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1.
David Kennedy 《Educational Philosophy and Theory》2019,51(3):275-285
AbstractThis article examines the current state of foreign language education in Japanese universities as illustrative of the troubling conditions facing the liberal arts (i.e. the transformative arts) in a globalized neoliberal milieu. The utopian ideal in education has always insinuated, at the least, a pedagogy that inspires personal agency, creative investment, challenge to power and social change. This imagining of incalculable futures, however, has been undermined by the seemingly inevitable and confluent forces of a networked world, represented most forcefully by the socioeconomic reductionism of neoliberal globalism. In the context of contemporary Japanese higher education, these forces are joined by Japan’s uniquely ambivalent relationship with the ‘outside’ world, and manifested in the rigid conceptualizations that motivate deeply problematic government and institutional initiatives for the ‘globalization’ of higher education. Within the frame of Bernard Stiegler’s work on transindividuation (psychosocial transformation), this article critiques these influential practices as fundamentally antithetical to the challenge of engaging Japanese learners of foreign languages in sustainable ‘economies of contribution’—economies which foster critical engagement and which open paths to transindividuation. The article concludes by arguing for a radical reimagining of the landscape of foreign language pedagogy in Japan and for a repositioning of learners from ‘short-circuited’ semiotic consumers to ‘long-circuited’ semiosic participants. 相似文献
2.
This paper results from research examining pre-service teacher development in relation to experiences of mentoring during the Professional Experience component of their programme. The paper focuses on the interplay between pre-service teachers’ personal aspirations for their own practice and identity and their perceptions of more socialized and formalized institutional requirements. The paper highlights the developmental potential of dialectical interactions between these ‘inside out’ and ‘outside in’ perspectives on pre-service teachers’ practice and identity, drawing on psychoanalytic theory in order to gain insights into this process by viewing the pre-service teachers wishes and aspirations for their practice and identities as manifestations of the Lacanian (‘inside out’) ideal ego; whilst the school culture and the mentor teachers’ (actual and anticipated) comments and judgements are read as representations of the (‘outside in’) ego ideal. The paper concludes with considerations of how universities and schools, pre-service teachers and mentors, might be encouraged to recognize the need for a sustained and open-ended dialectic between the ego ideal and the ideal ego in ways that might enrich the professional identities available to pre-service teachers. 相似文献
3.
Helen Cahill Julia Coffey Larissa McLean Davies Jeana Kriewaldt Elizabeth Freeman Daniela Acquaro 《Teacher Development》2016,20(3):295-312
This article reports on an innovative pedagogical approach within the Learning Partnerships program in which school students help to ‘teach the teachers’ within pre-service teacher education. Classes of school students join with classes of pre-service teachers to provide input on how teachers can enhance school students’ engagement and wellbeing. The article draws on data collected from 125 students (aged 13–16) and 120 pre-service teachers in these workshops. Findings generated from a mixed methods study combining pre-workshop focus groups (n = Students: 38, Teachers: 33) and post-workshop focus groups (n = Students: 69, Teachers: 15) and post-workshop surveys (n = Students: 96; Teachers: 101) demonstrated that the workshops were mutually beneficial for both students and pre-service teachers. Participants found that workshopping together enhanced their belief in the possibility of positive student–teacher relationships. The pre-service teachers reported greater confidence in communicating with young people about the issues that affect student engagement and wellbeing. The school students reported that they were more willing to use teachers as a source of help. Implications include the need for increased attention to a ‘third space’ for learning in teacher development which provides opportunity for learning with and from young people about how to foster their engagement and wellbeing. 相似文献
4.
