This article focuses on the enhancement of social competence of students in secondary education. In the literature two perspectives on social competence can be distinguished: an ‘educating for adulthood’ perspective and an ‘educating for citizenship’ perspective. From each perspective goals are formulated for what education should be aimed at and what teachers could strive for. By means of a survey, teachers' educational goals regarding the social domain were explored. The results show that teachers unanimously emphasize educational goals from the ‘educating for adulthood’ perspective. The citizenship goals receive less attention. Irrespective of the perspective, pre‐vocational teachers appear less confident than general secondary teachers regarding the attainability of the goals for their students. They intend to contribute to the development of social competence of their students in their own lessons more often. In conclusion, we argue that teaching strategies should be developed that support teachers' contribution to their students' development of social competence, particularly the citizenship elements.
Cet article traite l'apprentissage d'une compétence sociale des élèves dans l'éducation secondaire. La littérature professionnelle distingue deux visions sur la compétence sociale: une vision orientée vers l'âge adulte et l'autre orientée vers la citoyennet. Chacune des ces visions connaît des objectifs spécifiques qui amènent leur propre façon d'enseignement et le rôle de l'enseignant là‐dedans. Les objectifs éducatifs des professeurs concernant le domaine social ont été explorés au moyen d'un aperçu. Les résultats prouvent que les professeurs soulignent unanimement les objectifs éducatifs s'orientant vers âge adulte, tandis que les objectifs s'orientant vers la citoyenneté suscitent moins d'attention. Indépendamment de ces deux visions, les professeurs du primaire semblent moins confiants que les professeurs du secondaire quand il s'agit de la faisabilité des objectifs par leurs élèves. Ceux‐là sont plus souvent prêts à contribuer au développement de la compétence sociale de leurs élèves pendant leurs propres leçons. En conclusion nous plaidons en faveur du développement de stratégies d'enseignement stimulant les professeurs à contribuer à la compétence sociale de leurs élèves, en particulier en ce qui concerne les aspects de citoyenneté.
Dieser Aufsatz beschäftigt sich mit der Verbesserung der Sozialkompetenz von Schülern im Sekundarbereich. In der Fachliteratur zum Thema Sozialkompetenz lassen sich zwei Perspektiven unterscheiden: Erstens die der “Erziehung zum Erwachsenen” und zweitens die der “Erziehung zum Staatsbürger”. Aus beiden Perspektiven werden für den Ausbildungssektor und für die Leherarbeit Ziele formuliert. Mittels einer Umfrage wurde in dieser Studie ermittelt, welche pädagogischen Ziele Lehrer sich im Bereich der sozialen Kompetenz setzen. Die Ergebnisse zeigen, dass Lehrer einstimmig pädagogische Ziele aus der Perspektive der “Erziehung zum Erwachsenen” betonen. Im Vergleich dazu erhalten Staatsbürgerschaftsziele weniger Aufmerksamkeit. In Bezug auf die erreichbarkeit der Ziele für ihre Schüler zeigen sich Lehrer im berufsvorbereitenden Unterricht, ungeachtet der Perspektive, weniger zuversichtlich als Lehrer im allgemeinbildenden Bereich. Sie haben häufiger die Absicht in ihrem eigenen Unterricht zur Entwicklung der Sozialkompetenz ihrer Schüler beizutragen. Wir schlussfolgern, dass Unterrichtsstrategien zu entwickeln sind, die Lehrern dabei helfen können, zur Entwicklung der Sozialkompetenz ihrer Schüler beizutragen, besonders dort wo es um die Staatsbürgerschaftelemente geht.
