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1.
Wing-Wah LAW 《Frontiers of Education in China》2013,8(4):596
Since the early 20th century, numerous scholars have proposed theories and models describing, interpreting, and suggesting the development paths countries have taken or should take. None of these, however, can fully explain China’s efforts, mainly through education and citizenship education, to modernize itself and foster a modern citizenry since the late 19th century. This article traces and examines these efforts through a reflective and critical analysis of such public texts as official policy documents, curriculum standards, and related commentaries, and reveals three major findings. First, China’s leaders have advanced different views of and approaches to development and citizenship in response to changing domestic and global contexts. Second, the Chinese state determines China’s development course, defines its national identity and citizenry, and selects its nation-building curricula. Third, the Chinese state’s growing desire for national rejuvenation in an increasingly competitive, globalized world in the 21st century mandates an important education mission that its citizenship education be politically and ideologically open and accommodative, and help students develop global, national and local identities and function as active, responsible citizens of a multileveled, multicultural world. This article furthers academic understanding of how China’s education responds to economic, political, and social demands and shapes students’ multiple identities in a global age. 相似文献
2.
Frank Rosenkränzer Christian Hörsch Stephan Schuler Werner Riess 《International Journal of Science Education》2013,35(14):1932-1951
ABSTRACTSystems’ thinking has become increasingly relevant not only in education for sustainable development but also in everyday life. Even if teachers know the dynamics and complexity of living systems in biology and geography, they might not be able to effectively explain it to students. Teachers need an understanding of systems and their behaviour (content knowledge), and they also need to know how systems thinking can be fostered in students (pedagogical content knowledge (PCK)). But the effective development of teachers’ professional knowledge in teaching systems thinking is empirically uncertain. From a larger study (SysThema) that investigated teaching systems thinking, this article reports the effects of the three different interventions (technical course, didactic course and mixed course) in student teachers’ PCK for teaching systems thinking. The results show that student teachers’ PCK for teaching systems thinking can be promoted in teacher education. The conclusion to be drawn from our findings is that a technically orientated course without didactical aspects seems to be less effective in fostering student teachers’ PCK for teaching systems thinking. The results inform educators in enhancing curricula of future academic track and non-academic track teacher education. 相似文献
3.
ABSTRACT Higher education plays a critical role in producing society’s leaders by preparing graduates with the knowledge, capabilities and disposition to appreciate diversity and address social injustice. Many higher education institutions within and beyond Australia have aimed to internationalise their curricula to ensure students achieve capabilities that enable them to contribute to an evolving global knowledge economy. However, the inclusion of global citizenship as a graduate attribute embedded in internationalised curricula, and the processes to achieving this, are highly contested. Guided by a discourse analysis approach, this study explored how Australian and New Zealand universities position students as global citizens in public web pages. Publicly available policy and other text documents on university websites relating to internationalisation and/or global citizenship were collected and screened. Those that met inclusion criteria were analysed to identify discourses and to further understand how higher education institutions describe their plan to advance and achieve global citizenship agendas. Two key themes were generated: expressions of internationalisation policy and global citizenship as an obscured educational intention. These findings are further elaborated, providing an outline of the possible implications for higher education policy and practice relating to the internationalisation of curriculum for global citizenship and its potential impact on educators and students. 相似文献
4.
Tai Peseta Adrian Jones Sarah Barradell Mary Kennedy-Jones 《Teaching in Higher Education》2018,23(1):17-29
History has practically vanished from allied health professional education. We ask, what kind of problem does a ‘history of the professions’ pose for health sciences curriculum? What are the implications of graduates being unschooled in the history of their profession? Literature on knowledge in the curriculum, is used to interrogate how historical knowledge has come to be constituted in professional education fields. We develop a sketch of two particular health professions – occupational therapy and physiotherapy – and ask why it might be difficult to include a history of the profession in these curricula. Our view is that by helping students to cultivate an historical imagination, they can see how their experiences are framed by a fascinating collision of ideas, politics and practices. Furthermore, attention to history can help students better situate their own uncertainties about transitioning to practice enabling them to tackle professional quandaries with hindsight, foresight and insight. 相似文献
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Practical (laboratory) work in science education has traditionally been used to allow students to rediscover already known concepts and ideas, to demonstrate concepts taught in the classroom or, in the case of inquiry‐based science curricula, to teach concepts. Often, these laboratory practicals do not achieve their goals and may even confuse or demotivate students. It is not that using ‘wet’ practicals is intrinsically wrong; rather, it is that they are often used for the wrong reasons. They do have a place in science curricula ‐ for the conveyance of tacit knowledge that can only be achieved in the laboratory setting. In our view, their use should be restricted to that. Non‐laboratory practicals ('dry labs'), and especially multimedia practicals, tend to be used for completely different reasons. They are best used to help students achieve specific cognitive skills (such as analysis, synthesis and evaluation) needed to practise science and to carry out scientific inquiry. This article sketches the problems associated with the use of dry laboratories in science education, presents design considerations for the use of such practicals in science education and presents examples of innovative non‐traditional practicals. 相似文献
7.
