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In this article, we introduce a model of a pedagogical working life horizon. It encompasses questions posed by individual students concerning their future and incorporates the idea of a working life orientation to the pedagogical possibilities within education. Working life orientation consists of three elements: individual relationship, knowledge and skills and employability. In the model, we aim to outline how an orientation to working life might be included in higher education, providing a broad perspective on the various pedagogical possibilities. There are two key pedagogical elements supporting the implementation of the pedagogical working life horizons model: reflection and an inquiring attitude. Our inquiry is a synthesis of socio-constructionist theories of career guidance, a review of international writing on career guidance and working life skills in higher education, adult learning theories and of our practical experiences as educators and scholars in the fields of guidance and adult education. 相似文献
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From 1996 to 1999, an inclusive early special educational model was studied in 13 ordinary kindergartens in Finland. The kindergartens received an additional staff member (a special teacher) to handle special educational issues. The work of these special teachers and the views of the staff were studied. The special teachers' duties consisted of six main tasks, the most often mentioned being general and special educational work and consultation with adults. The staff were generally satisfied with the new system. They received assistance and learnt new ways of working. However, the special teacher did not have enough time to meet all the needs that existed in kindergartens. This experimental model is now a permanent system. 相似文献
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Universities have been forced to change their internal management and leadership procedures along with the changing state steering. In Finland, changes in financial steering during last ten years have had the strongest effective impact on internal university management.Budget allocation is a policy instrument that can be used by governments to influence the behaviour of universities. The same applies to the situation within institutions. The way budgets are allocated depends on the relationships between the central university administration and faculties.Finnish universities have started to use the same fund allocation models as are in use at the national level, although the amount of funds to be allocated differs markedly from the national level funding. The increase in external funds, and the increase of state funds to be competed for, create new management procedures inside the university and its faculties. Universities have started to implement entrepreneurial activity models in their management processes.Universities have to find a new way for management to take into account the changing state steering and the increasing external funds, as well as the nature of the academic community. This is a growing challenge for university management and leadership. 相似文献
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Kristiina Kumpulainen Satu Vasama Marjatta Kangassalo 《International Journal of Educational Research》2003,39(8):793
This study examines the sociocultural trajectories of children's conceptual thinking in a technology-enriched early years science classroom (N=22). Of specific analytic interest is the intertextuality of children's science-related explanations constructed during adult–child dialogic interviews and peer-centred inquiry around a multimedia science-learning tool, PICCO. Following the sociocultural and discursive approach to conceptual thinking and learning, the study conceptualizes explanations as interactional achievements shaped by the sociocultural context of activity. Qualitative, micro-level analysis of video-taped and transcribed data covering a 5-month period shows that inquiry-based science learning activities, based on child-initiation and the application of technological tools, created a fruitful setting for the children's explanation construction around scientific phenomena. The children's explanations were found to draw on textual and material links, hands-on explorations, i.e. activity links, as well as on recounting events. These intertextual linkages functioned as tools for the children (a) to share and validate previous experiences as sources of knowledge, (b) to establish reciprocity with each other in meaning-making, (c) to define themselves as learners of science and as individuals with specific experiences and background, and (d) to construct, maintain and contest the cultural practices of what it means to do and learn science in the classroom. In all, the study illuminates the potential of intertextual analysis to reveal contextual insights into children's conceptual thinking mediated by the sociocultural context. 相似文献
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Globally, gender differences in education have been an area of policy concern, research, and development partnerships. The international agenda of gender equality has been adopted by national governments even in countries, such as Afghanistan, where predominant views are clearly at variance with this agenda. Attempts to analyse such conditions must be based on examination of gender and education in the broader political and cultural context. Gender issues have been a central theme in an EU-funded Master's programme in Educational Research and Development for Afghan students at Nangarhar University, conducted during 2008–2010. This article analyses the political and cultural context of gender in Afghanistan, which constitutes the framework for the Afghan students' understandings of gender and education. These are examined as expressed in texts produced by the students and in group interviews. On the basis of our analysis, the following tension is clear: the students are aware of the international agenda of gender equality in education, but at the same time they are concerned about problems in the practical application of this agenda in their own society and relate these concerns to their interpretations of principles of Islam and Afghan cultural traditions. 相似文献
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Marjatta Takala 《Support for Learning》2013,28(1):17-23
This article discusses a teaching method called reading through writing (RtW), based on the use of computers rather than handwriting. The pupils use the computers in pairs and decide themselves what they will write about. The use of this method is studied via a questionnaire to 22 teachers and via seven Master's and two Bachelor's theses, observing and interviewing all together 21 teachers and 68 pupils. The results show that the method is a good teaching tool; it inspires pupils to write, develops social and communication skills and is in itself creative. It seems to be well suited to pupils with individual needs. However, the information gathered does not clearly demonstrate its effectiveness for teaching pupils to read and write. Hence, more research is required. 相似文献
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Marjatta Lairio Leena Penttinen 《International Journal for Educational and Vocational Guidance》2006,6(3):143-157
The study reported here examined higher education career guidance at the University of Jyväskylä in Finland. In a survey (N = 880), students were asked to describe how much thinking they had done about their future career and forthcoming transition from university to working life. The use of different sources of guidance and counselling service providers was examined from the perspective of a student-centred holistic model of guidance. On the basis of the empirical findings, challenges facing career guidance in higher education are discussed. 相似文献
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The paper is based on empirical material collected in connection with the research project ‘Way of life in the family parental awareness of parenthood, and children’s social development’. The sample consisted of 212 families with both parents and a six-year-old child. It was relatively homogeneous with regard to the educational background of the parents. Comparisons were made between groups of families which differed with regard to (1) symmetry in the division of labour, (2) socialization of children to work, and (3) the relative significance of work vs. family life to the parents. Symmetry in the division of labour was strongly reflected in the family time consumption patterns and their common interests. The parents active role as instigators of common activity was also related to both time consumption and interests. The particular characteristics of work-centred families were described. The wife’s employment status and the nature of her work was associated with the family was of life, while the husband’s work was less important in this respect. Interpretations were made in terms of the trend of changes in the division of labour in the family and children’s socialization to work. 相似文献