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1.
With concern to critical pedagogy, the concept of love is fairly frequently (ab)used, yet under-theorized. In this exploratory study, I ask: How does a critical pedagogy of love—or critical pedagogical love—look, sound, and feel? Regarding feeling, how does a critical pedagogue engage the sensations of pleasure attendant to love? Lastly, how does the pedagogue invite love and pleasure into the pain-filled field of urban teacher education? Using Black feminist theorizing of love as an analytic filter, I investigate a university-based urban teacher educator’s navigation of the nexus of love, pleasure, and critical (specifically, antiracist) pedagogy. Extrapolating from the resultant narrative portrait, I consider the affordances of a critical pedagogy of love that accesses embodied pleasure, emphasizing how such a pedagogy might present racially marginalized persons—particularly urban teacher educators of Color—with opportunities for reprieve from the suffering that characterizes many of our experiences with/in teacher education.
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3.
1944 and all that 总被引：1，自引：0，他引：1
Gareth Elwyn Jones 《History of education》2013,42(3):235-250
Firstly I look upon Britain as my homeland… Liberty, the love of home, tolerance and justice—these are some of the things which Britain has infused into most of her sons and daughters…. What does Britain mean to me?, I say ‘A home and the home of the good things in life’. (HAI.1.) Britain means to me my HOME. And I use ‘home’ in the fullest sense as after years spent abroad, it is always the one place I had a secret hankering to come back to (SM1.6) England is home and there's no place like home. That's what Britain means to me. With all its faults, it means just everything to me (MIL.9.) (Report on ‘What does Britain mean to you’, 1941)1 相似文献
4.
完美情人节(英文) 总被引：2，自引：0，他引：2
Roger J.Robicheau 《海外英语》2009,(2)
You are my perfect Valentine An awesome fact to have you mine Such love and pride you show to me As great as one could ever be I realize how you make me feel For all you are just makes it real You are the one that I wished for My life through you can only soar Your love surpasses all that's fine 相似文献
5.
Miriam Cohen 《History of education quarterly》2005,45(4):511-537
Recalling her experience as an exchange teacher in Birmingham, England, in 1938–39, in the midst of the Great Depression, Oregon teacher Mary Kelly, wrote: When I witnessed the first‘leaving’day … in one of the Birmingham schools and learned that as soon as the majority of the English children were fourteen they were through with regular schooling forever, I almost shed tears. “Do you mean that those girls will never go to high school?” I asked. “Yes it is true.” ”Will they have jobs or will they be idle?” “The Education Department will place most of them in positions in homes, shops or factories ….” There were no graduation exercises, no lovely new dresses, no parents or relatives invited. I thought of my high‐school graduation, which possibly would never have been if education was not free, because the means were limited. Still another graduation after going through college on nothing a year permitted me to take up teaching ….To me, at that moment, there was nothing more precious than democracy and I mean the American way.1 相似文献
6.
The image of ‘the scientist’ and its effect on the willingness to be a scientist and to follow a career in science were investigated in two different cultural populations of elementary and junior high school pupils in Israel: Hebrew‐speaking (secular) pupils (N = 390) and Arabic‐speaking Bedouin pupils (N = 185). Five different tools were employed in our investigation (naming scientists, pictorial representation of the scientist (‘Draw‐a‐Scientist‐Test’), statements regarding the characteristics of the scientist, reasons for wanting/not wanting or being able/being unable to be scientists, and sources of knowledge regarding the scientist’s image). The image held by Hebrew pupils was similar to those held by western pupils found in previous research, but some details were more elaborate (due to the fact that many different tools were employed here). However, the image held by the Arabic pupils differed from that found in previous research. This image had a strong ethnical trend, with Golden Age Muslim scientists’ names dominating name lists, and drawings of traditional Muslim figures. Another image found in their drawings was of a scientist admired as a teacher, emphasising the Bedouin school’s formal culture. The theory of modernity will be a useful analytical tool to judge the results of the investigation, whether the population is supposed to be (or is close to) a modern population and whether it does not, definitely, fall under this definition (see Methods and Discussion). 相似文献
7.
