Identity development: what I notice about myself as a teacher     

Ciarán Ó Gallchóir  Joanne O’Flaherty  Carmel Hinchion 《欧洲师范教育杂志》2018,41(2):138-156

Teacher identity has been recognised as critical to the practice and development of teachers. However, there remains a paucity of scholarship capturing the voice of pre-service teachers’ meaning making of their own development as teachers during initial teacher education. This paper sets out to explore seven pre-service teachers’ meaning making of becoming a teacher. Reflections gathered using autobiographical narratives and teaching metaphors, were prompted by video clips of practice during School Placement. Results suggest that pre-service teachers’ were initially drawn to the physical depiction of what a teacher looks like. Their meaning making then turned towards instances of dissonance between their prior meanings of what it is to be a teacher and their lived experiences of School Placement. These sources of dissonance challenged the pre-service teachers’ ongoing construction of their teacher identity. The findings of this paper are discussed in terms of relevant literature.  相似文献   

School leadership and intercultural understanding: school foyers as situated spaces for doing diversity     

Julianne Moss  Joanne O’Mara  Trevor McCandless 《International Journal of Inclusive Education》2017,21(9):956-973

Internationally, Intercultural Understanding (ICU) is increasingly prevalent in the field of education. The recent evidence base includes a growing academic literature and examples of specified education policy and curricula. In regards to leveraging ICU, research suggests a multi-level and longitudinal approach is needed to ensure effective and sustainable school change. Significant gaps exist in the literature about the contextual factors across all school levels that facilitate or impede the development of ICU. These gaps include research and action pertaining to school leadership. This paper draws from interviews and visual data generated in a large Australian study and focuses on the centrality of a single architectural feature of the school, the school foyer, and how principals grapple with the (re)design of these spaces to assert themselves as interculturally capable schools. Discourses of educational leadership have historically relied on well-worn leadership models of operational practices rather than explicitly framing an understanding of diversity to support intercultural capabilities. During a period of mandated Australian curriculum reform and assessment, this paper offers another way of ‘Doing Diversity’ of interest to policy makers and school leadership keen to embed ICU in their schools while highlighting the significant role school leaders have in progressing ICU.  相似文献   

Organizational change in Australian higher education: Process and outcome     

V. Lynn Meek  A. O’Neill 《The Australian Educational Researcher》1990,17(3):1-23

Change and social order, along with the related concepts of homogenization vis-a-vis differentiation of organizational types, have long caught the interest of social scientists. Theories of change and organizational differentiation abound. However, there appears to be a need for more research on how change threatens fundamental social classifications and how actors manipulate classifications and social taxonomies to protect their interests and restore order. The recent restructuring of Australian higher education provides an ideal case for exploring the effects of classificatory variation for the process has challenged cherished ideas about the essential characteristics of higher education. The extent to which the challenge has been met and repulsed by those threatened is the subject of this paper.  相似文献   

Considering Inclusive Education through the Independent Living Movement: Lessons for Improvement?     

Scot Danforth  David J. Connor 《The Educational forum》2020,84(4):325-339

Abstract

In this article, we focus on the life and accomplishments of Ed Roberts, leader of the Independent Living Movement for people with severe disabilities, to consider ways he envisioned and enacted a radical shift in professional practices within the field of rehabilitation. Using the field of rehabilitation as an adult parallel to the field of Special Education, we invite readers to contemplate ways in which the independent living movement can hold potential lessons for how inclusive education is conceptualized and implemented, as well as offering some suggestions of our own.  相似文献   

Securitisation,Counterterrorism and the Silencing of Dissent: The Educational Implications of Prevent     

Aislinn O’Donnell 《British Journal of Educational Studies》2016,64(1):53-76

This paper outlines some of the implications of counterterrorist legislation, including Prevent, for the pedagogical relationship and for educational institutions. The concept of ‘radicalisation’, central to the Prevent Strategy, is one that is contested in the field of counterterrorism, yet educators are now expected to identify and refer students ‘at risk of radicalisation’. Such students are described as vulnerable throughout the policy documentation; however, the way in which vulnerability is conceptualised is resonant with colonial discourses of contagion and immunity, and it risks silencing and even pathologising the person labelled vulnerable. Prevent does not clearly define central concepts such as extremism, radicalisation, vulnerability, and this may make both students and staff fearful speaking freely in classrooms and lecture halls. Based on the experience of teaching IRA and INLA prisoners in the Republic of Ireland, the author outlines a set of philosophical and ethical principles that ought to underpin education. It is argued that education must not be subordinated to security and intelligence agendas on pragmatic, educational and ethical grounds.  相似文献   

Early childhood education and care educators supporting parent-child relationships: a systematic literature review     

Amanda O’Connor  Andrea Nolan  Heidi Bergmeier  Merrilyn Hooley  Craig Olsson  Warren Cann 《Early Years: An International Journal of Research and Development》2017,37(4):400-422