This article discusses three problems that need to be tackled when the climate crisis becomes ‘a sustainability issue’ to be taught in schools. The article highlights, first, how knowledge concerning sustainability in schools risks being reduced and made into knowledge about ‘things’. Secondly, it also discusses how students in such a context risk being treated as instruments for ways of being in the world, rather than being subjects with ethical and political concerns for the world in which they live ‘here and now’. Thirdly, as we explore through some empirical examples, such reduction and instrumentalism objectifies both students and nature, which makes an adequate response to the crises obsolete. As an alternative, the article develops a notion of grievability and its importance for adequately responding to all living beings within a project of sustainability. To this end, it develops suggestions for a transactive teaching approach in a time of climate crisis. 相似文献
8.
Across the world, higher education is facing new challenges as governments cut subsidies, new technologies enable ‘massively open’ online courses, students are accessed from global locations, and the centuries-old mission of universities is commercialised. In spite of these profound changes, most institutions of higher education have remained unaltered in terms of how they are structured and governed. Similarly, the consequent commodification of knowledge has not been challenged in general even though the lack of the deep knowledge that underpins competent professional practice is periodically lamented. This paper outlines an experiment in an alternative form of academic programme management; one which is perhaps more appropriate in current times. It describes an initiative at an Australian university where an action-research approach is being used to engage the full spectrum of stakeholders in the governance and execution of the strategic intent of a particular ‘flagship’ postgraduate programme. In this way, it demonstrates how knowing (knowledge manifesting in practice) is achieved through a form of praxis that continuously refines, through interactive ‘creatively abrasive’ forums, the enactment of mission-pertinent practices. However, as an initiative that threatens the political status quo within the university, much of the action, until recently, has had to be conducted ‘invisibly’. 相似文献
9.
Margene Anderson Patrick R. Hills-Meyer Julie M. Stamm Kirsten Brown 《Anatomical sciences education》2022,15(2):304-316
Clinically integrated curricula in health science education has been shown to promote the development of problem-solving schema and positively impact knowledge acquisition. Despite its’ purported benefits, this type of curricula can impose a high cognitive load, which may negatively impact novice learners’ knowledge acquisition and problem-solving schema development. Introducing explicit clinical reasoning instruction within pre-professional undergraduate basic science courses may limit factors that increase cognitive load, enhance knowledge acquisition, and foster developing clinical problem-solving skills. This study, conducted over the Fall and Spring semesters of the 2018–2019 school year, sought to evaluate whether the implementation of a clinical reasoning instructional intervention within a clinically integrated pre-professional undergraduate general human anatomy course influenced students’ acquisition of anatomical knowledge and development of clinical problem-solving skills. Results of the study were mixed regarding the acquisition of anatomical knowledge. Both the intervention and comparison groups performed similarly on multiple choice examinations of anatomical knowledge. However, the clinical reasoning intervention positively impacted students’ ability to apply clinical reasoning skills to anatomically based clinical case studies. Results from M\mixed between-within subjects analysis of variance comparing scores on Written Clinical Reasoning Assessments revealed a significant interaction between time and group affiliation, with the groups receiving the interventions outperforming the comparison groups: Fall, P < 0.001; Spring, P < 0.001. The results of this study may imply that explicit clinical reasoning instruction within a clinically integrated undergraduate Human Anatomy course could hold potential for fostering students’ early clinical reasoning skills. 相似文献
10.
