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1.
The field of education is rich with metaphors that reveal one's perspective on the nature of teaching and learning—ideas are “covered,” students “absorb” information, teachers offer writing “clinics.” Each of these metaphors indicate nuanced ideas about what schooling is and is for—to be checked off? Taken in unquestioningly? For those who are sick? Two teacher educators in the field of early childhood education share insights from their own experiences in considering novice teachers' metaphors in their preparatory experiences, particularly wondering what these unveil about heretofore unanalyzed beliefs and what instructors can learn so as to form further instruction. Methods are shared and reflection led educators to find important instructional and relationship-building implications for working with novice teachers. 相似文献
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Maughn Rollins Gregory 《Educational theory》2014,64(6):627-648
Recent articles on teaching controversial topics in schools have employed Michael Hand's distinction between “directive teaching,” in which teachers attempt to persuade students of correct positions on topics that are not rationally controversial, and “nondirective teaching,” in which teachers avoid persuading students on topics that are rationally controversial. However, the four methods of directive teaching discussed in the literature — explicit directive teaching, “steering,” “soft‐directive teaching,” and “school ethos endorsement” — make rational persuasion problematic, if not self‐defeating. In this essay, Maughn Rollins Gregory argues that “procedurally directive teaching” offers an alternative to such approaches because it derives from the intention to guide inquiry rather than to persuade. He demonstrates that the conceptual frameworks of perfectionism and antiperfectionism, which have been proposed for directive teaching on same‐sex marriage, can instead be used to generate open questions for student inquiry, as can a third, civil rights framework. Given these considerations, Gregory maintains that pedagogical guidance on this topic should be procedurally directive rather than substantively directive. Further, the fact that legal, political, and ethics scholars disagree about which framework is more appropriate to the issue of same‐sex marriage indicates that such arguments cannot be dispositive of the pedagogical issue of how to frame classroom discussions about it. Rather, students should inquire into this meta‐level framing dispute for themselves. 相似文献
3.
Ingrid Lindell 《Educational theory》2020,70(1):43-55
Contemporary Western educational systems have been described as a landscape of control and assessment meant to make education, in Gert J. J. Biesta's words, “strong, secure, and predictable,” and ultimately “risk-free.” Against this desire for strength, Biesta argues for weakness, focusing on the risks of the unpredictable and the unknown as primary features of an education worthy of the name. In this article, Ingrid Lindell promotes this weaker attitude specifically in the context of teaching literature. Guiding her analysis is the question, How might we create a practical approach to make the unmeasurable more accessible and assessible? In applying some of Biesta's concepts to the practical considerations of teaching literature and assessing student outcomes, Lindell identifies a tension that arises when demands for educational transparency and measurable outcomes are imposed on teachers of literature: in literary education, it is very often not desirable to know outcomes in advance. Against this background, Lindell introduces the methodological idea of teaching in the gap, an attempt to apply some of Biesta's concepts and ideas in the literature classroom in order to explore how we might embrace and teach “The Risk.” Lindell aims to strengthen the case for reading and assessing literature as a metacognitive activity rather than submitting to a ratio-based approach to literary education that focuses narrowly on reproductive knowledge that is measurable. 相似文献
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Julian Edgoose 《Educational theory》2009,59(1):105-121
Abstract If teaching is a political act, how can teachers hope to make a difference through their work? In this review essay, Julian Edgoose explores this question of hope in relation to three recent books: David Halpin’s Hope and Education, Jonathan Kozol’s Letters to a Young Teacher, and Jonathan Lear’s Radical Hope. Halpin describes how hope comes from our targeted efforts to connect our critical analysis of the present to a better, yet realistic, idea of the future. In contrast, Kozol (echoing Cornel West’s “tragicomic hope”) describes a hopefulness that sustains him despite and alongside his critical view of schools. Edgoose asks a further question: can one reasonably remain hopeful in the absence of that critical stance — in the absence of a sense that one can understand the situation one faces enough to know a way out? To Lear, this would be a case of “radical hope,” and Edgoose offers a second reading of Kozol through the lenses of Emmanuel Levinas and Hannah Arendt to show what such radical hope might look like for teachers. 相似文献
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Terry A. Veling 《Religious education (Chicago, Ill.)》2013,108(2):206-222
This article seeks to show that the practices teachers and students engage in—reading, writing, reflection, conversation, teaching, learning—can be spiritually formative. The first part, “Listening to the Voices of the Pages,” explores the monastic approach to reading known as lectio divina, and my own efforts to transpose this ancient method of reading into a twenty-first-century classroom. The second part, “Combining the Letters,” explores the creative power of words to name and bring forth life, and my own efforts to encourage and inspire students to write. 相似文献
8.
