共查询到20条相似文献，搜索用时 125 毫秒
1.
Neal Dreamson 《The International Journal of Art & Design Education》2020,39(3):483-497
Rapid technological advancement has changed the landscape of design education to be integrated with educational technology, and the worldwide COVID‐19 pandemic has further accelerated its transition to online education. Pedagogical engagement with online education is unavoidable to ensure that the transition is successful when the situation ends. Yet, many prior studies on online design education remain focused on technical and administrative uses of digital technologies. In this article, meta‐connective pedagogy is introduced to enable educators and researchers critically to engage with pedagogical concerns emerging from the connective nature of the digitally networked world. Meta‐connective pedagogy is to focus on we are always‐being‐connected and argue that authentic learning and teaching are determined by diverse forms of pre‐existing connectivity. This article consists of four parts. First, it is argued that studio‐based learning has developed a ‘resistant’ stance towards online education, which justifies the omission of understanding connective features from its discourses. Second, four up‐to‐date studies on online design education are critically reviewed in a comparative manner, as their views are split into technical and pedagogical aspects. Third, meta‐connective pedagogy is introduced to address why and how connectivity becomes an emerging pedagogical concern for online education. Fourth and last, a schematic form of meta‐connective design education is articulated, and new roles and responsibilities of educators are addressed. Overall, it is argued that the whole concept of design education is subverted towards connectivity that is inclusive of social components of traditional design studios in a more efficient way. 相似文献
2.
‘If they can say it they can write it’: Inclusive pedagogies for senior secondary physical education
Pedagogical practices are fundamental to teachers' work, and in the spaces of schooling impact significantly on students' success and achievement (Evans, J. 1986. Physical Education, Sport and Schooling: Studies in the Sociology of Physical Education. London: Falmer Press.). This is especially the case for students from disadvantaged backgrounds who are deeply reliant on schooling for their educational resources. This article explores the interrelationships between pedagogical practices, the physical education curriculum at the senior secondary level and learning by both students and a teacher in a school located in an area of socio-economic disadvantage. Action research investigating a pedagogical redesign of a unit of ‘Skill Acquisition’ is the specific focus. Of key interest are pedagogical practices that incorporated opportunities to learn ‘about’ Skill Acquisition ‘through’ and ‘in’ movement. These practices attempted to develop and apply scientific literacies specific to the human movement sciences, which are important for academic success in senior secondary physical education. Findings reveal high student engagement, increasing utilisation of scientific literacies and application of new learning to life-world situations. We argue that pedagogical practices that integrate learning ‘about’ ‘through’ and ‘in’ movement disrupt default modes of teaching theoretical concepts in physical education, which diminish opportunities for academic success amongst students from low-socio-economic backgrounds. 相似文献
3.
Solveig M. Reindal 《欧洲特需教育杂志》2016,31(1):1-12
Inclusive education emerged as an idea within United Nations Educational, Scientific and Cultural Organization’s Special Education Unit and was presented as a new way ahead at the ‘World Conference on Special Needs Education’ in Salamanca in 1994. Since then, it has been on the global agenda as the overriding political objective within education. In spite of this, the international agreement, on an ideological basis, was not initially founded on a common interpretation of the meaning of ‘inclusive education’. However, the Salamanca Statement reflected clearly the idea of overcoming the divide between regular and special education. After 20 years, a vast amount of research and numerous reports and national strategies for implementing inclusive education, there are in these a lack of agreement over a common interpretation of inclusive education. Since 1994, the concept inclusive education has explored the world, so to say, without having landed, and the effort of giving it a clear working definition has thus far been elusive. In order to create a possible common ground for the mutual interpretation of inclusive education, I argue that it is important to see inclusion as an ethical issue. It is crucial to ask again what the purpose of inclusion is. To this end, it is vital to see inclusive education not just as a social and structural matter about how various aspects of a school are organized to meet diverse children’s needs in terms of personnel, pedagogical methods, materials and cultural structures, but also to see inclusive education as an ethical issue. Inclusion impinges on ethical questions because it is for the purpose of something. It conveys something that is valuable. Consequently, I find it pertinent to investigate the ethical aspects of inclusion. I do so in this article, firstly, by juxtaposing different interpretations for inclusive education in the literature. Secondly, I suggest some ethical aspects of inclusion in light of the so-called ‘capabilities’ approach. 相似文献
4.