The inclusion of Nature of Science (NOS) in the science curriculum has been advocated around the world for several decades. One way of defining NOS is related to the family resemblance approach (FRA). The family resemblance idea was originally described by Wittgenstein. Subsequently, philosophers and educators have applied Wittgenstein’s idea to problems of their own disciplines. For example, Irzik and Nola adapted Wittgenstein’s generic definition of the family resemblance idea to NOS, while Erduran and Dagher reconceptualized Irzik and Nola’s FRA-to-NOS by synthesizing educational applications by drawing on perspectives from science education research. In this article, we use the terminology of “Reconceptualized FRA-to-NOS (RFN)” to refer to Erduran and Dagher’s FRA version which offers an educational account inclusive of knowledge about pedagogical, instructional, curricular and assessment issues in science education. Our motivation for making this distinction is rooted in the need to clarify the various accounts of the family resemblance idea.The key components of the RFN include the aims and values of science, methods and methodological rules, scientific practices, scientific knowledge as well as the social-institutional dimensions of science including the social ethos, certification, and power relations. We investigate the potential of RFN in facilitating curriculum analysis and in determining the gaps related to NOS in the curriculum. We analyze two Turkish science curricula published 7 years apart and illustrate how RFN can contribute not only to the analysis of science curriculum itself but also to trends in science curriculum development. Furthermore, we present an analysis of documents from USA and Ireland and contrast them to the Turkish curricula thereby illustrating some trends in the coverage of RFN categories. The results indicate that while both Turkish curricula contain statements that identify science as a cognitive-epistemic system, they underemphasize science as a social-institutional system. The comparison analysis shows results such as the “scientific ethos” category being mentioned by the Irish curriculum while “social organizations and interactions” category being mentioned by the Turkish curriculum. In all documents, there was no overall coherence to NOS as a holistic narrative that would be inclusive of the various RFN categories simultaneously. The article contributes to the framing of NOS from a family resemblance perspective and highlights how RFN categories can be used as analytical tools. 相似文献
11.
Margo O'Sullivan 《Irish Educational Studies》2013,32(3):241-251
Since the late 1980s and early 1990s, Comparative and International Education (CIE) has almost disappeared from the curricula of teacher education colleges in Ireland, the United Kingdom and the United States. Yet, CIE is experiencing a revival at postgraduate level. This article will explore the reasons for this dichotomy and the decline of CIE in initial teacher education. It will use findings from a research study in an Irish teacher education college to inform this exploration. The author initiated, developed, and offered a CIE course to final year BEd (n=24) students in 2003 and again in 2005. This article will use data gathered during the latter course to explore CIE for undergraduate trainee teachers, considering students’ motivation for choosing to study CIE, their perceptions of CIE, and their beliefs about how it may enhance their professional practice in classrooms. It will explore, in particular, a significant finding that emerged from the study – the potential of CIE in developing student teachers’ capacities to teach in multicultural classrooms. 相似文献
12.
This article investigates how learning outcomes, a concept inspired by an Anglo-Saxon curriculum approach, are expressed in policy documents, with an emphasis on expectations articulated to teachers. Developments in education policy for the last two decades reflect a widespread expansion of learning outcome orientation in curricula and assessment in most of the modern world. These developments have led to changes in how education is governed and practised, and this makes it necessary to form critical concepts to understand how curricula are formed and functioned today. The research questions of the study are: How is learning outcome-oriented policy defined in key policy documents and what are the implications of these policies for the teaching profession? The topic is investigated through a document content analysis of key policy documents. A complex picture of teachers emerges in which they are to be both controlled and autonomous. The study also identifies a strong belief in ‘alignment between teachers’ competences and practices and students’ life opportunities. The findings indicate that the policies move back and forth between different parameters for describing teachers and teaching, and as such, teachers must be able to adapt as chameleons in the context of each policy. 相似文献
13.
