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1.
严佳代 《宁波大学学报(教育科学版)》2019,(6):24-032
海洋教育经过50多年的发展,在2010年公布《海洋素养范畴与K-12年级内涵》报告后,海洋教育正式进入海洋素养时代,加上2017年联合国教科文组织确定以海洋素养为主的海洋教育方针,引领全球海洋教育者对于海洋素养研究的趋势,也带动海洋教育的快速发展。亚洲海洋教育者协会自2015年在日本东京成立以来,陆续举办了三届海洋教育研讨会,同时也建立一个海洋教育交流的平台,该协会除了搭起亚洲海洋教育者的交流外,在交流过程中体现出多元的海洋教育内涵,第三届亚洲海洋教育者研讨会,成为带动未来亚洲海洋教育发展的契机。文章通过汇整国际海洋教育者社群的发展、海洋素养架构发展、海洋素养评量以及海洋教育内涵四个部分,以文献回顾的方式探讨亚洲海洋教育合作与发展契机,以期让人们更进一步了解海洋教育过去与现况,共同推动和发展未来的海洋教育。 相似文献
2.
Jacob W. Neumann 《Interchange》2013,44(1-2):129-147
Increasing teachers’ dispositions towards critical teaching is a fundamental goal for critical pedagogy. Because critical educational change cannot occur without teachers’ “buy-in,” developing teachers’ inclination to implement critical teaching into their classrooms is a prerequisite for any successful critical pedagogy focused on change in K-12 schools. However, critical educators too often approach K-12 teachers’ dispositions in ways that are at best unproductive and at worst harmful to critical change efforts. Some critical pedagogy exists that approaches teachers’ knowledge and beliefs in “teacher friendly” ways, but most critical pedagogy suffers from the problem of totality and speaks merely to educators who already hold critical dispositions. In response to this problem, this paper identifies and examines three areas in which critical education scholars can work to better connect with a crucial, yet essentially unaddressed constituency: teachers in neighborhood schools. These three areas are critical pedagogy’s audience, teachers’ professional knowledge, and teachers’ beliefs about what constitutes ‘real schools’ and ‘real teachers.’ The paper ends by suggesting approaches to teachers’ dispositions that do not sacrifice the possible to the ideal, that value practical and eclectic change efforts, and that appreciate teachers’ already existing knowledge and beliefs as a foundational medium for developing critical education. 相似文献
3.
《Teaching and Teacher Education》2001,17(6):685-704
This study explores the ways in which participating in a discussion group of 10 experienced teachers (K-12) and teacher educators helped group members sustain their progressive beliefs about education. The support and collegiality of the group demonstrates how such relationships can enable continuous professional growth. Group members came together in response to Carole Edelsky's challenge to educators to find “communities of colleagues who want to study and support each other and change together”. McCotter, a member of the group herself, studied the group during the 1997–1998 academic year, taping and transcribing monthly meetings, as well as interviewing each member twice. Approaching analysis using feminist and critical principles to construct relevant themes, the study had two important foci. Not only was the specific content of the group's conversation important for growth, but the ways in which members talked with each other helped construct a “sacred space” in which growth was nurtured and promoted. 相似文献
4.
高校思想政治教育的质量直接关系到青年学生的思想价值取向,这一点尤为重要。在当今的新媒体环境中,思想政治工作的客观环境发生了巨大变化,特别是在主题、关系和信息传播的普遍性方面上。这些普遍特征给思想政治教育的有效性带来了许多未知的挑战和机遇。基于新媒体的发展和应用,现已成为时代精神。思想政治教育工作者要与时俱进,切实用好新媒体这把双面剑,克服新媒体泛化的负面效应,了解新媒体,努力提高新媒体的素质和理论能力。同时要做好青年学生的“守护者”和“引路人”;建立新媒体思想政治教育平台,重塑思想政治教育工作者的心声。以围绕“全面提高学生的媒体素养,提升学生的判断力和正确的价值观”为宗旨,积极提高思想政治教育的整体效果。 相似文献
5.
