Implementing environmental education in pre‐service teacher training     

Peter Van Petegem  An Blieck  Ingrid Imbrecht  Tom Van Hout 《Environmental Education Research》2005,11(2):161-171

Implementing environmental education is a complex, unpredictable and time‐consuming process, which, despite the introduction of cross‐curricular attainment targets, is often ignored in Flemish teacher training curricula. This article reports on implementing environmental education in two teacher training colleges using seven criteria: participant engagement, instructor credibility, intention, functionality, self‐efficacy, school climate and evaluation. One college has a long history of cross‐curricular education, whereas the other college has just started. It was found that the implementation processes in the two teacher training institutions stagnated owing to personal and organizational obstructions. To deal with these constraints, several recommendations are suggested.  相似文献   

Time to stop polishing the brass on the Titanic: moving beyond ‘quick-and-dirty’ teacher education for inclusion,towards sustainable theories of change     

Ingrid Lewis  Said Juma  Ian Kaplan  Duncan Little  Helen Pinnock 《International Journal of Inclusive Education》2019,23(7-8):722-739

ABSTRACT

Interest in inclusive education in the global south has grown significantly since the adoption of the Salamanca Statement in 1994. Increasingly, those who fund and provide education want to be seen taking action on inclusion generally and disability inclusion specifically. However, the much-welcomed enthusiasm to respond to global commitments is not always matched with the necessary expertise and commitment to longer-term action and change. The growth in inclusive education policies and pilot projects in the last decade is hard to miss, but changes resulting from these interventions are often less apparent. Why is that? Drawing on the Enabling Education Network’s 22 years of experience as a global inclusive education network and consultancy provider, we present alternative pathways for change in teacher education for inclusion. We stress that change in teaching practice remains limited not because inclusive education is a fundamentally flawed concept, but because too much focus is given to ‘quick-and-dirty’ trainings that quickly yield donor-pleasing statistics and publicity-attracting case studies, but fail to elicit sufficiently extensive and sustainable change to education systems and cultures.  相似文献   

Relationship quality time: the validation of a relationship quality scale in higher education     

Ingrid Snijders  Remy M. J. P. Rikers  Lisette Wijnia  Sofie M. M. Loyens 《高等教育研究与发展》2018,37(2):404-417

This study investigated the overall quality of the interpersonal relationship students have with faculty and staff, that is, relationship quality (RQ). In relationship management research, RQ is paramount for the creation of bonds with customers, which in turn is necessary for the sustainability of organizations, that is, continuity and growth. In higher education, it is not only recent changes in funding of education that urge us to further investigate RQ, as students having relational bonds with their teachers and faculty/staff is important as well. These relationships are expected to positively influence students’ college experiences. Although educational literature addresses the importance of student–faculty relationships, little is known about students’ perceptions of the quality of their relationship with their program. The aim of this study was therefore to get a more in-depth understanding of the concept and measurement of RQ within a higher education context. To that end, an existing RQ scale was used measuring five dimensions: trust in honesty, trust in benevolence, satisfaction, affective commitment, and affective conflict. A confirmatory factor analysis (CFA) was conducted on survey responses of 551 students from a Dutch university of applied sciences. Next to the CFA, a small-scale focus group discussion was held to validate the quantitative findings of students’ perceptions on RQ. The findings confirm that the RQ instrument is an adequate instrument to investigate RQ in a higher education context. Additional qualitative findings also suggest that students acknowledge the relevance of RQ and the need for having a good relationship with their faculty and staff.  相似文献   

Exploring the Use of Lesson Study to Develop Elementary Preservice Teachers’ Pedagogical Content Knowledge for Teaching Nature of Science     

Valarie L. Akerson  Khemmawadee Pongsanon  Meredith A. Park Rogers  Ingrid Carter  Enrique Galindo 《International Journal of Science and Mathematics Education》2017,15(2):293-312

This study explored a modified version of Japanese Lesson Study to determine whether and how it influenced preservice elementary teachers in their abilities to deliver science lessons that included nature of science (NOS) to their own students. We used a case study approach that focused on one subset of a cohort of preservice elementary teachers within their field placement settings. Data sources included lesson plans, lesson feedback forms, videotapes of delivered lessons, and videotapes of lesson study feedback sessions. Early in the semester peers provided feedback on content, and later in the semester peers provided feedback on classroom management as well as content during the lesson study feedback sessions. We found that preservice elementary teachers were able to provide feedback to their peers regarding how to include NOS in their science lessons, yet did not naturally included NOS connections within their own lessons.  相似文献   

Turning Routine Exercises Into Activities that Teach Inquiry: A Practical Guide     

Suzanne Ingrid Dorée 《PRIMUS》2017,27(2):179-188

Abstract

How can we teach inquiry? In this paper, I offer practical techniques for teaching inquiry effectively using activities built from routine textbook exercises with minimal advanced preparation, including rephrasing exercises as questions, creating activities that inspire students to make conjectures, and asking for counterexamples to reasonable, but false, conjectures.  相似文献   

