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1.
This paper explores the significance of designing online learning led by the principle of direct and meaningful participant engagement. It considers the notion of kindness as a crucial value contributing to pedagogy and the development of meaningful learning relationships. The paper challenges the ‘delivery’ approach to online learning, suggesting that the flexible and explicit design of engagement opportunities from a sociocultural perspective is a more meaningful and human approach to learning online. The paper clarifies the term Digitally Mediated Learning (DML) to establish connections to important pedagogic positions. The research approach is based around a qualitative professional reflective enquiry. It considers the experiences of learners on a Masters in Education online module and concludes that design, engagement nurturing, community cohesion and kindness can become crucial aspects of successful DML, if institutions learn to value the life projects of others more fully.  相似文献   

2.
This paper examines university teachers’ conceptions of effective teaching. It reports a small illuminatory study of eight teachers. Their narratives identify rich insights. Conceptions of ‘learning through dialogue’, ‘community of learners’ and ‘meta-learning’ emerge as crucial in supporting students’ learning. These conceptions extend understanding of effective teaching in higher education and illuminate how teachers transform their teaching to transform learning. Insights emerge about the importance of social contexts. Theoretical dimensions informing pedagogy, knowledge construction, relationships between teaching and research, and professional learning are congruent: dialogue and collegiality are key. What inhibits teachers’ effectiveness is the ‘performativity’ culture especially setting aside preferred ways of operating as colleagues. A model is constructed to explain opposing standpoints.  相似文献   

3.
This paper considers the experiences of a New Zealand family and their ‘disabled’ daughter Clare’s ‘inclusion’ and ‘exclusion’ in her early childhood centre and the implications of these experiences for shifting from a discourse of ‘inclusion’ to ‘belonging’ based on ‘an ethics of care and obligation to others’. I argue that the meanings and understandings of ‘inclusion’ for disabled children in education are variable and that they often default to dominant deficit discourses whilst believing themselves to be ‘inclusive’. I also argue that we must consciously develop a critical awareness of how exclusionary power operates in society and in our own settings. In this paper, I present ideas drawn from a ‘pedagogy of listening’ and Te Whaariki – The New Zealand Early Childhood Curriculum to critically reflect on some of the early childhood education experiences of Clare and her family. I suggest that teachers’ use of critical reflective ‘child’s questions’ can be used as tools for educational transformation towards the full and meaningful participation of disabled children in education.  相似文献   

4.
This paper explores issues arising from a detailed study of the experiences of students, teachers and lecturers in managing the transition from school to university in the study of English. It outlines some key philosophical perspectives derived from Pierre Bourdieu and considers the extent to which it is possible to apply notions of ‘habitus’ and ‘reproduction’ to the study of English at A level and at university. Through the consideration of these philosophical issues, this paper offers an insight into students' experiences of transition and some of the difficulties they face as they become accustomed to the new learning environment of the higher education institution.  相似文献   

5.
This paper examines the implementation of Singapore’s landmark policy, ‘Thinking Schools, learning Nation’ (TSLN), in developing ‘thinking students’ through the prism of student voice. In the context of twenty-first century education and the growing importance of student voice in education, this paper argues that the time might be right to ‘disrupt’ Singapore’s education status quo and incorporate meaningful student voice in education policies. Instead of perceiving students as mere subjects of educational policy enactment, and seeing policy as something that is done to them, it should be reconceptualised as something which is done with them; importantly, students should be recast as key co-agents of educational change, consistent with TSLN’s reconceptualization of learners as ‘thinking students’. Basing its arguments on findings from a qualitative case study of students’ perceptions and schooling experiences of critical thinking in TSLN, this paper considers the case for the inclusion of significant student voice in Singapore’s educational policy reforms. It fills gaps in research on student voices in Singapore’s educational reforms and TSLN’s research from students’ perspective. The paper suggests that the inclusion of student voice in educational reform might be the next landmark step in ‘disrupting’ its educational landscape after the ‘big bang’ of TSLN.  相似文献   