在中国传统文化中,“劳动”这个词最初并不具有人们今天所理解的“生产劳动”“生活劳动”等方面的含义,而“劳”“劳力”“劳心”“劳作”等词却已基本具有了人们今天所理解的“劳动”的基本内涵。中国传统劳动教育渗透于人们日常生活之中,主要通过礼仪制度渗透劳动教育,在学校教育中采取耕读结合的劳动教育模式,通过家训家风等途径实施劳动教育。中国传统的耕读结合的劳动教育模式、普及大众的劳动教育规范、身体力行的劳动教育典范、脍炙人口的劳动教育读本,可以为新时代的劳动教育提供有益的借鉴。 相似文献
6.
Barbara Kameniar 《Religious education (Chicago, Ill.)》2013,108(4):403-418
This article offers an analysis of religious education practice through the literature that informs it. It engages Derrida's critique of the “metaphysics of presence” (1982a) to develop a theoretical framework for a new look at the ways in which different approaches to religious education represent religion and racial difference. The article specifically examines literature that has impacted mainstream Christian and “secular” religious education in South Australia from the 1970s until today. The article concludes by proposing a new approach to racial, cultural, and religious difference in religious education—one that begins to understand religious education's engagement with Others in terms of ethical questions, deliberation, and a radical openness to what is unforeseeable. It argues for the need for religious educators to begin to actively and deliberatively engage with “who” and “what” has traditionally been absent from multireligious approaches to religious education. 相似文献
7.
面对教育改革面临的诸多社会挑战,包括新冠疫情对美国教师队伍的冲击以及美国中小学教师队伍离职率高、缺乏多样性等问题,美国联邦政府将教师教育改革纳入其“重建更好”一揽子改革计划的重要组成部分。“公平”价值转向、从“缺陷”到“优势”的政策话语转变和弗雷泽三维社会公正理论构成了美国联邦政府教师改革政策的重要理论基础。美国联邦政府采取的教师教育改革措施主要包括:修改大学和高等教育的教师教育援助计划;实施“培植你自己”教师教育项目;完善一年制教师驻校培养模式;加大对少数族裔学校的资助力度;提高教师工资与专业发展水平。美国联邦政府的教师教育改革凸显了社会公平与多元种族和谐相处的政策价值导向,其政策机制体现了联邦政府协调角色的不断增强和市场化教师教育改革方式的适度消退。 相似文献
8.
Michelle Bauml 《Journal of Early Childhood Teacher Education》2013,34(1):76-95
ABSTRACTThe age of accountability introduced by the No Child Left Behind Act of 2001 triggered widespread development of local control-oriented policies in an effort to “leave no child behind.” Research makes it clear that such policies directly impact instruction. However, primary grade teachers are rarely included in these studies, leaving teacher educators with little empirical data on which to ground their work with preservice teachers as it relates to such policies. This article reports findings from a study of 15 experienced primary grade teachers who work with standardized curriculum materials. Data from these teachers’ experiences can inform today’s teacher educators as they prepare the next generation of teachers to navigate “one size fits all” curricula. Findings suggest that experienced teachers of young children adapt, augment, and extend the intended curriculum to promote academic proficiency in tested subjects in very specific ways. Implications for preservice teacher education are discussed. 相似文献
9.
“生活·实践”教育在继承杜威“教育即生活”、美欧新教育运动以及中国近现代教育理论本土化探索成果精髓的基础上,充分汲取陶行知生活教育学说和马克思主义实践哲学理论精华,紧密结合习近平总书记实践育人重要论述,具有深厚的历史渊源和坚实的理论基础。其对当下落实“双减”政策,推进劳动教育,促进个体全面发展,培养符合未来社会所需人才以及构建中国特色教育学术话语体系具有深刻意义。 相似文献
10.
《全民拥有优秀教育者计划》是美国联邦政府于2014年7月制定的一项有关公平配置优秀教育工作者的教育政策。该计划旨在加强薄弱学校的师资力量,帮助各州、各学区为优秀教师和学校管理者提供多方面支持,其主要内容包括实施“公平配置教育者综合计划”、建设“公平配置教育者支持网络”和发布“公平配置教育者文件夹”。这一计划关系到今后美国州一级优秀教师资源配置与师资建设的具体措施。它的出台虽受美国政局影响,但仍显示出当代美国“从公平走向卓越”的教育政策导向。 相似文献
11.
