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1.
This article reports a research project planned and organized by the School of Educational Studies of Universiti Sains Malaysia to provide an international teaching practicum experience to six pre-service teachers for six weeks in Maldives. Using qualitative data from an open-ended questionnaire and reflective journals, the six pre-service teachers' experience of professional development during their international teaching practicum is examined, analysed and described. The findings show that the six students experienced beneficial and meaningful professional development. Some challenges and limitations of the international practicum are also highlighted. Based on this study, implications for teacher education/training of TESOL/TESL teachers are suggested. 相似文献
2.
This article provides an overview and critical analysis of inquiries into historical institutional child abuse and examines their multiple functions and complex effects. The article takes a broadly international view but focuses primarily on Australia, the UK and Ireland, jurisdictions in which there have been major national inquiries. Drawing on sociological and other social science literature, it begins by considering the forms, functions, and purposes of inquiries. An overview of emergent concerns with institutional abuse in the 1980s and 1990s is then provided, followed by an examination of the response of many governments since that time in establishing inquiries. Key findings and recommendations are considered. The final sections of the article explore the evaluation of inquiries, both during their operation and in their aftermath. Policy change and legislative reform are discussed but the focus is on aspects often underplayed or overlooked, including an inquiry’s credibility, its role in processes of knowledge production, and the part it plays in producing social and cultural shifts. In the context of growing numbers of inquiries across Western democracies, including the Australian Royal Commission into Institutional Responses to Child Sexual Abuse, it is argued that grasping the complexity of the inquiry mechanism, with its inherent tensions and its multiple effects, is crucial to evaluating inquiry outcomes. 相似文献
3.
Since the Reform and Opening-up in 1978, science and technology research has long been regarded as an engine for China’s modernisation. Comparatively, humanities and social sciences (HSS) research has been overlooked in national policy for a long period. Although China’s science and technology research has gained global prominence, its HSS research remains less visible in the world. This article reviews the policy trajectory of internationalising Chinese HSS research from 1978 to 2020. It identifies changing and unchanged tensions along the policy trajectory, explores the dynamics between the internationalisation and indigenisation (‘Chinalisation’) of HSS, and reveals a hybridisation of ideological openness and vigilance in Chinese HSS research. Based on the examination of those tensions, this article discusses the shifted power paradigm in Chinese HSS, the connotation and challenges of ‘Chinalisation’, and the tensions between national policies, institutional implementation and individual practices. 相似文献
4.
Sebastian Loew 《Higher Education in Europe》1991,16(2):85-88
The article briefly describes the way in which an academic department in a major urban polytechnic in the United Kingdom established a study and research link with a similar departmental a major French university. This first link was a fruitful one which gave rise to other links with other French institutions. The article concludes with a short list of do's and don't's with regard to the establishment of international student exchange and research links among institutions of higher education. 相似文献
5.
雷春 《唐山师范学院学报》2013,(3):108-111
以我国岛屿旅游目的地三亚为例,对相似性国际旅游目的地——夏威夷、马尔代夫和巴厘岛的概况、旅游产业发展以及旅游发展战略进行比较分析,并总结相关经验,为我国岛屿旅游目的地的发展提供参考。 相似文献
6.
This article connects with an international debate around the place of professional standards in educational policy targeted at enhancing teacher quality, with associated implications for continuing teacher education. Scotland provides a fertile context for discussion, having developed sets of professional standards in response to a recent national review of career-long teacher education. That review called for a reprofessionalisation of the teaching profession and the revision of the standards was an element of this process. Scotland is utilised as a lens through which one country’s response to international trends is viewed, with a focus on ‘teacher leadership’ and ‘practitioner enquiry’ as policy endorsed sets of practices. The analysis demonstrates the complex and contested nature of these terms and the tensions posed between the need to meet professional standards as part of teacher education and aspirational dimensions of the current policy project of reprofessionalisation. The article concludes by considering the implications for continuing teacher education. 相似文献
7.
Jane Yeomans 《Educational Psychology in Practice》2008,24(2):105-114
This article examines tensions in Dynamic Assessment (DA) practice that relate ways in which its findings can be followed up and made accessible to school staff, by examining how process skill interventions can be implemented in the context of a content‐focussed curriculum. It briefly outlines some of the theoretical and methodological underpinnings of DA that arise from Feuerstein’s theory of structural cognitive modifiability. It then suggests ways in which links can be made between DA and Department for Education and Skills initiatives that emphasise the development of process skills as well as delivery of curriculum content. Finally, three conditions that are likely to ensure links between assessment and intervention are proposed: sharing common assessment and intervention goals; sharing a common curriculum context; and sharing a common language. 相似文献
8.