6.
For children to know how to fully participate in and most effectively lead the world they will inherit, they must learn how to critically engage with it and be knowledgeable about foundational rights and instruments that support such engagement. Together, critical literacy, which encourages the examination and interrogation of the underlying assumptions of dominant narratives and ‘legitimate’ knowledge, and children's rights education, which involves children in learning how to express their ideas and fully participate in society (as appropriate to their age and ability), offer a powerful approach—theoretical and pedagogical—to engage children in active engagement of the world, especially with respect to the promotion of social justice. However, the layers of complexity and risks associated with deep consideration of challenging topics require expert guidance and compassionate role modelling from teachers of young children. Our paper considers the intersections between critical literacy and global child rights with reference to a study conducted with young school children in Canada and Uganda to discuss how teachers can support meaningful learning experiences in the classroom that can promote children's agency and social justice commitments.  相似文献   

7.
A small-scale action research project was used to consider the policy and rhetoric surrounding development of the ‘expert learner’ and how this might be further explored to provide opportunities for learners to have greater direct involvement in reflection and discussion with teachers. The research was based within a further education setting, using participants from an ‘HE in FE’ curriculum area: teacher education. It sought to explore how involving students as partners in the peer observation process might be used to engage with student voice and enhance the teaching and learning experience for all involved. To evaluate the creation, sharing and development of teaching and learning that might be generated in such circumstances, the research used two theoretical frameworks to analyse the data: communities of practice and ecological learning systems. This article reviews the literature around these two frameworks and critically reflects on the influences of these approaches in communities of teaching and learning. Analysis of interviews, and the interactions and dialogue contained within these, revealed something else happening within these connections. As such, it considers the opportunities facilitated in this context and how development of a newly-devised continuum of practice may be used to enable professional dialogue to enhance student–teacher interactions.  相似文献   

8.
《师资教育杂志》2012,38(2):213-225
The importance of developing effective learning strategies and motivational beliefs has been widely acknowledged as a way of meeting the demand to acquire lifelong learning capabilities for successful functioning as professionals in the ‘information age’. The study reported in this paper examined the learning orientations and strategies of prospective teachers as well as their assessment preferences and compared them with those of in‐service teachers. The Motivated Learning Strategies Questionnaire (MSLQ) and the Assessment Preferences Inventory (API) were used to test the hypothesis that in‐service teachers will exhibit a deeper approach to learning and assessment due to their constant engagement in meaningful learning experiences. The results confirmed the hypothesis and their implications for teacher education programmes were then discussed.  相似文献   

9.
This paper reveals the significant historical traces which informed the learning practices of teachers at one particular school site in a rural and regional educational district in Australia. Drawing upon recent theorising into professional practice, the paper argues that teacher learning practices are intrinsically ‘ecologically’ related to teachers’ practices at specific sites. However, extending beyond this theorising, the research also reveals how teacher learning – in the case presented, in relation to classroom dialogue – is also significantly influenced by earlier learning experiences of the teachers involved. In this way, teachers’ practices are revealed as not only influenced by present-day, site-specific, whole-school teacher learning, but also by particular events encountered by teachers at an earlier phase of their careers. The research argues for a conception of teachers’ learning which is not only site-informed and ecologically arranged, but also deeply temporally embedded.  相似文献   

10.
Narrative inquiry as a methodological approach enables us to examine how people represent their experiences and selves through storytelling (Chase, S. E. 2005. ‘Narrative Inquiry: Multiple Lenses, Approaches, Voices.’ In The Sage Handbook of Qualitative Research, edited by N. Denzin and Y. Lincoln, 651–679. London: Sage). To understand these constructions, other kinds of knowledge are required. Theories of social life, for example, help to interpret areas which narrative inquiry is good at revealing about human experiences such as the animation of temporality, sociality and place (Clandinin, J., V. Caine, A. Estefan, J. Huber, M. S. Murphy, and P. Steeves. 2015. ‘Places of Practice: Learning to Think Narratively.’ Narrative Works 5 (1). Accessed November 30, 2017. https://journals.lib.unb.ca/index.php/NW/issue/view/1799). Drawing on interviews with practice educators and final-year undergraduate early childhood education and care (ECEC) students in North-West Ireland, this paper considers how narrative inquiry and education theories work together to illuminate key learning experiences of ECEC undergraduate students during 12-week practice placements. In this paper I attempt to show how two education theories – ‘Threshold Concepts’ and ‘Communities of Practice’ – shed light on the nature of these key learning experiences. The paper suggests that narrative inquiry offers an emancipatory research approach by uncovering human and reflective elements of learning journeys made by ECEC students during their practice placements.  相似文献   

