Meeting the challenges of teaching in a different cultural environment – evidence from graduate management schools in Thailand     

Astrid Kainzbauer  Brian Hunt 《Asia Pacific Journal of Education》2016,36(1):56-68

In this paper we describe the efforts of foreign university teachers in graduate schools in Thailand as they incorporate cultural knowledge into their classroom teaching styles and methodology. Through in-depth semi-structured interviews we have gathered qualitative data on the teachers’ concerns, mindsets and their proposed solutions. We build up our discussion in several stages. We set the scene by discussing the importance of cultural sensitivity in settings where teacher and learners have different cultural backgrounds. We then introduce the concept of cultural intelligence and use this to help us examine the literature on cultural sensitivity in teaching from a new perspective. We then describe the cultural context of teaching in Thailand and offer empirical data from our respondents’ experiences. From our research data we identified five main aspects of Thai culture where teachers felt the need to expand/adapt their existing teaching repertoires. These aspects are: fun/sanuk; hierarchy/kreng jai; authority with a kind heart/jai dee; collectivist group activities; and localized class content. We discuss our findings in relation to cultural adjustments that the teachers sought to make and, in conclusion, link this discussion to our earlier examination of cultural intelligence.  相似文献   

Domain-Specific Expertise of Chemistry Teachers on Context-Based Education About Macro–Micro Thinking in Structure–Property Relations     

Ria Dolfing  Astrid M. W. Bulte  Albert Pilot  Jan D. Vermunt 《Research in Science Education》2012,42(3):567-588

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Chemistry Teaching for the Future: A model for secondary chemistry education for sustainable development     

Kirsti Marie Jegstad  Astrid Tonette Sinnes 《International Journal of Science Education》2013,35(4):655-683

For more than 40 years, the international community has acknowledged the role education might play in environmental awareness and conservation. The last major initiative came when the United Nations General Assembly proclaimed a Decade of Education for Sustainable Development (2005–2014). In the final year of the decade, teachers still struggle to realise education for sustainable development (ESD). One of the challenges teachers face with respect to ESD is the inclusion of even more content into an already overloaded curriculum. In response, it has been suggested that ESD should be introduced as an integrated perspective across the content of all existing subjects. This paper offers a model for how ESD can be realised in chemistry education. The model has been developed to support chemistry teachers in their educational planning and consists of 5 categories: chemical content knowledge, chemistry in context, the distinctiveness and methodological character of chemistry, ESD competences and lived ESD. The ESD model is illustrated through 5 ellipses, visualising the hierarchy of the categories, as they exist in different levels. All 5 ESD categories need to be considered in a holistic ESD approach.  相似文献   

Evaluating a Professional Development Framework to Empower Chemistry Teachers to Design Context-Based Education     

Machiel Johan Stolk  Astrid Bulte  Onno De Jong  Albert Pilot 《International Journal of Science Education》2013,35(10):1487-1508

Even experienced chemistry teachers require professional development when they are encouraged to become actively engaged in the design of new context-based education. This study briefly describes the development of a framework consisting of goals, learning phases, strategies and instructional functions, and how the framework was translated into a professional development programme intended to empower teachers to design context-based chemistry education. The programme consists of teaching a pre-developed context-based unit, followed by teachers designing an outline of a new context-based unit. The study investigates the process of teacher empowerment during the implementation of the programme. Data were obtained from meetings, classroom discussions and observations. The findings indicated that teachers became empowered to design new context-based units provided they had sufficient time and resources. The contribution of the framework to teacher empowerment is discussed.  相似文献   

Concept Development and Transfer in Context‐Based Science Education     

John K. Gilbert  Astrid M.W. Bulte  Albert Pilot 《International Journal of Science Education》2013,35(6):817-837

‘Context‐based courses’ are increasingly used in an address to the major challenges that science education currently faces: lack of clear purpose, content overload, incoherent learning by students, lack of relevance to students, and lack of transfer of learning to new contexts. In this paper, four criteria for the design of context‐based courses that would be successful in meeting these challenges are rehearsed. It is concluded that only a model based on ‘context as social circumstances’ would meet the four criteria for success. From this, the notion of concept development is presented based on the idea of the production of coherent mental maps. The notion of transfer is discussed in terms of how such mental maps may be useful for understanding other contexts. The definitions of concept development and transfer give a clearer view of how exemplars of existing context‐based approaches may be analysed to show their degree of facilitation of worthwhile science education. Research questions to be addressed in such analyses are presented.  相似文献   

Gouvernementalität als sozial- und erziehungswissenschaftliches Analysekonzept nach Foucault     

Dr. Astrid Messerschmidt 《Zeitschrift für Erziehungswissenschaft》2006,9(3):455-458

Ohne Zusammenfassung  相似文献   

Long-run benefits from universal high-quality preschooling     

Robert Bauchmüller  Mette Gørtz  Astrid Würtz Rasmussen 《Early childhood research quarterly》2014

This paper investigates the role of preschool quality for children's school performance at the end of primary school. We construct five structural quality indicators based on unique Danish administrative register data. 30,444 children finishing primary school's 9th grade in 2008 and who attended a formal preschool institution in 1998 are used in the analyses. OLS analyses show that three out of five quality indicators, a higher staff-per-child ratio, a higher share of male staff, and a higher share of staff with formal preschool teacher training are associated with significant improvements in children's test results in Danish. Boys benefit more from preschool quality than girls. Ethnic minority children benefit from higher staff stability.  相似文献   

The Impact of Institutionalization on Voice and Openness     

Astrid Kersten 《The Communication Review》2013,16(4):383-392