《Educational Assessment》2013,18(3):203-235
An important development in the context of recent moves toward alternative, performance-based assessment has been the emergence of curriculum profiles. These profiles are assessment tools that allow teachers to make judgments about student achievement with reference to key curriculum outcomes in different subject areas. In this article, six dimensions of curriculum profiles are identified: function-purpose, curriculum coverage, criterion referencing, validity-reliability. manageability, and interpretability. The extent to which each dimension is present in three recently developed curriculum profiling systems—the Australian National Profiles, the Victoria (Australia) Profiles, and the National Curriculum Assessment in England and Wales—is examined. This article highlights the fact that tensions exist among many of these dimensions and examines how the tensions have been addressed within each of the systems. The article concludes with a consideration of the implications of international research on curriculum profiles for the development and implementation of performance-based assessments in the United States. 相似文献
9.
本研究分析了2016—2021年我国国际科研合作的特点与趋势。通过对中国学者国际合作文章发表数据的描述性分析和对参与国际合作的18位中国学者的访谈，分析了疫情背景下中国国际科研合作在伙伴国家、合作学科、合作模式等方面的趋势，探讨了影响我国建立和保持国际科研合作关系的因素。研究发现，中美合作势头较之十年前有所放缓，中国与“一带一路”国家的科研合作增长较快，且学科分布较为广泛。“优先依附”与“同质性”是中国与传统科研伙伴合作的重要机制，新的国际局势和新冠疫情制约了中国学者新型国际合作关系的建立，影响程度与其合作关系的来源和强度有关。未来中国可将“一带一路”国家作为国际科研合作的增长点，着力提升对关键合作要素的贡献，建立跨国合作“退潮”的防御机制，以应对新形势下所可能面临的风险与挑战。 相似文献
10.
Mico Poonoosamy 《Asia Pacific Journal of Education》2016,36(4):583-598
International mindedness is considered by many educational researchers and organizations as a determining feature in international education. This article used data as part of a PhD case study inquiry to explore how international mindedness is developed by two students in an IB school in an Indian Ocean Island Nation. Through a qualitative approach within an interpretivist paradigm, it provides insights into the complexities of the students' development of international mindedness through the following questions: Why do the students aspire to develop international mindedness? What are the tensions they experience in developing it through the theory of knowledge programme in the International Baccalaureate Diploma Programme (IBDP)? Using socio-cultural frameworks, the article discusses theories on knowledge development, identity and post-colonialism. Data were collected through a survey, journal entries and interviews. The analysis was conducted using theoretical sampling, categorization and coding. The findings revealed that students' cultural backgrounds and identities are critical factors determining their sense of engagement with the development of international mindedness in the IBDP. They indicated also that the Diploma Programme (DP) knowledge content needs to be carefully addressed by the International Baccalaureate (IB) host school, which also must consider the socio-cultural and historical factors of the country in which it is found, in negotiating a locally meaningful implementation of the IB's international mindedness. 相似文献
11.
Maarit Arvaja 《Teaching in Higher Education》2018,23(3):291-306
The emergence of ‘new managerialism’ in academic institutions and professions has given rise to tensions between one’s professional self and work context. Such tensions often originate from a misalignment between institutional and personal values. This study builds on a dialogical approach to identity and discusses the role of inner tensions and conflicts in terms of making sense of one’s professional identity. These aspects are explored and exemplified by introducing a sample case of one individual student and university researcher/teacher, Anna, who participated in one-year Pedagogical Studies for Adult Educators. Leaning on the narratives of Anna’s learning diaries and a later interview, the article describes tensions and critical conflicts in her professional I-positioning. The study shows how tensions and their resolutions, at their best, can lead to constructive identity work, thereby finding a new personal sense resulting in a more integrated professional identity. 相似文献
12.
在国际化教育成为主流的背景下,高校对学生主动环境行为培养具有重要的作用。随着社会对国际化人才需求的日益提升,我国高校人才培养体系中尚缺乏环境意识与环境行为的相关教学环节,因此,本文旨在探索高等教育加入国际化因素后对大学生环境行为更深层次的影响。以能源类高校学生为样本,通过对环境行为理论的分析,确定大学生清洁能源意识及环境可持续发展意识、环境行为等相关因素,收集数据并建立相关模型,利用Spearman相关分析,检验模型的准确程度。基于此模型得出,国际化教育能够通过影响学生的清洁能源使用意识对其环境行为产生影响,进而提出通过提升国际化教育水平的方式,促进高校学生主动性环境行为的建议。 相似文献
13.
Aneta Hayes 《Globalisation, Societies & Education》2017,15(2):175-187
This article makes contributions to questions of why international transfers of programmes do not lead to the outcomes that nations engaging in them expect to gain. Using Bahrain as an example, it is argued that tensions arising from policy borrowing are rooted in the complexities of the political incoherence between the new teaching policies, the Kingdom’s economic vision and educational aspirations of many locals that have been shaped by old political and employment settlements within the nation state. The research shows that educating for global development is not a ‘magnet’ that equally attracts everyone. 相似文献
14.
