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《Chinese Education & Society》2013,46(3-4):200-215
During the Two-Anti movement the Party rescued me; with the forceful assistance of the Party and the masses I criticized my individual fame and profit thinking and my political position. More recently, the students in the senior class in the Department of Literature in Peking University, graduate students, and comrades in the Chinese Language Teaching and Research Institute and the Institute of Languages have criticized my bourgeois academic thought and made me realize that my academic idealism is a serious [problem], I have decided to trust the Party and the masses and to carry out a conscious revolution in myself. For me, this has been a more thoroughgoing revolution in thought, and the criticism of my academic thinking has been a more painful process; but to expose my bourgeois pseudo-science, and to become a promoter of the cultural revolution in linguistics, I will throw down the white flag with my own hands and follow my comrades under the banner of Marxism. 相似文献
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Jack OFarrell 《Action Learning: Research and Practice》2018,15(1):61-67
This account relates my experiences as facilitator of an action learning set on a DBA cohort comprising international students and myself. It outlines the reasons for my selection as facilitator and describes my initial expectations and assumptions of action learning. I chart the difficulty in separating the ‘what’ of my own research from the ‘how/why’ of the action learning set. The account discusses my experiences as a new facilitator and my attempts to engage fellow students in the set in order to gain a collective benefit. I reflect on the challenges encountered in progressing the action learning set caused by a lack of common understanding within the set of the expectations and potential benefits of an action learning approach, and also the feasibility of maintaining a successful action learning set separated by geography, time zones, and language. The account also discusses the practical, technology-supported approaches to facilitating the action learning set. 相似文献
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《Studying Teacher Education》2013,9(1):103-114
To what extent and in what ways should a teacher educator contribute to a type of teaching development that has long functioned successfully without much involvement of teacher educators? This self-study concerns my learning about my role as teacher educator in a learning study, a Hong Kong adaptation of a teacher-driven Japanese educational and cultural practice, Jugyou Kenkyu, credited with high quality learning outcomes for both teachers and students. My first learning study case forms the retrospective backdrop to the self-study. By describing and evaluating my personal experience of interactions such as recorded meetings and teachers' reflections, I attempt to discern a function for myself within the group. The self-study helped uncover some misguided assumptions and responses in coping with the new context and also provided some preliminary understandings of possible teacher educator responsibilities in this type of initiative. 相似文献
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Jack A. Rowell 《International Journal of Science Education》2013,35(2):115-130
This study examines the nature of discourse in which students talk with each other about what they think. Of particular interest are student-generated inquiry discussions in which the students engage in extended student-student-student interactions without much intervention from myself, the instructor. Data sources include audio- and video-tapes of class discussions, copies of student papers, and my reflective journals. Analysis involves interpretating utterances in terms of indicators of inquiry learning, student questioning, and collaborative sense-making. Two aspects of my practices seem to foster student-generated inquiry discussions: distributed authority and quietness. I no longer view myself as a facilitator of discussions but rather as an organizer of learning events in which my students share the authority to make decisions about what to say and do next. I practice 'quietness' by waiting before and after students talk (wait time), listening to the details of other people's thinking without interrupting them (attentive silence) and withholding my own opinions and understandings while assisting others in expressing theirs (reticence). 相似文献
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《Studying Teacher Education》2013,9(1):65-75
For this self-study of my teacher education practice, I positioned myself as a novice in the unfamiliar context of learning to ride a horse. This gave me an opportunity to re-experience being an authentic learner and thereby to deepen my understanding of how an individual learns to teach. I recorded my experiences in an electronic journal and analysed what happened over many months of weekly horse-riding lessons. Central to my learning process was feeding key ideas, insights and tentative analyses into discussions with my students and critical friends. As I analysed their responses further, two themes emerged through pattern analysis. First, being a neophyte in horse riding allowed me to empathise strongly with my students' novice status. Second, permitting them to see the development of my expertise through horse riding was helpful to my students. Re-positioning myself as a learner challenged my view of myself as a teacher educator and transformed my teacher education practice. 相似文献
