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1.
This article presents an autoethnographic and theoretical reflection on my justifications for the use of neoliberal deconstruction in the undergraduate social foundations classroom. I engage the reader in a discussion concerning the need to make neoliberal agendas, as they pertain to corporate reform in education, salient to students. Further, I argue that cognitive apprenticeship is necessary to “help students map their own dialectics into thinking about their future practice as educators.” I share the integral elements of the cognitive apprenticeship undertaken in the course: “three prongs of foundational thinking,” four key conceptual frames for neoliberal deconstruction and associated foundational readings, and two representative assignments to illustrate the type of scaffolding offered to help education students move past naïve and complacent interpretations of current corporate reforms. My reflections rely on my teaching experience, in-class observations, assessment of students' work, and overarching themes in how students' have responded to the topic.  相似文献   

2.
In this article, we promote the use of autobiography in the social foundations of education classroom as a means of connecting education to real life experiences, history, and fostering epistemological development of college students. Autobiography involves students' awareness of the relation between theory and lived experience. As a form of reflective knowing, autobiography may help students understand complex terms such as "learning," "knowledge," and "education" by exploring various contexts that influence such understandings. Reflective knowing explores some of the experiential and purposive contexts that influence knowledge creation. Intellectual maturity and self-awareness may arise from circumstances that can lead students to be more confident critical thinkers and problem solvers. We describe how we have used autobiography in our social foundations of education classrooms and explore how influencing the pedagogy of teacher education critiques traditional epistemologies toward a redefinition of education for a democratic society.

Now reflecting on my educational history, I realize that everything I have learned in the past has taught me something about myself. Whether I was aware of my development at the time [hinges] on individual circumstances. I have thrived on learning, brought about by major changes impacting my life. These variations and my necessary adaptations have taught me the most important skill I need to know. Because of changes in my life, I have succeeded in learning how to learn. (Rita, Bucknell University, learning autobiography, September 1999)1

If I can make present the shapes and structures of a perceived world, even though they have been layered over with many rational meanings over time, I believe my own past will appear in altered ways and that my presently lived life - and, I would like to say, teaching - will become more grounded, more pungent, and less susceptible to logical rationalization, not to speak of rational instrumentality. (Greene 1995, 77-78)  相似文献   

3.
《教育心理学家》2013,48(4):247-251
Sternberg's call for an educational focus on teaching wisdom can be viewed as part of a nascent trend to reorient educational psychology away from exclusive focus on the so-called algorithmic level of analysis. The thrust of his research program on wisdom, like those emphasizing rationality as a critical construct in educational psychology, is on aspects of cognition heretofore backgrounded: the goals and beliefs of the learner, thinking dispositions, values, morality, cognitive styles, and the evaluation of cognition in terms of normative criteria.  相似文献   

4.
《Education 3-13》2012,40(4):417-431
This paper presents the findings of an investigation of student teachers' changing perceptions of educational practice following a teaching placement in France, Germany, Spain and Italy. Up to 900 primary languages, student teachers annually have spent a 4-week teaching placement in a partner country as an integral part of their initial teacher education programme. The aims of the bilateral experience were to improve students' subject knowledge as well as to offer opportunities to enhance their professional understanding through comparing practice in two distinct cultural settings. This study draws from both qualitative and quantitative data gathered from 122 postgraduate certificate in education student teachers who were following the primary language route at Canterbury Christ Church University and Liverpool Hope University. The findings show that through reflection and analysis of the differences and commonalties in the diverse cultural contexts, students develop a greater understanding of their professional role and a deeper insight into their own values and beliefs about pedagogy. Their acceptance of taken-for-granted norms is challenged during the bilateral placement, as they encounter new approaches to differentiated learning, teaching and learning strategies and teacher/pupil relationships, thus enhancing their levels of critical engagement with educational practice.  相似文献   

5.
The primary goal of this research is to better understand my students' reading orientations – what they believe it means to be a successful reader. I also seek to identify the relationship between those beliefs and my teaching. The data come primarily from six focal students in my second-grade classroom in an urban public charter elementary school in Oakland, California. Focal students were observed, interviewed, and asked to discuss and rank vignettes of readers with varying reading behaviors, skills, and habits. In addition, I drew on systematic reflections about my own teaching and students. Results showed that focal students shared reading orientations toward aspects of fluency, such as accuracy, and knowledge-level comprehension skills, such as retelling events from a story. Results also showed that students' responses correlated closely with teaching points emphasized both within my classroom and around the school. These results, in combination with data from observations, led me to discover that students' reading orientations may have both public and private aspects. In other words, their stated preferences might differ from their private inclinations. These findings suggest that teachers need to be organized and intentional around the messages that they send to students about successful reading. They also suggest that teachers create environments in which various purposes and reading behaviors are valued.  相似文献   