Shiang-Kwei Wang Hui-Yin Hsu Todd Campbell Daniel C. Coster Max Longhurst 《Educational technology research and development : ETR & D》2014,62(6):637-662
The purpose of the study is to investigate the popular assumption that the “digital natives” generation surpasses the previous “digital immigrants” generation in terms of their technology experiences, because they grow up with information and communication technology. The assumption presumes that teachers, the digital immigrants, are less technology savvy than the digital natives, resulting in a disconnect between students’ technology experiences inside and outside of the formal school setting. To examine the intersection of these generations and their technology experiences, this study used a mixed-methods approach to survey and compare middle school science teachers’ (n = 24) and their students’ (n = 1,060) inside–outside school technology experiences, and conducted focus group interviews to investigate any barriers that prevented them from using technology in school. The findings imply that the concept of digital natives may be misleading and that the disconnect between students’ inside–outside school technology experiences may be the result of the lack of sufficient teacher training concerning technology integration strategies. 相似文献
5.
Keith Akio Nitta 《Globalisation, Societies & Education》2019,17(3):339-352
Japan has made developing global human resources (gurobaru jinzai ikusei) a national priority. The government has invested billions of yen annually to double the number of Japanese students studying overseas, double the number of globally competitive Japanese universities, and improve Japanese students’ English test scores. A broad, conservative ‘globalist coalition’ supported these reforms, including the Liberal Democratic Party, Democratic Party Japan, Ministry of Education, Ministry of Economy Trade and Industry, and big business. Education specialists – government vice ministers and business association committee chairmen – created ‘contrived consensus’ through a series of advisory council deliberations. All globalist coalition members benefitted from reforms to develop global human resources, especially big business. Political progressives, including teachers’ unions and university professors, were not included in the policy-making process and benefitted little from the reforms. 相似文献
6.
Karen Walshe 《British Journal of Religious Education》2020,42(4):471-489
ABSTRACT Despite its centrality to most, if not all educational endeavours, what is meant by understanding is highly contested. Using Religious Education (RE) in England as a case subject this paper examines pre-service secondary school teachers’ construals of understanding. It does so by employing conceptual metaphor theory to analyse their linguistic discourse. Specifically, it examines the metaphors employed by participants in a series of focus group discussions (FGD) and provides important insights into how understanding is conceptualised by these pre-service teachers who are preparing to enter the RE profession. The metaphors employed by these pre-service teachers (‘understanding is SEEING’; ‘understanding is CONSTRUCTING’; ‘understanding is GRASPING’), focus on the dynamic and developmental nature of understanding (rather than on the outcomes) and reveal subject specific ways of thinking and practicing. This paper argues that each of the three conceptual metaphors employed by participants suggest particular ways of acting towards understanding with significant implications for teaching and learning in RE. 相似文献
7.
This article describes the phases that teachers went through in their engagement with innovative teaching strategies as part of a school‐based research consortium linked to a university department of education in England. The teachers recorded their experiences and responses in diaries which gave access to their dominant feelings and concerns during the innovation. The diaries were analysed to investigate changes in the entries over time. The six phases were: initiation, novice, concerns, consolidation, expansion and commitment. The analysis also indicates the changing nature of professional support that was important during each of these phases. The conditions that characterized the ‘working space’ created by the teachers are discussed and particular emphasis is given to the fact that they collaborated with each other and with outside agents. Evidence from later interviews is used to suggest that these conditions have had a lasting impact on the schools. Further these conditions are related to the concept of social capital and the school research coordinator exploiting a ‘hole’ in the organization. It is argued that social capital among teachers and school leaders is critical to large‐scale change. 相似文献
8.
The esteem historically attributed to the teaching profession in Japan is eroding, and some Japanese teachers who identify with the ideal of being a ‘life educator’ are becoming disillusioned with teaching. While the stress and anxiety associated with teacher disillusionment have been researched from a Western perspective, little is known about the work-related stress and anxiety experiences of Japanese teachers. Thus, this grounded theory qualitatively details the teaching experiences of 14 Japanese high school teachers. The findings reveal that whereas only two teachers within the present study had actually achieved a ‘space in their heart’ where they were able to create a balance between the negative and positive forces operating within their teaching careers and home lives, this was a position that many other teachers strove toward. 相似文献
9.