Este artículo se centra en la importancia de la competencia social de los alumnos en la educación secundaria. En la literatura se pueden distinguir dos perspectivas acerca de la competencia social: una perspectiva `que se dirige a una educación para la edad adulta' y una perspectiva `que se dirige a una educación para la ciudadanía'. Desde cada perspectiva se han formulado las metas que deben de alcanzar tanto la educación como los profesores. A través de una investigación se exploraron las metas de los profesores respecto al dominio social. Los resultados demuestran que los profesores de forma unánime dan más importancia a las metas educativas desde la perspectiva de ‘adulthood’. A las metas acerca de la ciudadanía se presta menos atención. Independientemente de la perspectiva, los profesores prevocacionales parecen tener menos confidencia que los profesores de secundaria que los alumnos alcancen las metas. Más a menudo tienden a contribuir al desarrollo de la competencia social de los alumnos en sus propias clases. Concluyendo, discutimos que se desarrollen las estrategias de aprendizaje que soportan la contribución del profesor al desarrollo de la competencia social del alumno, sobre todo los elementos de ciudadanía. 相似文献
It is well documented that stratification in education precedes social stratification. Many authors hypothesise that the stratification patterns in education may be related to background characteristics of students in a more complex way than researched so far in this field. Therefore, in this article the interactive effects of social class, ethnicity and gender on various indicators for school success are analysed and discussed. A large-scale longitudinal database offered the possibility to establish the complex relations between the three student background variables and school careers, measured by educational attainment 6 years after entering secondary education and by technical or science related choices. Results show that school success is not always predicted by expected additive or multiplicative effects of the different background variables. For example the situation of girls from ethnic minorities is better than expected, while that of indigenous boys from low socio-economic backgrounds is worse when compared to similar boys from ethnic minorities. Inequalities arising from different choice patterns regarding technical and science subjects can only partly be deduced from differences present at the age of 12, whereas in terms of general educational attainment secondary schools even reduce arrears of ethnic minority female students as these can be observed at the age of 12. 相似文献
This article presents an overview of the recent literature on gendered patterns of academic choice in mathematics, science, and technology. It distinguishes in this literature micro-level, macro-level, and institutional explanations. Micro-level explanations focus primarily on psychological constructs, that is, variables at the level of the individual students. Macro-level explanations focus primarily on socioeconomic conditions and cultural understandings of gender roles. Institutional explanations focus on design characteristics of (national) education systems. After a presentation of these perspectives and of recent research progress that has been made, the authors critically discuss the lacunae that still exist in explaining cross-national variety, and provide suggestions for designing future research in this field. 相似文献
This article concerns the relationship between social–educational goals and the school context. We used a questionnaire to map the educational goals of teachers in pre-vocational education in the field of social competence, and investigated whether these goals were related to the percentage of students from ethnic-minority groups and to the urban environment of the school. The results show that all teachers, regardless of the school context, value promoting the social development of their students as an educational goal. We did not find a relationship between the context the teachers work in and the social-competence goals they aspire to in their subject. However, teachers working in a more complex school environment, in terms of both the ethnic heterogeneity of the student population and the urban environment of the school, did consider a number of social-competence goals to be less attainable for their students. The results are discussed in the light of research on the competences young people need to participate in a multi-cultural society and the implications for teachers and teaching. 相似文献
One of the fundamental problems in socio-cognitive conflict theory concerns what it is that leads to cognitive growth. Is it conflict per se, i.e. the fact that two contradictory opinions are brought together, or is it the presence of the correct answer which is essential for growth. In this experiment, dyads, functioning on the same cognitive level, were formed and asked to solve a conservation-of-length task. The classification of the children in the pre-test was not done according to Piagetian norms, but according to Flavell’s appearance-reality (AR) model: AR non-conservers (AR-NC), AR intermediates (AR-I) and AR conservers (AR-C). Many children who would have been scored as non-conservers in a standard Piagetian task, showed an underlying conservation competence and were classified as AR-I. The results of the interaction suggest that conflict does not lead to appropriate change in AR-NC dyads or AR-I dyads. Furthermore, the results suggest that the most effective method for AR-I to become conservers, is to make them think about a problem and then, to create consensus by confronting the children with others who have also reached the correct solution. 相似文献