11.
We examine teachers’ experiences of a major reform of the school science curriculum for 14–16-year olds in England. This statutory reform enhances the range of available science courses and emphasises the teaching of socio-scientific issues and the nature of science, alongside the teaching of canonical science knowledge. This paper examines teachers’ experiences of the reform and the factors that condition these experiences. A designed sample of 22 teachers discussed their experiences of the reform within a semi-structured interview. Our analysis considers how the external and internal structures within which teachers work interact with the personal characteristics of teachers to condition their experiences of the curriculum reform. In many cases, personal/internal/external contexts of teachers’ work align, resulting in an overall working context that is supportive of teacher change. However, in other cases, tensions within these contexts result in barriers to change. We also explore cases in which external curriculum reform has stimulated the development of new contexts for teachers’ work. We argue that curriculum reformers need to recognise the inevitability of multiple teaching goals within a highly differentiated department and school workplace. We also show how experiences of curriculum reform can extend beyond the learning of new knowledge and associated pedagogies to involve challenges to teachers’ professional identities. We argue for the extended use of teacher role models within local communities of practice to support such ‘identity work’.  相似文献   

12.
The focus of this article is how to ensure (beginning) teachers’ needs as practitioners are part of the discursive dialogue in physical education teacher education programs. We consider the relationship between ‘structure’ and ‘agency,’ teachers as ‘change agents’ and refer to ‘workplace learning’ as we examine the extent to which the social structure of the school and the teaching profession, and?/?or the capacity of the individual to act independently, ultimately determines a teacher's behaviour in reaction to teaching expectations. We are interested as physical education teacher education faculty in how we (1) strive to help pre-service teachers examine and reframe assumptions about themselves as teachers and change agents, and (2) examine taken-for-granted school practices and processes. We share ways that physical education teacher education programs could encourage pre-service teachers agency and the relationship between initial teacher education and induction.  相似文献   

13.
This paper considers how case study approaches may be used cross‐nationally. It outlines five key stages in the process of conducting case study research and of learning from it: selection, verification, cumulation, generalisation, and application. The research used to illustrate these principles is a study of teachers’ experiences of changes in education in post‐communist Russia and post‐apartheid South Africa.  相似文献   

14.
ABSTRACT

The role of emotions in learning and teaching has largely been neglected in educational literature, particularly in higher education. Yet there are signs of increased interest in emotions in recent literature. This paper argues that emotions are a vital aspect of relationships. How we feel with and about others is central to the quality of those relationships. Thus, emotions matter in college teaching and learning as an aspect of enriching social and relational experiences that support student development. This paper discusses four key relationships in higher education: students with subject matter; students with teachers; students with other students; and students with their developing selves. For each key relationship, key literature is referenced, and suggestions for enhancing practice are offered.  相似文献   

15.
The research reported in this paper compares the experiences of twenty‐two secondary teachers and twelve university tutors as they embark on a course of a ‘new’ in‐service professional development programme in Greece, in relation to adult learning. It harnesses a qualitative methodology and draws upon a set of ideas that cohere under the rubric programme development to build up a heuristic guiding research technique and analysis procedure. The analysis focuses on two key parameters of programme development for adults i.e. climate and planning, and on their associated elements. The findings identify the ‘them’ and ‘us’ image that continues to perpetuate the ‘new’ courses and indicate some tentative points that might have implications for the design of the in‐service training of teachers.  相似文献   

