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Dr. Johannes Bauer Dr. Uta Diercks Prof. Dr. Jan Retelsdorf Dr. Tabea Kauper Dr. Friederike Zimmermann Prof. Dr. Olaf K?ller Dr. Jens M?ller Prof. Dr. Manfred Prenzel 《Zeitschrift für Erziehungswissenschaft》2011,14(4):629-649
The Bologna Process of higher education reform has led to a vast array of different programs of study in German teacher training. In this article, we firstly analyze the implementation of Bachelor programs in teacher training, comparing profession-oriented programs (i.e. those aiming to train students for the teaching profession from the beginning of studies) to polyvalent programs (i.e. those aiming at broad qualifications and including a late decision to become a teacher). Secondly, we investigate whether students enrolled in these study programs differ systematically in their subjective certainty about their career choice. To answer these questions, we analyze portfolios of documents related to teacher training programs from nine German universities that prepare students for teaching in the academic track. Additionally, we analyze data from N?=?2585 Bachelor and N?=?928 Master degree students. We found that most programs, even when they espouse polyvalence, require an early decision to become a teacher. Moreover, our data confirm findings from earlier studies indicating that student teachers are highly certain about their career choice from the very beginning, with students in polyvalent programs being slightly less certain than those in profession-oriented programs (d?=?0.32). 相似文献
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This paper presents an analytical framework for assessing the emergence of a new policy paradigm labelled “transformative innovation policy”, which can be seen as layered upon, but not fully replacing, earlier policy paradigms of science and technology policy and innovation systems policy. The paper establishes conceptual diversity in this emerging policy paradigm. Despite a common agenda for transformative change, there are notable differences concerning the understanding of the innovation process. Two global initiatives to promote such new innovation policies, Mission Innovation and the Global Covenant of Mayors for Climate and Energy, are used to illustrate how different articulations of transformative innovation policy are expressed in practice. These may be seen as a positive expression of the breadth of the emerging policy paradigm. While there are grounds for such a positive reading, this paper ends with a caution by stressing the political nature of paradigm change and the strong legacy of an economic, firm-centred and technology-oriented tradition in innovation policy. It makes a plea for more emphasis on a broader conceptualization of transformative innovation, and suggests that a socio-technical understanding of innovation provides several appropriate analytical concepts that can help to shape our thinking and understanding of transformative innovation policy. 相似文献
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Dyann Diercks 《Mass Communication and Society》2017,20(2):192-212
This study applies the knowledge gap and the belief gap hypotheses to explore knowledge about same-sex marriage rights in the United States. Whereas the knowledge gap predicts that individuals of higher socioeconomic status will be better informed on political issues, the belief gap suggests that that political ideology is a stronger predictor of knowledge and beliefs than education or income levels. Results from this study indicated that higher income levels were a significant predictor of more knowledge about same-sex marriage policy but education was not related to knowledge. As for the belief gap, political party affiliation was not a stronger predictor of knowledge than education level. However, political party affiliation and partisan media (both conservative and liberal) indirectly impacted knowledge through attitudes toward homosexuality, such that Democratic partisanship and liberal media use indirectly led to more knowledge about same-sex marriage rights and conservative media indirectly led to less knowledge about same-sex marriage rights. 相似文献
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