Jennifer M. Case 《European Journal of Engineering Education》2019,44(5):644-649
ABSTRACTMost of the contemporary critiques of university teaching are variants of a central argument that sets up a polarity between socalled ‘traditional’ teaching, often termed ‘teacher-centred’ and ‘transmissive’, and approaches that by contrast are considered ‘student-centred’, often also referred to with the phrase ‘active learning’. This editorial argues that it is important for engineering educators to be able to interrogate these calls for change, drawing on an informed sense of ‘evidence-based practice’ in education. Drawing on scholarship from higher education research, it is suggested that the polarity typical to these debates is actually a false dichotomy, and what is needed to foster high-quality student learning is a third approach to teaching that skillfully combines a focus on knowledge with pedagogical strategies that foster student engagement. 相似文献
5.
Kirsten Locke 《Educational Philosophy and Theory》2015,47(6):596-607
AbstractInspired by a new teaching initiative that involved a redesign of conventional classroom spaces at the University of Auckland’s Epsom Campus, this article considers the relationship between architecture, the built environment and education. It characterises the teaching space of the Epsom Campus as the embodiment of educational policy following its inception in the early 1970s. Heralded as a modernist work of architecture juxtaposing material and textural combinations, the Epsom Campus emerged as a metaphorical vanguard of teaching pedagogy that stood as a symbol of a more progressive and culturally inclusive style of education. With consideration for a different kind of architectural space and pedagogy at the city-based business school, the article extends an understanding of spatiality and learning, and argues the structural architectonics of the teaching space and the built environment confer their own pedagogical value. By drawing on the critical stance of Nietzsche’s genealogical methodology for reading history, strands of historical discourse and ‘vibrant materialities’ are considered so that the ‘built pedagogy’ of both contexts can be activated and explored. 相似文献
6.
Odet Moliner Auxiliadora Sales Reina Ferrández Joan Traver 《International Journal of Inclusive Education》2013,17(5):557-572
This article presents a study that attempts to inquire into the indicators related with inclusive education by taking into account teachers’ responses in the ordinary and specific teaching contexts (experts in special education needs, specialists in therapeutic pedagogy and compensatory education or specific programmes organised to accommodate diversity). We used a Spanish translation of the Index for Inclusion, which has been adapted and divided into three Likert‐type scales about inclusive cultures, organisation in the teaching–learning context and inclusive practices. We did a t‐test to detect any significant differences in teachers’ responses in terms of the ordinary or specific teaching contexts in which they work. No significant differences were seen in the items related to cultures and organisation, but we found significant differences in 12 of the 36 items of the inclusive practices scale. Finally, we discuss the role of the processes for innovation and transformation in secondary schools and provide key factors to build an intercultural inclusive school. 相似文献
7.
Roseanna Bourke Mandia Mentis 《Assessment in Education: Principles, Policy & Practice》2014,21(4):384-397
Teachers committed to inclusive education have the potential to revolutionise pedagogical and assessment practices within regular classrooms simply because students with high needs challenge traditional assumptions about what it means ‘to learn’ and ‘to assess’. This creates opportunities for teachers to find creative ways to ascertain what and how a child learns, and how these assessment results can be communicated to the child, parents, the school and funding bodies to enable further learning. This paper explores diverse assessment practices including criterion-based, normative, ipsative and self-assessment, with both formative and summative functions, reported as being used by teachers in New Zealand who teach students with high needs. These multiple approaches can be integrated into learning stories to ‘narrate’ student learning. An assessment framework is introduced to support teachers to appreciate the functionality of an integrated assessment approach to document student learning and outcomes, arguably a framework applicable for all learners. 相似文献
8.
