Current government policy in the UK places teachers of all subject areas under pressure to embed ICT into their pedagogic practice to improve teaching and learning. This article attempts to compare that policy with the situated reality of a small number of Modern Foreign Language teachers striving to comply. The voices of four teachers are presented as they began to embed the use of ICT (primarily their newly acquired Interactive Whiteboards) into their existing classroom approach. The story of their developing practice is examined for signs of transformation; the complexity of a real situation is thus contrasted with a simplified ideal. By means of this investigation, examples of sophisticated pedagogical thinking are explored to demonstrate that it is perhaps not so easy to transform the learning process, with or without ICT.
La politique actuelle du gouvernement du Royaume‐Uni exerce une pression sur les enseignants de toutes matières pour qu'ils intègrent les technologies d'information et de communication dans leurs pratiques pédagogiques afin d'améliorer l'enseignement et l'apprentissage. Cet article essaye de comparer cette politique avec la réalité contextualisée d'un petit nombre de professeurs de langues étrangères qui font leur possible pour s'y conformer. Les voix de quatre enseignants y sont présentées alors qu'ils commençaient à intégrer l'informatique (et en particulier leurs tableaux interactifs récemment acquis) dans leur approche pédagogique actuelle. L'histoire du changement de leurs pratiques est remise en question pour trouver des indications de transformation. La complexité d'une situation réelle peut alors être mise en contraste avec une idée simplifiée. De par cette étude, on peut examiner des exemples de la réflexion pédagogique développée pour montrer que ce n'est pas tellement facile de transformer les méthodes d'apprentissage, avec ou sans l'outil informatique.
Die Gegenwärtige Regierungspolitik in Großbritannien setzt Lehrkräfte aller Schulfächer unter Druck, moderne Informationstechniken in ihre pädagogische Praxis einzubeziehen, um den Unterricht und den Lernprozess zu verbessern. Dieser Beitrag versucht, diese Politik mit der realen Situation einer kleinen Anzahl von SprachlehrerInnen zu vergleichen, die sich bemühen, den Anordnungen nachzukommen. Die Stimmen von vier Lehrkräften werden vorgelegt, die damit begonnen haben, Informations‐ und Kommunikationstechnologie (hauptsächlich ihre neu erworbenen interactive whiteboards (interaktive Tafeln)) in ihre gegenwärtige Unterrichtsmethode einzubeziehen. Es wird untersucht, welche Veränderungen es bei zunehmender Praxis gibt. Die Vielschichtigkeit einer realen Situation wird somit dem vereinfachten Idealfall gegenübergestellt. Mittels dieser Untersuchung werden Beispiele hochentwickelten pädagogischen Denkens erforscht und dazu verwendet, um zu zeigen, dass es doch nicht so einfach ist, den Lernprozess zu verändern—mit oder ohne ICT.
La política actuel del gobierno del Reino Unido sitúa a los profesores de todos los departamentos bajo la presión de arraigar ICT en la práctica de su pedagogía para mejorar la enseñanza y el aprendizaje. Este artículo intenta comparar esa política con la realidad de un pequeño número de profesores de idiomas extranjeros que se esfuerza por llevarla a cabo. La voz de cuatro profesores nos presenta como empoezaron a arraigar el uso de ICT (primeramente con la reciente adquisición de los Whiteboards Interactivos) como enfoque en sus clases actuales. La historia de su práctica en desarrollo está acompañada de indicios de cambios. Por eso la complejidad de una situación real se contrasta con un ideal más simplificado. Por medio de esta investigación, se exploran ejemplos de pensamiento pedagógico sofisticado para demostrar que quizás no sea tan fácil transformar el proceso de aprendizaje, con o sin ICT. 相似文献
Members of particular communities produce and reproduce cultural practices. This is an important consideration for those teacher
educators who need to prepare appropriate learning experiences and programs for scientists, as they attempt to change careers
to science teaching. We know little about the transition of career-changing scientists as they encounter different contexts
and professional cultures, and how their changing identities might impact on their teaching practices. In this narrative inquiry
of the stories told by and shared between career-changing scientists in a teacher-preparation program, we identify cover stories
of science and teaching. More importantly, we show how uncovering these stories became opportunities for one of these scientists
to learn about what sorts of stories of science she tells or should tell in science classrooms and how these stories might
impact on her identities as a scientist–teacher in transition. We highlight self-identified contradictions and treat these
as resources for further professional learning. Suggestions for improving the teacher-education experiences of scientist–teachers
are made. In particular, teacher educators might consider the merits of creating opportunities for career-changing scientists
to share their stories and for these stories to be retold for different audiences.