A semi‐structured interview was used in Brazil to enquire into the ‘notion of model’ held by a total sample of 39 science teachers who were: employed in ‘fundamental’ (6–14 years) and ‘medium’ (15–17 years) schools; student science teachers currently doing their practicum; and university science teachers. Seven ‘aspects’ of their notions of a model were identified: the nature of a model, the use to which it can be put, the entities of which it consists, its relative uniqueness, the time span over which it is used, its status in the making of predictions, and the basis for the accreditation of its existence and use. Categories of meaning were identified for each of these aspects. The profiles of teachers' notions of ‘model’ in terms of the aspects and categories were complex, providing no support for the notion of ‘Levels’ in understanding. Teachers with degrees in chemistry or physics had different views about the notion of ‘model’ to those with degrees in biology or with teacher training certificates. 相似文献
10.
AbstractThis study utilizes a sociocultural approach to explore how pre-service elementary teachers’ experiences in both outdoor and formal school settings have contributed to their intentions for taking their students outdoors and perceived obstacles to doing so. The participants were pre-service elementary teachers (N?=?95) enrolled in an elementary science education methods course at a public university in the Midwestern United States. This study builds on the qualitative research methodology established in a prior research study, whereby after reading Richard Louv’s book entitled Last Child in the Woods, pre-service teachers completed written essay responses to prompts about their past outdoor experiences, their intentions for taking their students outdoors, and additionally in this study, perceived obstacles to doing so once they become teachers. Analysis of the data indicates the importance of participants’ youth experiences in the outdoors and positive intentions for taking students outside. In addition, findings describe major obstacles discussed by pre-service teachers, and we use sociocultural theory to analyse the context of these findings. Implications for teacher educators working to better equip pre-service teachers to overcome these perceived obstacles are discussed. 相似文献
11.
This paper reports on a research study conducted with a group of practising primary school teachers (n = 24) in North East Scotland during 2011–2012. The teachers were all participants in a newly developed Masters course that had been designed with the aim of promoting the development of mathematical thinking in the primary classroom as part of project supported by the Scottish Government. The paper presents the background for this initiative within the context of the Scottish Curriculum for Excellence reform. Particular attention is given to the epistemological positioning of the researchers as this influenced both the curriculum design process and also the theoretical framing of the research study which are both described. The project was set up within a design research framework, which aimed to promote classroom-based action research on the part of participants through the course and also research by the university researchers into the process of curriculum development. The research questions focused on the teachers’ confidence, competence, attitudes and beliefs in relation to mathematics and their expectations and experiences of the impact on pupil learning arising from this course. Empirical data were drawn from pre- and post-course surveys, interviews and observations of the discussion forums in the online environment. Findings from this study highlight the way the course had a transformational and emancipatory impact on these teachers. They also highlight ways in which the ‘framing’ of particular aspects of the curriculum had an oppressive impact on learners in the ways that suppressed creativity and limited the exercise of learner autonomy. Furthermore, they highlight the ways in which a number of these teachers had experienced mathematics as a school subject in very negative ways, involving high levels of ‘symbolic violence’ and of being ‘labelled’. 相似文献
12.
Keiko Sasaki 《History of education》2019,48(2):233-253
ABSTRACTThe book, The History of the Ouinkai, was published in 1940 as a commemorative project for the 60th anniversary of the Tokyo Higher Normal School for Women (THNSW). The purpose of this article is to illustrate the type of data collected in the surveys and their findings, to explore some of the activities of the association, and to discuss how the Ouinkai alumni association, in collaboration with THNSW, worked with female teachers nationwide. The paper traces some of the multi-norms and multi-roles for female teachers that THNSW promoted and their relation to norms thought to characterise ‘ideal’ Japanese women. The publication of The History of the Ouinkai was a milestone in Japanese women’s education because it demonstrated the Ouinkai’s successes in respect of Japanese educational policy for women as well as the leadership that the Ouinkai provided to female graduate teachers, whom it organised with skill. 相似文献
13.