This article examines teacher professional learning about pedagogy for teachers of students with severe intellectual disabilities within broader teacher education and pedagogical frameworks for this group of learners. The article presents and discusses findings from a USA–England research project, involving classroom observations and interviews with nine teachers of students with severe intellectual disabilities from four specialist public school settings, intended to explore teachers’ pedagogical decision-making and learning. The theoretical lens of situated learning and the conceptual lens of evidence-based practice are used to contextualise and examine the teachers’ views about the what, how and when they learn about pedagogical approaches and strategies. Teachers emphasised the situated and interactional nature of their learning, particularly highlighting the personal responses of students and their relationship with these students. They use this knowledge and understanding to adapt evidence-based strategies and programmes and inform their pedagogical decisions. This affords the concepts of ‘situated generalization’ and ‘practice based evidence’ an influential role in how teachers engage in the process of pedagogical decision-making. An implication for teacher educators is the need to support teachers in making connections of new pedagogical understandings and skills with the individual learning profiles and responses of their students with severe intellectual disabilities. 相似文献
9.
ABSTRACTIn the context of the Teaching Excellence Framework (TEF), we examine academics’ perspectives on the discourse of ‘teaching excellence’ based on an empirical study with 16 participants from five post-1992 universities. The article reports the findings on academics’ views of the term and concept of ‘teaching excellence’, examples of what ‘teaching excellence’ may look like in practice, whether a distinction between ‘good’, ‘good enough’ and ‘excellent teaching’ can be made, and the measurability of ‘teaching excellence’. The research findings suggest we need a more nuanced inclusive interpretation of ‘teaching excellence’ which recognises the conjoined nature of teaching and research in higher education, and also rebalances a focus on outcome-related measures with understandings of purposes and development of the processes of learning. 相似文献
10.
An inclusive higher education? Gay and bisexual male teachers and the cultural politics of sexuality
ALAN SKELTON 《International Journal of Inclusive Education》2013,17(3):239-255
Both the Dearing Report and the UK government's recent Green Paper on lifelong learning—The Learning Age—have made explicit references to an inclusive system of higher education and its contribution to a more inclusive society. This paper begins by examining the understandings of inclusivity displayed in The Learning Age and discusses the limitations of discourses that restrict the inclusion debate to matters of access. It argues that inclusivity rests on not only access but also the experience of higher education and it points to the need for both structural and cultural change. The paper then presents acase study of gay and bisexual male higher education teachers that draws on in-depth interview-based material from a UK study. It explores how inclusive higher education is with respect to gay and bisexual men and considers structural inequalities that remain, for example, in relation to equal opportunity policies and pension entitlements. The paper also considers the cultural practices of the gay and bisexual male teachers, for example, their engagement in cultural production through teaching and research and their attempts to wrestle control over identity construction in day-to-day interactions. The paper concludes by considering how a relational understanding of difference might offer possibilities for the diverse ‘voices’ of different groups to be reconciled with a collective view of what constitutes the ‘higher education community’ as a whole. 相似文献
11.
The issue of limited engagement with science for young people from Indigenous, minority and lower socio-economic groups in Australia appears to have been sidelined from the mainstream debate around falling rates of engagement with science at the secondary schooling level. The ‘closing the gap’ mantra of education policy in Australia has seen an extraordinary focus on improving literacy and numeracy outcomes for Indigenous students, which, while valuable, has subsumed the importance of other key learning areas including science. Teachers are soon to be expected to incorporate Indigenous Perspectives within the science subjects of the new Australian National Curriculum yet appear to be under-resourced to meet this challenge to traditional approaches to science teaching. The purpose of this paper is to explore the pedagogy of a teacher working at an alternative secondary schooling site in North Queensland Australia who volunteered to modify his teaching of science to explicitly incorporate Indigenous Perspectives. The qualitative data collected through classroom observation and teacher interviews demonstrates the complex and multi-faceted nature of the science education experience when traditional pedagogical boundaries are dismantled to allow for a drawing upon of the lived experiences of diverse young people. The teacher’s ability to embrace this broader vision of science is linked to the inclusive culture of the alternative school environment that is brought into being through a ‘common ground’ philosophy of mutual respect and democratic relations. 相似文献
12.
