Learning a practice through practise: presenting knowledge in doctoral spoken presentations     

Marie Manidis  Rebecca Addo 《Studies in Continuing Education》2017,39(3):235-250

Learning to ‘become doctor’ requires PhD candidates to undertake progressive public displays – material and social – of knowledge. Knowledge in doctoral pedagogy is primarily realised textually, with speaking and writing remaining as the primary assessment rubrics of progress and of the qualification. Participating textually begins, in a public sense, with the Confirmation of Candidature presentation/paper and culminates in a Viva Voce/dissertation. Drawing on linguistic ethnographic observations and analyses, this paper uses practice-based perspectives to examine a doctoral candidate practising to present knowledge publicly in a university research centre. The paper focuses on sociomaterial shifts in the trial run and final delivery of the two presentations examining how the candidate is initiated into new actions in response to these changes. Findings reveal how the candidate engages with collective understandings of the practice of presenting knowledge provided by feedback from her doctoral ‘friends’. Learning a practice through practise highlights the importance of participating as learning and learning as participating. This is particularly so in a time of change for doctoral pedagogy, when honing a practice collectively is argued to be advantageous in a localised setting that recognises and fosters the benefits of participation.  相似文献   

If I experience formative assessment whilst studying at university,will I put it into practice later as a teacher? Formative and shared assessment in Initial Teacher Education (ITE)     

Carolina Hamodi  Víctor Manuel López-Pastor  Ana Teresa López-Pastor 《欧洲师范教育杂志》2017,40(2):171-190

The aim of this article is to analyse whether having experience of formative assessment during their initial teacher education courses (ITE) influences graduates’ subsequent practice as teachers. That is, if the assessment methods that university students are subject to during their learning process are then actually employed by them during their professional practice as schoolteachers. To address this issue, questionnaires were issued and focus groups were held with a sample of ITE graduates. The main results of the study are that: (1) formative and shared assessment (FSA) is not used a great deal during ITE, but is highly valued; (2) some graduates have implemented FSA in their practice as teachers, following their experience on their ITE course; and (3) significant variables are found regarding the implementation of FSA in schools (possible resistance from colleagues and/or pupils’ parents, etc.).  相似文献   

A collaborative autoethnography study to inform the teaching of reflective practice in STEM     

Rachael Hains-Wesson  Karen Young 《高等教育研究与发展》2017,36(2):297-310

The paper explores a collaborative self-study, autoethnography research project, which aided in informing practice for the teaching of reflective practice in Science, Technology, Engineering and Mathematics (STEM) at an Australian university. Self-report methods were used, because it enabled the collection of a variety of self-awareness data generated processes to help produce insights and understandings. This was achieved by undertaking a systematic approach to the exploration of a critical friendship between two academic support staff members alongside reflections from a recorded, focus group interview with nine STEM teachers. Four self-awareness data generated processes were used: (1) self-reflections; (2) collaborative reflections; (3) reflections on pertinent literature findings and (4) reflections from nine STEM teachers. A thematic analysis of the data was undertaken, which resulted in the discovery of three turning points such as moments of understandings that challenge assumptions and/or lead to new insights. The findings indicated that a STEM-centric, scaffolded approach that utilised the scientific method for reflective practice enabled the development of a shared understanding around teaching and assessing reflective practice for STEM teachers. First, because it boosted self-confidence and second, because it reduced scepticism around reflective practice as a non-scientific form of learning.  相似文献   

A Fresh Theoretical Perspective on Practice‐Led Research          下载免费PDF全文

Barbara Hawkins  Brett Wilson 《The International Journal of Art & Design Education》2017,36(1):82-91

Practice‐led research in art and design has now come of age and can take its place alongside other forms of research at the academic ‘high table’. It no longer needs to be treated with ‘special consideration’ as a new form of intellectual enquiry. The research craft developed by those involved in practice‐led research admits them to a broader community of practice engaged in questioning the conceptual basis of how we perceive and make sense of the world around us. The objective/subjective divide that preoccupied an earlier generation of academics has eventually been replaced by a more nuanced epistemological framework able to embrace PhDs that include non‐textual artefacts as part of their exposition. An increasing number of academic institutions around the world have taken up the debate and now participate in practice‐led research programmes. However, for early‐career researchers in these fields there are still many hurdles to overcome, some of which are unique to this form of endeavour, as we outline. This article has been developed from a series of seminars and workshops presented by the authors to early‐career practice‐led researchers as part of their Project Dialogue programme which seeks greater engagement between the arts and sciences.  相似文献   