This paper investigates the ways in which discourses of teacher accountability were negotiated by teachers within hearings held for the Australian Inquiry into Boys' Education. In the Inquiry context, dominant interpretative repertoires positioned teachers as obliged to ‘acknowledge’, ‘address’ and ‘actively respond’ to an essentialised version of male students' ‘learning needs’. These repertoires functioned to equate the provision of ‘boy-friendly’ interventions with ‘professional’ classroom practice – suggesting significant discursive constraints on teachers' capacity to make sense of boys' underperformance outside of this dominant framework. Attention is paid to the ways in which these repertoires supported teachers to manage a positive identity in a context where they were positioned as largely responsible for male students' underperformance. At the same time, such constructions are interrogated with regard to their broader function in naturalising the surveillance of teachers, and reproducing boys' underachievement as something for which (particularly female) teachers have to account. 相似文献
14.
Nicole Mockler 《教育政策杂志》2018,33(2):262-278
Amid the growing ‘teacher quality’ discourse, early career teachers have increasingly been positioned as problematic in Australian education policy discourses over the past decade. This paper uses a critical policy historiography approach to compare representations of early career teachers in two key education policy documents, from the late 1990s and mid-2010s. Starting with the Government response to A Class Act: Inquiry into the Status of the Teaching Profession (1998) and moving to the Government response to Action Now: Classroom Ready Teachers (2015), it explores changing representations in the context of broader shifts in education policy related to teachers’ work over this timeframe. It argues that the early career teacher ‘problem’ is articulated in very different ways in these two timeframes, explores the antecedents of key tenets of the current policy settlement, and, using the theory of practice architectures, considers the implications of these for the preconditions that shape and frame teachers’ work in contemporary times. 相似文献
15.
Kazufumi Taira 《International Studies in Sociology of Education》2019,28(2):110-126
This research examines some modes of Japanization through education in Okinawa where Japanese influences on education have permeated after Japan’s annexation. I investigate how a book excerpt entitled Mizu no Tōzai, included in high school textbooks in Okinawa, constructs Japanese identity. Mizu no Tōzai functions as nihonjinron discourse, which is characterized by ‘Japanese culture,’ ‘Japanese uniqueness,’ and ‘Japaneseness.’ The ‘East-West’ dichotomy, depicted in this nihonjinron discourse, induces students to choose ‘Japan’/‘Japanese culture’ and become ‘Japanese.’ Practice sections of Mizu no Tōzai in textbooks as well as a textbook guide operate to be complicit in this Japanese identity construction. Through a critical analysis of discourse, I reveal that the nihonjinron discourse operating as official knowledge, in collusion with the other discursive texts, produces a position subjected to the discourse of Japanization within which Okinawans become ‘Japanese.’ I problematize these discursive texts as a systematic form of Japanizing Okinawans’ minds through education. 相似文献
16.
School textbooks are the main means of instruction and the main tool for the organisation of the teachers’ pedagogic practices. Stereotypes concerning the two genders are inscribed in the curriculum and become evident inside the school textbooks. The present study, through a content analysis of the Greek-language textbooks used in the third grade of the Greek primary school, examines the existence of gender stereotypes throughout the full range of these books. Additionally, semi-structured interviews with a sample of teachers who have taught the particular subject in the past are carried out. The findings show that there is a need for evaluation of the existing language textbooks in primary schools, with the aim of promoting a more gender-balanced learning material. Moreover, the classroom teachers raise the need for the promotion of initial as well as in-service training for teachers on issues of ‘gender stereotypes’, ‘language sexism’ and ‘gender-mainstreaming policies’. 相似文献
17.
Anamika Devi Marilyn Fleer Liang Li 《International Journal of Early Years Education》2018,26(3):295-311
Grounded in Vygotsky’s cultural-historical theory, this paper examines how often teachers are involved in children’s imaginative play and discusses their beliefs about their role in supporting children’s imaginative play. To investigate this problem, video (65 hours of digital observations) and interview data (two hours and 30 minutes) of 60 children with 7 teachers from two preschools in Australia were analysed. Using Vygotsky’s [1966. “Play and Its Role in the Mental Development of the Child.” Voprosy Psikhologii 12 (6): 62–76] cultural-historical concept of play, and Kravtsov and Kravtsova’s [2010. “Play in the L.S. Vygotsky’s Nonclassical Psychology.” Journal of Russian and East European Psychology 48 (4): 25–41] conception of ‘subject positioning’ (being inside and outside of the play), it was found that despite the general importance of play, teachers’ involvement in developing children’s imaginative play appears to be minimal. The interviews showed that teachers’ beliefs about their role in children’s imaginative play are directly related to the distance of their physical proximity and understanding of the play narrative being enacted. This paper argues that focusing on teachers’ involvement in children’s play is an important but under-researched dimension of play-based pedagogies in early childhood education. 相似文献
18.