Bob Moon 《欧洲师范教育杂志》1997,20(1):7-31
This paper suggests that teacher education is undergoing significant transformation. In most countries there is a recognition that the quality and extent of provision will need to be raised. Open and distance education, utilising new interactive forms of technology, will have a crucial, perhaps major, role to play in this process. The school will act increasingly as a ‘site’ for learning within evolving models of initial and in‐service teacher education. All forms of teacher education will exploit new technologies. There will be an increasing convergence between conventional and open and distance modes of delivery. New assessments of costs and effectiveness will need to be made. Changes in technology has rendered ‘out‐of‐date’ much of the previous evaluative evidence. National and international expertise in open and distance education, new methodologies and teacher education will need to be developed. 相似文献
13.
Today’s learners are engaging in study where access to knowledge is easier than it ever has been in human history. Rapid advancement of technology and the increasing ease with which communication and interaction can occur has dramatically changed the landscape in which teachers of science, technology, engineering and mathematics (STEM) operate. The contemporary skills that students are required to possess include inter alia problem solving, creativity, teamwork abilities, communication skills and emotional intelligence. Despite the universal acceptance of their importance, these skills are commonly cited as underdeveloped and in addition, are still accompanied by outmoded ‘traditional’ forms of teaching and assessment. While the approaches of twentieth-century education were successful in developing knowledge stores, the ubiquity of access to knowledge—coupled with the constantly changing nature of the world today—requires alternative conceptions of teaching and learning. This article focuses primarily on an exploration of learning metaphors and teaching with the overall lens of creating self-regulated and furthermore, self-determined learners. The article begins with an exploration of learning in STEM education and a critique of the pedagogical perspective, discussing why this epistemology may be insufficient for contemporary STEM learning. The article then considers an alternative and potentially more contemporary notion; the emergent pedagogic space. The article presents a theoretical model to conceptualise learning in STEM education, with the goal of informing both practice and research. The realisation of this proposed emergent pedagogical space is explored through an applied case study from a design and technology context. 相似文献
14.
This article focuses on the Building Colleges for the Future (BCF) initiative (2008) which saw a wave of new-build Further Education (FE) colleges spring up across England in the final years of the New Labour government. It draws on qualitative data from a research study focusing on four new-build colleges in the West Midlands of England to theorise the BCF initiative. Using theory derived primarily from Lefebvre, the paper contextualises BCF within a frame of neoliberalisation and discusses the impact of the ‘production of space’ represented by the initiative with a research focus on two areas: pedagogy and ideology. The main findings are that these new-build colleges can be interpreted as spatial expressions of policy-makers and others’ perceptions of teaching and learning; in ideological terms, they also trumpet a ‘new lifestyle’ and a ‘new art of living’ for FE staff and students that is however, in tension with residual pedagogical practices and values. The article concludes that despite being an expression of neoliberal abstract space, these new-builds can still be seen as providing a frame for alternative individual and collective encounters with education which may subvert and outlast the processes of neoliberalisation that they appear to embody. 相似文献
15.
John Elliott 《Educational Action Research》2015,23(1):4-21
Curriculum aims often remain unrealised aspirations. This is because the values and principles implicit in them fail to get articulated in forms that can effectively inform and guide the practice of teaching. Ideas such as ‘learner-centred education’, ‘independent/autonomous learning’, ‘self-directed learning’, ‘enquiry/discovery learning’, ‘collaborative learning’, ‘active learning’ and ‘learning with understanding’ refer to critical aspects of the learning process rather than its outcomes. While often enthusiastically embraced by teachers, they rarely get realised in appropriate forms of virtuous action. Such is the power of an outcomes-based model of teaching and learning to shape the practice of teaching. This paper cites examples of curriculum design that specify the pedagogical values and principles implicit in various educational aims, and shows how they can provide a basis for practical experiments by teachers in their classrooms and schools, in a quest to transform their teaching into concrete forms of virtuous action. Indeed, the paper depicts a number of actual action research projects in which teachers generated some common insights into how to transform their teaching into the practice of virtue in education. It also explores the role of theory-informed action research in developing teaching as a virtuous form of action. 相似文献
16.
17.