服务模块化网络组织治理路径研究:风险悖论的视角     

李晓云  沈先辉  余长春  汪明月  周雅舒 《科技管理研究》2019,39(13)

基于探索性案例研究方法和框架,立足风险悖论的视角,分别从点、线、面三个方面对农业产业网络风险悖论现象进行了探究。研究发现,过高、过低以及不完善的服务模块化设计均能够诱引农业产业网络组织风险生成,而产业网络的服务模块化结构在一定程度上又为其风险的形成路径提供了技术平台。为此,提出了三条农业产业服务模块化网络风险治理的优化路径,即通过优化网络节点模块的“公理化”设计来控制网络组织的风险源,通过优化节点模块松散耦合设计规范网络组织的风险传导途径以及通过优化网络界面规则标准化设计防止网络风险爆发。  相似文献   

LED产业集群中资源优化组织关键路径研究——基于产业链创新协同平台视角     

邹宗峰  张鹏  佐思琪 《科技管理研究》2016,(19)

以提升LED产业集群中资源组织效率为目的,基于产业链创新服务平台视角,从产业链平台的业务流程出发,寻找资源组织的关键路径。基于提升资源组织速度的考虑,使用了包括基本信息层、结构信息层、活动信息层、能力信息层和时间信息层的五层资源描述方法构建LED产业平台中虚拟单元。通过LED产业链平台中的应用证明本方法在实践中是有效的。  相似文献   

中国能源效率影响能源消费的内在机理及传导路径研究     

戴嵘  曹建华 《科技管理研究》2016,(5):227-232

讨论已有研究在能源效率与能源消费关系上的分歧及成因,并指出传统能源回弹路径与中国情况的不合之处。通过构建新的逻辑分析框架,对中国能源效率提高影响能源消费的内在机理进行分析,并借助联立方程模型和经验数据对其影响方向和传导路径做出实证研究。得出结论,(1)中国能源效率提高影响能源消费的路径有两条,一是直接抑制,二是通过促进经济增长而间接拉动;(2)与发达国家不同,中国能源效率的提升并未降低能源价格和促进技术进步从而使能源消费回弹;(3)推动能源消费增长的主要因素是经济增长而非能效提高。  相似文献   

环境资源约束下基于Solow模型的绿色消费路径研究     

周晶淼  肖贵蓉  武春友 《科研管理》2016,37(9):152-160

针对传统消费造成的资源过度消耗与环境严重退化的现象,基于扩展的Solow模型框架,引入环境资源存量约束与绿色消费变量,建立了环境资源约束下以社会福利最大化为目标的绿色消费路径模型,运用最优控制理论得到了均衡状态下最优消费路径的解析解,对不同影响因素变动下最优的绿色消费路径进行数值仿真,结果表明:(1)不同的绿色消费初值影响着消费模式绿色化的速度,但无法实现完全绿色化,两种消费模式之间会最终达到均衡状态;(2)环境资源承载力较高的条件下有利于消费模式的绿色化,但也刺激了传统消费更快速度的增长,从而会降低整体消费的绿色程度;(3)高资本弹性和高环境自净力均不利于消费模式的绿色化。  相似文献   

产业集群中企业家社会网络演化   总被引：1，自引：1，他引：1  

王建  刘冰  陶海青 《科学学与科学技术管理》2007,28(4):169-174

首先研究企业家经历中的路径依赖和异化特征对其社会网络差异性演化的影响;后引用“撒网”模型,认为经历和环境双因素共同作用,导致网络呈现长期一致性和短期差异性相结合的演化规律;随后,又从网络开放性和多样性两个维度,归纳企业家社会网络演化的两种路径,分别对应内生型和外生型两种演进类型的产业集群。  相似文献   

在计算机教学中重视对学生实践能力和创新精神的培养     

姜云杰  黄刚  杜衡吉 《中国科技信息》2007,(24):260-261

高等教育对高级专门人才的培养离不创新精神和实践能力。本文阐述了创新精神和实践能力对计算机专业学生的重要性，并就如何培养学生的创新精神和实践能力，在教学环境、课堂教学、教学机制等方面提出了措施和办法。  相似文献