Joshua Gunn 《Quarterly Journal of Speech》2013,99(1):84-87
This tropological analysis of “On the Equality of the Sexes” (1790) argues that Judith Sargent Murray deployed a series of ironic reversals, including an example of Kenneth Burke's “dialectical” irony, to make her famous case for women's capacity to reason. As such, the article elucidates this trope's peculiar rhetorical potential within the context of eighteenth-century debates on female education and investigates how it can function in conjunction with romantic irony. Significantly, Murray deployed romantic irony in order to question her era's commonplace ideas about women's intellectual capacities and conventional female education. She then employed dialectical irony in order to sidestep relativism, playing off and departing from the expanded field of possibilities that romantic irony opened up. In so doing, she cast doubt upon commonly held doubts themselves, questioning the subversiveness normally associated with learned ladies. Through this series of ironic turns, readers were invited to change their previous beliefs and then presented with a clear means of moving forward—thereby opening a path for elite European American girls to be educated in traditionally masculine domains. 相似文献
9.
Robert H. Evans 《科学教学研究杂志》1987,24(1):77-85
In light of the perceived national need for more science and math teachers, this study was conceived to:
- 1. Identify “teaching oriented” students among freshmen at a mid-western engineering school, who have chosen NOT to become teachers;
- 2. Find out what reasons these “potential” science and math teachers have for deciding not to pursue teaching careers;
- 3. Determine what amelioration of these problems would be necessary for them to no longer be factors which would inhibit students from becoming teachers.
10.
Xing Wanli Lee Hee-Sun Shibani Antonette 《Educational technology research and development : ETR & D》2020,68(5):2185-2214
Constructing scientific arguments is an important practice for students because it helps them to make sense of data using scientific knowledge and within the conceptual and experimental boundaries of an investigation. In this study, we used a text mining method called Latent Dirichlet Allocation (LDA) to identify underlying patterns in students written scientific arguments about a complex scientific phenomenon called Albedo Effect. We further examined how identified patterns compare to existing frameworks related to explaining evidence to support claims and attributing sources of uncertainty. LDA was applied to electronically stored arguments written by 2472 students and concerning how decreases in sea ice affect global temperatures. The results indicated that each content topic identified in the explanations by the LDA— “data only,” “reasoning only,” “data and reasoning combined,” “wrong reasoning types,” and “restatement of the claim”—could be interpreted using the claim–evidence–reasoning framework. Similarly, each topic identified in the students’ uncertainty attributions— “self-evaluations,” “personal sources related to knowledge and experience,” and “scientific sources related to reasoning and data”—could be interpreted using the taxonomy of uncertainty attribution. These results indicate that LDA can serve as a tool for content analysis that can discover semantic patterns in students’ scientific argumentation in particular science domains and facilitate teachers’ providing help to students.
相似文献11.