This article focuses on improving the instructional quality of student teachers in elementary education. We developed a coaching approach involving classroom observation and appropriate lesson preparation and feedback templates. Using an untreated control group design with pre-test and posttest (n = 198), we answered the question ‘whether student teachers who learned to teach with the new coaching approach achieved a higher level of pedagogical and didactical teaching skills compared to student teachers who did not receive this approach’. The effect variable used was the observation instrument ICALT. We compared the average scores of the control group and the experimental group on the posttest (ANCOVA). The differences found on the posttest, after controlling for the confounding variables, were significant on all ICALT scales. These effect sizes are medium on the scales; ‘Safe climate’, and ‘Clear instruction’, and large on the scales; ‘Classroom management’, ‘Activating pupils’, ‘Adaptive teaching’, and ‘Teaching learning strategies’. 相似文献
18.
Dennis Atkinson 《The International Journal of Art & Design Education》2017,36(2):141-152
A key aim of this article is to present a discursus on learning and teaching in the context of art education that softens transcendent historical and ideological framings of art education and its purpose. In contrast it places emphasis upon the immanence and necessary transcendence of local events of learning that occur in whatever framing and which have the potential to extend our comprehension of what art and learning can become. It recommends a ‘pedagogical reversal’ whereby external transcendent lenses and their respective knowledge and criteria for practice are relaxed and proposes a pedagogy ‘without criteria’. A key pedagogical issue revolves around ‘how something matters’ for a learner in his or her experience of a learning encounter and trying to comprehend this ‘mattering’ constitutes a pedagogical adventure for a teacher. The notion of mattering in the context of art practice and learning cannot be divorced from the force of art which is the motive force that precipitates a potential for learning and can expand our understanding of what art and learning can become. The article is therefore premised on the idea that it is not a case of coming to understand art through established knowledge and practice but the force of art challenging us to think. The force of art, or art's event, can be conceived therefore as a process with a potential for the individuation of new worlds or to see that other worlds might be possible. 相似文献
19.
Farida Kurniawati Anke A. De Boer A.E.M.G. Minnaert Frieda Mangunsong 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):310-326
Background: The implementation of inclusive education creates challenges for classroom teachers who have to meet the learning needs of students with and without special educational needs (SEN). Research has revealed that teachers’ readiness and willingness to accommodate the learning needs of students with SEN was determined by their training. Though much research on teacher training and inclusive education has been conducted over two decades, less is known about the adequacy of such training in terms of components and effectiveness.Purpose: The purpose of this review is to present a focused analysis of: (1) studies that examined, in detail, the components of teacher training programmes for pre-service or in-service teachers in regular primary schools in terms of content, length, etc., and (2) consideration of the effectiveness of these training programmes.Design and methods: The literature review was restricted to empirical studies published in international peer-reviewed journals after 1994 (i.e. since the Salamanca statement was signed) by using the electronic browser ‘EBSCO host Complete’. After applying the keywords ‘teacher’ and ‘educator’, they were combined with the following terms: training, disabilities, inclusion, inclusive education, impairment, special educational needs, children with special needs and disorder. The search was deliberately restricted to papers where study participants were pre-service or in-service teachers in regular primary schools, and ultimately yielded a small core of 13 studies for detailed review. The first research question was analysed in terms of the training programme’s structure and content, covering aspects such as type of disability, topic, length, medium of course delivery and learning activities. For the second research question, the effectiveness of the quantitative studies was evaluated based on the Cohen’s d effect size, whereas the qualitative studies were considered as effective based on the calculation of percentage of non-overlapping data (PND).Conclusions: Analysis indicated that the majority of training programmes focused on attitude, knowledge and skills. The training programmes were also centred on what might be considered short-term practice and supplemented with field experiences. Although the training programmes appeared to have positive effects on teachers’ attitudes, knowledge and skills, follow-up sessions and students’ outcomes measures may increase training effectiveness. 相似文献
20.
Jason Sternberg 《高等教育研究与发展》2012,31(4):571-583
This paper examines discussions of Generation Y within higher education discourse, arguing the sector's use of the term to describe students is misguided for three reasons. First, portraying students as belonging to Generation Y homogenises people undertaking higher education as young, middle-class and technologically literate. Second, speaking of Generation Y students allows constructivism to be reinvented as a ‘new’ learning and teaching philosophy. Third, the Generation Y university student has become a central figure in concerns about technology's role in learning and teaching. While the notion of the ‘Generation Y student’ creates the illusion that higher education institutions understand their constituents, ultimately, it is of little value in explaining young adults' educational experiences. 相似文献