共查询到20条相似文献，搜索用时 407 毫秒
1.
The preparation of teachers for diversity within and between schools is a growing focus in teacher education worldwide, and particularly in South Africa, where the education landscape has shifted dramatically since the democratic elections of 1994. While diversity is a recurring theme in the literature, the matter of contextual diversity still offers serious challenges to teacher education. This paper focuses on the urgent need to prepare teachers for all school contexts in South Africa, particularly those where neglect carrying over from Apartheid inequalities make failure and a sense of inferiority the norm. It uses critical theory and the capabilities approach to analyse extracts from discussions with early years’ student teachers which express needs with regard to preparation for specific situations faced during field experience with young children. The analysis shows that these students are not adequately prepared to teach in the previously disadvantaged schools which cater for the majority of South Africa’s learners, and that there is a disjuncture between preparation received in the lecture room and realities encountered in the field. It argues for a shift in emphasis from teacher education models which construct middle class classrooms as ideal to those which build quality education for disadvantaged learners, rural contexts, and African language speakers. 相似文献
2.
Kevin K. Kumashiro Sikunder Ali Baber Eric Richardson Carol Ricker‐Wilson Pia L. Wong 《Teaching Education》2013,24(3):257-275
While theories and recommendations continue to proliferate in the educational research literature on what it means to teach towards social justice and to prepare teachers for such teaching, so do concerns that these theories and recommendations fail to account for the ways that the contexts of teaching—cultural contexts, national contexts, political contexts—always affect teaching in idiosyncratic, unpredictable and even contradictory ways. Given that much educational research fails to trouble the US‐centric nature of prevailing conceptions of social justice and teacher education, it is important to learn about the unique as well as shared challenges facing teacher educators around the globe. In this article, teacher educators from Asia, Africa, North America and South America offer a sampling of initiatives in anti‐oppressive teacher education; that is, initiatives to prepare teachers to teach various subject matters to various age groups, addressing various forms of oppression in various cultural and community contexts. 相似文献
3.
《International Journal of Educational Development》2005,25(5):493-513
Globalization in higher education and the replacement of state funding of universities with “revenue substitution” strategies in western countries have resulted in an increasing number of universities in these countries participating in what has come to be known as transnational knowledge transfer without being better informed about the cultural contexts in which this knowledge is applied, resulting in many program failures and resistance in the recipient countries. One reason for this neglect is the difficulty involved in identifying which aspects of culture to select for study before implementing educational innovations in a recipient country. The study reported in this paper was undertaken as a curriculum inquiry to identify those aspects of culture, which affect, influence or mediate curriculum, pedagogy and teacher learning in South Asia, where an increasing number of western expatriates are engaged in international curriculum work. Three aspects of culture—namely, concepts of self, discursive practices and indigenous approaches to learning—which emerged as having significant influence on curriculum and teacher learning, and may help expatriate educators to provide educational experiences that are grounded in the cultural realities of South Asia are discussed. The paper draws briefly on post-structural, postcolonial theories, and enunciations of critical pedagogy to reflect on culture, education and resistance in international academic relations. 相似文献
4.
Carmen Mills Trevor Gale Stephen Parker Catherine Smith Russell Cross 《British Journal of Sociology of Education》2019,40(5):614-630
This article advances current conceptions of teacher activism through an exploration of the social justice dispositions of teachers in advantaged and disadvantaged contexts of schooling. We interrogate the practices of teachers in a government school, with a high proportion of refugee students and students from low socio-economic backgrounds, in a high-fees, multi-campus independent school, and in a disadvantaged Systemic Catholic school to illustrate how Bourdieu’s notion of dispositions (which are constitutive of the habitus) and Fraser’s distinction between affirmative and transformative justice are together productive of four types of teacher activism. Specifically, we show that activist dispositions can be characterised as either affirmative or transformative in stance and as either internally or externally focused in relation to the education field. We argue that the social, cultural and material conditions of schools are linked to teachers’ activist dispositions and conclude with the challenge for redressing educational inequalities by fostering a transformative activism in teachers’ practices. 相似文献
5.
Mariana Souto-Manning Christina Hanson Mitchell 《Early Childhood Education Journal》2010,37(4):269-277
Early childhood teachers and educational programs are expected to be the primary resources as children experience different
and sometimes conflicting cultural contexts. Early educators can play a paramount role as young children move through fluid
identities and start recognizing and navigating within and across spaces of cultural differences—e.g., between home cultures
and the socially-dominant school culture. In this sense, we draw attention to a multi-year action research study, paying particular
attention to the process whereby an early childhood teacher investigated, problematized, and challenged the nature of curriculum
and practices in a diverse preschool classroom. We focus on the role of action research in fostering culturally-relevant teaching.
