Constraints and Challenges on Learning and Construction of Identities at Work   总被引：1，自引：0，他引：1  

Kaija Collin  Susanna Paloniemi  Anne Virtanen  Anneli Eteläpelto 《Vocations and Learning》2008,1(3):191-210

This paper analyses and discusses different constraints on workplace learning, vocational development and formation of identity. We ask how the learning and development of vocational identities are related to the various learning constraints and restrictions present in the socio-cultural contexts of the workplace. The study utilizes 20 interviews of industrial designers and nursing staff in Finland. The data on the vocational students was collected with Internet questionnaires (N?=?1125) from these two fields; technology and transport, and social services and health care. The results indicated that constraints on learning and professional/vocational identity development at work were mainly social in nature among employees as well as students. Therefore, we suggest that the most necessary conditions for workers’ and students’ learning are related to the feeling of “weness” that arises from individuals’ active participation in the social community.  相似文献   

The Relationships among Verbal Skills of Primary School Students with Specific Learning Disabilities and a Typically Developing Comparison Group     

Eve Kikas  Mairi Männamaa  Vaike Kumari  Triin Ulst 《International Journal of Disability, Development & Education》2008,55(4):315-329

The relationships among verbal skills of primary school students with learning disabilities and a typically developing comparison group were studied and compared with written tasks carried out in Estonian classrooms. Word defining, categorising/justifying, guessing, and memorising tasks were used. The participants were 251 students in Grades 2–4; of these, 163 were described as achieving normally and were in regular education classrooms, and 88 were diagnosed as having specific learning disabilities and attended special schools or classes for students with specific learning disabilities. Except for performance on the memorising tasks by grade, all the scores were better in upper grades. Children with learning disabilities performed less well than the children in the typically developing comparison group on all the tests. Associations between the results of various tests were stronger in the typically developing comparison group than in the group of children with learning disabilities.  相似文献   

Hochschule und Arbeitsmarkt im Bologna-Prozess     

Dr. Hilde Schaeper  Univ.-Prof. Dr. Andrä Wolter 《Zeitschrift für Erziehungswissenschaft》2008,11(4):607-625

In the Bologna process, “employability” has become an important objective of higher education, shaping the current discussion on the relationship between higher education and the labor market. The popularity of the term “employability”, however, seems to be negatively correlated with its precision. Therefore, the article first discusses the meaning of this concept and its usefulness for higher education. We come to the conclusion that employability is not an appropriate guiding principle for higher education reform. Key competencies are central to the concept of employability. However, the significance of key competencies is independent of the role they play in the concept of employability; they are also central to the necessarily flexible relationship between higher education and work. Therefore, this paper also addresses the question of whether the restructuring of the German higher education system was accompanied by curricular and didactic reforms, which facilitate the acquisition of key competencies. According to the results of the German Higher Education Information System HIS graduate survey 2005, the answer to this question is a cautious “yes”. In view of the limited empirical basis and the early date of the survey, however, we advise against premature generalizations.  相似文献   

Welche schulischen Merkmale beeinflussen die Unterrichtsqualität? Sekundäranalysen auf Grundlage von Schulinspektionsdaten     

Holger Gärtner 《Zeitschrift für Erziehungswissenschaft》2016,19(3):509-526

The present study examines the assumption of positive correlations between certain characteristics of school organization (goals, organization and human resources) and teaching quality. Therefore, inspection data from the Brandenburg school inspection are examined. These data are suitable due to the wide coverage of school and teaching characteristics and the fact that data from approximate all public schools is available. The results confirm positive correlations between school characteristics and teaching quality at the school level in the range of small to medium effects. Moreover, with an increase in school characteristics, the variation of teaching quality within a school decreases (small effects). The study provides evidence on potentials and limitations of inspection data for school quality research and the optimization of current inspection instruments.  相似文献   

Involving the students: outcomes and experiences from the participation of the board of European students of technology in the thematic network E4     

E. Coniavitis  C. Järnefelt 《European Journal of Engineering Education》2005,30(4):431-438

In order to keep on developing the European dimension of engineering education, the European Commission decided to launch the thematic network Enhancing Engineering Education in Europe (E4) to continue the work done in the previous thematic network, Higher European Engineering Education (H3E). As in H3E, the input of students was considered to be important and valuable, and thus needed also in this new thematic network. As contacts had already been made with the Board of European Students of Technology (BEST) that had participated in H3E, and the cooperation had proved to be fruitful and reliable, BEST was chosen as the channel to get student presence inside the Thematic Network.

It is an understatement to say that students as a whole are an important stakeholder in education, since it is in fact the students that are the actual recipients of education. After all, what would be the point of education without students? The question seems absurd, yet it is very often the case that students are not even consulted when changes are considered and implemented. That students should take part in the shaping of education needs to be recognized as something as self-evident as students taking part in education itself.

