This article is concerned with 26 primary and secondary student teachers' early perception of themselves as Catholic educators in Scotland. It analyses their perspectives on what it means to be a Catholic teacher, what is expected of them by the Church and what motivated them to choose this particular career path. Discussion of these issues reveals an astute awareness of their role in the Catholic sector but a deep apprehension about their ability to succeed in fulfilling this. Their religious biographies and identities highlight much about the Scottish context of which they are a part, yet their responses to faith indicate differing levels of confidence in teaching, particularly with regard to the content of the Religious Education curriculum which they are expected to implement. The challenge these students present to the major stakeholders in Scottish education is to provide them with adequate support in developing their own faith—and knowledge and understanding of it—in order to enable them to carry out their role as Catholic teachers effectively within the state‐funded system.
Cet article se base sur 26 instituteurs et professeurs en formation et leur auto‐perception comme formateurs catholiques en Ecosse. L'article analyse leur compréhension de ce que veut dire être professeur catholique et de ce que l'Eglise attend d'eux ainsi que les raisons de leur choix particulier de cette profession. La discussion qui s'ensuit révèle une comréhension pointue de leur rôle dans l'éducation catholique ainsi qu'une inquiétude marquée de ne pas être à la hauteur de cette tâche. Leurs biographie et identité religieuses révèlent clairement le contexte écossais dont ils font partie, quoique leurs différentes réponses devant la foi ne manifestent pas le même niveau de confiance en tant que professeur surtout à l'égard du curriculum de l'enseignement religieux qu'ils sont censés maîtriser. Le défi, présenté par ces étudiants aux intéressés de l'éducation écossaise, est de leur apporter le soutien nécessaire au développement de leur foi, à sa connaissance et à sa compréhension afin qu'ils puissent bien remplir leur vocation d'enseignants catholiques dans l'enseignement public.
Dieser Artikel handelt um die anfaengliche Einschaetzung von 26 Referendaren der Grund‐ und Hoeherenschulen ueber sich selbst als katholische Paedagogen in Schottland. Er analysiert ihre Perspektiven darueber, was es fuer sie heisst ein katholischer Lehrer zu sein, was die Kirche von ihnen erwartet und was sie motiviert hat diesen beruflichen Werdegang auszuwaehlen. Diskussionen ueber diesen Themen zeigen eine aufschlussreiche Bewusstheit ihrer Rolle im katholischen Bereich, aber geleichzeitig verbunden mit einer tiefen Besorgnis dies selbst erfolgreich erfuellen zu koennen. Ihre religoese Biografien und Identitaeten sagen viel aus ueber die schottischen Umstaende dem sie angehoeren. Dabei zeigen die Schwankungen in ihren Antworten, in Punkto Glauben, unterschiedlichen Grad an Vertrauensniveau zur Lehrtaetigkeit, besonders in Bezug auf den Inhalt des Lehrplans aus dem Religionsunterrichts, den man von ihnen zu leisten erwartet. Die Herausforderung, die diese Studenten den Haupt‐Interessensvertreteren der schottischen Bildung darlegen, ist ihnen die entsprechende Unterstutzung zu bieten, ihren eigenen Glauben zu entwickeln—und das Wissen und das Verstehen darueber—um ihnen zu ermoeglichen, ihre Rolle als katholische Lehrer innerhalb des staats finanziertem Bildungssystem effektiv durchzufuehren.
El artículo constituye un estudio de veinte‐seis individuos que quieren ser profesor(a) o maestro(a) y sus percepciones instintivas de ellos mismos como formadores Católicos en Escocia. Esta es el análisis de sus perspectivas sobre la significación de ser un profesor Católico, las expectaciones de la Iglesia Católica, y las razones por qué están inspirado por esta carrera específica. Una discusion de esos asuntos no solo revela un conocimiento astuto de sus papeles en el sector Católico pero tambien una aprensión muy profunda de su capacidad tener éxito y realizar sus papeles y tareas. Sus identidades y biografías religiosas subrayan mucho el contexto escocés en que ellos participan, sino la variedad de sus respuestas a la fe ilustra distintas calidades de confianza para enseñar, especialmente con respecto a lo que está incluido en la curricula de la educación religiosa que tienen que enseñar. El desafío que esos estudiantes presentan a los que estan encargado de la educación Escocésa es proveerles—a los estudiantes—de apoyo suficiente para desarrollar sus propias fes—y conocimiento y entendimiento de ella—para permitirles cumplir eficazmente sus papeles como profesores(as)/maestros(as), especialmente dentro de un sistema que depende de fondos del Estado Civil. 相似文献
This study aimed to investigate internet usage among post-primary pupils in years 9, 11 and 13 in two contrasting post-primary schools in Northern Ireland, the nature and incidence of cyberbullying among these pupils, and the ways in which their schools are currently addressing the problem. A mixed methodological approach was adopted: a paper questionnaire was completed by pupils in Years 9, 11 and 13 (n = 425) in the two post-primary schools; focus group interviews were conducted with pupils from each year group (n = 18); and individual semi-structured interviews were carried out with the pastoral care coordinators (deputy heads with responsibility for pupil wellbeing) of each school (n = 2). The findings confirm that the post-primary pupils in these two schools own a range of internet-capable media devices and spend considerable time online. The incidence of cyberbullying among these pupils was relatively low, and most often consisted of hurtful or nasty comments sent via texts or posted on social networking sites. The study reveals inconsistencies between the approaches taken by the two schools, but also generally low levels of staff training, little engagement with parents, a lack of pupil confidence in the school’s ability to discuss cyberbullying openly, and a worrying absence of any systematic evaluation of the effectiveness of the schools’ current strategies for tackling this complex issue. 相似文献
Social characteristics, maternal behaviors, and the home environments of Caucasian adolescent and nonadolescent mothers were investigated in a sample of 50 primiparous low- and middle-class women and their 4-month-old infants. The mothers were interviewed about their child-care network and about stressful life events that may have occurred since the infant's birth. The HOME inventory was completed and videotapes of 2 hours of home observations were coded to assess maternal proximity, verbalizations, activity, and physical contact with the infant. Interview data indicated that adolescent mothers relied more frequently on other teenagers and other network members for help in child care than nonadolescent mothers. In addition, they also received more frequent support from their mothers and less frequent help from their partner's and partner's mother and siblings than nonadolescent mothers. During the home visit, they were less verbal with their infants and scored significantly lower on the Responsiveness and Maternal Involvement subscales as well as on the total HOME inventory; these results were replicated on subgroups matched for socioeconomic status, emphasizing the unique social context and parenting practices of teenage mothers. 相似文献
