The Bologna process and the search for excellence: between rhetoric and reality,the emotional reactions of teachers     

Sara Bahia  Isabel P. Freire  Maria Teresa Estrela  Anabela Amaral  José António Espírito Santo 《Teaching in Higher Education》2017,22(4):467-482

ABSTRACT

There has been an overall change in higher education towards the achievement of outstanding patterns of quality and excellence that assure competitiveness at a global scale. Teachers feel the pressure of official regulations for achieving quality and excellence, based on questionable concepts of quality that do not take into account the experience and beliefs of teachers and lead to emotional states that may promote or hinder adjustment to changes.

The present study used a categorical content analysis to capture the emotions that twelve university teachers associate with the changes experienced and with the pursuit of quality emphasized in Portugal by the Bologna Process. The results show that participants revealed mixed emotions regarding change. Students elicit mostly positive emotions, whereas bureaucracy, marketization and career changes generate negative emotions that impede the quest for quality, although in a minority of participants they prompt resilience that stimulates engagement in quality.  相似文献   

A reconstruction of development of the periodic table based on history and philosophy of science and its implications for general chemistry textbooks     

Angmary Brito  María A. Rodríguez  Mansoor Niaz 《科学教学研究杂志》2005,42(1):84-111

The objectives of this study are: (a) elaboration of a history and philosophy of science (HPS) framework based on a reconstruction of the development of the periodic table; (b) formulation of seven criteria based on the framework; and (c) evaluation of 57 freshman college‐level general chemistry textbooks with respect to the presentation of the periodic table. The historical reconstruction of the periodic table showed that the periodicity of the elements could be construed as an inductive generalization or as a function of the atomic theory. There is considerable controversy with respect to the nature of Mendeleev's contribution, and various alternatives are discussed: ordered domain; empirical law; and a theory with limited explanatory power. Accommodation of the elements according to their physicochemical properties is considered to be the major contribution of the periodic table by all textbooks, followed by contrapredictions of previously unknown elements (30 textbooks), and novel predictions (corrections of atomic mass) of known elements (10 textbooks). The relative importance of accommodation and prediction within an HPS framework is generally ignored. Few textbooks have attempted to explore the possible cause of periodicity in the table and very few textbooks have explored the nature of Mendeleev's contribution. The development of the periodic table as a sequence of heuristic principles in the form of a convincing argument has been ignored. The textbook approach of emphasizing that the development of the periodic table was an inductive generalization, and that Mendeleev had no model or theory, does not facilitate the spirit of critical inquiry that led the scientists to grapple with alternative interpretations, conflicts, and controversies. It is concluded that the development of the periodic table went through a continual critical appraisal (conflict and controversy), in which scientists presented various tentative theoretical ideas to understand the observed phenomena. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 42: 84–111, 2005  相似文献   

The relationship between life goals and fields of study among young European graduates     

Adela García-Aracil  Daniel Gabaldón  José-Ginés Mora  Luis E. Vila 《Higher Education》2007,53(6):843-865

This paper analyses the relationships among life goals, job prospects and fields of study for a sample of young European higher education graduates. The results show that there is a characteristic pattern for each field of study with regard to the variables used. Graduates in a given field have similar life goals and job prospects, as well as a similar educational and social background, irrespective of cultural and labour market differences associated with their country of residence.  相似文献   

Visual and phonological coding in working memory and orthographic skills of deaf children using Chilean sign language     

Alvarado JM  Puente A  Herrera V 《American annals of the deaf》2008,152(5):467-479

Deaf children can improve their reading skills by learning to use alternative, visual codes such as fingerspelling. A sample of 28 deaf children between the ages of 7 and 16 years was used as an experimental group and another sample of 15 hearing children of similar age and academic level as a control group. Two experiments were carried out to study the possible interactions between phonological and visual codes and working memory, and to understand the relationships between these codes and reading and orthographic achievement. The results highlight the relationship between dactylic and orthographic coding. Just as phoneme-to-grapheme knowledge can facilitate reading for hearing children, fingerspelling-to-grapheme knowledge has the potential to play a similar role for deaf readers.  相似文献   

Play in two societies: pervasiveness of process, specificity of structure     

Bornstein MH  Haynes OM  Pascual L  Painter KM  Galperín C 《Child development》1999,70(2):317-331

