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31.
Building a Science of Teaching: How objectives and reality meet in Finnish teacher education 总被引：1，自引：0，他引：1
Teachers play an important part in school reform. They have practical knowledge and internalised views of good teaching and learning, which guide their work and their interaction with pupils and colleagues. The foundation for this knowledge and competence is laid in teacher education. Teachers' continuing professional development is supported by in-service training, which should be linked more closely with initial teacher education. Based on the findings of national and international evaluations, the article discusses the extent to which aims and reality meet in Finnish teacher education. The article notes that teacher research produces important information in support of teacher education. Teacher education should be anchored not only in research-based education, but also in the reality of teachers' work. More researched data are needed about the everyday reality and practical knowledge of teachers working in the field. 相似文献
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Hannu Räty Leila Snellman Aki Vainikainen 《European Journal of Psychology of Education - EJPE》1999,14(3):423-437
Conducted in the framework of the theory of social representations, the study was designed to examine the dimensions in terms of which parents assess their children’s abilities, the ways in which social positions — here, the parents’ education and gender and the child’s gender — organize these assessments, and the ways in which the assessments relate to the estimated school success of the child. The subjects were a nationwide sample of parents (N=938), who were asked to estimate their children’s school success and to assess these children’s abilities. A factor analysis showed the ability assessments to be multidimensional. The parents assessed girls’ cognitive and social abilities to be better than boys’. Academically educated parents drew a more categorical distinction than other parents between cognitive and other abilities, which suggests that they endorse a differential conception of intelligence. A clear congruity of content was observed between the estimations of school success and the assessments of abilities, indicating that different school subjects are associated with different abilities. 相似文献
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Ilkka Kauppinen 《Globalisation, Societies & Education》2014,12(4):498-519
The restructuring of European higher education (EHE) since the 1980s is a widely studied subject. However, this paper argues that previous studies have paid insufficient attention to the role of transnational policy-making groups in this complex and multilevel process. This argument is supported by focusing on how the European Round Table of Industrialists (ERT) has participated in this restructuring since the mid-1980s. This paper's focus is especially in two ERT documents that were published in the 1980s. The main finding is that the current restructuring of EHE reflects interests of the ERT that represents the emerging transnational capitalist class (TCC) at European level. 相似文献
35.
Tapio Puolimatka 《Journal of Philosophy of Education》2001,35(2):299-308
Gary Dann criticises my argument that democratic values education requires a moral realist framework. In this paper I argue that Dann's critique contains three basic confusions: (1) He assumes that moral realism necessarily implies evidentialism. (2) He assumes that moral realism gives priority to philosophical thinking as over against common sense reasoning. (3) He forgets that realism is primarily an ontological rather than an epistemological doctrine. 相似文献
36.
This article introduces a quantitative research into how the leadership team members of 49 basic education schools in the city of Vantaa, Finland, experienced the realisation of strategic leadership in their leadership teams' work. The data were collected by a survey of 24 statements, rated on a five-point Likert scale, and analysed with the Statistical Package for the Social Sciences (SPSS). The only variant explaining the differences in experiencing the realisation of strategic leadership in the leadership teams' work statistically, almost significantly, was the leadership team membership. 相似文献
37.
Ilkka Johannes Ratinen 《International Journal of Science Education》2013,35(6):929-955
The greenhouse effect is a reasonably complex scientific phenomenon which can be used as a model to examine students' conceptual understanding in science. Primary student-teachers' understanding of global environmental problems, such as climate change and ozone depletion, indicates that they have many misconceptions. The present mixed method study examines Finnish primary student-teachers' understanding of the greenhouse effect based on the results obtained via open-ended and closed-form questionnaires. The open-ended questionnaire considers primary student-teachers' spontaneous ideas about the greenhouse effect depicted by concept maps. The present study also uses statistical analysis to reveal respondents' conceptualization of the greenhouse effect. The concept maps and statistical analysis reveal that the primary student-teachers' factual knowledge and their conceptual understanding of the greenhouse effect are incomplete and even misleading. In the light of the results of the present study, proposals for modifying the instruction of climate change in science, especially in geography, are presented. 相似文献
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This paper draws upon empirical research to provide insights into current teacher learning practices under broader neoliberal conditions, and how the latter might be resisted. The paper contrasts neoliberal approaches to teachers’ learning with the Nordic tradition of educational action research and ‘Bildung’ as alternative resources to guide teachers’ and principals’ collective learning practices in schools, and draws upon empirical research to provide evidence of the benefits and challenges of doing so. The paper draws upon research into the learning practices of primary teachers in Australia, early childhood teachers in Sweden, and principals in Finland. The research reveals the influence of more Bildung-informed conceptions of educational action research, even as these are challenged by existing administrative cultures, and neoliberal pressures. The research presents ‘resources for hope’ to promote collective learning based on democratic values, not in an idealized or abstract manner, but in a way which is simultaneously cognizant of empirical realities. 相似文献
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Neil E. Bezodis Aki I. T. Salo Grant Trewartha 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(4):258-269
Sprint start performance has previously been quantified using several different measures. This study aimed to identify whether different measures could influence the performance-based ranking within a group of 12 sprinters, and if so, to identify the most appropriate measure. None of the 10 performance measures ranked all sprinters in the same order; Spearman's rho correlations between different block phase measures ranged from 0.50 to 0.94, and between block phase measures and those obtained beyond block exit from 0.66 to 0.85. Based on the consideration of what each measure quantifies, normalised average horizontal external power was identified as the most appropriate, incorporating both block velocity and the time spent producing this velocity. The accuracy with which these data could be obtained in an externally valid field setting was assessed against force platform criterion data. For an athlete producing 678 ± 40 W of block power, a carefully set-up manual high-speed video analysis protocol produced systematic and random errors of +5 W and ± 24 W, respectively. Since the choice of performance measure could affect the conclusions drawn from a technique analysis, for example the success of an intervention, it is proposed that external power is used to quantify start performance. 相似文献
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Ms. Dorothea Salo, Faculty Associate at the School of Library & Information Studies of the University of Wisconsin-Madison, argued passionately and cogently about the obligation of librarians to protect the privacy of patrons using electronic serials and the data generated from that usage. Libraries should forcefully express their concerns to vendors of such resources about their collection and commercialization of user data and should stipulate provisions in their contracts and licensing agreements to prevent such misuse of patron’s personal information. 相似文献