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《中学生英语》2019,(33)
<正>Hello, everyone. Nice to meet you. Now let me introduce myself to you. My name is Zhang Xing. I’m 13 years old. I’m from Fucheng County, Hebei Province. I am of medium height. I have black hair and big eyes. I like music and speech a lot. I often sing songs with my friends in my spare time, and I often give a speech about the environment in public, too. I have a happy family. There are four people in my family. They are my father, my mother, my elder brother and me. I like Chinese, and I also like English, but I can’t speak English well. I will work hard at English and try to make great progress every day. I hope to be your good friend,then we can help each other in many ways. 相似文献
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SANDRA MOFFAT 《Gender and education》1998,10(1):93-99
ABSTRACT In this article I explore how I use my imagination to analyse the two main female characters, Dede and Jane, in the film Little Man Tate (1991). Although I perceive Dede and Jane to be portrayed in very stereotypical ways, my analyses do not remain limited to this detached level of viewing, rather I try to gain an understanding of the tremendous pain I experienced while watching their lives performed on the screen. I examine closely how my imagination has been shaped by the traditional message that women must choose between motherhood and a career and how, as a result, I invested in the conflict between Dede who I perceived as a 'good mother' stereotype and Jane who I perceived as a 'successful career woman' stereotype. By reassessing how I have learned to evaluate female characters, I discuss how students, like myself, can be taught to uncover their affective investments in the filmic stories they are learning to criticise. 相似文献
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Aaron Koh 《Discourse: Studies in the Cultural Politics of Education》2012,33(2):167-178
This article mobilizes story-telling to narrate my lived experience of teaching English as a minority academic in one Australian university. Positioning myself as living ‘in-between’ two cultures and as an ‘Other’, I tell my story of how I have been ‘racialized’ and ‘Othered’ because I do not look White, and my spoken English is distinctly accented; hence, my legitimacy of teaching English is held suspect. My story contributes to the theorizing of the sociology of the in-between with the argument that while living in-between culture can be a space of negativity, it can also be a space of empowerment if one exercises choice and agency by forging new spaces. I end my story-telling with a happy ending by presenting a contrasting story of how my run-away from Australia to (a new space in) Hong Kong to teach English has reaffirmed my cultural capital as I morph into a different ‘Other’. 相似文献
10.
Alison Cook‐Sather 《Cambridge Journal of Education》2008,38(2):231-245
Since the early 1980s educators have argued that reflection is an essential dimension of good pedagogical practice. This discussion of my attempt to support a constructivist approach to learning for three different groups of learners illustrates one effort to engage in such reflection. I analyze several assignments I have designed for differently positioned learners, all within the context of a liberal arts college in northeastern USA. Referring to the assignments I have developed in each context, I analyze the particular kinds of structures, challenges and supports I try to provide to learners, with the goal of surfacing the convictions I hold about learners' identities and capabilities. My intention is to identify underlying pedagogical principles that inform my practice across contexts, not only to make it clearer for myself and others what guides that practice but also, in an effort to acknowledge the evolving and interdependent nature of this work, to articulate the new challenges this analysis poses for me. 相似文献
11.
Cheryl Sim 《Teaching Education》2013,24(3):329-334
Acting as the mentor for a cohort of post-baccalaureate teacher certification students was a learning experience. Working as interns in an urban middle school over the course of a year, the students learned about the culture of a struggling school, the needs of the young adolescents they were teaching, and what it means to be a teacher in such a school. Not all of their lessons were positive ones, however, as socialization into the culture often prevailed over critique. As a result of reflecting on the year, I saw how I also was socialized by the culture, and guilty of some of the same attitudes myself and my students criticized in the school. My reflections point to some necessary components of the kind of partnerships sought by public schools and universities. 相似文献
12.
