共查询到20条相似文献，搜索用时 78 毫秒
1.
Abstract The purpose of this study was to assess perceived environmental education (EE) curriculum needs in the United States (K-16). The Environmental Education Curriculum Needs Assessment Questionnaire (EECNAQ) was developed, validated, and direct-mailed to 169 randomly selected professional environmental educators (58.6% return rate). The EECNAQ elicited perceptions about the desired status and the current state of EE curricula, the need for curriculum development, the anticipated use of curricula teachers, and the need for inservice teacher education. These five major questions were posed relative to fifteen goals which reflected the Tbilisi objectives and four levels of environmental literacy. The findings reveal a consensus among the professional participants that the EE goals are important ones, that they are not being met to a large extent in existing curricula, that extensive needs exist for both goal-oriented curricula and teacher education, and that the goaloriented curricula would be used by teachers. 相似文献
2.
This research compared how the scientific literacy-related goals of the current Chinese and Finnish national science curricula at primary school level are actualised using a revised Programme for International Student Assessment (PISA) scientific literacy framework in the content analysis of the curricula. The content of the curricula focuses principally on knowledge, followed by competencies and attitudes, respectively. The learning context was seen to be thoroughly integrated with the content in both countries. However, the curricula are written in different ways. Generally, the literacy objectives for both curricula are based on scientific knowledge (Vision I) and the application of knowledge-based skills in situations (Vision II). However, they are characterised by implicit views that derive from the pursuit of the value-driven transformation of individuals and society achieved through science education (Vision III). The Chinese curriculum appears to favour the Anglo-American curriculum tradition, whereas the Finnish curriculum appears to be more attached to the Bildung-Didaktik tradition in terms of core tasks and the specification of objectives. The recommendation is that Vision III should be included in the science curricula, and should explicitly relate to social and scientific topics with a view to furthering a scientifically literate public. 相似文献
3.
Ritva Jakku-Sihvonen Varpu Tissari Aivar Ots Satu Uusiautti 《Scandinavian Journal of Educational Research》2013,57(3):261-275
During the Bologna process, from 2003 to 2006, degree programmes, including teacher education curricula, were developed in line with the two-tier system – the European Credit Transfer and Accumulation System (ECTS) and modularization. The purpose of the present study is to contribute to the development of teacher education profiling measures by comparing the Finnish and Estonian curricula covering initial teacher education. The aim was to analyze and compare studies in the science of education as part of the class teacher education programs through the development of a sufficiently universal meta-structure. The written curricula were subjected to discipline-based content analysis, which covered the main elements of the curricula and the contents of the theoretical substance studies in the science of education. The resulting differences and similarities between the Finnish and the Estonian curricula are reported. 相似文献
4.
This is the first report in a series of studies concerning student teachers’ readiness-for-the-job, defined by a framework of 11 international teacher competences (ITCs). Attaining readiness-for-the-job is connected to four characteristics of teacher education, namely; (1) employing the ITCs in day-to-day teaching in initial teacher education, (2) integrating the ITCs in the curricula of teaching programmes, (3) exercising the ITCs through practicum at schools and (4) by teacher educators modelling the ITCs. In the present study, a student sample from four teacher education colleges (n = 226) was surveyed to explore the extent to which students felt ready-for-the-job. The study outlines the degree to which the characteristics of teacher education are associated with student teachers’ readiness-for-the-job. The results identify the critical areas to be developed in these prospective teachers before they can actually become ready-for-the-job, and especially the central role of their teacher educators in shaping their professional competence. 相似文献
5.
As we enter the sixth great mass extinction event, an event that points to humanity’s exploitative attitude towards nature, posthumanist ethics offers a different way of engaging with the world, a way which has clear and extensive implications for the way environmental education is taught in South African schools. However, given the official curriculum and assessment practices currently in use in South Africa, can a posthumanist approach to environmental education actually work within the current educational framework of discrete discipline/subject areas and specializations? The paper diffractively engages with the Department of Basic Education National Curriculum Statement: Curriculum and Assessment Policy Statement: Foundation Phase Grades R-3: Life Skills for South Africa (the phase where environmental education is most likely to take place), and superpositions this text with a research study on environmental education undertaken in Canada and key posthumanist notions as they relate to environmental education. The paper concludes with a section on the implications for teachers, teacher development, and teacher training programs (not solely in South Africa) of using such an approach in the teaching of environmental studies. 相似文献
6.
Francesca Caena 《欧洲师范教育杂志》2014,37(1):106-122
This article reports the findings of a PhD study, which offers comparative perspectives on teacher education in a period of reforms, inquiring into stakeholders’ perceptions in English, French, Italian and Spanish contexts as case studies. The interaction of needs and constraints in European initial teacher education within higher education reforms, and the mediation between contrasting influences and diverse education cultures, are viewed as global phenomena: teacher education practices in different countries can be described as ‘translations’ of European policies, with innovative potential in glocal developments. This article explores some issues of the European dimension of teacher education, reporting the qualitative findings of the study, underpinned by a theoretical framework encompassing globalisation and social ecological studies. In the four case study contexts, the focus is on secondary teacher education; when a subject perspective is required, it concerns the area of modern languages, considering their transversal role in European education policies. Findings from the national case studies come from a limited empirical sample, but can be of interest in showing emerging tensions and trends. 相似文献
7.