A. Pessate‐Schubert 《Compare》2004,34(3):329-340
This article addresses the meaning that female Bedouin from the Negev in Israel give to higher education. I shall focus the discussion on the processes in which personal and social contexts merge into one another. Although there has been an increase in the number of investigations of the ways in which Bedouin women in the Negev in Israel participate in the public sphere, a survey of the literature reveals that no investigations have been conducted on the meaning educated women attribute to higher education during the course of their lives. Through an analysis of ten in‐depth interviews carried out between 1998 and 2001, this article examines issues such as gender, empowerment and social mobility amongst young Bedouin women in Israel. 相似文献
8.
The purpose of the paper is to present the reasons students at the Faculty of Education in Maribor, Slovenija, chose pedagogy for their study direction, and therefore becoming a teacher. A total 237 second‐year students of the academic year 2003/04 were included in the research. Of the five groups of reasons for choosing this program (altruistic, material, self‐realization and alternative, and reasons arising from aspiration stereotype), students most often asserted self‐realization, including: teaching provides a useful public function for the whole society; as a teacher, I can be an example to children and young people; this profession will give me a chance for professional development during my whole career; and teaching will enable me to use all my abilities (and talents—for example, music, verbal, dancing, etc.) Important differences were found to exist between students of different disciplines. 相似文献
9.
Eunice Pui-yu Yim 《International Journal of Early Years Education》2018,26(4):436-449
ABSTRACTThe conflicting education values in Hong Kong kindergartens and primary schools pose various challenges to kindergarten teachers in providing pupils with a smooth transition to primary school which requires collaboration from schools and families. This study explored these challenges as well as the benefits of a professional teacher training programme. In-service teachers (N?=?35) and tutors (N?=?2) engaged in the module ‘The Social and Emotional Aspects of Teaching and Learning’ participated in this study. The trainees’ weekly reflective journals throughout the 22-week module were subjected to documentation analysis. Group interviews with the in-service teachers and individual interviews with the tutors were conducted on completion of the module. Findings reveal a gap between teacher training and providing pastoral care for pupils through supporting the social and emotional aspects of their families in Hong Kong, and indicated that traditional beliefs associated with the teaching profession should be widened. Meanwhile, counselling knowledge and skills should be contextualised and integrated into teacher training programmes. 相似文献
10.
Judyth Sachs 《Teachers and Teaching》2016,22(4):413-425
It is now more than 10 years after the publication of the monograph, The Activist Teaching Profession, which, at the time, could be described as a call to action for the teaching profession. I reflect here on how far has the profession progressed in responding to that call to action. The idea of a ‘call to action’ could be seen to born out of industrial rather than professional discourses: 10 years ago different factors were shaping teachers’ professional practice and identity and a call to action was a metaphor and a strategy to mobilize teachers. In this paper, I identify the factors that are still influencing and shaping the teaching profession and argue that different times require different responses and that current thinking and debates around teacher professionalism circulate around professional learning. In this paper, I argue that the time for an industrial approach to the teaching profession has passed. I make the case for systems, schools and teachers to be more research active with teachers’ practices validated and supported through research. 相似文献
11.
Inga Staal Jenset Esther Tamara Canrinus Kirsti Klette Karen Hammerness 《欧洲师范教育杂志》2018,41(3):360-376
To support pupils’ learning, teachers must understand what and how their pupils have learned, and teacher education should teach candidates how to do this. This article reports on survey data (n = 270) from three programmes and observation data (N = 104 h) from six programmes, located in Norway, Finland and the US. It examines the candidates’ opportunities to analyse pupils’ learning within their coursework. The authors argue that such opportunities might constitute profound possibilities to examine the complexity of teaching and learning. However, the study finds that the candidates have few opportunities to analyse pupils learning and that the full potential of these opportunities is unrealized. The authors argue for increased, specific attention to pupils’ learning within teacher education coursework, through a pedagogy of teacher education informed by existing research on how to elicit pupils’ learning. 相似文献
12.