16.
The connection between teacher inquiry, professional development and school improvement was recognised 30 years ago by Lawrence Stenhouse. Stenhouse contributed many valuable insights into the role of practitioner enquiry in creating and utilising knowledge about teaching and learning, much of which is still to be applied systematically in teacher education and professional development. This paper draws on the Learning to Learn Phase 3 Evaluation, a three‐year‐action research project in which teachers in primary and secondary schools across the UK completed three cycles of practitioner inquiry to explore tools, pedagogies and other innovations which would promote dispositions of ‘learning to learn’ (L2L). The paper focuses on identifying those aspects of being involved in L2L that support teachers’ learning and the way that the teachers themselves understand the impact on their professional development. Data from over 60 semi‐structured interviews undertaken over the three years of the project, the case study reports compiled by teachers at the end of each year of the project and collaborative workshops involving teachers and university researchers as co‐inquirers are used to explore teachers’ learning. Qualitative methods are used to develop a thematic analysis of the interviews, case studies and the teachers’ understanding of the relationships between inquiry, research and continuing professional development (CPD) in order to identify categories and generate key concepts that can inform a theoretical understanding of the impact of professional inquiry on teachers’ learning. The findings contribute to our understanding of the role of inquiry and research in schools in supporting professional learning by suggesting how tools and models of working are developed.  相似文献   

17.
The ‘intercultural’ is now omnipresent in most departments of teacher education in Europe and elsewhere. It can be implemented under the guise of, amongst others, multicultural, transcultural, global and/or development education. In this paper, I problematise post-intercultural teacher education. The context of this study is that of Finnish education. Famed worldwide for its ‘miraculous’ educational system, Finland is rarely talked about for dealing with diversities in education. In this article, I explore the impact of a course on ‘multicultural education’ given to a cohort of ‘local’ and international student teachers studying to become Newly Qualified Teachers. I taught the course myself and decided that since only 8?h would be devoted to the issue of interculturality, the course would have to help the students to learn to develop quickly critical competences towards the many and varied approaches to diversities that are ‘available on the market’. The methodology rests on the use of a documentary on ‘extreme’ intercultural dialogue that the students discussed at the end of the course. Set in Israel, the documentary follows a class in a multicultural school in Tel Aviv during the second Gaza War in 2008–2009. I hypothesise that the documentary, which is often conflictual, would help me to evaluate the students’ learning and how they discuss and problematise such a case of ‘intercultural dialogue’ in education and relate it to their future practice.  相似文献   

18.
This paper discusses the role of blended learning in teacher education on a Master's programme at Manchester University. Blended learning is the bringing together of traditional physical classes with elements of virtual education. The paper focuses on one particular module of the degree and attempts to capture students’ experiences of using a number of online tools. As our students are primarily in‐service teachers, this experience is particularly relevant and equips them to make use of educational technology in the language classroom. Some comparisons are also made with a cohort of teachers studying the programme at a distance. The paper explores a range of issues that currently feature in the adult education literature, namely, deep and surface learning, communities of practice, and the importance of educational dialogue. The paper illustrates how important the blended nature of this module is for the teachers to get a balanced programme that upgrades skills and knowledge, but which also enables them to reflect on past and future practice. A transformative education scale is used to show that teachers can be transformed. The paper is a case study that makes use of data that explore the student perspective on a series of research questions.  相似文献   

19.
Recently there has been renewed interest in basing teachers’ professional learning on medically derived models. This interest has included clinical practice models and evidence-based teaching as well as the use of various forms of ‘Rounds’ which claim to derive from medical rounds. However, many arguing for these approaches may well not have a detailed knowledge of the actuality of professional learning in medicine but may be basing their ideas on idealised models drawn from popular conceptions. In addition, the model used by some calling for medically derived teacher learning is biomedicine, an area in which parallels with Education are difficult. This paper argues that mental health and public health provide a better analogue for Education than biomedicine. It considers some of the lessons that can be drawn from research on evidence-based practice in these areas. The paper concludes that a way forward is neither uncritically to assume the superiority of medical models of professional learning nor to rely only on empirical evidence from Education, but rather to enter into dialogue with colleagues in mental and public health about shared concerns and experiences in professional learning.  相似文献   

20.
In this paper, we draw upon the experiences of a group of young people who have been excluded from mainstream schools in two Australian states to provide an account of the ways in which they have found their way to education in educational sites that are variously referred to as ‘flexible learning centres', ‘second chance schools' and ‘alternative schools'. Whilst often clashing with school authorities in their original schools, these young people described how, when given the opportunity, they were able to engage in more meaningful learning in environments that recognised and accommodated their personal circumstances, and avoided authoritarian rule. A question we address is: What kinds of educational experiences facilitate ‘meaningful learning’ for these students?  相似文献   

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