In an age of uncertainty, one of the aims of higher education is to establish lifelong learning abilities in students. However,
different authors remain divided on the question of what constitutes ‘lifelong learning ability’. This article proposes the
hypothesis that the cultivation of lifelong learning abilities in higher education needs to be conceptualised and sustained
through a focus on the constitution and operation of agency. The cultivation of lifelong learning as a set of agent abilities
needs to be grounded within the mode of being, a concept inspired by Heidegger, rather than within having or doing. While the importance of developing epistemology by focusing on learning as delivery (having) and interacting (doing) is
not denied, this article suggests that higher education also concerns ontological learning. The Heideggerian perspective on
being provides a more person-focused approach that is useful for providing balance and congruence between feeling and thought
and between mind and body, supplementing the having and doing approaches by inviting students to reflect on their own growth
and leading not only to knowledge construction for problem-solving but also to the construction of subjectivity as a means
of finding meaning in the learner’s existence in times of uncertainty. 相似文献
14.
Aslam Fataar 《Educational Studies A Journal of the American Educational Studies Association》2013,49(6):595-608
Misrecognition of South African university students is at the heart of this article. Misrecognition refers in this article to the exclusionary institutional discourses and practices of this country’s universities, which continue to prevent the majority of their (Black) students’ from achieving a successful education. It is a conceptual account of the ways in which these misrecognized students develop a complex educational life in their quest for a university education. The article argues that at the heart of students’ university experiences is an essential misrecognition of who they are, and how they access and encounter their university studies. I suggest that gaining greater purchase on their (mis)recognition struggles may place the university in a position to establish an engaging recognition platform to facilitate their educational success. Divided into four sections, the article starts with a rationale for bringing the institutional misrecognition of students into view. This is followed by a theoretical consideration of the notion of recognition, which opens space for what I call the recognitive agency of the education subject, who remains largely unknown to the university. The third section provides an account of the nature and extent of Black students’ survivalist educational navigations and practices in their family, community, school, and university contexts. The final and concluding section of the article presents a normative argument for developing an education platform for facilitating a productive encounter aimed at animating students’ educational becoming. This, I argue, should proceed on the basis of a decolonizing knowledge approach, involving curriculum recognition, which would accord students the conceptual tools for developing the epistemic virtues necessary for complex decolonized living. 相似文献
15.
The importance of students' learning to learn competence for academic achievement, as well as their well-being at school and in life, is increasingly emphasised by educators and policy makers in national curricula and educational strategies. In an uncertain and complex world, learners need to become autonomous, be able to analyse challenges and apply knowledge in different contexts, address complex tasks, and create new knowledge. This article explores concepts and approaches to the development of students' learning to learn competence in the context of education in Estonia. First, the conceptualisation, model and dimensions of learning to learn competence are described and related challenges for teachers are analysed. Second, an overview of Estonian teachers' current practices, beliefs, knowledge, skills and occupational standards relevant to students' learning to learn competence is provided. We discuss how Estonian teacher education policy may enhance or inhibit the work of teachers when supporting students to develop learning to learn competence. Future directions for teacher educators and how to prepare teachers to support the development of students' learning to learn competence are suggested. 相似文献
16.
《Teaching and Teacher Education》1996,12(4):365-384
This study explored how teachers' prior experiences, beliefs about knowledge, and schooling contexts collectively influenced their ability to implement classroom curricula that were culturally relevant to their students and that were constructivist in orientation. Using a case study design, this paper presents a 4-year longitudinal study of Dan, a second-career teacher who entered teaching after being a field scientist for an international corporation for 6 years, and Amy, who became an English teacher after being a floral designer for 10 years. Using the theoretical perspective of world view as described by Shuell (1992) [Teaching and Teacher Education, 8(1), 83–90] and Cobern (1993) [The practice of constructivism in science education, Washington, DC: American Association for the Advancement of Science], I explored the professional development of Dan and Amy, who differed in their world views. Specifically, I examined how their world views gave shape to their classroom learning environments, including their classroom curricula and their interactions with students during their initial years of becoming teachers. Multiple sources of data were gathered throughout the 4 year study from formal and informal interviews, observations of classroom teaching, stimulated recall interviews, and biographical interviews. Using the constant comparative method of data analysis, salient themes emerged from the data, including beliefs about teaching content knowledge, beliefs about learners, and influences on classroom curriculum. Implications for creating constructivist and culturally relevant classroom curricula are discussed. 相似文献
17.