As we do so, we analyze an early childhood teacher’s shifting perceptions of what it means to engage in culturally-relevant
teaching, respecting and honoring cultural diversities. 相似文献
6.
2017年10月26日,教育部印发了《普通高等学校师范类专业认证实施办法(暂行)》,明确提出要培养造就堪当民族复兴大任的大国良师。培育"大国良师"是新时代国家对广大教师的殷切期望与要求,同时也将引发教师教育课程的改革。指向大国良师的教师教育课程应注重师范生的精神成长,其目标在于帮助师范生成为一名有灵魂、有信念、有思想、有情怀、有学识、有担当、有使命感、有仁爱之心的未来教师。建设以"精神成长"为指引的教师教育课程可以借鉴文化存在论教育学的理论思想。文化存在论教育学认为师范生培养的"精神转向"突出表现在三个方面:一是从注重知识、技能的掌握到关注优雅心灵的成长;二是从割裂式的培养到运用艺术教育的手段培育整体精神;三是从忽视到重视运用优秀的传统文化进行精神培育。文化存在论教育学将师范生的精神成长视为培育人文精神与涵养文化品性的过程,因而在课程体系建设中非常注重对师范生开展"仁爱之心"儿童观的培育、"内在幸福"价值观的涵养,以及"转识成智"教育观的陶冶。为此,教师教育课程的建设应特别注重三个方面:首先,将"仁爱之心"儿童观的形塑融汇在教师教育课程体系之中,激励师范生不断形成"於穆不已"的儿童教育信念。其次,将"内在幸福"价值观渗透在教师教育课程体系之中,激励师范生树立"孔颜乐处"的教育志向。第三,将"转识成智"教育观融通在教师教育课程体系之中,激励师范生不断提升教育的实践智慧。 相似文献
7.
COLLABORATION AMONG EARLY CHILDHOOD TEACHERS AND FACULTY THROUGH A REGGIO INSPIRED LONG‐TERM PROJECT
Mary Trepanier‐Street Lori Gregory Mary M. Donegan 《Journal of Early Childhood Teacher Education》2013,34(2):171-179
To effectively teach young children, early childhood teachers must be prepared to collaborate with families of diverse backgrounds. Studying the unique cultural contexts of children and families in American early care and education programs and communities will offer early educators information needed to develop empathy for the families with whom they wish to partner. This study investigated the attitudes of Chinese graduate students in the United States toward American early care and education programs. Chinese graduate students are a unique and growing population of approximately 189,000, 40% of whom have at least one child attending American early care and education programs. Chinese graduate students’ educational expectations for their young children and reasons behind these expectations were also explored. Findings showed that participants’ views of American early care and education reflected Chinese culture and life experience. In terms of American education, these Chinese graduate students compared the American programs’ curricula to the Chinese national curriculum, a curriculum they successfully mastered. Implications for early childhood teacher education programs are discussed. 相似文献
8.
Community language schools are unique educational language providers developed as grassroots initiatives by immigrant communities worldwide. However, little is known about community language school teachers’ work or their sense of identity. The present study uses narrative inquiry to explore the experiences and challenges of one Swedish community language school teacher in Australia. Key findings show that community language school teachers’ sense of teacher identity is situated and negotiated in the intersection of people, power relations, and language ideologies which can lead to a lack of job satisfaction, a sense of failure, and marginalisation in wider educational contexts. 相似文献
9.
Elizabeth Garber 《The International Journal of Art & Design Education》2002,21(2):132-145
The status, content, and social factors influencing craft education in Finland, a standard subject in comprehensive schools, were examined during interviews with craft teachers, craft teacher preparers, and educational administrators. In this paper, the following areas are examined: How are crafts defined? What rationales and cultural and social factors keep craft education robust and what factors threaten it? What is perceived as the future of craft education? The status, content, and social factors influencing craft education in Finland, a standard subject in comprehensive schools, were examined during interviews with craft teachers, craft teacher preparers, and educational administrators. In this paper, the following areas are examined: How are crafts defined? What rationales and cultural and social factors keep craft education robust and what factors threaten it? What is perceived as the future of craft education? interviewees for teaching craft in schools fell into five categories: craft provides 1) cognitive development in several dimensions, 2) learning about living in the world, 3) Finnish traditions and culture, 4) social and individual growth, and 5) a break from the demands of academic subjects. All interviewees seemed to agree that teaching crafts in Finland is changing in terms of how teachers are prepared, who writes curriculum, the content of the curriculum, and the configuration of craft in the comprehensive school curriculum. Some interviewees portended a decline in craft education in public schooling, while others embraced change as part of nation building. 相似文献
10.
