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1.
Marianne Moyaert 《Religious education (Chicago, Ill.)》2013,108(5):609-623
As interreligious educators we challenge our students to engage in hermeneutical self-reflection. In this article, I turn the tables, and engage in an exercise of reflective practice: I look back on my own pedagogy, consider my own religiously diverse classroom, and ask in what way the theoretical framework from which I approach interreligious learning has facilitated and hindered the learning process of my students. I especially inquire into chances and limits of the hermeneutical approach of interreligious learning, an approach with which I identify. I will first elaborate on the importance of the so-called hermeneutical approach to interreligious learning and dwell on my own appropriation of this approach. Here the French philosopher Paul Ricoeur and his hermeneutical anthropology will occupy center stage. Next, and triggered by my own experiences as an interfaith educator, I will argue that the hermeneutical approach to interreligious learning has a tendency to level relations between self and other and falls short when it comes to reckoning with unequal power relations. I will illustrate this shortcoming on the basis of a concrete case of testimonial injustice that has occurred in my classroom. 相似文献
2.
Sandra Beth Schneider 《Educational Studies A Journal of the American Educational Studies Association》2015,51(4):284-299
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
3.
Maren Elfert 《European Journal of Education》2015,50(1):88-100
Two education reports commissioned by the United Nations Educational, Scientific and Cultural Organization (UNESCO), Learning to be, otherwise known as the Faure report (1972) and Learning: The treasure within, otherwise known as the Delors report (1996), have been associated with the establishment of lifelong learning as a global educational paradigm. In this article, which draws on archival research and interviews, I will explore how these two reports have contributed to debates on the purpose of education and learning. In the first half, I will shed light on their origins, the context in which they came about, how they have been received by the education community and by UNESCO member states and how they have been discussed in the scholarly literature. In the second half, I will discuss the key themes of the reports, in particular lifelong learning as the global educational ‘master concept’. In the last section, I will reflect on how the Faure report and the Delors report are still relevant for our debates about learning today. I will argue that the concept of lifelong learning, as put forward by these reports, was a political utopia which is at odds with today's utilitarian view of education. 相似文献
4.
Richard Tinning 《Quest (Human Kinetics)》2013,65(3):405-424
The term pedagogy has become ubiquitous in the field of kinesiology, and sport pedagogy is now firmly established as a credible academic subdiscipline. Notwithstanding the fact that our European colleagues had been using the terms pedagogy and sport pedagogy for many years (see Crum, 1986; Haag, 2005), the English-speaking world of kinesiology has only relatively recently embraced the terms. Increased use, however, does not necessarily equate with coherent or shared understandings of what the terms mean. Accordingly, the purpose of this article is to do some “languaging” (Kirk, 1991; Postman, 1989) to shed some light on the meanings of pedagogy and sport pedagogy and in so doing perhaps stimulate further consideration of their use in kinesiology. I will argue for a notion of pedagogy that is generative in enabling us to think about the process of knowledge production and reproduction across the many subdisciplines of kinesiology, including, but not limited to, sport pedagogy. Finally I will consider the notion of pedagogical work as providing a useful concept for analyzing the contribution of sport pedagogy to understandings related to how we come to know about physical activity, the body, and health. 相似文献
5.
Alberto Esquinca 《International journal of qualitative studies in education》2013,26(3):279-300
This article reports on a case study of a college class for pre-service teachers on the US–Mexico border in which students participated in in-depth discussion around mathematical problems every day. This pedagogical approach promotes the socialization of students into and through the specialized discourse of mathematics. The focus of this paper is on the experience of transfronterizo students in that course. Transfronterizos are Mexican residents who periodically cross the border to attend school. For these students, whose educational background in Mexico allowed them to develop proficiency in elementary mathematical discourse in Spanish, their socialization experience includes ways in which they draw on language, and other social and learning experiences in Mexico. The focus of this paper is an assignment called Thinking Logs, a genre that required the use of mathematical discourse for teaching. Drawing on data gathered from participant observation of the course, interviews, analysis of study session discourse, and genre analysis, I highlight agentive ways that each participant used in their own socialization process. I show how participants improvised writing of models, asked for clarification in the first language, and even resisted the discourse. Students who resisted the demands might incur negative effects. Furthermore, I argue that the role of the guidance from an expert (such as a professor) is imperative in a socialization process, and I offer implications for ways that teachers can guide second language writers to develop mathematics discourse. 相似文献
6.
Eric Johnson 《Educational Media International》2013,50(3):203-215
Abstract Students in my on‐campus literature classes have made good use of a series of computer programs that I have created for text analysis. I offered a course via the World Wide Web that provided 14 of my programs to students throughout the world. My course taught those students how to use the programs, and as they completed the assignments, students not only learned to use software for literary analysis, but they also often gained new kinds of insights into the study of texts. 相似文献
7.
