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Recent rapid changes in the ethnic and cultural make-up of school communities have highlighted the need for teacher education to prepare teachers for culturally diverse contexts. International study trips provide direct experience and interaction with culturally diverse ‘others’ as a way to extend pre-service teachers’ understandings of difference and diversity. This paper presents findings from a qualitative study that investigated the experiences of 15 Australian pre-service teachers who attended a short-term study programme in either Korea or India. Drawing on notions of the ‘comfort zone’ and ‘pedagogies of discomfort’, we discuss how the pre-service teachers were challenged to move beyond their comfort zone into new and unfamiliar territory, and into states of dissonance and discomfort. Three interrelated themes emerged from the interview data: (1) dissonance resulting from physical discomfort; (2) dissonance resulting from culturally different communication styles and expectations about appropriate behaviour and interaction and (3) dissonance resulting from incidents/events that challenged the pre-service teachers’ views of themselves and their own cultures. We suggest that many of the participants experienced levels of discomfort and dissonance that hindered effective learning, and limited the transformative potential of the experience. We conclude by discussing some implications for international experience programmes in teacher education. 相似文献
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Robin Margaret Averill Jae Major 《Educational research; a review for teachers and all concerned with progress in education》2020,62(2):146-161
ABSTRACTBackground: High quality tertiary teaching is important for maximising the impact of tertiary education for students, employers and society, as well as for institutional reputation and accountability. Varied interpretations exist regarding what counts as ‘innovative’ tertiary teaching.Purpose: This study sought to explore the deeper drivers of motivations of tertiary educators to initiate and implement teaching innovations.Method: Drawing from the data from semi-structured interviews from a wider study into innovative teaching in a tertiary education institution in Aotearoa New Zealand, we analysed the rationale of 13 expert tertiary educators for teaching in novel ways. The framework for analysis was based on Self-Determination Theory: data were analysed in relation to three basic psychological needs known to impact on motivation and wellbeing – competence, autonomy and relatedness.Findings: Our analysis suggests that tertiary educator motivation to innovate in their teaching is related to feelings of all three needs. Findings suggest that innovative pedagogical change was linked to educators’ need for feelings of competence in relation to subject area content, pedagogy and developing student competence. Enhancing autonomy for the educators themselves, or for their students, was also an important factor motivating innovative practice. Developing relatedness between students, between themselves and students, and between students and society were reported as motivations for innovative teaching. Some teaching innovations were motivated by the educator’s desire for greater personal or student wellbeing.Conclusions Educators’ motivations for being innovative in their tertiary pedagogical practice encompassed content, pedagogical, personal and social dimensions. None reported that their innovation was motivated by institutional policy or expectations. The reported challenges to innovative teaching practice, including institutional structures and processes, lack of access to specific technologies, and the time needed to develop and implement changed practice, indicate that educators must be strongly committed to making change in their practice to sustain the effort required. 相似文献
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Campus-based urban legends have the potential to convey and construct student culture in higher education. Basic qualitative
and humanistic research methods were used to collect, analyze, and interpret legends related to the academic experience of
collegiate life.
相似文献
| Claire Howell MajorEmail: |
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New verse or the same old chorus?: looking holistically at distance education research 总被引：1，自引：0，他引：1
While there continues to be a proliferation in the number of studies conducted on various aspects of distance education, we
are often left with little understanding of the holistic planning and effects of it. This paper draws lessons learned from
the literature on distance education over the past five years. This review did not seek to be exhaustive in presenting the
findings of every study, but instead focuses on specific instruction we can take from past research at the institutional,
faculty, and student levels. 相似文献
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“灰蒙蒙的天空、灰蒙蒙的跑道、一个以时代构形标准而言已经算不上前卫的机体，起落架收起，看来一次司空见惯的平凡飞行又开始了。然而不寻常的是，在大约2万米的对／平流层交界处，飞机却仍在加速，尾流也开始呈现规则的点状分布……接下来的事情在超出人们视线的同时也超出了想像：在不断的加速中，飞机居然突破了十万米的高度（世界运动委员会制定的最低太空高度）， 相似文献
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Abstract Currently, only epidemiological injury data have been reported for the new extreme sport of aggressive inline skating, or trick skating. No studies have examined the biomechanics of this sport, which involves repetitive jumping and landing from railings, ramps, and ledges, often over 1 m in height. We present results of a pilot study that examined the effect of skater experience and lower extremity biomechanics on energy absorption ability, and observed balance strategies used during two basic tricks. In these tricks, the skater jumps onto an elevated rail and maintains balance while standing in a single position (stall) or sliding along the rail (grind). Lower extremity joint kinematics, impact force characteristics, and general movement behaviours were examined during landing and balance phases. Ten male skaters performed ten stalls and ten frontside grinds on an instrumented grind rail, capable of measuring vertical force. Vertical impact force was found to decrease with increasing skater experience in stalls (r = ?0.84, P = 0.002) and grinds (r = ?0.84, P = 0.009). This might imply that less-experienced skaters are (subconsciously) more concerned about maintaining balance than refining technique to minimize impact force. Similar to drop landing experiments, peak impact force decreased with increasing knee flexion during stalls (r = ?0.65, P = 0.04). During stalls, skaters demonstrated classic balance maintenance strategies (ankle, hip, or multi-joint) depending on trick length. During grinds, skater centre of mass never passed over the rail base of support, suggesting the use of momentum produced from obliquely approaching the rail. 相似文献