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Hannu Räty Katri Komulainen Tuuli Paajanen Mia Markkanen Nina Skorokhodova Vadim Kolesnikov 《Educational studies》2012,38(5):573-586
This study sets out to examine Finnish and Russian children’s representations of intellectual competence as contextualised in the hierarchies of abilities, age and gender. Finnish and Russian pupils, aged 11–12?years, were asked to draw pictures of an intelligent person and an ordinary person. It was found that gender appearance of intelligent men and women was less heterosexual than that of ordinary men and women. In Russian pictures, the intelligent characters, especially women, were widely separated from the ordinary ones in terms of cognitive-mental features. In Finnish depictions, the differentiation between the intelligent and ordinary characters, especially women, was not so categorical and was primarily based on status. It appears that Russian children are apt to relate their representations of intellectual ability to the institutionalised systems of cognitive competence, education and science, whereas Finnish children associate intelligence to social success as well. Further, cultural and gender-related hierarchies of age seemed to reflect in the children’s images. 相似文献
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Kendra Geeraerts Päivi Tynjälä Hannu L.T. Heikkinen Ilona Markkanen Matti Pennanen David Gijbels 《欧洲师范教育杂志》2015,38(3):358-377
Peer-group mentoring (PGM) is a new model designed to support the professional development of teachers in Finland. This study examines the experiences of mentees participating in PGM and potential differences in the experiences of teachers in general education and vocational education. It also addresses the mentees’ perceptions of the results of PGM with regard to the professional, personal and social dimensions of professional development. Quantitative research methods were used. An online survey was completed by 69 teachers in general education and 47 teachers in vocational education (n = 116). The results showed that the participants saw PGM as an important tool for professional development throughout the entire teaching career. In general, there were few significant differences between vocational teachers and their colleagues in general education in their perceptions of PGM. The study further suggests an alternative conceptualisation of professional development based on the following components: development of skills and knowledge, strengthening professional identity and self-confidence, and development of a work community. 相似文献
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Domenico Ponta Giuliano Donzellini Hannu Markkanen 《European Journal of Engineering Education》2001,26(4):375-390
The NetPro project creates models, methods, tools and materials for network-based project learning in engineering education. This new environment is a distributed system that facilitates sharing and peer reviewing of project deliverables and interaction in special interest group discussions. The paper presents as an example the pilot course on Electronic Systems Design and its preliminary evaluation. 相似文献
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Rautanen Pihla Soini Tiina Pietarinen Janne Pyh&#;lt&#; Kirsi 《European Journal of Psychology of Education - EJPE》2021,36(3):653-672
European Journal of Psychology of Education - The aim of this research was to study the dynamics of fourth graders’ perceived social support for schoolwork and to examine how this support... 相似文献
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Rautanen Pihla Soini Tiina Pietarinen Janne Pyhältö Kirsi 《European Journal of Psychology of Education - EJPE》2022,37(3):989-992
European Journal of Psychology of Education - 相似文献
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