K. Andrew R. Richards Thomas J. Templin Karen Lux Gaudreault 《Quest (Human Kinetics)》2013,65(4):442-457
While quality physical education teacher education requires recruits to be trained in the knowledge, skills, and dispositions necessary for effective teaching, research stemming from socialization theory and role theory indicates that this may not be adequate. Pre-service teachers also need to be made aware of organizational challenges they will face when transitioning into their first teaching position. These challenges stem from the ways in which recruits are socialized into physical education, and are related to the complex, sociopolitical structure of schooling. The purpose of this article is to provide a review of the organizational challenges faced by beginning physical education teachers and to present recommendations for how teacher training programs can better prepare pre-service teachers to meet these challenges. The discussion includes both general and specific strategies that can be implemented to provide pre-service teachers with the knowledge and skills necessary to enhance their ability to navigate life in the sociopolitical contexts of schools. Preparing students for the realities of school life should correspond with a decrease in reality shock and the washout effect. 相似文献
11.
基于中国人民大学中国调查与数据中心提供的“中国教育追踪调查”基线数据,通过线性回归和独立样本T检验,分析家庭社会阶层较低的子女中哪些获得了优异的学业成就,以期帮助更多的弱势职业阶层子女提高学业成就,以助于实现社会和谐、教育公平。研究表明,弱势职业阶层子女获得高学业成就的关键在于其所特有的文化资本,父母的教育期望、自我教育期望、学校归属感、同伴表现、学习态度是弱势职业阶层子女获得优异学业成就的重要因素。因此,政府应联合学校、社区,健全家庭教育指导服务体系,使弱势职业阶层父母形成正确的教育价值观,提高教育期待;学校应该关注弱势职业阶层子女的归属感;弱势职业阶层子女要利用自己吃苦耐劳的禀赋优势积累人力资本。 相似文献
12.
John O’Neill 《欧洲师范教育杂志》2017,40(5):589-600
AbstractThe article analyses initial teacher education (ITE) policy and practice in Aotearoa New Zealand over forty years. Central to the local ITE context was the incorporation of the ‘monotechnic’ colleges of teacher education into the university sector in the 1990s and 2000s, following New Zealand’s structural adjustments to the state education sector in 1989 and 1990. Policy ideologies of ‘marketisation’ and ‘professionalisation’ raised expectations of the abstract knowledge base and competencies that university-based teacher education graduates would acquire, while simultaneously degrading the rich immersion in cultural, curriculum and subject studies and learning by doing that were the hallmark of the former colleges. Indigenous staff and students arguably suffered most during the incorporation years. The final section looks to New Zealand’s future demographic, environmental and socio-economic imperatives and asks how ITE can be recast to enable teacher educators and beginning teachers to face the realities and challenges of the decades ahead. 相似文献
13.
通识教育是发源于欧洲的一种高等教育思想。英国高校的通识教育在其发展历程中逐步完善,最终形成了以崇尚人文主义传统的教育理念、专业教育通识化的课程设置、师生交互式的个性化教学实践形式为一体的通识教育样式。聚焦于当前我国高等教育的发展现状,通识教育已成为全面提升大学生综合素养不可或缺的一个重要选择。英国高校通识教育对我国的启示是,构建符合我国优秀文化传统的通识教育理念;建立专业教育与通识教育相融合的课程体系;提升高校教师通识教育能力;实行智力训练和能力培养的教育方法。 相似文献
14.
随着高等教育一体化与"可持续发展教育"进程的不断深入,德国教师教育发展面临巨大的挑战。加之"PISA震惊"引发的基础教育课程改革,21世纪初期,德国陆续颁布出台了一系列针对职前教师改革的新政策,并积极对课程实施改革,如建立分层、贯通性本硕一体化课程体系,基于教师教育标准设置能力导向的课程目标,在课程内容中融入可持续发展与跨文化主题,开发行动能力导向的实践课程等。虽取得了明显成效,但也出现了一些实际问题。 相似文献
15.
Maria Teresa Tatto 《International Journal of Educational Development》1997,17(4):405-415
Can teacher education be reconstructed to help teachers acquire the knowledge and skills they need to teach disadvantaged populations as proposed by new theories of learning? What shape should this type of teacher education take? After making a case for a transformative teacher education, responsive to current thinking in teaching and learning, I present two instances of school-based approaches to educating teachers that incorporate elements of constructivist, cognitive, and developmental theory when teaching poor rural children. I discuss these cases vis-à-vis their reach and potential for the future of teacher education. 相似文献
16.