David Gorbutt David Harris Margaret Harris 《Assessment & Evaluation in Higher Education》1991,16(1):37-48
This paper discusses the major dilemmas arising in practice from attempts to pursue the latest policies of quality assurance in teacher education. The introduction fills in the background to these latest proposals and models, from “associative quality” to “production quality”. The paper then proceeds to discuss the issues raised by the new policies under the headings of “measurement” and “myth”. Measurement problems are discussed by reference to a range of debates in classroom studies. It is argued that teacher educators can hardly be assumed to be ignorant of these debates, and, to reinforce the point, materials are selected from the menu offered to students on the well‐known Open University's MA in Education course. The role and functions of organisational myths in institutions of higher education are then out’ lined. The discussion centres on whether the new measurement regimes will demythologise these institutions, and if so, whether this will be a good thing. Finally, the paper concludes with some thoughts about the future, and ends with an argument for concrete investigations of the (micro)political and social aspects of teacher education. 相似文献
12.
Jason Goulah 《Asia Pacific Journal of Education》2020,40(1):35-48
ABSTRACT This article examines contributions to the ethic and practice of cosmopolitanism by Japanese educators Makiguchi Tsunesaburo, Toda Josei and, most significantly, Ikeda Daisaku. Collectively, they are “the philosophers of the Soka movement” that Rizvi and Choo refer to in their call for a special issue on “Asian cosmopolitanism.” The article advances understanding about the Soka movement for cosmopolitanism in two ways. First, it traces the genealogy and thought informing the Soka movement and then examines the substance of each progenitor’s contributions to cosmopolitanism from historical and linguistic perspectives. The author pays particular attention to the inclusion of courage and faith in Ikeda’s framework and also addresses important translational insights invisible to those not fluent in Japanese. Second, the author analyzes today’s Soka movement for cosmopolitanism in education and in the Soka Gakkai International. This section draws on Sato Masaru’s views of the Soka movement and presents concrete examples of how Ikeda’s perspective of global citizenship is understood and actualized curricularly in the U.S. context. 相似文献
13.
Educational robotics are increasingly appearing in educational settings, being considered a useful supporting tool for the development of cognitive skills, including Computational Thinking (CT), for students of all ages. Meanwhile, there is an overwhelming argument that CT will be a fundamental skill needed for all individuals by the middle of the twenty-first century and thus, should be cultivated in the early school years, as part of the child’s analytical thinking and as a principal component of Science-Technology-Engineering-Mathematics (STEM) education. This study reviews published literature at the intersection of CT and educational robotics, particularly focused on the use of educational robotics for advancing students’ CT skills in K-12. The reviewed articles reveal initial evidence suggesting that educational robotics can foster students’ cognitive and social skills. The paper discusses specific areas for further inquiry by learning researchers and learning practitioners. Such inquiry should start from a widely agreed definition of CT and validated measurement instruments for its assessment. A practical framework for the development of CT via robotics is next in demand, so as instructional designers and educators can implement it consistently and at scale. 相似文献
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15.
Josephine Hoegaerts 《Paedagogica Historica: International Journal of the History of Education》2017,53(5):514-527
AbstractAt the heart of the nineteenth-century educational soundscape lies a paradox. Whilst “modern” classrooms generally strived for orderly silence, the goal of its educational practices was the production of competent “citizens”. Middle-class boys in particular were expected to acquire a voice fit for business, the professions, or even (political) public speech whilst quietly listening to a teacher. This silence within the educational institution has generally been understood as an element of discipline. In this paper I want to examine the paradox of the silent classroom and the speaking citizen. I will focus specifically on those instances where the clear goal of education was vocal sound (i.e. fluent speech, civilised pronunciation, and song) and look at how silence was mobilised by educators. I will argue that the silences employed in these educational practices were not (only) tools of order and discipline, but rather means to create a “borderland” where the leap between childhood and its uncivilised noises, and adulthood and its rational speech, could be made.I will draw upon the interpretations of silence as “in between” signs as it has been developed by semioticians to analyse a corpus of sources consisting mainly of French, German, and English pedagogical literature focusing on the development of children’s voices. Reframing the place of silence in “institutionalised” education allows us to delve deeper into the specific ways in which “discipline” (re)produced and articulated dichotomies of power. 相似文献
16.
