医学检验专业教学与检验技士资格考试对接的探索与实践     

付毓平  胡淼  张俊丽  李恒  王侠  贺志安 《教育教学论坛》2020,(20):57-59

临床医学检验技术资格考试系测评是否为合格专业人才的有效措施,这为检验专业教学指明了以资格考试为切入点,以行业需求为标准的导向。在专业教学中围绕资格考试大纲体现的专科教育教学“必需、够用”的原则,突出实用性和针对性,我院从人才培养、教师队伍建设、实践平台搭建等三个方面对医学检验专业的教学进行了探索与实践。  相似文献   

Knowledge and Forms in Plato's Educational Philosophy     

Mason Marshall 《Educational theory》2020,70(2):215-229

In this essay, Mason Marshall argues that Plato's views on Forms play a central role in his educational philosophy. In response to what certain commentators have recently written, Marshall contends that this interpretation not only is accurate but also is advantageous because of how it can help philosophy of education. He also addresses the view, proposed by one philosopher of education, that Plato believes that the most valuable sort of knowledge cannot be fully expressed in words and that the objects of this knowledge are something other than transcendent Forms. Preferable to that view, Marshall argues, is the idea that Plato wants knowledge of Forms which is nonrepresentational.  相似文献   

#NeverAgainMSD Student Activism: Lessons for Agonist Political Education in an Age of Democratic Crisis     

Kathleen Knight Abowitz  Dan Mamlok 《Educational theory》2020,70(6):731-748

In this essay, Kathleen Knight Abowitz and Dan Mamlok consider the arguments for agonist political education in light of a case study based in the events of the 2018 mass shooting at Stoneman Douglas High School in Parkland, Florida, and the subsequent activism of its survivors. We use this case to examine agonist expressions of citizenship, and to present an argument for framing agonist politics through the lens of Deweyan transactional communication combined with the critical concept of articulation. A major lesson in this case is the significance of citizenship learning that prioritizes challenging the political status quo along with working to reestablish new political relations on grounds that are more just. The authors argue that the endgame of agonist-informed political education should be that which helps students, as present and future citizens, reconstruct existing political conditions. Knight Abowitz and Mamlok conclude with suggestions for four domains of knowledge and capacities that can productively shape agonist citizenship education efforts: political education, lived citizenship, critical political literacies, and critical digital literacies.  相似文献   

Does gender matter for the intergenerational transmission of education? Evidence from rural China     

《International Journal of Educational Development》2020

Many studies have examined whether children’s gender influences their educational attainment. However, there are limited studies on both the impact of parents’ education on children’s education and the educational gender gap in rural China. This paper investigates the impact of parents’ education on their children’s education from a gender perspective in rural China using comprehensive rural household data. We find that the educational gender gap in rural China has been decreasing over the last several decades. Moreover, the educational gender gap decreases as parents’ education increases. Parents’ initial educational attainment plays an important role in narrowing the educational gender gap.  相似文献   

Becoming a teacher: Experiences of female trainees in initial teacher education in Nigeria     

《Teaching and Teacher Education》2020

This article foregrounds the experiences of female trainees on a scholarship programme for initial teacher education aimed at increasing the number of qualified female teachers from rural northern Nigeria, and boosting female pupil enrolments. Challenging conditions in colleges of education, including curricular shortcomings, overcrowding, limited resources and inadequate learning support were compounded by non-academic factors – especially financial, and gendered constraints. Collectively, they threatened student retention, learning and attainment, and the programme’s gender equity goals. Findings highlight the need to move beyond increasing numbers of female student-teachers, to improving quality in teacher education, paying attention to out-of-college conditions too.  相似文献   

Early career mathematics teachers: Concepts,methods, and strategies for comparative international research     

《Teaching and Teacher Education》2020

In this article, we report on the challenges entailed in the development of concepts, methods, and strategies for designing and implementing a cross-national research study of the first-years of school-mathematics teaching, including an exploration of how beginning mathematics teachers differ in their preparation, knowledge for teaching, teaching practice, working conditions, and pupil characteristics. The study was designed as a proof-of-concept for a study of teaching and teacher education to be implemented by educationalists, teacher educators, and early career teachers as an ongoing professional endeavor. Primary among the challenges was the development of the sampling design and the construction of measures.  相似文献   

Difficulties and reasonable adjustments carried out by Spanish faculty members to include students with disabilities     

Anabel Moria  Víctor H. Perera  Noelia Melero 《British Journal of Special Education》2020,47(1):6-23