6.
Currently, there is a resurgence of interests in phenomenology in education. This article sheds light on the importance of hermeneutical phenomenology in teaching and learning based on the lived experience of a Sioux Indian adolescent boy, elicited from an ethnographic case study conducted at an alternative high school in the US. Employing narrative inquiry, this article seeks phenomenological ways of understanding students' lived experiences and explores the meaning of the pedagogical practice of hermeneutical phenomenology in education. I delve into how hermeneutical understanding of the phenomena of students' lived experience can catapult both students and teachers into the personal growth and development in a reciprocal way. It is my hope that such an understanding will facilitate an educational aim that focuses on the ontology of being and becoming while students' existence is brought to the center of teaching and learning.  相似文献   

7.
Within US teacher preparation programs, critical pedagogy and a desire for social change can lead teacher educators to prioritize transformation of prospective teachers’ beliefs through self-reflection. In pursuit of effective critical pedagogies, teacher educators also need to examine their own practices and beliefs. This self-study, a manifestation of teaching as inquiry, reframes evaluations of teaching away from what students do toward what teachers do. Here I undertake a reflexive examination of my own recursive practice as a teacher educator in children’s literature. Drawing upon a complex notion of teaching and learning, I argue that student learning outcomes are unpredictable, and as a result, successful teacher education should model self-inquiry as a vital part of teaching. Findings show that teaching choices (and omissions) in response to students’ responses led to unintended outcomes that undermined my motivations. I conclude that teacher educators’ self-inquiry and reflection in broader social contexts offers access to critical ways of thinking that underlie their work toward developing similar capacities among their prospective teacher students.  相似文献   

8.
This self-study describes the development and use in a preservice literacy course of the first author's narrative of her own schooling. The introduction to that narrative is included in this paper. The full text of the narrative also describes the impact of school readiness, resource placement, transience, poverty, and teachers' responses and expectations on my school experiences and my sense of self. Methods of data collection included students' anonymous responses to the narrative, in-class discussion, students' final course papers, my research journal, field notes, and retrospective re-analysis. The perspective of a colleague who is serving as a critical friend on my journey is incorporated in the paper as dialogical insets interrogating my practices and interpretations. Writing, analyzing, and using the narrative in my teaching served to clarify my understanding of how my childhood and schooling shape my current work. Sharing it with students was built on the belief that doing so would encourage their development of understanding for students who have histories and backgrounds unlike their own.  相似文献   

9.
To address the low literacy achievement of minority students, the sociocultural movement of the New Literacy Studies (NLS) encourages us to expand on current understandings of literacy. Instead of thinking of literacy as a neutral set of skills transferable from one setting to another, NLS researchers encourage us to contextualize literacy within individuals’ social and cultural realms. In this view, there are multiple literacies. As a literacy teacher of students who are deaf, I have witnessed students struggling with school-based literacy learning. As I began to examine what I was doing within the classroom, I realized that my assumptions about literacy instruction were the main source of students' struggles. In this study I explore how I used the theoretical perspective of the NLS to expand my understanding of literacy. The findings suggest that, in order to base literacy instruction on students' resources, teachers need to learn to negotiate conflicting educational Discourses on reading and writing, to create a space within the classroom for students to bring in their literacy practices, and to recognize and preserve students' agency and identity in their learning. Findings also indicate the vital role of writing in deaf students' learning of Icelandic.  相似文献   

10.
This paper reports data from a three‐year self‐study of teaching two types of students: science method students in theBEd program at Queen's University (Canada), and grade 12 physics students in a secondary school. By returning to the secondary school classroom after many years, I had the opportunity to revisit personally some of the challenges and dilemmas awaiting those beginning their careers as physics teachers. By listening closely to my students, I studied their experiences of learning as I experienced my own ‘re‐learning. One goal of my return to the secondary classroom was to explore ways in which I could model in my own teaching the processes of learning from experience that I wanted to convey to those learning to teach.