Learning Environment in Light of Positional,Institutional, and Cultural Interpretations: An Empirically-Based Conceptual Analysis     

Velibor Bobo Kovač  Ingrid Lund  Heidi Omdal 《Educational Studies A Journal of the American Educational Studies Association》2017,53(1):78-94

This study explores the possibility that the concept of learning environment (LE) is understood and interpreted differently by various users, depending on their relative positions in the educational system, institutional affiliation, and cultural heritage. The study employs a qualitative approach and is based on 14 semistructured separate interviews with professionals in the field of education. The participants in the study have been chosen from 3 different levels in the educational system (assistants, kindergarten and school teachers, and principals/county government representatives) and across different institutions (kindergartens and schools). The data reveal a clear pattern in which the conceptualization of LE is influenced by the relative positions of the actors, established practices and norms inside the specific system, and the cultural heritage of the given context. The tendency of various stakeholders to understand and interpret LE differently has direct implications for development and implementation of future educational policies. The study emphasizes that the awareness of these effects is important for (a) successful communication between educational professionals operating in different positions in the system, and (b) the academic community, which tends to shape the manner in which the theoretical concepts are defined.  相似文献   

Giving or receiving feedback: which is more beneficial to students’ learning?     

Georgeta Ion  Angelina Sánchez Martí  Ingrid Agud Morell 《Assessment & Evaluation in Higher Education》2019,44(1):124-138

Assessment is a key component of the education process and strategies involving peer-feedback are considered beneficial to student learning. This study aims to analyse the benefits giving and receiving feedback have for students’ development of cognitive and metacognitive, affective and professional competences. One-hundred and eighty-eight students enrolled in teacher education answered a survey. Results indicate that, after providing feedback, the students perceived a better learning experience and an increased sense of commitment to their own learning and their colleagues’ progress. A key finding from this study was the role of students in their own learning. As most participants recognised, providing feedback helped them improve their learning, which is a clear indicator that students want to adopt an active role in their own learning and consider their involvement critical in the design of teaching and learning experiences. To achieve the greatest advantages, feedback must be accompanied by tutoring and mentoring to ensure positive connections with the task, address doubts and clarify the comments received.  相似文献   

Enhancing learning at doctoral level through the use of reflection?     

Val Klenowski  Ingrid Lunt 《Assessment & Evaluation in Higher Education》2008,33(2):203-217

The EdD (Doctor in Education) is a professional doctorate that provides a framework for experienced professionals to examine and develop their practice through research and engagement with relevant theoretical perspectives and professional academic literature. This type of doctorate provides the opportunity for professionals to develop their capacity for critical, professional agency, often achieved through the use of reflection for the integration of academic and professional knowledge. This paper explores doctoral students’ perspectives on the nature and value of reflective statements in terms of a product of learning and a process of reflection. The analysis of EdD students’ responses from one university in the UK reveals a connection between the process of reflection and the development of professional knowledge and contribution to practice—major goals of professional doctorate programmes. This small‐scale study has highlighted implications for the role of reflection in EdD programmes for the development of critical, professional agency. At the metacognitive level of the EdD student clarity is lacking regarding the process of reflection—the nature, scope, object, purpose, value and development—which raises the very important question of ‘what counts as adequate reflection and on what grounds’. This study has identified the need to build capacity, first, in the reflective practice of EdD students and second, in the pedagogic demands of the tutors and supervisors and, third, the assessment demands required of examiners.  相似文献   

Stability of Inhibition in a Swedish Longitudinal Sample   总被引：3，自引：0，他引：3  

Margaret Kerr  William W. Lambert  Håkan Stattin  Ingrid Klackenberg-Larsson 《Child development》1994,65(1):138-146

2 of the major questions prompted by recent research on inhibition are: (1) Should inhibition be considered a trait dimension, or do those who manifest extreme inhibition constitute a discrete personality type? (2) Are there sex differences in stability of inhibition? We addressed these questions using mothers' ratings over 16 years and psychologists' ratings over 6 years of a Swedish longitudinal sample. From the mean of mothers' 18- and 24-month ratings and the mean of psychologists' 18- and 24-month ratings, we predicted later ratings through 16 years. We performed these analyses for children constituting the extreme 10%–15% from each end of the distribution and then for children not rated as extreme. Ratings were more stable for children in the extreme groups than for those in the nonextreme groups through 6 years; however, only for the inhibited girls did early inhibition predict inhibition into adolescence. We conclude that culturally shared notions of gender-appropriate behavior influence the stability of inhibition.  相似文献   

Coping with school failure and self-regulated learning     

Majda Rijavec  Ingrid Brdar 《European Journal of Psychology of Education - EJPE》2002,17(2):177-194

The aim of the study was to explore whether students can be classified in groups according to their coping strategies in dealing with school failure and to assess relationships between coping strategies and various components of self regulated learning. The sample consisted of 470 high school students (15 to 18 years old). The students responded to two self-report questionnaires: The School Failure Coping Scale and The Components of Self-Regulated Learning.  相似文献