The present study compared Argentine (N = 39) and U.S. (N = 43) children and their mothers on exploratory, symbolic, and social play and interaction when children were 20 months of age. Patterns of cultural similarity and difference emerged. In both cultures, boys engaged in more exploratory play than girls, and girls engaged in more symbolic play than boys; mothers of boys engaged in more exploratory play than mothers of girls, and mothers of girls engaged in more symbolic play than mothers of boys. Moreover, in both cultures, individual variation in children's exploratory and symbolic play was specifically associated with individual variation in mothers' exploratory and symbolic play, respectively. Between cultures, U.S. children and their mothers engaged in more exploratory play, whereas Argentine children and their mothers engaged in more symbolic play. Moreover, Argentine mothers exceeded U.S. mothers in social play and verbal praise of their children. During an early period of mental and social growth, general developmental processes in play may be pervasive, but dyadic and cultural structures are apparently specific. Overall, Argentine and U.S. dyads utilized different modes of exploration, representation, and interaction--emphasizing "other-directed" acts of pretense versus "functional" and "combinatorial" exploration, for example--and these individual and dyadic allocentric versus idiocentric stresses accord with larger cultural concerns of collectivism versus individualism in the two societies.  相似文献   

Forgetting about Friendship: Using Conflict in Teacher Communities as a Catalyst for School Change   总被引：1，自引：0，他引：1  

Jorge Ávila de Lima 《Journal of Educational Change》2001,2(2):97-122

It is widely recognized that teacher communities figure among the most vital factors for promoting educational change within schools. While there is widespread consensus on the idea of collegiality as an instrument for promoting and sustaining change, scholars are much less clear on the characteristics that teachers' professional communities within schools must possess in order to promote and sustain such change. This paper discusses the role of friendship and conflict in teacher communities and argues for a rethinking of the way the intermingling of professional and interpersonal ties in schools contributes to school change.  相似文献   

Indigenous languages and intercultural bilingual education in Bolivia     

Xavier Albó  Lucía d'Emilio 《Prospects》1990,20(3):321-329

Cofounder of the Centre for Research into and Promotion of the Peasantry (CIPCA). Author of, among other works, Los mil rostros del quechuaand Lengua y sociedad boliviana,and editor of Raíces de América: el mundo Aymara and Para comprender las culturas rurales en Bolivia.  相似文献   

The influence of university students’ learning beliefs on their intentions to use mobile technologies in learning: a study in China and Spain     

Huang  Fang  Sánchez-Prieto  José Carlos  Teo  Timothy  García-Peñalvo  Francisco J.  Sánchez  Eva María Torrecilla  Zhao  Chen 《Educational technology research and development : ETR & D》2020,68(6):3547-3565

Educational technology research and development - As an emerging learning method, mobile technologies allow students to gain knowledge via both formal and informal learning. In spite of the...  相似文献   

Intergenerational educational and occupational mobility in Spain: does gender matter?     

Laura De Pablos Escobar  María Gil Izquierdo 《British Journal of Sociology of Education》2016,37(5):721-742

This paper explores the changes in intergenerational mobility seen in Spain during the last century. It examines educational and occupational mobility, paying particular attention to the existence of a differentiated gender effect. The magnitude of the historical changes that have taken place in Spain during the twentieth century and the scarcity of studies in this field increase the value of this paper. More specifically, the paper seeks to describe how the situation has changed with the social–economic and education policy developments in democratic Spain, especially with regards to women. The main results show that while educational mobility has improved, there has been no such significant change in occupational mobility.  相似文献   

Significant learning in catholic religious education: the case of Temuco (Chile)     

Jessica Navarrete  Angélica Vásquez  Efraín Montero  Daniel Cantero 《British Journal of Religious Education》2020,42(1):90-102

ABSTRACT

The object of this article is to reveal the teaching strategies used by teachers for religious education in Temuco, Chile. The paradigm used was qualitative and the design was a single interpretative case study. The data were collected by semi-structured interviews with pupils and religious education (RE) teachers. The results show convergences of successful strategies, such as the use of conversations to form opinions related with the pupils’ everyday interests. We conclude that significant learning for catholic religious education in schools (CRES) includes teaching strategies associated with individual and collective reflections and conversations on topical social issues. Thus, religious education may enable us to advance towards a pluralist approach to the teaching of religion.  相似文献