Teacher education institutes are in search of alternative models of field experiences, inspired by collaborative learning. This study examines team teaching. We focus upon the assistant teaching model, in which the student teacher assists the mentor during teaching. We investigate which assisting activities student teachers prefer, how student teachers and mentors experience these activities and the conditions for implementation they foresee. Data were gathered using activity reports, reflective documents and questionnaires. Results show that the preferred assisting activities mainly consist of guiding pupils during individual and team work and of teaching a part of a lesson in front of an entire class group. The assistant teaching model has both advantages (professional growth, …) and disadvantages (feelings of unfamiliarity, …) for the student teacher. Advantages and disadvantages have also been reported for mentors (support, high workload, …) and pupils (support, confusion, …). Finally, several conditions for successful implementation of the assistant teacher model are discussed. 相似文献
13.
吕靓 《南昌教育学院学报》2012,(2):94+96
钢琴的练习,特别是基本功的训练是相当枯燥的,提高学生的兴趣是每个教师都要面对的问题。如何使初学者更容易进入音乐的世界,就需要联系生活,调动学生的想象力,发挥想象教学的优势,让学生更爱练琴,更爱音乐。 相似文献
14.
翟鑫 《南昌教育学院学报》2010,25(5):79-79
教师这个职业是伴随着人类社会的产生而产生的,到了20世纪,教师的专业化发展才逐渐被人们所重视,到了21世纪,更加引起了社会各界的广泛关注,作为教师行业之一的音乐教师的专业发展当然也是如此。本文分析了音乐教师应具备专业知识结构,并提出了音乐教师专业化发展的策略,希望能够给音乐教育工作者提供一定的帮助。 相似文献
15.
Yanqiu Rachel Zhou Della Knoke Izumi Sakamoto 《International Journal of Inclusive Education》2013,17(3):287-311
Recent research has documented silence/reticence among East‐Asian international students, including Chinese students, in Western/English classrooms. Students’ communication competence and cultural differences from the mainstream Euro‐American society have been identified as two primary barriers to participation. Placing emphasis on individual characteristics of Chinese students, however, without considering aspects of the educational context with which those characteristics interact, may over‐simplify and distort the mechanism underlying their silence in the classroom. Based on a qualitative study of Chinese students’ experience of sharing indigenous knowledge in classroom settings of Canadian academic institutions, it is argued that the pursuit of diversity in the classroom may be compromised by classroom interactions, through which, for instance, the dynamics and quality of the knowledge exchange of students from different socio‐cultural backgrounds may be adversely affected. Within this conceptual framework, the concepts ‘silence’, ‘culture difference’ and ‘indigenous knowledge’ are re‐examined; the concepts ‘reciprocal cultural familiarity’ and ‘inclusive knowledge sharing’ are advocated.
… [W]hen I did participate, mostly because I was required to. … Students took turns to present something and that is your topic. You have to say something but even then I didn’t feel that good because it seems … they didn’t feel that interested, … like they couldn’t follow my ideas, follow my perspective. And so it seems difficult to communicate. I think that is not just because of the language, it seems we see the same thing in different ways. (Chinese student in this study) 相似文献
16.
In an era of recurring teacher shortages, Flanders struggles with a considerable proportion of teacher education graduates who do not enter the teaching profession. This study identifies the predictors of teacher education graduates’ choice on job entry (teaching profession or not). A prospective research design with two data collection phases is adopted. Student teachers (subsequently graduates) (N = 217) of integrated teacher training for secondary education were surveyed shortly before as well as shortly after graduation. Results of chi-squared and t-tests indicate that gender, initial motivation for teaching, mentor support, teacher education preparation, teacher efficacy, learner-oriented beliefs, performance in teacher education, and employment opportunities show differences (at 1% level) between graduates who entered and those who did not enter the teaching profession. Results of the subsequent logistic regression validate the importance of teacher education (i.e. mentor support) – beside initial motivation and labour market factors – to explain graduates’ decision on job entry. 相似文献
17.