This study reveals the multicultural perspectives in the curricula of two colleges of education in Israel. It examines the perceptions of teacher educators with regard to: the importance of the teacher's role in educating students for sensitivity and diversity; the needs of students from different cultural backgrounds in colleges of education; the roles of the teacher and the college; and an evaluation of how multiculturalism is dealt with in teacher education in Israel. Faculty members in both colleges perceived multiculturalism as relating to two domains: student population and curriculum. The findings and conclusions confirm the existence and increasing awareness of multiculturalism in the two colleges. However, it is obvious that as yet the concept has not been thoroughly investigated, nor has it penetrated all realms of activity. Clearly, teacher educators know the meaning of multiculturalism and believe that it should play a more significant role in colleges of education. However, they seem to be uncertain as to how to go about it. 相似文献
8.
Xenia Danos Renata Górska Eddie Norman 《European Journal of Engineering Education》2014,39(6):666-684
Curriculum planning for the development of graphicacy capability has not been systematically included in general education to coincide with the graphicacy needs of human society. In higher education, graphicacy curricula have been developed to meet the needs of certain disciplines, for example medical and teacher training and engineering, among others. A framework for graphicacy curricula, anticipating the graphicacy needs in higher education, has yet to be strategically planned for general education. This is partly a result of lack of research effort in this area, but also a result of lack of systematic curriculum planning in general. This paper discusses these issues in the context of graphicacy curricula for engineering. The paper presents three broad individual case studies spanning Europe and the USA, brought together by the common denominator, graphicacy. The case studies are based on: an analysis of graphicacy within general education curricula, an analysis of graphicacy for engineering education in Europe and an analysis of graphicacy for engineering education in the USA. These three papers were originally presented in a plenary session at the American Society for Engineering Education, Engineering Design Graphics Division at the University of Limerick in November 2012. The case studies demonstrate the potential for strategic curriculum planning in regard to the development of graphicacy in general education and an overview of a methodology to achieve that. It also offers further evidence towards the importance of the systematic classification of graphics capabilities in Engineering and how the lack of a developed theoretical framework in this area undermines the case for the importance of graphics within engineering education. 相似文献
9.
Eva Larzén‐Östermark 《欧洲师范教育杂志》2009,32(4):401-421
The increasing importance attributed to the cultural dimension of FL education has entailed new demands for teachers and teacher educators. This paper explores the cultural agenda in Finnish language teacher education from a student teacher perspective. The focus is on the students' perceptions regarding how effectively cultural aspects are dealt with in their training, and how these perceptions may be affected by the length of time they have spent abroad. The empirical evidence suggests that both the language studies and the pedagogical studies tend to address cultural aspects to a small or very small extent. The main emphasis is placed on traditional aspects of culture, such as literature and Realia knowledge, and strategies for teaching language seem to overshadow strategies for teaching language and culture in an integrated way. Interestingly, the students' perceptions seem to vary depending on the extent to which they have experienced first‐hand contacts with other cultures. 相似文献
10.
Margaret Smith Crocco 《课程研究杂志》2013,45(5):561-582
This paper discusses inclusion of global literature in social studies curricula, especially in teaching about women of the world. It analyses the attraction of, and difficulties with, a popular work of young adult fiction, Shabanu, often taught in US middle‐school social studies and humanities classrooms. It uses the framework of post‐colonial, feminist theorizing and critical, post‐structuralist considerations in history and literature to analyse the novel. It draws on several sources: my experiences in incorporating the book into a teacher‐education course in social studies education; interviews with teachers and teacher educators; testimonials about the book available on the Internet, including the reactions of Muslim groups in the USA; and interviews with Pakistani‐American students about their reactions to the book. 相似文献
11.
Educative curricula, curriculum materials that intentionally foster teacher professional development, can serve as a site for teacher learning through their use in daily instructional practices. The present article introduces a framework, Teacher Learning Opportunities in Mathematics Curriculum Materials (TLO-Math), for designing and evaluating mathematics curriculum materials’ educative features according to seven theoretically based variables: (1) mathematics content knowledge for teaching, (2) teacher knowledge of student thinking in mathematics, (3) teacher knowledge of disciplinary discourse in mathematics, (4) teacher knowledge of assessment in mathematics, (5) teacher knowledge of differentiated instruction in mathematics, (6) teacher knowledge of technology use in mathematics, and (7) teacher knowledge of mathematical community. Each variable is illustrated with a definition, guiding questions, discipline-specific literature, and examples from two sets of elementary mathematics curriculum materials. The development of the TLO-Math framework is a critical first step for further study of the use of mathematics curriculum materials as sites for teacher learning. 相似文献
12.
