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首先感谢会议的组织者邀请我并给我这次机会来评价Straubhaar教授的发言.我要祝贺Straubhaar教授精彩的演讲,相信在座的各位都受益匪浅.在此之前,他非常友好地将他的新书<世界电视--从全球到本土>送给我,他今天演讲的部分内容正是来自此书.我强烈推荐大家阅读Straubhaar教授的这本好书. 相似文献
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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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Liisa Myyry Terhi Karaharju-Suvanto Marjo Vesalainen Anna-Maija Virtala Marja Raekallio Outi Salminen 《Assessment & Evaluation in Higher Education》2020,45(1):1-13
AbstractThe aim of this study was to examine the emotions higher education teachers associate with assessment and the factors in their teaching environment that triggered these emotions. As a starting point, Frenzel’s model of teacher emotions and Pekrun’s control-value theory of achievement emotions were used. The sample consisted of 16 experienced and pedagogically advanced teachers who participated in semi-structured interviews. After abductive content analyses, both positive and negative emotions were detected corresponding to Frenzel’s and Pekrun’s models. The main sources of emotions were validity of assessment, assessment methods, pedagogical development and assessment culture. This preliminary study indicates that assessment evokes both positive and negative emotions, and that validity of assessment is a prominent issue in evoking these emotions. Pedagogical training should deal with emotions and their regulation in assessment to help teachers in higher education to cope with negative emotions. 相似文献
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Learning to understand the content and meaning of physics’ concepts is one of the main goals of physics education. In achieving
this understanding, the creation of quantities through quantitative measurements, or rather through quantifying experiments,
is a key process. The present article introduces a didactical reconstruction for understanding the construction of the meaning
of physical quantities from a network point of view, where the quantities are part of networks and the quantifying experiments
build up these networks. As a practical example, we discuss how the quantity temperature is constructed in an instructional
unit designed for student teachers and what the learning outcomes are. 相似文献
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One well-known learning obstacle is that students rarely use the concepts in the way that scientists use them. Rather, students mix up closely related concepts and are inclined towards matter-based conceptualisations. Furthermore, some researchers have argued that certain difficulties are rooted in the student’s limited repertoire of causal schemes. These two aspects are conveniently represented in the recent proposal of the systemic view of concept learning. We applied this framework in our analyses of university students’ explanations of DC circuits and their use of concepts such as voltage, current and resistance. Our data consist of transcribed group interviews, which we analysed with content analysis. The results of our analysis are represented with directed graphs. Our results show that students had a rather refined ontological knowledge of the concepts. However, students relied on rather simple explanation models, but few students were able to modify their explanations during the interview. Based on the analysis, we identified three processes of change: model switch, model refinement and model elaboration. This emphasises the importance of relevant relational knowledge at a later stage of learning. This demonstrates how concept individuation and learning of relational structures occurs (and in which order) and sets forth interesting research questions for future research. 相似文献
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This article discusses social dynamics of higher education which is one of the most crucial but neglected perspectives in comparative studies of higher education. We pay attention to the importance of time, space and contexts—both geographical and socio-cultural ones—to reveal how they influence on different social dynamics in various systems of higher education. The article focuses on the national higher education system level. Theoretically we approach higher education systems from a relational perspective paying attention to dynamics created by changing relationships between different actors in cultural, geographical and historical contexts. 相似文献
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David M. Hoffman Brigida Blasi Bojana Ćulum Žarko Dragšić Amy Ewen Hugo Horta Terhi Nokkala Cecilia Rios-Aguilar 《Higher Education》2014,67(4):473-495
This self-ethnography complements the other articles in this special issue by spotlighting a set of key challenges facing international research teams. The study is focused on the relationship between information and communication technology (ICT)-based collaboration and research team dynamics. Our diverse team, drawn from researchers in five countries and three projects, argues that an ironic casualty of the powerful, global phenomena we study, is a lack of insight into what happens to generic research team dynamics, when groups are ‘stretched’ in terms of geographical distance, generations, cultural beliefs, values and norms, as well as disciplinary/specialist traditions. Good intentions are not sufficient to cope with these challenges. This is because of the emerging complexity inherent in many types of international, interdisciplinary fields of study and the complexity of the career trajectories needed to make these studies a reality. Our study underlines that there are no beliefs, values, norms and practices linked to research team dynamics, that hold across the current territory, generations, disciplines, cultures, organizations and individuals leading and conducting comparative studies—and even less reflection on the implications of this fact. Compounding this lack of awareness is a less-than-perfect understanding of the way in which ICT-based collaboration bears on research team dynamics. We assert that a holistic, critical, long-term approach to emerging insights into the global division of academic labor, serves our field better than folk psychology or the methodological parochialism that sustains convention at the expense of creativity. Careful consideration of emergent processes, relationships and linkages that explain how short-term cooperation—within projects—begins to make sense—over careers—illuminates key focal points, which, in turn qualitatively illuminates the way forward concerning conceptualization and problematization of our practice; and novel methodological routes available for those interested in attaining better outcomes, over the long term. 相似文献
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Terhi Saaranen Kerttu Tossavainen Hannele Turunen Paula Naumanen 《Educational Research and Evaluation》2013,19(1):17-52
This article reports on school staff's and occupational health nurses' development project (2001 – 2004), which aimed to promote school staff's occupational wellbeing by activities to maintain the ability to work in 12 comprehensive schools in Finland. The effects of the project were evaluated based on a follow-up study questionnaire presented to the staff (n = 141) in the years 2002 and 2004. During the 2 years of development, the staff's satisfaction with the activities to maintain their ability to work notably increased. Positive development was also seen in the different aspects of occupational wellbeing (working conditions, working community, worker and work, professional competence). These results cannot be generalized widely, but they can be considered as suggestive in comparable situations. Consequently, the portrayal of the development project and the results of the staff's evaluations are valuable in planning projects concerning occupational wellbeing for school and other working communities. 相似文献