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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
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Investigating the temporal order of regulatory processes can explain in more detail the mechanisms behind success or lack of success during collaborative learning. The aim of this study is to explore the differences between high- and low-challenge collaborative learning sessions. This is achieved through examining how the three phases of self-regulated learning occur in a collaborative setting and the types of interaction associated with these phases. The participants were teacher training students (N?=?44), who worked in groups on a complex task related to didactics of mathematics during 6 weeks. The participants were instructed to use an application that was designed to increase awareness of the cognitive, motivational and emotional challenges the group might face. Based on the application’s log files, the sessions were categorized into low- and high-challenge sessions. The video data from each session were coded based on the self-regulation phases and the types of interaction. The frequencies of the phases and the types of interaction were calculated for each session, and process discovery methods were applied using the heuristic miner algorithm. The results show no significant differences between the sessions in the frequency of phases. However, the process models of the two sessions were different: in the high-challenge sessions, the groups switched between the forethought and performance phases more. In conclusion, the regulation phases and types of interaction that contribute to successful collaboration differ in high- and low challenge sessions and support for regulated learning is needed especially at the middle of the learning process. 相似文献
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Helen Hasslöf Iann Lundegård Claes Malmberg 《International Journal of Science Education》2016,38(2):259-275
In an ‘age of measurement’ where students’ qualification is a hot topic on the political agenda, it is of interest to ask what the function of qualification might implicate in relation to a complex issue as Education for Sustainable Development (ESD) and what function environmental and sustainability issues serve in science education. This paper deals with how secondary and upper secondary teachers in discussions with colleagues articulate qualification in relation to educational aims of ESD. With inspiration from discourse theory, the teachers’ articulations of qualification are analysed and put in relation to other functions of education (qualification, socialisation and subjectification). The results of this study show three discourses of qualification: scientific reasoning, awareness of complexity and to be critical. The discourse of ‘qualification as to be critical’ is articulated as a composite of differing epistemological views. In this discourse, the teachers undulate between rationalistic epistemological views and postmodern views, in a pragmatic way, to articulate a discourse of critical thinking which serves as a reflecting tool to bring about different ways of valuing issues of sustainability, which reformulates ‘matter of facts’ towards ‘matter of concerns’ 相似文献
4.
Citizens of modern societies must trust a broad range of systems and professionals. When distrust arises, professionals are expected to be accountable. This paper draws on conversational material from a preschool team meeting. When a preschool work team prepares to meet a parent who has complained about their recurring neglect to change her child’s nappies ‘in time’, they are found: (1) to carefully review the encounter with the client, (2) in a team-building fashion, to select suitable accounts to offer ‘front stage’ and (3) to internally justify their selection of accounts. Our results indicate that work team members who engaged in backstage rehearsal author the organisation for building trust and, simultaneously ‘rehearse away’ what should remain the organisations’ secrets. Communicating the intent to satisfy was deemed more important than was using evidence from their professional knowledge base. 相似文献
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Research on self-regulated learning has focused predominantly on a static individual level to explain various strengths and weaknesses of learners. However, much learning today is highly interactive and technologically enhanced, which an individually oriented perspective to regulated learning does not consider. In this article we discuss regulation by bringing situational and contextual variation of regulated learning into focus. We introduce a situative perspective on regulation of learning and give arguments and examples on how it can offer a way to conceptually and empirically grasp multiple layers of regulated learning in social contexts. We also compare the given perspective with sociocognitive and sociocultural perspectives to regulated learning. We conclude that the situative perspective can significantly enrich understanding about individual and group learning as a regulated activity, because it offers a way to examine regulation beyond the individual while not losing sight of learners as individual subjects. 相似文献
7.