From this self‐study has emerged the construct of'authority of experience’ (Munby and Russell, 1994) as a term that can inform reflective practice by suggesting to teachers that they give attention to their own voices and to those of their students, and generally consider the ways in which experience has authority in relation to other sources of authority about teaching and learning to teach. The paper provides data to illustrate this construct and its potential value to those learning to teach. It also considers ways in which this stance toward teacher education represents a reconstruction of educational theory.  相似文献   

11.
In this conceptual paper I draw on narratives from several contexts in my own educational history – a student‐teaching experience, a graduate course in educational theory, and my work as a preservice teacher educator – to consider, first, the Winnicottian notion of the split‐off intellect, in which individual subjectivity is skewed toward thinking and away from affect, and second, an inversion of that notion, in which affect splits off to form the central domain of experience, relationship, and defense against difficulty. Theorizing some of the ways in which thinking and affect can at times seem to get in each other’s way, and reflecting on what individuals might use that ‘getting in the way’ to do, I explore some ways in which educators in general, and teacher educators in particular, might facilitate the working‐through of intellect/affect splits with the aim of helping students integrate thinking and feeling as they begin or continue their work in the classroom.  相似文献   

12.
《师资教育杂志》2012,38(3):241-251

Stereotypes of the 'Chinese learner' have been extensively investigated, leading to the conclusion that knowledge about the social, cultural and pedagogic origins of Chinese students' dispositions to learning should be incorporated into programs preparing teachers for China service. In this paper it is suggested that teacher education initiatives of this type should redress sociological blindness about the particularity of local pedagogic contexts. A case study of the production of 'obedient' students in the Chinese school system during the 1990s is presented, illustrating sociological tools that enable analysis of the origin of students' dispositions to learning in particular conditions. The recommendation is that such tools be incorporated into teacher education for domestic, as well as international contexts, given the critical insight that is required if teachers are to provide equitably for all students in conditions of increasing cultural diversification and re-traditionalisation of education.  相似文献   

13.
To engage in discussions of artwork meaning is to engage in critical reasoning, a factor that is central to the interpretation of artworks in the art classroom. While this may appear as a common‐sense claim that reflects the tacit assumptions most art educators have about students' critical dispositions in art, it is also evident that little is known about the deeper structures underlying students’ critical reasoning and how such structures shape students’ interpretations of artworks. Drawing on my research on students’ theories of critical meaning in art, this article explores the nature of practical and theoretical constraints on students’ critical reasoning about the meaning of artworks. I account for how intentional beliefs, language and representational artefacts function as a nexus of real constraints that condition students’ advance into interpretations of the social meaning of art. After briefly outlining the design and methodology of my study, I examine students’ critical reasoning performances during the formative period of development between middle to late childhood. The findings reveal that with increasing age students gradually learn to exercise their own critical intentions and represent inferences that acknowledge the significance of constitutive rules and force of a collective intentionality in the artworld on their interpretations of artworks as artefacts. I then make some conclusions about the relationship of domain‐specific shifts in art understanding, the role of intentionality, representational understanding, beliefs about art and reasoning skills to the linguistic, theoretical and artefactual constraints conditioning students’ intuitive advance into real understandings of art.  相似文献   

14.
This paper describes a self-study in which I, as a teacher educator, seek to understand how to respond effectively to my pre-service students' fears about learning and teaching primary mathematics. I studied my students' response to a new mathematics methods course that is tied to practicum. Results include the importance of listening closely to students' feelings about learning and teaching math, responding with opportunities to re-learn primary math concepts in a collaborative and hands-on environment, and providing opportunities for pre-service teachers to experience success with math teaching in primary school settings. What I did not realize at the outset was that the students and I would be on a parallel journey. While I endeavored to listen to their voices, I struggled with my limited voice as a sessional instructor. While they struggled to feel like “real” math teachers, I struggled to feel like a “real” math professor. Fear of teaching math to young children was mirrored by my fear of pioneering a new course. Examination of a key incident in the first year of the course and of the role of a critical friend helped me to see and understand these parallel paths.  相似文献   

15.
This paper explores the cumulative reflections of lecturers examining their tacit assumptions of teaching practice. Despite extensive literature on the educational value of reflection, there is less visible research on teachers assessing their own reflective thinking. This longitudinal interpretive study uses Larrivee's assessment framework with a purposive sample of UK business students. Findings reveal insights for teaching reflection; acknowledging the discomfort of reflexive practice encourages learners to experiment with knowledge interpretation. The students' struggle to engage in reflection resonated with lecturers' parallel difficulties. The teaching approach balances deliberate structure with uncertain outcomes to trigger fresh interpretation of developmental theory and workplace relevance. Practice implications for lecturers are that harnessing uncertainty can provoke deeper insights that enable students to direct their learning and develop reflective skills. This case study offers a practical assessment example to enrich reflexive teaching, with scope to compare and replicate in different disciplinary settings.  相似文献   