The aim of this study was to compare selected kinematic variables of the front foot off-drive in skilled and less-skilled cricket batsmen. High-speed digital cameras were used to record the three-dimensional kinematics of 10 skilled and 10 less-skilled right-handed batsmen when playing a shadow front foot off-drive to realistic projected video footage. Skilled batsmen were more likely to identify the type of delivery bowled. Seventy percent of skilled batsmen had preparatory feet or foot movement before committing to play forward, while only 20% of the less-skilled batsmen utilized this trigger movement. Throughout the drive, the head of the skilled batsmen was further forward of the centre base point than that of the less-skilled batsmen. This forward head position was associated with the tendency for the skilled batsmen's centre of mass to be further forward during the predicted bat-ball contact. There were no significant differences between groups in the shoulder angle, bat angle or bat speed during the different phases of the stroke. There was a tendency for the less-skilled batsmen to have a larger hip angle at contact. This study provides further understanding of the factors associated with skilled performance in cricket batting, which coaches should consider when training less-skilled performers. 相似文献
This paper examines the close relationship between literacy and history in terms of the processes of historical enquiry and the literary outcomes of the historian’s work. It highlights the rich resource which historical documents represent for the primary classroom in a wide range of genres, and suggests that such documents can be used in their original form with all ability ranges. The means by which this can be done is presented in a case study of an integrated approach to teaching history, literacy and music, in a Year 6 class. The key to the success of the reading and writing activities was the use of varied teaching approaches including storytelling, drama, singing and discusssion as ways into challenging texts. The children used the concept of time and the listing of jobs as organisers for their extended writing. The careful scaffolding through text‐marking and the recording grid, as well as the emotions stimulated through the texts and activities, ensured success for all the children. The study emphasises the links between these genuine historical tasks, and activities in the National Literacy Strategy and suggests how music might be successfully integrated. 相似文献
The history of an older child victim of Munchausen by proxy (MBP) is described. He was referred for evaluation after repeated sinus surgeries for recurrent sinus infections believed to be related to a falsified history of an immunodeficiency. The perpetrator was the mother of this 14-year-old victim, consistent with the majority of such cases. This case prompted a review of cases of MBP in older children reported in our hospital as well as a literature search for other cases in older children. METHODS: This study was a chart review of children over 6 years of age who had been evaluated by social services at the Children's Hospital at the Cleveland Clinic and reported as cases of Munchausen by proxy to Child Protective Services between January 2001 and June 2003. Also, an OVID, Psychline, and Pubmed literature review of published cases of Munchausen by proxy were identified, and cases occurring in the older child were selected for review. RESULTS: Older children who are the victims of Munchausen by proxy may have an induced illness, but falsified reports of symptoms and medical history to coerce the child to undergo medical procedures may be more common. Collusion of the victim with the perpetrator may also become a factor as the child ages and adopts the deception. Given the complex relationship that exists between the parent and child, it is difficult to predict whether the victim either will assist the caregiver in maintaining the factitious illness or be able to recognize the falsification. CONCLUSIONS: Older children who are the victims of Munchausen by proxy may fear consequences of revealing the factitious illness. Physicians must consider the possibility of this diagnosis whenever there are discrepancies in a child's illness that makes a factitious illness a consideration. 相似文献
This article focuses on a Personalised Learning model which has 19 scales that were used to evaluate regional students’ perceptions of their readiness to learn, assessment processes, engagement, extent to which their learning is personalised and their associations with academic efficacy, academic achievement and student well-being. The data came from an average of 2700 students during each year of a 3-year study in six schools in provincial Victoria. A previously reported instrument was developed to measure students’ and teachers’ perceptions of the above factors affecting the implementation of Personalised Learning Plans (PLPs). It employed the latest scales to assess a range of PLP indicator variables, with all scales modified for use in an Australian context and with the total number of items kept to a minimum. Only scales that were more sensitive to PLPs were used in order to minimise the length of the instrument. There were three outcome variables: academic efficacy, academic achievement and student well-being. The emergent model demonstrates that addressing personalisation of learning and well-being depends on a combination of factors rather than “just getting one factor right”. This implies that there is a need for a coherent and collaborative approach for addressing the needs of students of low socioeconomic status. 相似文献