We report here on the first of two evaluations of a national project (Getting Practical: Improving Practical Work in Science—IPWiS) designed to improve the effectiveness of practical work in both primary and secondary schools in England. This first baseline evaluation of the effectiveness of practical work is based on a study of a diverse range of 30 practical lessons undertaken in non‐selective primary (n = 10) and secondary (n = 20) schools prior to the teachers undertaking a training intervention designed to improve their effective use of practical work. A multi‐site case study approach employing a condensed fieldwork strategy was used in which data were collected, using audiotape‐recorded discussions, interviews, and observational field notes. The analysis, based on work by Millar et al. and Tiberghien, considers what students do and think relative to what their teacher intended them to do and think. In both primary and secondary schools, the widespread use of highly structured “recipe” style tasks meant that practical work was highly effective in enabling students (n = 857) to do what the teacher intended. Whilst tasks in primary schools tended to be shorter than in secondary schools, with more time devoted to helping students understand the meaning of new scientific words, neither primary nor secondary teachers' lesson plans incorporated explicit strategies to assist students in making links between their observations and scientific ideas. As such, tasks were less effective in enabling students to use the intended scientific ideas to understand their actions and reflect upon the data they collected. These findings suggest that practical work might be made more effective, in terms of developing students' conceptual understanding—an aim of the IPWiS project—if teachers adopted a more “hands‐on” and “minds‐on” approach and explicitly planned how students were to link these two essential components of practical work. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 1035–1055, 2012 相似文献
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The matter of crossing borders in the creation of democratic communities arises in ways that are pressing, both within the nation‐state and on a global scale. Tensions between tendencies toward nationalism and the cosmopolitan call for global understanding touch the heart of ideas of democracy as beginning at home—at political, psychological, and existential levels. Yet in both orientations there is a certain consolidation of what John Dewey called the “we.” In this essay Naoko Saito and Paul Standish address questions concerning the “I's” relation to the “we.” It is through an exploration of the apparently apolitical approach of Stanley Cavell, through what he calls the “politics of interpretation,” that Saito and Standish try to give substance to the critical destabilization of these terms and tensions that they believe to be necessary. Cavell's Wittgensteinian approach to skepticism and his account of the Emersonian sense of the tragic help to demonstrate the need to meet the political crisis of democracy with language of a more subtly critical kind. The antifoundationalism Cavell derives from these sources, with its concomitant notion of philosophy as translation, provides us with a language that answers to the problems of the “we.” This is, the authors conclude, a better formulation of, and a more hopeful response to, the challenge of crossing borders within. It touches despair but realizes within it the prophetic power of language. And it shows the political crisis in which democracy finds itself to be something that is not peculiar to our times but internal to the very nature of our (political) lives. 相似文献
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Suzanne Brownhill Kay Wilhelm Alan Watson 《Asia-Pacific Journal of Teacher Education》2006,34(1):5-26
Teachers recruited to a cohort study in 1978 were interviewed to elicit their views on issues surrounding the education system and teaching profession. Qualitative data were derived from a semi‐structured interview and quantitative data included a self‐report measure of temperament and character. The findings highlight a “mismatch” between the characteristics or attributes of teachers and the shifting role of teachers to accommodate administrative and “social work” duties for which they have not been trained. This shift, in turn, takes them away from their core business of teaching. Furthermore, a common attribute of cooperativeness in this teaching cohort is more aligned with the teaching role which may explain teachers' frustration in having to accommodate an independent working style of administrator. Greater use of administrative support staff and counseling services to free teachers to do what they have been trained is more likely to reduce levels of work dissatisfaction. Mentoring of new graduates is more likely to buffer the stress as they make the transition from a learning to a teaching environment. A mentoring matrix is offered which features a bi‐directional exchange of “tried and true ideas” of experienced teachers and “new ideas” of new graduates. 相似文献
14.
When experienced teachers respond at the moment to situational complexities, it is a complex phenomenon of adaptation. At a surface level these spontaneous actions can be described as immediate responses to cues [from the students, the teachers, or elsewhere in the environment]. An in‐depth examination of spontaneous teaching practice, however, reveals how complex and personal is this phenomenon of adaptation. Examples of spontaneous teaching practice and excerpts from two teachers’ explicated understandings are used to delineate each teacher's uniqueness in personal theory and practice, and to illustrate how these teachers implicitly work to maintain a sense of “rightness” in their teaching. The notion of a signal, as a personal cue acting at the belief level, is developed to explain what it means for a teacher to “just know” when something is or is not working or does or does not feel right. 相似文献
15.
Sean Steel 《Interchange》2018,49(4):417-431
This article concerns the relationship between classroom assessments that are aligned with “competencies-based” teaching in Teacher Education programs on the one hand, and on the other hand, the challenge of offering authentic “philosophy of education,” “education theory,” or “education foundations” courses for student–teachers who are enrolled in a professional degree and on the way towards certification. Briefly, administrative and accreditation concerns with developing and demonstrating core “competencies” when teaching is considered strictly as a “profession” do not align with more ancient understandings of teaching as a “way of life”—especially when that life is led in some relation to philosophy, or “the pursuit of wisdom.” This article examines the disjunction between these two conceptualizations of teaching; it encourages readers to think about how this disjunction problematizes their pedagogy as “philosophers of education.” 相似文献
16.