Aragón, Acevedo-Díaz and García-Carmona study prospective biology teachers’ understanding of the Nature of Science (NOS). In my comment, I would first like to step back and ask what it is to understand something, i.e. the sciences. I will turn to a quasi-Wittgensteinian epistemological tradition and suggest that, contrary to our habit to associate meaning with definitions, to understand something is, in fact, to engage in the normative practices around it. To understand the sciences then, we don’t need some definition; we need to engage in their practices. I will then turn to NOS research and suggest that NOS terminology, as well as certain NOS teaching practices, often fail to address two seemingly opposite mentalities, both of which prohibit understanding the sciences: scientism, i.e. the implication that there is in fact a definition of science; and relativism, i.e. the implication that, lacking a definition, science is a meaningless term. Both these mentalities could be challenged if NOS incorporated a quasi-Wittgensteinian account of what it is to understand something. In the last part of the paper, I will highlight some promising aspects of NOS research. To be specific, Aragón, Acevedo-Díaz and García-Carmona use the historical case of Semmelweis and childbed fever as a trigger to highlight certain elements of NOS and then facilitate reflective dialogue. Indeed, reflection over particular cases seems to be a promising way to understand the sciences; as a quasi-Wittgensteinian approach would suggest, it allows people to engage in the normative practices of scientific research. In the end, NOS researchers could benefit from such an epistemological account of understanding: avoid misconceptions such as scientism and relativism, as well as provide a strong theoretical background for their recommendations.
相似文献8.
Steven A. Stolz 《Educational Philosophy and Theory》2020,52(10):1077-1096
AbstractThe use of phenomenology and phenomenography as a method in the educational research literature has risen in popularity, particularly by researchers who are interested in understanding and generating knowledge about first-person events, or the lived experiences of students in certain educational contexts. With the rise of phenomenology and phenomenography as a method, some conceptual mistakes and associated confusion have also arisen; however, accounts examining both are limited. As a result, this paper will be concerned with the discussion of two issues: (1) for the sake of conceptual clarity, I provide a brief outline of phenomenology and phenomenography; and, (2) I then turn my attention to a critical discussion of phenomenography. In the latter case, I argue that when phenomenography departs from phenomenology it actually weakens its legitimacy as an approach to research. In order to overcome this problem, I argue that it makes sense to consolidate phenomenography within the broader research agenda of phenomenology which extends on the work of Husserl. Of course, the caveat to this idea is contingent upon a significant shift within phenomenography so it closely aligns itself with phenomenological principles and methods. As a way forward, I offer research direction to those who may be interested in the study of human experience by opening-up interdisciplinary dialogue about phenomenology, and at the same time I explore core methods used in phenomenology that extend on the continental tradition of phenomenology. 相似文献
9.
《Studying Teacher Education》2013,9(1):91-104
This paper discusses how a postgraduate certificate course in third-level learning and teaching for academic staff in the Republic of Ireland has adopted a particular approach in teacher education. An important aspect of the successful integration and use of learning technology is the way in which it effectively reflects and articulates a given learning model; this course has its theoretical basis in the Kolb Experiential Learning Cycle. The work illustrates that no one technology can support all types of tertiary-level learning and teaching; an effective approach is to combine a range of technologies. The self-study focuses on analyzing key experiences regarding the integration of a variety of learning technologies in an effort to determine how the teacher educator can integrate technology into the curriculum effectively. What I learned from this self-study will assist the course participants with some of the integration issues that they, in turn, will be dealing with as they move towards incorporating more learning technology into their own subject disciplines. Course tutors deliberately set out to model what we advocate to our own participants. 相似文献
10.
Ludmila Bazzoni 《Gender and education》2016,28(3):465-470
ABSTRACTIn the text, we will try to give an account of the experience of collaboration in a Public Ethics course in the degree course in Pedagogical Sciences at the University of Verona. The course in Public Ethics has had, as its main theme, the reflection on the distinction between public and private. We will begin with consider the national context and then the one of Verona, characterised on one side by a strong feminist presence, on the other from being inserted into a cultural environment with an equally strong presence of the Catholic and conservative. After investigating this peculiar coexistence, we would like to highlight our reactions and those of the students. In particular, we will focus on emerging resistances and on amazement in front of the issues and the history of feminism by many male and female students. Finally, we use the points that emerged during the course to rethink our position as feminists and as researchers. 相似文献
11.
12.
In this article we describe the evolution of an elective course designed specifically for undergraduate students in our pre-service teacher education program. This course is intended to prepare these undergraduate students as future teachers—helping them to make effective and creative uses of technology in learning settings. This course emphasizes learning to learn with and about technology, in the ever-changing context of educational technology. Generally speaking, we outline and describe three key goals of teaching young teachers to thoughtfully integrate technology into a real-world classroom. First, the course emphasizes learning to explore and learn proactively by engaging in learning by design activities. Second, students are given an opportunity to try a wide variety of innovative technologies through explorations of their own choosing. Finally, we attempt to leverage the power of online community building for learning by harnessing the ubiquity and convenience of tools like Facebook. We look into the future with great hope and enthusiasm that our preservice teachers will lead the way in integrating new technologies into their teaching in ways that will benefit their students, colleagues, and the greater education community. 相似文献
13.