Seena M. Skelton 《International journal of qualitative studies in education》2019,32(3):225-242
In this essay, I reflect on how an equity-focused technical assistance (TA) practitioner who holds intersectional minoritized social identities is in a unique position to introduce tensions in the TA activity system, disrupt marginalizing dominant narratives about difference, and affect educators’ development of new ideas about the treatment of difference in schools. To start, I situate myself as the TA provider by focusing specifically on the socio-historical context in which I experienced public K-12 education as a Black, woman with a dis/ability. Next, I outline three reflections related to my experience with the treatment of difference during that time, particularly in terms of race and dis/ability; I consider how my personal history informs my current interactions within the provision of equity-focused TA. I identify three marginalizing impacts resulting from educators’ treatment of my and other students’ difference; and describe three strategic moves I employ to disrupt and mitigate these impacts. Additionally, I reflect on the question: How might my social identities, intersectional education history, and lived experiences serve as instruments that evoke tensions and affect interactions within the TA activity system? 相似文献
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Muffet Trout 《Studying Teacher Education》2018,14(1):39-55
When a cultural disconnect became antagonistic between me and my students of color, I found myself at a crossroads as a White teacher educator: use coercion and force students to follow my directions, or care and base my responses on students’ needs. I chose the latter. Findings suggest that this choice benefitted the class and changed how I see myself as a teacher educator. The construct of embodied care helps describe the turn in my relational teacher educator practice from caring intentions that were dyadic in nature to caring that uses relational means for social justice ends. Data points include field notes, analytic journal entries, email communication, course materials, student interviews, and course evaluations. This self-study research contributes to the literature on caring teaching by suggesting that, in racially and culturally diverse classrooms, caring habits can help teacher educators from dominant groups gain critical self-awareness. 相似文献
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Bill Gransden 《Educational Action Research》2013,21(1):19-32
In this article, I reflect on the events and experiences that occurred during (and after) my studies for a Diploma in Teacher Education. The elements required for the award of Diploma included a professional development journal, a number of peer teaching observations and an action research project. At an early stage, I selected vaguely ‘peer teaching observation’ as the topic for my research. As the course progressed my journal began to contain an increasing amount of material relating to the teaching observations and finally the three components – journal, teaching observations and research project merged into one. Through a process of progressive focusing, the project was clarified and came to be about my role in the observation. I was surprised to find it became a very personal examination of myself in order that I could understand more fully the process of teaching observation. In the end, almost everything else diminished compared to the insights I gained about myself. I concluded that, for myself, perhaps a direct critical self-examination was too threatening and potentially painful to endure. However, by looking at myself as an observer of teaching then the very objectivity that was potentially so safe turned out to allow me to reflect on myself as a person. To become a reflective practitioner is not easy, yet the process can be intellectually engaging. 相似文献
18.
B. Everard Blanchard 《College Teaching》2013,61(2):35-36
Instructors often struggle to find the right balance of sternness and leniency with their students, especially in the beginning stages of their careers. An instructor who is too casual risks being overrun by students who do not take him or her seriously. The professor who is too strict might inadvertently thwart students’ creativity and stifle their potential success. The following commentary reflects my own journey to a balanced rapport with students in a university classroom setting. Over several years, my interactions with students have gone from overly formal to embarrassingly casual before finally settling somewhere in between. My experiences serve to help both novice as well as experienced educators hone their rapport with students to create an enriching classroom environment. Various studies have shown gains in student learning due to quality instructor/student relationships and the present commentary aims to aid instructors in finding a balanced and meaningful rapport with their students. In my endeavors, I have found a balance by showing students I can be an effective teacher while also showing them that I am human with a life outside of the classroom, just as they are. 相似文献
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《Teaching and Teacher Education》2000,16(3):365-387
As a preservice instructor in a cross-cultural course, I worked with six of my students to try to understand how we encountered one another's diverse attitudes and values. We paid attention to contexts and choices, presuppositions and consequences. By inquiring into our curriculum process, I work toward a theory of cross-cultural education that validates experiential interactions as moments of learning. These moments occur outside more traditional curricula that tend to be based on methodological doubt and argumentation. My work with the students led to a vision of pluralism where diversity is engaged, refined and expanded, to create interpretive competence through encounters of difference and self-study. 相似文献
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研讨式教学在西方发达国家高等学校已成为一种普遍的教学方法。笔者对英国普利茅斯大学在埃克斯茅斯分校的英语专业及其他专业的教师使用研讨式教学的调研及介绍;对毕节学院外语系外籍教师,部分外语系教师进行调研;笔者本人使用研讨式教学的尝试以及对外语系学生进行问卷调查,结果表明英国普利茅斯大学的研讨式教学适应于毕节学院外语系。适当使用研讨式教学比单一使用传统的演讲式教学效果好。 相似文献