This article analyses how ‘eco-certified children’ are constructed as desirable subjects in teaching materials addressing education for sustainable development. We are interested in how discourses structure this cherished practice and how this practice has become ‘natural’ and obvious for us. A discourse analysis is carried out by looking at the material through the lens of Foucault’s notion of pastoral power. The analysis departs from teaching material addressing issues on sustainable development: (1) textbooks for primary and secondary school; (2) games targeted at preschool and school children; and (3) children’s books about sustainable development. The results show that the discourse of education for sustainable development is characterized by scientific and mathematical objectivity and faith in technological development. It emphasizes the right of the individual and the obligation to make free, however ‘correct’, choices. In the teaching materials, the eco-certified child therefore emerges as knowing, conscious, rational, sacrificing and active. This child is constructed through knitting together personal guilt with global threats, detailed individual activities with rescuing the flock and the planet. In a concluding discussion, we discuss how ESD is framed in a neoliberal ideology. With the help of ESD, an economic discourse becomes dressed in an almost poetic language. 相似文献
8.
Vision II school science is often stated to be a democratic and inclusive form of science education. But what characterizes
the subject who fits into the Vision II school science? Who is the desirable student and who is constructed as ill-fitting?
This article explores discourses that structure the Vision II science classroom, and how different students construct their
identities inside these discourses. In the article we consider school science as an order of discourses which restricts and
enables what is possible to think and say and what subject-positions those are available and non-available. The results show
that students’ talk about a SSI about body and health is constituted by several discourses. We have analyzed how school science
discourse, body discourse and general school discourse are structuring the discussions. But these discourses are used in different
ways depending on how the students construct their identities in relation to available subject positions, which are dependent
on how students at the same time are “doing” gender and social class. As an example, middle class girls show resistance against
SSI-work since the practice is threatening their identity as “successful students”. This article uses a sociopolitical perspective
in its discussions on inclusion and exclusion in the practice of Vision II. It raises critical issues about the inherited
complexity of SSI with meetings and/or collisions between discourses. Even if the empirical results from this qualitative
study are situated in specific cultural contexts, they contribute with new questions to ask concerning SSI and Vision II school
science. 相似文献
9.
Lars-Erik Malmberg Hazel Hagger Sophie Webster 《European Journal of Psychology of Education - EJPE》2014,29(3):429-451
Following a model on the cyclical nature of teacher (“trait”) self-efficacy and context-, task- and situation-specific (“state”) mastery experiences (TSSME), we investigated the variability and effects of lesson characteristics (e.g. lesson sequence), student group characteristics (e.g. proportion of students receiving free school meals) and teacher characteristics (e.g. teacher experience) on teachers' situation-specific mastery experience. Forty-three teachers reported on 1,055 lessons in 385 student groups using electronic questionnaires in Personal Digital Assistants during a period of 2 weeks. Two domains of TSSME (support of learning and organisation of classrooms) and perception of students (engagement and behaviour) were found. Multilevel models found roughly a quarter of the variance in TSSME between teachers, a quarter between student groups and half between lessons. Student group characteristics differentially predicted TSSME. Perceived student engagement was more predictive of TSSME than perceived student behaviour. More experienced and high-efficacy teachers had higher TSSME. The findings have implications for our understanding of teachers' everyday practice with different student groups. 相似文献
10.
Marika Koivuniemi Ernesto Panadero Jonna Malmberg Sanna Järvelä 《Infancia y Aprendizaje》2017,40(1):19-55
First-year higher education (HE) students experience different challenges during their studies. These challenging learning situations can trigger self-regulated learning (SRL) skills, which students use to handle these situations. Thus, the aim of this study is to investigate (a) first-year HE students’ cognitive, motivational and emotional challenges experienced in both individual and collaborative learning situations and (b) the relationship between SRL skills and experienced learning challenges. Participants included 107 first-year pre-service teachers. Data consisted of students’ self-reports via (a) open-ended answers on a challenge questionnaire and (b) Likert-scale items from MSLQ and MRS questionnaires. Based on students’ SRL profiles, differential effects on the challenging experiences were investigated. The results show that different aspects related to students’ cognition, motivation, emotions and well-being were challenging for students. Also, connections were found between students’ SRL skills and the types of experienced learning challenges. Students with high SRL reported fewer learning challenges related to motivational aspects and more challenges related to cognitive aspects than students with low SRL. 相似文献