Building strong relationships between children and parents is vital for children’s social and emotional development. A majority of children attend early childhood education and care (ECEC) settings where they experience a range of relationships (educator–child, educator–parent, parent–child). Educators build relationships with children and parents, yet their influence on parent–child relationships is not well understood. Therefore, an evaluation of interventions/programs designed to promote parent–child relationships in ECEC settings (long day care, occasional care and preschool) and a range of settings (play groups, community groups and health centres) was conducted. The search revealed 21 peer-reviewed studies and seven interventions: two conducted in ECEC settings and five in a range of parent–child support settings. All studies reported intervention efficacy, yet none examined educators’ influence on parent–child relationships. Investigation into current educator practices is recommended to ensure educators are supported to promote and nurture parent–child relationships, consequently strengthening children’s social and emotional development.  相似文献   

Behind and Beyond Self-Mastery: Risk,Vulnerability, and Becoming Through Dewey and Heidegger     

Vasco d’Agnese 《Interchange》2017,48(1):97-115

In the last two decades, a decisive anti-foundationalist turn has emerged in educational philosophy and theory. With such a shift, both the possibility and the desirability to conceive of educational processes and practices in terms of mastery and predictability has been challenged. In this paper, by locating my work on such an anti-foundationalist horizon and by staging a comparison between Dewey and Heidegger, I wish to frame the issue in terms of what is behind and what is beyond the detached and self-assured subject that is supposed to found the kind of managerial frameworks that dominate educational practice worldwide. Specifically, it is my contention that for both Heidegger and Dewey, we are, on the one hand, vulnerable from the very beginning, delivered to an uncanny and uncertain condition; even knowledge is dependent upon a wider, non-discursive context. On the other hand, such an uncanniness and dependency, rather than flowing in some nihilistic defeat of educational purposes, puts radical responsibility on the side of the subject. For both Dewey and Heidegger, being a subject means being-with-others while transcending and advancing one’s boundaries. The notion of education that will emerge through the comparison between Dewey and Heidegger is a type of both subtraction and overstepping, a type of event that we cannot manage, and yet requires our attention, our educational effort in dealing with it, in loading it upon ourselves, thus reconsidering our existence.  相似文献   

The Phenomena of Collaborative Practice: the Impact of Interprofessional Education     

Linwood G. Vereen  Chad Yates  Daniel Hudock  Nicole R. Hill  McKenzie Jemmett  Jody O’Donnell  Sarah Knudson 《International journal for the advancement of counseling》2018,40(4):427-442

A qualitative phenomenological inquiry was utilized in this exploratory study to investigate the impact of interprofessional education on the development of collaborative practice for five participants training to be professional clinical mental health counselors and eight students training to be speech language pathologists. Global implications for counselor training, interprofessional education, collaborative practice, and future research are provided.  相似文献   

A sociocultural analysis of the ethics of involving children in educational research     

Roseanna Bourke  Judith Loveridge  John O’Neill  Bevan Erueti  Andrew Jamieson 《International Journal of Inclusive Education》2017,21(3):259-271

ABSTRACT

This article explores the ethical complexities of involving children in research in the contexts of their families, schools and communities. We argue for an approach that is dynamic, reflexive, responsive and informed by an understanding of how local cultures impact on and shape negotiations and practices around ethical issues and processes. We use different sociocultural lenses to analyse the complexities of ethical processes and practices at the beginning of a research project which explored children’s informal and everyday learning. The article contributes to ethical debates about involving children with research through foregrounding the multiplicities and complexities that emerge when researchers are attentive to the practices and values of the settings that children’s and researchers’ lives traverse.  相似文献   

Examining the Exam: A Critical Look at The California Critical Thinking Skills Test     

Don Fawkes  Bill O’meara  Dave Weber  Dan Flage 《Science & Education》2005,14(2):117-135

This paper examines the content of The California Critical Thinking Skills Test (1990). This report is not a statistical review. Instead it brings under scrutiny the content of the exam. This content will be of interest to the general reader, because the issues range from logic to ethics to pedagogy, and to questions of evidential and epistemological support. Anyone interested in clear thought and expression will find these issues of significance. Although the exam has a number of strengths and has the clearest instructions of all the presently available Critical Thinking exams, the content of 9 of the exams 34 questions is defective, namely the content of questions 6, 7, 8, 19, 21, 23, 24, 29, and 33. These questions make errors in critical thinking. Hence, no statistical results pertaining to the administration of these questions to students can be acceptable. The remaining questions are acceptable as to content. But until the problems are corrected, those who may use the exam should remove the defective questions from test administration or from data collection and reporting.The scope of the exam also is quite limited, but this may be unavoidable for any instrument designed to be completed in about an hour. Further, the scores resulting from any such testing can be understood only as a measure of minimal competency (below which remediation likely is needed) for the skills tested, but not as an adequate measure of critical thinking.Disclosure: Three of the authors are engaged in producing and marketing a critical thinking test. Though this paper was written before any of us considered developing such a test, the reader should be informed. Each of the writers has exercised considerable care to avoid any bias, and we thank our independent reviewers for helping us in this regard as well.  相似文献