This article examines how Boalian Theatre of the Oppressed exercises helped instructors and pre-service teachers navigate the consequences of ventriloquized, racialized discourses in a pre-service world language teacher education classroom. Applying a critical and performative approach, we analyse the mostly White student–actors’ varying representations of a “White teacher’s” use of the term “hoodlum” for classroom management and the resulting communication breakdown that occurred between the teacher and a “Black parent.” Findings indicate that rehearsing pre-service teachers’ classroom struggles helped to move the group away from monochromatic perceptions of White/Black, Teacher/Parent interactions to a polychromatic view of interlocutors’ multiple histories and investments. This study has implications for revitalizing the place of world language education in K-12 education, extending the acquisition of second language verbs and nouns to incorporate connections between language, culture, history, and power. 相似文献
17.
William H. P. Faunce 《Religious education (Chicago, Ill.)》2013,108(1):10-11
AbstractBased in an ethnographic project involving three Episcopal Church–affiliated high schools, this article considers how reflective and relational pedagogy influenced students’ personal growth in religious education classes. Students became self-responsible for their spiritual development in the school settings where the practice of “notebooking” (similar to “journaling”) was robustly relational and nurtured emergent personhood. The results of the project suggest that religious educators will benefit from reflecting on the nature and function of relationality, personae, and personhood in religious education praxis. 相似文献
18.
Rui Yuan 《Asia-Pacific Journal of Teacher Education》2016,44(4):379-400
While teacher educator identities have received increasing attention over the past decade, there is a lack of research on teacher educators’ professional identities in the complex and shifting higher education contexts. Informed by the sociocultural linguistic perspective, this study investigates two language teacher educators’ professional identities in Hong Kong universities. The findings show that the participants discursively constructed their identities, such as “accidental teacher educator,” “teacher educator-researcher,” “struggling researcher,” “teacher of teachers,” and “inactive researcher” in their professional work. By drawing on the three interrelated processes of identity formation (i.e. adequation/distinction, authentication/denaturalisation, and authorisation/illegitimation), the study adds to our knowledge of the complex and contested nature of teacher educator identity in relation to the ongoing restructuring and reform in higher education. The study concludes with some implications for teacher education and higher education. 相似文献
19.
Research has explored multicultural teacher education from multiple, sometimes divergent perspectives; yet, these studies agree that what passes for multicultural education fails to address issues of educational inequity. This paper is part of a larger evaluation study of Reduction of Stigma in Schools (RSIS) – a professional development program aiming to empower educators to create affirming environments for Lesbian, Gay, Bisexual, Transgender, Queer and Questioning (LGBTQ) youth. Interview data indicate that though workshops utilized a critical approach, what teachers embraced was a call to understand and “protect” LGBTQ students through the “safety” discourse – a form of understanding and valuing the “cultural other” – and investment in one time “visibility” or “celebration” events as symbols of improved school climate. Further, educators framed LGBTQ issues as “risk” issues rather than as equity issues, which continue to mark LGBTQ students as “victims” or “problems” in need of saving or solving. We posit that responses to RSIS content reflect educators’ understanding of their obligation to “diversity” as presented during their teacher preparation programs and that workshop content which resonated with them was that which they could easily fit into these familiar frameworks. 相似文献
20.
武韬 《内蒙古师范大学学报(哲学社会科学版)》2014,(1):37-39
“微博”现如今已经成为青年了解和认知世界和社会,获取信息的主要媒介之一。要做好“微博时代”的思想政治教育工作,就要及时关注和捕捉引起学生关注的热点问题,探讨的焦点问题,从谈论内容,话题选择等方面下手,切实增强教育内容的创新性,吸引学生主动学习,并引导学生形成正确的“三观”,使“微博”服务于思想政治教育工作,成为大学生与思想政治教育工作者沟通的新途径。 相似文献