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We explore the perceptions of teachers concerning citizenship and enterprise in Hungary and England. Contextual matters are described and research methods outlined prior to a discussion of emerging issues. We argue that citizenship in both countries is understood broadly in terms of what it means to be human. The English teachers emphasized community issues and being socially active more often than those in Hungary. Hungarian teachers were less positive about state and civil society and more patriotic about their country. In both countries those in provincial towns (rather than those in capital cities) suggested a belief in the need for a greater adherence to rules. There was greater enthusiasm for citizenship education in primary rather than secondary schools in both countries. All teachers seemed wary about a form of enterprise education that relates directly to the economy and this was especially true for the Hungarian sample. Teachers in both countries, while recognizing the current emphasis on competition between and within schools, tended to characterize citizenship education as a constructive social enterprise (rather than an economic enterprise), in which young people are encouraged to explore problems and develop their initiative and capacity for action. All teachers favoured a collaborative and broad‐based pedagogical approach in which young people are allowed to explore social and political issues through dilemmas. 相似文献
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The peer review of teaching: Progress,issues and prospects 总被引：2，自引：0，他引：2
Patricia Hutchings 《Innovative Higher Education》1996,20(4):221-234
As campuses search for ways to raise the level of attention to teaching, the peer review of teaching offers distinct advantages, especially for faculty eager to overcome the isolation of the classroom and to collaborate on improvement. But it presents a number of challenges as well, both political and methodological, and presumes significantly different roles for faculty in ensuring and improving the quality of student learning. Experience on twelve campuses in a national project on the peer review of teaching provides a context for analysis in this introduction to the essays that follow.Patricia Hutchings directs the Teaching Initiative of the American Association for Higher Education in Washington DC, where she has been a staff member for the past eight years. Prior to that she was a faculty member and chair of the English department at Alverno College in Milwaukee. She received a Ph.D. in English from the University of Iowa in 1978 and continues to teach creative writing. 相似文献
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Bruce Carrington Becky Francis Merryn Hutchings Christine Skelton Barbara Read Ian Hall 《Educational studies》2007,33(4):397-413
In recent years, policy‐makers in England, Australia and other countries have called for measures to increase male recruitment to the teaching profession, particularly to the primary sector. This policy of targeted recruitment is predicated upon a number of unexamined assumptions about the benefits of matching teachers and pupils by gender. For example, it is held that the dearth of male ‘role models’ in schools continues to have an adverse effect on boys’ academic motivation and engagement. Utilizing data from interviews with more than 300 7‐ to 8‐year‐olds attending primary schools in the north‐east and south‐east of England, the paper sets out to scrutinize these claims. The findings revealed that the gender of teachers had little apparent effect on the academic motivation and engagement of either boys or girls. For the majority of the children, the gender of the teacher was largely immaterial. They valued teachers, whether men or women, who were consistent and even‐handed and supportive of them as learners. 相似文献
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