The views of the students can indeed in several cases be more original and innovative than those of professors or other academics, and of course take better into account the students' own needs. Professors and academics have, or at least should have, more knowledge and experience than students, but at the same time we must all realize that the environment around us changes, sometimes very fast, and what was good at one time sometimes does not work anymore. Students are young and still fresh with ideas, without yet having been fixed into a particular way of thinking, thus being able to come up with new ideas for improvement, in this case for engineering education. Thus it is not only natural that students should be involved in educational changes because of their position as its recipients, but also because they constitute a source of innovation and freshness in its own right, something that should not be overlooked.

The participation of students in the thematic network E4, via BEST, has allowed engineering students from around Europe to participate in the development of engineering education and their views to be made public to those who decide on how they are educated.  相似文献   

The Significance of Practical Training in Linking Theoretical Studies with Practice     

Nina Katajavuori  Sari Lindblom-Ylänne  Jouni Hirvonen 《Higher Education》2006,51(3):439-464

Today’s experts must continuously reconstruct their expertise and be able to apply their theoretical knowledge in actual work. The development of expertise is a long process, during which theoretical, practical and metacognitive elements of expert knowledge are integrated into a coherent whole. It is important to foster student’s learning and integration of theoretical knowledge in practice during tertiary education. One tool for this is to pay more attention to practical knowledge in the theoretical part of the curriculum. The aim of this study was to evaluate the significance of early practical training as a part of the pharmacy curriculum and to find out to what extent the students felt their practical training fostered their learning. A total of 47 pharmacy students were interviewed during the three-month practice period. Content analyses of the interviews showed that the practical training increased students’ understanding of theoretical knowledge and their motivation to study. The students acquired practical skills and knowledge in a working community of professionals. The results also showed that the students should be able to rehearse their reflective skills during the theoretical studies as well, because the practice period was too short to permit adequate development of reflective skills.  相似文献   

Some Thoughts About Togetherness: An introduction Re´flexions sur e Togetherness f Algunos Pensamientos Sobre el "Sentimiento de Unio´n"     

Bert Van Oers  Maritta Hännikäinen 《International Journal of Early Years Education》2001,9(2):101-108

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Leading the teacher team — balancing between formal and informal power in program leadership     

Högfeldt  Anna-Karin  Malmi  Lauri  Kinnunen  Päivi  Jerbrant  Anna  Strömberg  Emma  Berglund  Anders  Villadsen  Jørgen 《Tertiary Education and Management》2018,24(1):49-65

This continuous research within Nordic engineering institutions targets the contexts and possibilities for leadership among engineering education program directors. The IFP-model, developed based on analysis of interviews with program leaders in these institutions, visualizes the program director’s informal and formal power. The model is presented as a tool for starting a shared discussion on the complexities of the leadership of engineering program development. The authors liken program development to hunting in teams. Each individual expert in the program is needed, and all experts will need to work and collaborate for the same target. This calls for strategic and long-term thinking of engineering education development. Institutions should support the development of both formal structures as well as informal leadership skills among their program directors, but never fall for the temptation to see the program director as the only actor on the stage.  相似文献   

Conceptual knowledge in talk and text: What does it take to understand a science question?   总被引：1，自引：0，他引：1  

Jan Schoultz  Roger Säljö  Jan Wyndhamn 《Instructional Science》2001,29(3):213-236

What is referred to as conceptual knowledge is one of the mostimportant deliverables of modern schooling. Following the dominance of cognitive paradigmsin psychological research, conceptual knowledge is generally construed assomething that lies behind or under performance in concrete social activities. In the presentstudy, students' responses to questions, supposedly tapping conceptual knowledge,have been studied as parts of concrete communicative practices. Our focus has been onthe differences between talk and text. The most frequent approach for generatinginsight into conceptual knowledge is by means of written tests. However, the very mannerin which people handle the demands of this particular form of mediation is seldomattended to. This problem has been studied by means of two items taken from theinternational comparison of knowledge and achievement in mathematics and science, TIMSS.The results reveal that it is highly doubtful if the items test knowledge of scienceconcepts to any significant extent. In both instances, the difficulties students have, asrevealed in the interview setting, seem to be grounded in problems in understanding somedetails in the written questions. These difficulties are generally easily resolved in aninteractive setting. It is argued that the low performance on these items can to a largeextent be accounted for by the abstract and highly demanding form of communication that iswritten language.  相似文献   

School is for Meeting Friends: Secondary school as lived and remembered   总被引：2，自引：0，他引：2  

Elina Lahelma 《British Journal of Sociology of Education》2002,23(3):367-381

The present article discusses young people's manifold and ambivalent feelings towards school as an institution, and towards their own school in particular. The questions are explored using different kinds of data: associations and metaphors that students provided on 'school', their reflections on an ideal school and their own school, as well as memories of secondary school a few years later. It draws on an ethnographic research in secondary schools and on a longitudinal life-history study in which the transitions of the same young people to post-16 education are traced. The empirical conclusions concerning students' perceptions on school are presented with four interlikned themes: students' lack of autonomy, the importance of informal relations, the importance of space and time in school, and the complexities of gender patterns. The article also raises a methodological question on nostalgia in memories - especially in ethnographers' memories.  相似文献