This article looks at the contribution that education in Portugal has made to national development, particularly during the period 1926‐1981, through teacher education. In order to carry out this task, the article traces the changing relationship between the state and the curricula of teacher education and also characterizes generally changes in the education system during the aforementioned period. Finally, additional attention is given to changes in the organizational characteristics of the teacher education process particularly during the decades of the 1970s and the 1980s. 相似文献
13.
14.
Around the world reforms in teacher education have been oriented towards making the preparation of teachers more functional for development of competencies they need in practice. At the same time, much criticism has been voiced about such reforms jeopardising the fundamental humanist traditions in teaching, based on beliefs about non-instrumental values of education. In this study we examine teachers' perceptions of importance of competencies and explore their implications for teacher education. The study has been designed to ensure that voices of teachers and teacher educators are heard in identification of areas of expertise that make up a competent teacher. We conducted a principal component analysis of the response of 370 teachers and teacher educators in Serbia to a questionnaire about the importance of a number of aspects of teacher competence. We identified four components underling teachers' perceptions of competencies relating to 1) values and child-rearing; 2) understanding of the education system and contribution to its development; 3) subject knowledge, pedagogy and curriculum; and 4) self-evaluation and professional development. Teachers perceived all but the second area of competence as very important, with the fourth scale perceived as of the highest importance. Implications of each area of competence for teacher education are discussed and conclusions are drawn for the development of teacher education curricula. 相似文献
15.
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
16.
Rens Gresnigt Ruurd Taconis Hanno van Keulen Koeno Gravemeijer Liesbeth Baartman 《Studies in Science Education》2013,49(1):47-84
Integrated curricula seem promising for the increase of attention on science and technology in primary education. A clear picture of the advantages and disadvantages of integration efforts could help curriculum innovation. This review has focused on integrated curricula in primary education from 1994 to 2011. The integrated curricula were categorised according to a taxonomy of integration types synthesised from the literature. The characteristics that we deemed important were related to learning outcomes and success/fail factors. A focus group was formed to facilitate the process of analysis and to test tentative conclusions. We concluded that the levels in our taxonomy were linked to (a) student knowledge and skills, the enthusiasm generated among students and teachers, and the teacher commitment that was generated; and (b) the teacher commitment needed, the duration of the innovation effort, the volume and comprehensiveness of required teacher professional development, the necessary teacher support and the effort needed to overcome tensions with standard curricula. Almost all projects were effective in increasing the time spent on science at school. Our model resolves Czerniac’s definition problem of integrating curricula in a productive manner, and it forms a practical basis for decision-making by making clear what is needed and what output can be expected when plans are being formulated to implement integrated education. 相似文献
17.
Ji‐Ryun Kim 《International Journal of Inclusive Education》2013,17(3):355-377
With the increased implementation of inclusive education, teacher educators have been challenged to make changes in programmes to prepare preservice teachers to educate diverse learners. These changes are reflected in various types of teacher preparation programmes that are transformations of traditional general education and special education programmes. However, little is known about the ways in which these transformed teacher preparation programmes influence preservice teachers’ attitudes toward inclusive education as future inclusive educators. To investigate the influence of teacher preparation programmes on preservice teachers’ attitudes toward inclusion, a survey method was used to collect data from preservice teachers in ten teacher preparation programmes. The responses from 110 preservice teachers were analysed according to the type of teacher preparation programme (i.e. combined, separate, or general teacher preparation programmes). The results indicated that preservice teachers from combined teacher preparation programmes in which general education and special education teacher preparation curricula were infused had significantly more positive attitudes toward inclusion than preservice teachers from separate programmes (p < 0.05). The implications of this study for practice and future research are discussed. 相似文献
18.
19.
The purpose of this article was to examine a cross-cultural field experience initiative that placed preservice teacher candidates in Alaska Native Village schools. The qualitative study explored 53 candidates' experiences and perceptions of schooling to construct a portrait of the sociocultural context of education in Alaska Native Villages and consider implications for designing a culturally responsive teacher education program. Findings revealed two major themes: (1) schools were spaces for teaching Alaska Native cultural traditions and languages and (2) schools were sites of separation where many White teachers were separated from the communities, applied a deficit orientation to student learning, and implemented curriculum disconnected from the local culture. Based on these findings, three key components for designing a culturally responsive teacher education curriculum were identified: (1) culturally responsive conceptual framework, (2) critical sociocultural consciousness, and (3) engagement with culturally relevant epistemology and knowledge. 相似文献
20.
课程改革需要教师文化的深层次支撑,在实施新课程过程中,必定会发生自在的教师文化与自觉的教师文化的互动,即教师文化身份的冲突。当教师“感觉”到这种冲突存在时,教师文化身份转型会采取内在创造性转化的途径,也就是文化自觉模式。当两种“文化”缺少必要的和恰当的张力和冲突,即缺乏内在的驱动力而无法通过内在因素的创造性转化而完成转型时,教师文化身份转型就要以一种新的自觉文化因素从外部切人,才能同原有的自在文化层面构成张力和冲突,从而推动教师文化身份的转型。 相似文献