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James Schuurmans-Stekhoven 《Asia-Pacific Journal of Teacher Education》2009,37(3):333-345
A recent special issue of Asia-Pacific Journal of Teacher Education (Vol. 35, Issue 3, 2007) championed ‘robust hope’ as fundamental to achieving educational utopias, and yet key features of hope were largely overlooked. Although hope feels good and has utility in some circumstances, in other situations different motivations – positive (e.g. curiosity) or negative (e.g. frustration) – may offer greater pedagogical value. Given its intrinsic uncertainty, robust hope is often indistinguishable from vain hope (before the fact). Hence, robust hope may lead to: (1) failure; (2) an exacerbation of existing judgement biases; and (3) emotional reasoning. Given these attendant risks, best-practice principles require that the net pedagogical impact of robust hope be assessed. Occasionally, cutting one's losses is rational – not cynical or apathetic, as suggested by earlier contributors. Positioning robust hope as ‘realistic risk taking’ does not resolve the aforementioned problems. In the end, a combination of motivations (possibly, although not necessarily, including hope) will likely provide the best pedagogical outcomes. 相似文献
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Peter Lang 《Pastoral Care in Education》1998,16(3):3-10
The use of circle time is becoming increasingly widespread in this country, but what exactly it involves and should achieve is subject to a wide range of interpretations. Such a situation can make the identification of what should count as good or appropriate practice very hard to undertake. This paper describes three examples of the development of circle time in other countries. These models are used as a means of critically reflecting on practice here. Some key points raised are the importance of the relationship between theory and practice and between specific processes and their outcomes. Lack of evaluative research and adequate training are also identified as significant issues. 相似文献
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Peter Gaude 《欧洲师范教育杂志》1990,13(1-2):47-51
This article deals with the selection of teacher trainers in the FRG. The author describes the recruitment and selection processes and techniques to select heads of ‘general training seminars’ (Seminarleiter,) and of ‘subject orientated seminars’ (Fachseminarleiter). As a result of the deficits of these methods of selection and placement training courses for future head teachers and school inspectors have been introduced by the Ministry of Education of Berlin (West). These courses seem to be quite attractive to young teachers as a method of “indirect counselling and guidance”. 相似文献
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