刘烈昌 《赣南师范学院学报》2004,25(6):113-114
结合教学的实践试谈了在热力学第二定律及熵概念的教学中,应基于传统的理论体系之上;应强化和深化熵概念的教学;并将特殊条件下热力学第二定律的表述纳入教学内容. 相似文献
14.
Alison Cook-Sather 《Teaching Education》2013,24(2):177-190
In this article, I propose that teacher educators use the metaphor of translation to illuminate the process of preparing to teach. Drawing on my analysis of the experience of preservice teachers enrolled in a methods course required for certification to teach at the secondary level, I explain how a project based in that class supports the preservice teachers' translations. Through a weekly exchange of letters with selected students who attend a local public high school, and ongoing reflection on that exchange, preservice teachers enrolled in this methods course face two challenges: to translate what it means to be a teacher as they translate themselves into teachers, and to translate the language they use with students as they interact with those students. 相似文献
15.
Sandra K. Abell 《Research in Science Education》2005,35(2-3):281-298
In this paper I examine the phenomenon of university teachers as researchers in their own classrooms. I use examples of three
research teams in which we studied: (1) student response to a science and society course; (2) teacher and student perceptions
of inquiry in a physics course; and (3) teaching and learning about the nature of science in an elementary science pedagogy
course. In addition to describing each study, I compare their purposes, researcher roles, and actions taken. I use these comparisons
to address the ideological clashes and dilemmas of ownership, action, and quality that arise in this kind of research. Finally,
I comment upon the significance of university teachers as researchers for themselves, their institutions, and the research
community. 相似文献
16.
We propose a method suitable for analysis of cross-sectional studies with complex sampling and continuous variables. The method consists of R + 4 steps, where R denotes the number of replications. In the first R + 1 step, the main and R replicate weights are used (one at a time) to estimate the product of coefficients for all mediation effects using a structural equation model. In step R + 2, the standard errors of these estimates are computed via balanced repeated replications. In step R + 3, the raw p values corresponding to mediation effects are computed based on the generalized Sobel’s tests. In the final step, R + 4, the p values are adjusted for multiplicity and statistical inferences regarding mediation effects are drawn. To illustrate the approach we examined significance of attitudes toward smoking bans as mediators in the association between smoking restrictions at work and nicotine dependence among male daily smokers. 相似文献
17.
Sushanta Dattagupta 《Resonance》2018,23(1):41-56
We revisit the Saha Ionization Equation in order to highlight the rich interdisciplinary content of the equation that straddles distinct areas of spectroscopy, thermodynamics and chemical reactions. In a self-contained discussion, relegated to an appendix, we delve further into the hidden message of the equation in terms of rate theory. We empoly a pedagogical style appropriate for a course in equilibrium and nonequilibrium statistical mechanics. 相似文献
18.
Professor John G Hedberg PhD 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(2):E8-E8
Nelson and Erlandson have collated a summary of the work of early designers and researchers into virtual worlds for learning and assessment. While it is confined to those experiences already well known in the literature, it does provide a basic introduction for undergraduates. If it seems that this book could be relevant to you, I advise that you will probably find only parts of it of interest or use. John G Hedberg 相似文献
19.
Paul Kelley 《Learning, Media and Technology》1993,19(2):61-71
This paper analyses the use of a television film, David Leland's Flying into the Wind, in O Level English Literature examinations in 1986. This is the first use of television material in an examination of this kind. After studying the video as part of a two‐year course, candidates were shown part of the television film during the examination and asked to comment upon it. An analysis of candidates' responses suggests television is a suitable medium for use in public examinations, as well as a popular choice with the candidates themselves. Certain aspects of the candidates' responses suggest the importance of visual imagery, and this in turn may have implications for theories concerning how we understand television. Finally, the subsequent use of Flying into the Wind and the current use of Gregory's Girl in GCSE examinations, and the place of television in the new National Curriculum orders are briefly considered. 相似文献
20.
This paper presents a rationale for utilizing HPS to teach physics and the NoS developed in the course of a project funded by the European Union. A core feature of this approach is formed by the development of historical case studies for the use in lessons. Furthermore, the learners?? perspectives are explicitly taken into account. Teaching methods comprise student-centered activities as creative writing for understanding science and scientists and role-play activities. Emphasis is laid on experimental work which is performed with the help of true-to-the-original replications of historical apparatus, especially built for this purpose. A new characteristic for NoS learning is introduced, namely the reflection corner giving the opportunity to explicitly discussing the relationship between history, knowledge acquisition, and the application of scientific findings. In order to make use of the special skills, creative potentials and experiences of teachers a symbiotic strategy for the development and evaluation process of the teaching material was adopted where a close and long-standing cooperation between science teachers and science educators could be established. On this basis the German partners were able to complete numerous case studies from the fields of mechanics, electricity, magnetism and heat. 相似文献