16.
Implicit in the goal of recent reforms is the question: What does it mean to prepare teachers to teach “science for all”? Through a teacher research study, I have encountered characteristics that may assist prospective elementary teachers in developing effective, inclusive science instruction. I describe these strengths, link them to requirements for teaching, and suggest how science teacher educators might draw on the strengths of their own students to support teaching practices aimed at universal scientific literacy. My conceptual framework is constructed from scholarship concerning best practice in elementary science education, as well as that which describes the dispositions of successful teachers of diverse learners. This study is based on a model of teacher research framed by the concept of “research as praxis” and phenomenological research methodology. The findings describe the research participants' strengths thematically as propensity for inquiry, attention to children, and awareness of school/society relationships. I view these as potentially productive aspects of knowledge and dispositions about science and about children that I could draw on to further students' development as elementary science teachers. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 845–869, 2002  相似文献   

17.
Too often, students reach college without the learning, critical thinking, and literacy skills they need to succeed in higher education. Recent educational trends that promote teaching to the test, short reading and writing assignments, group work, and technological resources contribute to students' difficulties transitioning to college-level work. Instead, students need practice in sustaining attention to longer readings and writing exercises, researching through more traditional library methods, learning from a variety of teaching styles, and working individually to show subject mastery and creativity. These five Do's and Don'ts of preparing students for college represent a college professor's wish-list of secondary classroom experiences to help students make a smooth transition to higher education.  相似文献   

18.
In this paper I explore how I have come to theorise my work as a critical emancipatory practice as a lecturer in primary physical education (PE). I give an account of what I understand to be the epistemological foundations and practices of practitioner research and my potential educational influence in my own and other practitioner-researchers’ learning. I explain how I have generated my living educational theory of practice and discuss the changes in my learning from a propositional approach towards a dynamic epistemology of practice that is grounded in inclusional and dialogical ways of knowing. Within my paper I position myself as a professional educator and researcher, and share the exciting and transformational experiences of teaching and learning in evolving action research cycles of practice. I view my learning to date as an active act, working with the novice teachers I support to offer improvement and change in our future practice. I celebrate my reconceptualised view of education as a learner from within my practice and explain my move from knowledge transfer to knowledge co-creation. I make an original contribution to educational knowledge by explaining how I try to inspire others to research their practice and contribute to a new scholarship of educational enquiry.  相似文献   

19.
As a philosophy professor, one of my central goals is to teach students to think critically. However, one difficulty with determining whether critical thinking can be taught, or even measured, is that there is widespread disagreement over what critical thinking actually is. Here, I reflect on several conceptions of critical thinking, subjecting them to critical scrutiny. I also distinguish critical thinking from other forms of mental processes with which it is often conflated. Next, I present my own conception of critical thinking, wherein it fundamentally consists in acquiring, developing, and exercising the ability to grasp inferential connections holding between statements. Finally, given this account of critical thinking, and given recent studies in cognitive science, I suggest the most effective means for teaching students to think critically.  相似文献   

20.
Fostering students' spatial thinking skills holds great promise for improving Science, Technology, Engineering, and Mathematics (STEM) education. Recent efforts have focused on the development of classroom interventions to build students' spatial skills, yet these interventions will be implemented by teachers, and their beliefs and perceptions about spatial thinking influence the effectiveness of such interventions. However, our understanding of elementary school teachers' beliefs and perceptions around spatial thinking and STEM is in its infancy. Thus, we created novel measures to survey elementary teachers' anxiety in solving spatial problems, beliefs in the importance of spatial thinking skills for students' academic success, and self-efficacy in cultivating students' spatial skills during science instruction. All measures exhibited high internal consistency and showed that elementary teachers experience low anxiety when solving spatial problems and feel strongly that their skills can improve with practice. Teachers were able to identify educational problems that rely on spatial problem-solving and believed that spatial skills are more important for older compared to younger students. Despite reporting high efficacy in their general teaching and science teaching, teachers reported significantly lower efficacy in their capacities to cultivate students' spatial skills during science instruction. Results were fairly consistent across teacher characteristics (e.g., years of experience and teaching role as generalist or specialist) with the exception that only years of teaching science was related to teachers' efficacy in cultivating students' spatial thinking skills during science instruction. Results are discussed within the broader context of teacher beliefs, self-efficacy, and implications for professional development research.  相似文献   

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