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In this study the learning process of 12 Dutch novice university teachers was monitored during a five-month induction programme. The teachers were interviewed before and after the programme and were asked to fill in several email logbooks during the programme. A change process was identified, in which experiencing and experimentation played a central role. In particular, modelling by the teacher educator, the observation of video cases, reflection on these with peers and experiencing success in their own practice seemed to be important incentives that encouraged teachers to adopt and eventually implement new pedagogical approaches. On the basis of our data, we think that teachers' conceptions and teaching practice are best developed simultaneously and that the design of induction programmes should support this process. 相似文献
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This essay explores news media coverage of two types of alleged “passing”: passing across racial lines from Black to White and across sex lines from female to male. Textual analysis of dominant print media and print media discourses produced by and/or addressed to Blacks and queers reveals prominent frames through which news consumers are invited to perceive these events. In particular, the analysis demonstrates that both dominant and marginal social groups express the desire to fix the identities of passers in a single, discrete category, although these groups wish to do so for disparate reasons. In addition, marginal groups frame passing events within broad cultural and historical contexts in contrast to the narrow contexts framed by dominant media. Comparison of race and sex passing exposes the similarities–including community consternation about the passer–and differences–including disparate focus on civil rights rather than identity issues–between Black and queer coverage of these events. Comparison of race and sex passing also exposes the way in which dominant media correlate race passing with class passing, while sex passing is correlated to sexuality passing (that is, queer passing for heterosexual). 相似文献
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Daniel C. Brouwer 《Critical Studies in Media Communication》2013,30(5):351-371
This essay demonstrates how two U.S. zines produced from 1990 to 1999 by and for gay men with HIV/AIDS—Diseased Pariah News (DPN) and Infected Faggot Perspectives (IFP)—constitute counterpublics. I demonstrate how DPN and IFP constitute counterpublics through thematization of two important forms of difference—blood status (HIV-positive or HIV-negative), and political ideology. I then specify and elaborate primary modes of corporeal expressivity in the zines—the erotic/sexual and the grotesque—to demonstrate the work that each mode does for the counterpublics. 相似文献
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Twenty high school physics teachers were interviewed to determine their awareness of student alternate conceptions in the areas of force and gravity. The teachers were also asked to indicate preferred teaching strategies dealing with alternate conceptions. Teacher predictions of student responses were compared to alternate conceptions held by 315 grade-nine students and published findings from other research studies. Edmonton students were found to possess nearly every alternate conception identified in previous research, in similar proportions. A few previously undocumented alternate conceptions were also identified. At times, students were observed to arrive at the currently acceptable conclusion by using alternate conceptions. The high school physics teachers, as a group, identified nearly all the alternate conceptions used by the students. However, individual teachers were generally aware of only a few alternate conceptions, with fully one third of them possessing alternate conceptions themselves in one or more of the tasks. The teachers were also unable to predict with any accuracy the different types of student responses or the proportion of students choosing each alternative. The teaching strategies outlined by the teachers would be considered only partially effective according to current research findings. 相似文献
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Facing the loss of the last generation of Holocaust survivors, progeny of survivors have begun to tattoo their ancestors’ Auschwitz numbers on their own bodies. We investigate the rhetoricity of progenic tattooing through semiotic, affective, and pedagogical registers. We argue that shifting conditions of discourse across time alter decorum about public memory of the Holocaust. Further, the progenic practice, constituting a distinct form of trauma tattoo, enacts a mode of postmemory through a resignification of the original sign that makes visible the intergenerational trauma of the Holocaust. 相似文献
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Bart Rienties Natasa Brouwer Katerina Bohle Carbonell Danielle Townsend Anne-Petra Rozendal Janneke van der Loo 《欧洲师范教育杂志》2013,36(4):480-495
Higher education institutions should provide adequate training for teachers in order to increase their awareness of the complex interplay between technology, pedagogy and the cognitive knowledge in their disciplines. However, research has shown that providing effective staff development from teacher educators to support these teachers’ skills is not straightforward. An online teacher training programme created and implemented by a team of 14 teacher educators in a cross-institutional programme in the Netherlands was followed by 67 teachers. Data were gathered using a TPACK (Technological, Pedagogical, Content Knowledge) instrument in a pre-post test design. Furthermore, (perceived) learning satisfaction was measured in order to determine whether the design was appropriate. The results indicate that the teachers’ TPACK skills increased substantially. Furthermore, most participants were positive about the design and implementation of the online professionalisation programme. Nonetheless, not all teachers were able to effectively learn in this context, requiring further fine-tuning and research. 相似文献
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The aim of the study was to describe students’ and teacher educators’ practical experience with action research and to identify a number of special points for consideration (opportunities and limitations) which could play a role in putting research into practice in concrete terms in the courses. Students and teacher educators on three Dutch initial teacher education programmes which treat action research as both a means of professional development and a necessary professional qualification were involved. These were programmes for specific teaching levels and subjects in Dutch schools. Four special points for consideration are identified: action research and the educational core qualifications of the profession; difference between action research by student teachers during their initial education and experienced teachers in their own workplace; students’ mixed experiences and perceptions of research; and embedded research‐based activities in the programme. The authors conclude that action research should be considered from different perspectives: as a professional approach, a body of skills that is needed to make the connection between knowing that and knowing why; and as a way of improving practice by systematically building up practice‐based knowledge. 相似文献
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Jasperina Brouwer Andreas Flache Ellen Jansen Adriaan Hofman Christian Steglich 《Higher Education》2018,76(3):483-500
A common assumption about Freshmen Learning Communities (FLCs) is that academic relationships contribute to students’ success. This study investigates how students in learning communities connect with fellow students for friendship and academic support. Longitudinal social network data across the first year, collected from 95 Dutch students in eight FLCs, measure both social and academic relational choices within and beyond the FLCs. Using stochastic actor-based models, the study tests two competing hypotheses. The alignment hypothesis states that students connect with their similar-achieving friends for both academic and social support, leading to an alignment of both types of networks over time. In contrast, the duality hypothesis states dissimilarity between academic support networks and friendship networks: students should connect with better-achieving fellow students for academic support and to more similar peers for friendship. The data support the alignment hypothesis but not the duality hypothesis; in addition, they show evidence of achievement segregation in FLCs: the higher the students’ achievement level, the more they connect with other students for both academic support and friendship, relating in particular to peers with a similarly high achievement level. The results suggest that lower-achieving students are excluded from the support provided by higher-achieving students and instead ask similar lower achievers for support. They thus cannot benefit optimally from the academic integration FLC offer. The article concludes with recommendations of how to support students in an FLC so that they can reach optimal achievement potential. 相似文献
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Findings are reported from two studies examining from which specific backgrounds and in which ways second-career teachers make the transition to teaching. The transfer of existing competencies to teaching is shown to involve a challenging interplay between experiences of continuity and change. Continuity was found at the level of beliefs. Change predominated at the level of the work environment. Continuity as well as change were experienced at the levels of behaviour, competencies, identity and mission. Several aspects of career changers’ workplace learning are identified which deserve special attention in designing and implementing alternative certification programmes. 相似文献