This article considers the relationship between education, conflict, and peacebuilding in Rwanda. First, it examines the role
that education played in the lead-up to the 1994 genocide, discussing whether and how the low levels of educational attainment,
inequalities of access, curricular content, and teaching methods contributed to the conditions for violence. It then looks
at approaches to rebuilding the education sector since 1994. Despite significant progress, for example in widening access
and achieving gender parity at primary level, three significant challenges remain. First, educational opportunity continues
to be unequal in the post-primary sector, with disparities of access between rich and poor, a severe lack of alternative and
non-formal educational opportunities, and some ethnic dimensions to the disparities. Second, tensions remain over history
teaching due to government attempts to impose a single “official” narrative of Rwanda’s history. Finally, teaching methods
remain largely teacher-centred, with little open debate and teaching of critical thinking skills. The article cautions that,
despite progress, some dimensions of Rwanda’s current education policy and practice may continue to exacerbate tensions. It
concludes by outlining some future priorities and urges the Rwandan government and its international development partners
to more rigorously assess the potential impact of education policies on fragile social relations, and to embrace opportunities
for education to play a more central role in peacebuilding in Rwanda. 相似文献
15.
Christine Skelton 《Gender and education》2005,17(3):319-332
This article considers the tensions and struggles that exist between men and women and between women and women in the academic workplace. The research reported here is a small‐scale case study of 22 academic women from two generations who were interviewed about their career experiences. The theoretical framework is materialist feminism and draws on Ulrich Beck’s model of the ‘individualized individual’ to evaluate its usefulness to researchers for understanding the attitudes and actions of social actors in contemporary society. The article, firstly, examines the ways in which power differentials emerged for the younger female academics through a combination of their age and gender. It then discusses intra‐gender tensions between women in the academy. It is argued that for Beck’s model of an ‘individualized individual’ to be useful in understanding the position of women in the second modernity then a much more complex and nuanced interpretation of power and power struggles is needed than the one he provides. A further key point raised by the article is that feminists need to be more prepared to recognize and engage with power struggles and tensions that exist between women (and feminists) in the academy. 相似文献
16.
《Studying Teacher Education》2013,9(3):334-354
ABSTRACTThis article explores how five international colleagues from the USA, Canada, China, and Japan use self-study methodologies and online journaling to systematically examine the tensions surrounding the lived experiences of feminist academics in diverse global contexts. It draws from the theoretical foundations of critical qualitative inquiry, self-study, feminist epistemologies, and fiction as research. The main research questions guiding the study are: what is the role of self-study and journaling in an international research collective?, how can contemporary literature inform a self-study about the intersection of gender and career?, and in what ways does journaling with international partners support personal and professional development of multicultural teacher educators?. For 6 months, the authors explored these questions with one another in an interactive online journal. Collaborative analysis of the journal entries produced three major themes: fiction as self-study, scholarship as hope, and scholarship as freedom. The article concludes with the authors’ personal views on the importance of online journaling and self-study among educational researchers who are interested in finding tools and structures for navigating the contemporary women’s movement within academia. 相似文献
17.
Kari Hypponen 《Higher Education in Europe》2000,25(1):57-62
This article outlines the co-operation links of the University of Turku in Finland. Currently it has bilateral agreements with thirty-nine overseas universities plus links with a number of nongovernmental organizations devoted to higher education. The University of Turku is reevaluating these links so as, in the future, to stress those with its immediate international (Baltic) neighbours. It is in the process of contributing to the establishment of a formal Baltic Sea Region University Network and participation in European Union-sponsored Northern Dimension-sponsored projects. The university links parallel and intersect those also established internationally by the city of Turku. International strategies have become a major part of the total activity of the University of Turku. 相似文献
18.
《师资教育杂志》2012,38(3):215-219
This article explores discourses of research in the ‘academisation’ of Swedish teacher education. It takes as its theoretical framework Foucauldian concepts of power and knowledge to analyse the moves to incorporate teacher education in the university. The study draws on a case study of teacher education in Sweden which used documentary and interview analyses to explore institutional history, and structures and shifts in teacher education and research from the 1950s onwards. The study shows how struggles over power and knowledge were constitutive of the development of a research‐oriented teacher education that emerged in a multilayered process involving a variety of actors at different levels. It also shows the tensions in the emergence and construction of a new research discipline. The article should be understood in the context of current international discourses where there is a need for a research base for teacher education. 相似文献
19.
Kate le Roux 《Teaching in Higher Education》2019,24(2):231-247
As public universities seek to be locally responsive and compete internationally, tensions arise between expansion and equity, and between discourses of neoliberalism and social justice. This article focuses on how students navigate these tensions, and the implications for how they can act, interact and be. Norman Fairclough’s three-level view of the social and language, and his method of critical discourse analysis are used to analyse longitudinal interviews with an undergraduate science student. This student is, on account of his home and schooling, considered ‘historically marginalised’ at an historically-white, English-medium South African university. The results show how the student navigates multiple positionings that draw on notions of class, language, independence, progress, choice, care, and so on. It is argued that while universities should support students to navigate some of these tensions, there is a need to re-imagine structuring discourses related to the ‘normal’, ‘independent’ university student. 相似文献