John Trent 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):28-47
Background: In the past decade, educational settings worldwide have experienced a significant increase in the number of school-based teaching assistants (TAs). The deployment of these TAs has been accompanied by reports of confusion and uncertainty about their roles and responsibilities within schools. While the need to reframe the role and purpose of TAs is recognised, it remains unclear how this can be best achieved.Purpose: The purpose of the study is to explore the ways in which one group of TAs deployed in Hong Kong schools construct their professional identities, to understand the constraints and enablements to these processes, and to consider how different stakeholders might be able to best support this identity work.Sample: The primary participants in this study are nine English language teacher assistants employed at different schools across Hong Kong. Other participants include full-time English language teachers who have experience of working with one of these TAs, as well as students who attend English language classes in which these TAs participate.Design and methods: A qualitative multiple case study approach is adopted. In-depth interviews with TAs, teachers and students are used to gain a contextualised interpretation of the primary participants’ experiences of constructing professional identities within schools. A multilevel, multidimensional theoretical framework, which considers identity construction as both a discursive and experiential accomplishment, is then used to understand the constraints and enablements TAs experience in constructing these identities.Findings: Results indicate that TAs face challenges in constructing their professional identities at institutional, interpersonal and intrapersonal levels within Hong Kong schools. In addition, the TAs believe that exercising agency to contest their positionings within schools is often insufficient to place them on a trajectory towards become a teacher. The results also suggest that the identity conflicts TAs experience can lead some to question their decision to pursue a teaching career.Conclusions: These results imply that in order to attract and retain TAs, educational authorities need to, first, problematise identity positions such as ‘TA’ and ‘teacher’ and then reconceptualise these identities in ways that allow for a multiplication of the identity positions potentially available to all stakeholders involved in teaching within Hong Kong schools. 相似文献
19.
This paper draws upon empirical research to provide insights into current teacher learning practices under broader neoliberal conditions, and how the latter might be resisted. The paper contrasts neoliberal approaches to teachers’ learning with the Nordic tradition of educational action research and ‘Bildung’ as alternative resources to guide teachers’ and principals’ collective learning practices in schools, and draws upon empirical research to provide evidence of the benefits and challenges of doing so. The paper draws upon research into the learning practices of primary teachers in Australia, early childhood teachers in Sweden, and principals in Finland. The research reveals the influence of more Bildung-informed conceptions of educational action research, even as these are challenged by existing administrative cultures, and neoliberal pressures. The research presents ‘resources for hope’ to promote collective learning based on democratic values, not in an idealized or abstract manner, but in a way which is simultaneously cognizant of empirical realities. 相似文献
20.
With performativity and evidence-based teaching, the development of action research (AR) by teachers brings tensions and challenges as teachers move outside their comfort zones and question their practice. This article draws on a small-scale research study developed with teachers. It was funded as part of a professional development initiative by a Teaching School Alliance to support partner schools with university support to build teacher-led systematic research into everyday practice. The dataset combined interviews with teachers about their motivations and experiences, field notes from the sessions, the teachers’ final written reports and their evaluation surveys about the project. This article offers a unique perspective on teachers as researchers in a new age of work-based AR with the risk of research by teachers in schools being regarded as part of an uncritical ‘tick box’ performative and celebratory culture. However, the authors argue that teacher research can contribute to a transformational approach to professional development working as an antidote and a source of (re)professionalization based on the outcomes of collaboration, reflection and attention to the singularity of their ‘contexts-for action’ and specific pupils’ needs. 相似文献