What happens when teachers perceive a growing rift between their pedagogical practice and their students’ lived experiences? How do teachers respond to the uncertainty that such a “relevance gap” can create? In a climate in which literacy research is often pressed to address the achievement gap and to contribute to a sense of certainty, this study explored the relevance gap experienced by teachers in their teaching of writing and the ways that teaching with uncertainty contributed to their practice. Situated in theories of curriculum as currere, local knowledge of practice, and pedagogy as assemblage, the article focuses on the theory and practice of four educators who teach writing in very different and diverse contexts. The rhizo-textual analysis of the data inspired a process of making assemblages to explore context, positionality, and power in teachers’ identities as writers and teachers of writing. Two such assemblages are described, one exploring struggle and the other possibility. In the struggles and uncertainties they experienced, each teacher found new possibilities in different places: in the land, in slam poetry, in story, and in film. Our mappings and analyses suggest that teachers can create new pedagogies of becoming for them and their students by burrowing into uncertainty, process, and social critique. 相似文献
17.
Yvonne Burgess Dee Briscoe John Williamson 《Asia-Pacific Journal of Teacher Education》1994,22(1):19-26
The pressure to improve preparation programs for teachers increasingly is evident in Australia, UK and the US. At Curtin University, the Faculty of Education is interested in the way in which preservice students perceive the teaching role and how these perceptions alter during their undergraduate experiences. First year undergraduates in the Faculty of Education were asked early in the year to give short written comments, in an informal situation, to the question “What is teaching?” At the end of their first year the same students were then asked “How have your ideas about teaching changed, and what influenced those changes?” An analysis of students’ responses showed considerable changes in their views of the profession with the single most important factor in the change being the first practicum. Also many of the student teachers’ views were expressed in strongly emotional terms. This paper reports the findings of the first year of a three year project planned to continue mapping students’ conceptions of teaching. 相似文献
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Gultekin Cakmakci John Leach James Donnelly 《International Journal of Science Education》2013,35(15):1795-1815
This cross‐sectional study identifies key conceptual difficulties experienced by upper secondary school and pre‐service chemistry teachers (N = 191) in the area of reaction rates. Students' ideas about reaction rates were elicited through a series of written tasks and individual interviews. In this paper, students' ideas related to reaction rate and its relationship with concentration or pressure are discussed. Evidence is presented to support the following claims. First, school students tended to use “macroscopic” modelling rather than using “particulate” and/or “mathematical” modelling. By contrast, undergraduates were more likely to provide explanations based upon theoretical models and entities within established chemical ideas. Nevertheless, second, they had conceptual difficulties in making transformation within and across different theoretical models. Finally, students did not generally use a scientifically acceptable concept of reaction rate across contexts. Although an acceptable concept may have been used in one context, incorrect ideas may, nonetheless, have been used in other contexts. However, undergraduates' responses were less affected by context. Several conceptual difficulties exhibited by school students persisted among undergraduates. Some possible implications for planning the curriculum and teaching are proposed in the light of the results. 相似文献
19.
比格斯的“互动——发展”式教学观提倡教学是一个动态发展的过程,教学过程包括准备阶段、实施阶段和收获阶段,涉及教师、学生、教学内容和教学环境四大要素。以此为基础可以建构出一个“三阶段、四维度”的高校教学质量评价模型。 相似文献
20.
课堂教学是构成师生最重要的一段生命历程。多年来,生命化课堂教学的困境并未得到根本改观,课堂教学中“匠”多“师”寡、人文关怀的缺失和异化、过度的教学预设、教育理念“神”与“形”的分离、消极的课堂氛围、师生二元对立的思维模式等现象的影响是走向生命化课堂教学的困境。因此,建构“师”的课堂,创造有针对性的人文关怀课堂,适度追寻教学预设的完美与教学生成的精彩课堂,打造“神”“形”兼备的课堂,营造积极的课堂教学氛围,创设走向主体间性的课堂是走向生命化课堂教学的重要途径。 相似文献