Christine Winter 《课程研究杂志》2017,49(1):55-74
AbstractDrawing on a Levinasian ethical perspective, the argument driving this paper is that the technical accountability movement currently dominating the educational system in England is less than adequate because it overlooks educators’ responsibility for ethical relations in responding to difference in respect of the other. Curriculum policy makes a significant contribution to the technical accountability culture through complicity in performativity, high-stakes testing and datafication, at the same time as constituting student and teacher subjectivities. I present two different conceptualizations of subjectivity and education, before engaging these in the analysis of data arising from an empirical study which investigated teachers’ and stakeholders’ experiences of curriculum policy reform in ‘disadvantaged’ English schools. The study’s findings demonstrate how a prescribed programme of technical curriculum regulation attempts to ‘fix’ or mend educational problems by ‘fixing’ or prescribing educational solutions. This not only denies ethical professional relations between students, teachers and parents, but also deflects responsibility for educational success from government to teachers and hastens the move from public to private educational provision. Complying with prescribed curriculum policy requirements shifts attention from broad philosophical and ethical questions about educational purpose as well as conferring a violence by assuming control over student and teacher subjectivities. 相似文献
17.
基础教育英语课程标准改革已经10余年,但新的课程理念仍旧无法为教师所接受,课堂上仍旧难以实施真正的以学习者为中心。以一名中国新入职教师和一名澳大利亚在中国任教的新入职教师为案例,通过课堂观察和访谈的方式,分析其课堂管理、教学方法、儿童教育观背后的文化成因可以发现,一个民族的文化因素是影响教师教育教学观念和教学行为的主要因素,因此,职前教师教育和在职培训应该专注价值观的教育,而相应的教师教育课程改革也势在必行。 相似文献
18.
Ş. Koza Çiftçi 《Compare》2018,48(5):686-701
This research aims to unearth the educational challenges experienced by teachers and communities in rural Turkey. The research employs Nancy Fraser’s three dimensional justice approach – distribution, recognition and participation – to frame these challenges and to argue that rural challenges go beyond economic rationalities and concerns of infrastructure and resources. The study draws its data from 29 in-depth interviews with 20 teachers working in 16 different villages; 9 interviews with community members; and 2 focus group interviews, 1 with rural dwelling women and the other with rural dwelling men. The findings point out four significant difficulties that impede community and educational development: scarcity of resources; insufficient understanding of social, cultural and economic contexts that constrain educational attempts; lack of collaboration between teacher and communities; and irrelevant education. The study concludes by scrutinising how these difficulties interact with one another and result in marginalisation or casting out of rural lives. 相似文献
19.
David Yun Dai Kathryn A. GERBINO Michael J. DALEY 《Frontiers of Education in China》2011,6(1):139-157
China is undergoing an education reform that calls for a change from a rigid, fixed curriculum and didactic pedagogy to a
more flexible, school-based curriculum and more inquiry-based pedagogy. This study investigated the extent to which Chinese
middle and high school teachers (a) endorse an inquiry-based approach and underlying learning principles, (b) practice this
mode of teaching, and (c) believe that the approach is practically viable in the current educational contexts in China. A
structured survey was developed to solicit Chinese teachers’ responses to the above three issues. A total of 582 valid responses
were collected, representing middle and high schools in different geographic locations. The results show that Chinese teachers
are receptive to inquiry-based pedagogy but find practical constraints in fully implementing it. Several cultural and pragmatic
reasons are explored. Policy implications are discussed with respect to teacher education/development, capacity building for
the new pedagogy, and teaching/evaluation alignment. Finally cultural issues are discussed regarding using inquiry-based learning
to enhance critical thinking and nurture independent thinkers. 相似文献
20.
Mark Wyatt 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2013,59(2):217-242
According to some commentators, targets set by the international community for bringing education to all children in developing countries are threatened by a teacher motivation crisis. For this crisis to be addressed, challenges to the motivation of teachers in such contexts need to be understood from perspectives both theoretical and comparative. Thus an analysis is required of the changes that have taken place particularly in countries whose education systems have developed rapidly in recent decades. Case studies of motivated teacher behaviour in such national contexts might be of relevance to educational reformers. Drawing upon the tenets of self-determination theory (SDT), this article begins by discussing the nature of the reported teacher motivation crisis in the developing world more generally. It then focuses on the Sultanate of Oman, highlighting recent historical developments there. Having thus set the scene, the author considers the extent to which negative environmental influences on teacher motivation in Oman have been addressed and then looks for evidence of intrinsic motivation in case studies of Omani English teachers. Returning to the developing world more generally, conclusions focus on how teachers’ psychological needs for competence, autonomy and relatedness can be met through educational policies that reduce negative influences on teacher motivation and provide both inspiring professional development opportunities and work environments characterised by respect. 相似文献