What do young people believe sexuality education ought to be about? It is within the absence of a sustained and critical consideration of the possibilities and politics of engaging in research with rather than for young people in the reimagining of sexuality education that this paper is positioned. Data were generated as part of an 18-month Youth Participatory Action Research study in one co-educational secondary school with 43 student co-researchers (15–17 years). The findings presented are not intended to provide conclusive statements about future directions for sexuality education, but rather provide a platform on which to discuss how young people’s ideas align with or diverge from current practice and debates surrounding what sexuality education should, could or ought to be about. 相似文献
The implementation of technology as a formal subject – either separate or integrated – in school curricula is a relatively recent phenomenon with most studies confined to Western or developed countries and little known about non-Western contexts. In this study we sought to gain an understanding of primary teachers' and curriculum development officers' perceptions of technology and technology education for a small island nation in the South Pacific. Participants' views were ascertained by means of semi-structured interviews including the use of picture card prompts used by Rennie and Jarvis (1995). The study reveals that the participants hold a rather limited view of technology and technology education. The participants see technology as consisting of a variety of artifacts and skills (including in some cases indigenous artifacts and cultural practices), but the predominant view was technology consists of modern, new, foreign, artifacts especially those associated with information and communication technologies. The participants view technology education as learning about how to use technological artifacts. Personal experiences including pre- and in-service teacher training and encounters with technological artifacts were the main influences on their views of technology and technology education. These findings suggest that primary science teachers will need pre-service training in order to implement a curriculum that provides a comprehensive understanding of technology. 相似文献
Higher education policies are increasingly focused on graduate learning outcomes, which infer an emphasis on, and deep understanding of, curriculum development across degree programs. As disciplinary influences are known to shape teaching and learning activities, research situated in disciplinary contexts is useful to further an understanding of curriculum development. In the life sciences, several graduate learning outcomes are underpinned by quantitative skills or an ability to apply mathematical and statistical thinking and reasoning. Drawing on data from a national teaching project in Australia that explored quantitative skills in the implemented curricula of 13 life sciences degree programs, this article presents four program-level curricular models that emerged from the analysis. The findings are interpreted through the lens of discipline-specific research and general curriculum design theories to further our understanding of curriculum development for graduate learning outcomes. Implications for future research and to guide curriculum development practices in higher education are discussed. 相似文献
This study compared heavy drinking and alcohol‐related consequences between freshman student‐athletes (n = 137) and nonathletes (n = 318). Differences in high‐risk drinking between the fall and spring terms were also examined. Results indicated that student‐athletes reported heavier drinking and higher levels of alcohol‐related consequences than did nonathletes. In addition, student‐athletes reported the highest levels of drinking and alcohol‐related consequences in the spring term. Implications for college counseling prevention programming are discussed. 相似文献
Children's spatial activities and parental spatial talk were measured to examine their associations with variability in preschoolers' spatial skills (N = 113, Mage = 4 years, 4 months; 51% female; 80% White, 11% Black, and 9% other). Parents who reported more diversity in daily spatial activities and used longer spatial talk utterances during a spatial activity had children with greater gains in spatial skills from ages 4 to 5 (β = .17 and β = .40, respectively). Importantly, this study is the first to move beyond frequency counts of spatial input and investigate the links among the diversity of children's daily spatial activities, as well as the complexity of parents' spatial language across different contexts, and preschoolers' gains in spatial skills, an important predictor of later STEM success. 相似文献
The principles of school choice and diverse provision underpin transition to secondary education in a majority of countries. This article focuses on the potential for structural diversity to constrain rather than promote choice. Although intended to improve equity in access and quality of provision, choice-based systems serve to homogenise school intakes and magnify attainment differences between schools. School choice decisions become high-stakes in such contexts, because eventual school placements influence the future character of children’s schooling. In Northern Ireland, existing community divisions are reflected in the available school types, with a majority of places at either Catholic or de facto Protestant schools, and only a small number at Integrated schools. This results in high levels of homogenisation along community lines. In addition, the provision of separate grammar and non-grammar schools means that intakes are also academically stratified, resulting in the extreme between-school attainment differences characteristic of systems arranged in this way. Drawing on documentary evidence and a survey of transition-age children, this research discusses how school choice within structurally complex systems can be constrained. The main focus is on how children’s education rights, as set down in the United Nations Convention on the Rights of the Child, are placed at risk by the interaction of system-level divisions. It concludes that school choice arrangements in Northern Ireland do not operate in compliance with children’s education rights when tested against each of the requirements set out in Tomasevski’s 4-As scheme, namely that education provision must be available, accessible, acceptable and adaptable. 相似文献