School autonomy in personnel policy is important to effective personnel management. With increased autonomy in personnel policy, principals could wield their leadership to improve teachers’ organizational commitment. However, little is known about whether the given autonomy in personnel policy meets principals’ expectation and whether and how the gap in between has an effect on teachers’ organizational commitment. This research explores the effects of autonomy gap in personnel policy, principal leadership, teachers’ self-efficacy and school contextual factors on teachers’ organizational commitment. Multilevel analysis was used. The results show the effects of autonomy gap in personnel policy differ among areas. In particular, the autonomy gap in salary was found to be a significant antecedent of teachers’ organizational commitment. The results also highlight the importance of principal leadership in this process. Principals with a stronger leadership tend to perceive generally a larger autonomy gap in personnel policy. In addition, when transformational leadership increased, its positive influence on teachers’ organizational commitment became even stronger. Implications for developing efficacious leadership and autonomy policy in personnel management were discussed. 相似文献
This study investigates the impact of Catholic schooling on academic achievement of native Belgian and Muslim immigrant pupils. The distinctive characteristics of Catholic schools in Belgium (Flanders) form an exceptionally suitable context to study this. Multilevel latent growth curve analyses are conducted with data from approximately 5,000 pupils across 200 primary schools. No support was found for the Catholic school advantage hypothesis as the overall achievement growth for math and reading was not significantly better in Catholic schools than in public schools. Likewise, no evidence was found for the so-called “common school effect” hypothesis: The learning growth of Muslim pupils was not significantly better in Catholic schools. In fact, the initial achievement gap was found to be higher in Catholic schools than in public schools. Implications of these findings are discussed. 相似文献
This article analyses educational research on gender inequality carried out in the Netherlands between 1982 and 1991. It can be regarded as a case study on the conceptualisation of the problem of gender inequality in education. In the Netherlands two types of research can be identified: policy‐orientated research, which was largely concerned with primary and secondary education, and action research which developed from within and focused on adult education. In the beginning most researchers in both types of research were aware of the problems related to the concept of ‘disadvantage’. Later on, policy‐orientated research on gender and education has increasingly approached education primarily as a means of preparing for a promising position on the labour market. The concept of disadvantage, which at first appeared to have been superceded, has been frequently applied in the analysis of gender in education. Action research, however, focused on the learning processes of women considering feminine qualities to be positive and valuable. We discuss the criticism from women's studies of the research carried out. Finally, the central concepts of the Dutch research are related to the classifications used in England. 相似文献
In the past decade, extensive research on gender and learning styles has produced a multitude of findings: gender differences in learning styles are small on average, but across studies quite different results are observed. In the present study, this heterogeneity is the central focus of our attention. Two possible interpretations concerning the educational context and the concept of gender identity are investigated: the teacher and the subject he or she teaches. Besides the variable gender as a dichotomous variable, the variable gender identity is included to reflect the theoretical standpoint of the social construction of gender differences. Using multivariate techniques on a data set of 432 adult secondary students, the observed relations between gender, gender identity and learning styles are described. Gender identity turns out to explain more variance in the use of learning styles compared to gender. Furthermore, it is shown that gender (identity) differences in learning styles do not vary across teachers and, with one exception, they do not vary across subjects. 相似文献
During the last two decades teachers in many countries have found themselves facing new demands and changes. In his “intensification thesis” Apple, M.W. [(1986). Teachers and Texts. A political economy of class and gender relations in educations. London: Routledge] made a powerful attempt to conceptualize and explain these changes: the growing economic oriented perspective on education leads to an intensification of teachers' work. This paper, which reports on qualitative–interpretative case studies in Flemish (Belgian) primary schools, contributes to a more refined understanding of teachers' working conditions. Using “experience of intensification” as a central concept, the authors call for a refined understanding of the complex interplay of teachers' professional selves, the cultural and structural working conditions in the school and the different “calls for change” they have to deal with. Based on multiple case studies, the authors demonstrate that the experience of intensification is mediated through processes of interpretation and sense-making that are influenced by the organizational working conditions as well as teachers' sense of professional identity. 相似文献
