teachers’ network consisted of significant relations with (1) colleagues and other teachers, (2) peers in pedagogical courses and pedagogical experts, (3) students, and (4) family members and friends. The conversations with different parties varied in nature, content and the level of confidentiality.  相似文献   

Critical thinking as room for subjectification in Education for Sustainable Development     

Helen Hasslöf  Claes Malmberg 《Environmental Education Research》2015,21(2):239-255

Issues of sustainability are complex and often steeped with ethical and political questions without predefined or general answers. This paper deals with how secondary and upper secondary teachers discuss these complex issues, by analysing their aims for Education for Sustainable Development. With inspiration from discourse theory, their articulations about students as political subjects are analysed. Critical thinking emerged as a nodal point in teachers’ discussions. In this study, critical thinking is articulated as having various qualitative meanings related to different epistemological views. On one hand, critical thinking is articulated to invite room for subjectification; but on the other hand, room for subjectification is challenged when critical thinking is articulated through the educational aims of qualification and socialisation. A consequence of changing epistemological view might be that political and ethical issues take a back seat.  相似文献   

CHALLENGES IN UNDERSTANDING PHOTOSYNTHESIS IN A UNIVERSITY INTRODUCTORY BIOSCIENCES CLASS     

Ilona Södervik  Viivi Virtanen  Mirjamaija Mikkilä-Erdmann 《International Journal of Science and Mathematics Education》2015,13(4):733-750

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Effects of Mathematics Content Knowledge on Pre-school Teachers’ Performance: a Video-Based Assessment of Perception and Planning Abilities in Informal Learning Situations     

Simone Dunekacke  Lars Jenßen  Sigrid Blömeke 《International Journal of Science and Mathematics Education》2015,13(2):267-286

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Measuring pre-service teachers’ noticing competencies within a mathematical modeling context – an analysis of an instrument     

Alwast  Alina  Vorhölter  Katrin 《Educational Studies in Mathematics》2022,109(2):263-285

Educational Studies in Mathematics - Teaching mathematical modeling is a demanding task. Thus, fostering teachers’ competencies in this regard is an essential component of teacher education....  相似文献