The internationalisation of higher education has influenced the dramatic rise in the mobility of students, academics and knowledge across borders. There has been growing research interest focusing on international students studying abroad. While the student experience is an area of education that is often researched, most research focuses on experiences of undergraduate students. Also in the context of international students, greater research emphasis has been placed on the academic experiences and support available for undergraduates. While such research is important, less attention has been paid to the non-academic experiences of International Post-Graduate Research Students with Families (IPGRSF). This article seeks to fill this gap by focusing on the social worlds of IPGRSF in the UK, examining students’ nuclear family contexts that are often marginalised in discourse. The article legitimises the IPGRSF subaltern world by focusing on how students negotiate its demands; how they negotiate their roles as research students with their other roles as spouses and parents, and the interrelationships among these roles; and how the university as an institution interacts with the students’ subaltern world. The findings show that language plays a significant role in shaping the process of mobility as well as influencing the students’ and their families’ integration and networking in the host country. Also, the findings suggest that students often had positive experiences at departmental level, but felt let down by the wider university support. 相似文献
18.
Henriëtta Joosten 《Journal of Philosophy of Education》2013,47(4):548-563
Today professionals have to deal with more uncertainties in their field than before. We live in complex and rapidly changing environments. The British philosopher Ronald Barnett adds the term ‘supercomplexity’ to highlight the fact that ‘we can no longer be sure how even to describe the world that faces us’ (Barnett, 2004). Uncertainty is, nevertheless, not a highly appreciated notion. An obvious response to uncertainty is to reduce it—or even better, to wipe it away. The assumption of this approach is that uncertainty has no advantages. This assumption is, however, not correct as several contemporary authors have argued. Rather than problematising uncertainty, I will investigate the pros and cons of embedding uncertainty in educational practice of professional higher education. In order to thoroughly explore the probabilities and challenges that uncertainty poses in education, I will dwell on the radical ideas on uncertainty of the German philosopher Friedrich Nietzsche. In The Birth of Tragedy (1872) he recognises two forces: the Apollinian, that is the pursuit of order and coherence, and the Dionysian, that is the human tendency to nullify all systematisation and idealisation. Uncertainty is part of the Dionysian. I will argue that when educators take Nietzsche's plea to make room for the Dionysian to heart, they can better prepare students for an uncertain world. If, and only if, students are encouraged to deploy both tendencies—the Apollinian and the Dionysian—they can become professionals who are able to stand their ground in an uncertain and changing (professional) world. 相似文献
19.
Agneta Knutas 《International Journal of Lifelong Education》2013,32(6):780-796
In times of global influence, compulsory education in the Nordic countries has promoted democracy as choice since the 1990s, as enhancing an individual good. Supporting education for democracy is a matter that concerns the world and society on the topic of ‘what shall he do? Shall he act for this or that end?’. This indicates that democratic education is not only a matter of individual good, but a public, regarding who I want to be, how I would like to respond towards both the world and society. As for public good, who I want to be involves having the freedom to act in the world that lies between us. The article explores Nordic tradition of people’s high school, which is known to enhance the enlightenment of the people and to support democracy as a public good. Focus group interviews with folk high school students in Norway were carried out. To theoretically interpret the findings, theories on freedom and action were used. Arendt’s theories contribute to the results by offering ways to theoretically comprehend students’ experiences of being seen and heard during their school years. The study asks to what extent, if any, people’s high schools in Norway contribute to and/or challenge education and democracy in today’s society. 相似文献
20.
Karin Wolff 《Journal of Education & Work》2017,30(8):840-853
Employer complaints of engineering graduate inability to ‘apply knowledge’ suggests a need to interrogate the complex theory-practice relationship in twenty-first century real world contexts. Focussing specifically on the application of mathematics, physics and logic-based disciplinary knowledge, the research examines engineering problem-solving processes as enacted by recent graduates in a range of industrial settings. Theoretically situated in the sociology of education, the Bernsteinian concept of knowledge structures and Legitimation Code Theory epistemic relations are utilised to surface the disciplinary basis of problem solving in different sociotechnical contexts. It is argued that the relationship between the ‘what’ and the ‘how’ of the problem gives rise to significantly different practice ‘codes’ between which successful engineering problem-solvers are required to shift. This paper presents two contrasting case studies which demonstrate the impact of the environment on code-shifting practices. Findings suggest that engineering curricula need to facilitate a more conceptual grasp of contextual complexities. 相似文献