Anne M. Phelan Russell Sawa Constance Barlow Deborah Hurlock Gayla Rogers 《Asia-Pacific Journal of Teacher Education》2006,34(2):161-179
Caught between the demands of the normative (what they believe they ought to be and value) and normalisation (what professional others tell them that they should be and value), teacher candidates often experience themselves as belated even though they are newcomers to the profession—simultaneously heirs to a history and new to it. In this paper we illustrate and explore the tensions that result between ‘new’ and ‘old’ in teacher education. Drawing on Lyotard's concept of the différend, we examine the narratives of a practicum triad—one student teacher and his two mentors—as they each attempt to make sense of their irreconcilable differences. We conclude by discussing how the profession might fulfill its obligation to judge the adequacy of new teachers while remaining hospitable to the difference they introduce. 相似文献
18.
Despite the research evidence on the effectiveness of collaborative learning (CL), the implementation of this teaching strategy has not yet found a profound place in teaching practice. As a consequence, several studies have investigated teachers’ motives regarding and experiences with the use of CL. Most of these studies concern however senior teachers, whereas new generations of teachers are important actors in the process of educational innovation. Hence, it is crucial to explore novice teachers’ stories about CL implementation: what motivates them to implement this teaching strategy, what hinders them and how do they handle the challenges they are confronted with? The answers to these questions may provide useful information for improving the teacher education curriculum regarding CL. In this respect, the present study intends to study pre-service and beginning teachers’ experiences with CL in classroom practice, after a formal training pertaining to CL as part of their teacher education programme. The aim is to identify the main challenges student and novice teachers encounter when they want to implement CL in their teaching practice, and how they position themselves in these challenges. A qualitative case study design with in-depth interviews in the Flemish context (Belgium) was used to gain access to the particular experiences of each teacher, and to the processes of interpretation and meaning-making that go with those experiences. Participants were interviewed individually one week before graduation (n?=?15). After at least half a year of experience in the teaching profession, 10 participants were interviewed for a second time. In the present study, we present the results from a cross-case analysis, using the method of constant comparative analysis to identify similarities or differences, and to capture recurring patterns within the data. The findings reveal several dilemmas that illustrate the conflicting options teachers are facing in relation to their colleagues, their pupils, the curriculum and in the classroom context when they intend to implement CL. In particular, the following dilemmas were identified: two dilemmas related to professional autonomy (student teachers: teacher autonomy vs. pre-service performance assessment; novice teachers: teacher autonomy vs. institutional conformity), further dilemmas related to teachers’ beliefs about pupils’ readiness for CL vs. evidence about pupils’ readiness for CL, investing in innovation vs. curriculum and job pressure, and pedagogical intentions vs. contextual constraints. In most conflicting situations, student and novice teachers position themselves in the challenge by opting for non-implementation. 相似文献
19.
刘立群 《宁波教育学院学报》2007,9(3):79-80
《买东西看什么》这一课的教学活动表明:教学目标源自学生生活;情感激发源自丰富的学生活动;价值体验源自社会生活;指导生活实践源自活动延伸。小学品德课就应该引领孩子在课堂中亲近生活,从生活走向课堂,从课堂回归生活,让他们在感受与领悟中得到收获。 相似文献
20.
George F. Riseborough 《British Journal of Sociology of Education》1988,9(1):39-54
The purpose of this paper is twofold: to further elaborate processes of teacher socialisation and to explore their implications for a critical theory of schooling. Employing a radical humanist paradigm (Burrell & Morgan, 1981), and in delimited fashion, it attempts to elucidate multi‐dimensional processes of chalkfacial negotiation— in a school where the pupils’ ‘parent culture’ is Jewish, bourgeoise and patriarchal; and the teacher is a non‐Jewish, home economist. As such, the paper is a study of a non‐'unidirectional’ intercultural classroom where the ‘parent society’ is not officially fenced out of the school’ unlike, for example, the Cherokee (Dumont & Wax, 1969) or the working class. As a critical case, despite and because of its anthropological strangeness, it hopefully metaphorically illumines processes that all teachers, especially ‘cleanworkers’, experience. 相似文献