This study focuses on the experience of 20 Spanish faculty members who teach students with disabilities. We conducted semi‐structured individual and group interviews, and analysed the data using an inductive system of categories and codes. The results of this work describe the difficulties that faculty members encountered when including students with disabilities, and how they attended, through reasonable adjustments, to the educational needs of their students. Their testimonies produced a profile of professionals who recognise their own shortcomings while valuing the actions that they have undertaken in order to meet the needs of their students. From their perspective, these actions were more closely linked to their own willingness and the students’ efforts than to the training they had received on disability. In this sense, the present study shows that universities must provide more meaningful training in the field of disability and make firm institutional commitments to supporting their faculty members.  相似文献   

Does spatial awareness training affect anatomy learning in medical students?     

Rene A. Gonzales  Gordon Ferns  Marc A. T. M. Vorstenbosch  Claire F. Smith 《Anatomical sciences education》2020,13(6):707-720

Spatial ability (SA) is the cognitive capacity to understand and mentally manipulate concepts of objects, remembering relationships among their parts and those of their surroundings. Spatial ability provides a learning advantage in science and may be useful in anatomy and technical skills in health care. This study aimed to assess the relationship between SA and anatomy scores in first- and second-year medical students. The training sessions focused on the analysis of the spatial component of objects' structure and their interaction as applied to medicine; SA was tested using the Visualization of Rotation (ROT) test. The intervention group (n = 29) received training and their pre- and post-training scores for the SA tests were compared to a control group (n = 75). Both groups improved their mean scores in the follow-up SA test (P < 0.010). There was no significant difference in SA scores between the groups for either SA test (P = 0.31, P = 0.90). The SA scores for female students were significantly lower than for male students, both at baseline and follow-up (P < 0.010). Anatomy training and assessment were administered by the anatomy department of the medical school, and examination scores were not significantly different between the two groups post-intervention (P = 0.33). However, participants with scores in the bottom quartile for SA performed worse in the anatomy questions (P < 0.001). Spatial awareness training did not improve SA or anatomy scores; however, SA may identify students who may benefit from additional academic support.  相似文献   

Fantasy,Pragmatism and Journalistic Socialisation: UK Journalism Students’ Aspirations and Motivations     

Daniel Jackson  Einar Thorsen  Sally Reardon 《Journalism Practice》2020,14(1):104-124

ABSTRACT

Despite the sustained growth in journalism as a choice of degree path for young people, our understanding of students’ aspirations and motivations remains relatively underdeveloped. At the same time, journalism careers appear increasingly uncertain, as the industry responds to digitalisation and convergence. In this mixed-methods study – employing 35 interviews and a survey of 837 UK journalism students – we ask what areas of journalism do students aspire towards, how do they feel about their future career prospects, and what is motivating them to study journalism in the first place? We find that intrinsic motivations (calling and talent, dynamic job) prevail over public service ones, with students drawn to soft news beats over hard news. Aspirations are also strikingly gendered, opening up questions of journalism education in this process. We also find that while students articulate an aspirational career in respected media outlets, they are pragmatic about their immediate career prospects. Here, journalism education appears to play a significant role in socialising students towards careers beyond journalism. Findings are discussed in the light of ongoing debates around journalistic socialisation and the future of journalism.  相似文献   

The effectiveness of a special school experience for improving preservice teachers’ efficacy to teach children with special educational needs and disabilities     

Janine K. Coates  Jo Harris  Michael Waring 《British Educational Research Journal》2020,46(5):909-928

Increasingly, preservice teachers are required to demonstrate their ability to effectively cater for the needs of a diverse range of learners, including those with special educational needs and disabilities (SEND). Higher education institutions (HEI) delivering teacher education programmes are responsible for promoting the development of inclusive practices. This multi-method study assessed the effectiveness of a special school experience for preservice teachers at one HEI in England. A total population sample of 48 preservice teachers completed self-efficacy questionnaires at three time points during their training; and 13 took part in qualitative semi-structured interviews towards the end of the study. Analysis of variance (ANOVA) findings from the questionnaire data showed that the experience had a significant positive impact on preservice teachers’ self-efficacy, improving knowledge, understanding and confidence to teach inclusively. A thematic analysis of the qualitative findings revealed that the experience challenged preservice teacher expectations about learners with SEND, developing understanding about learner needs and effective differentiation. This article concludes with recommendations for effective inclusion training for preservice teachers.  相似文献