Freire and a revolutionary praxis of the body     

Antonia Darder 《Review of Education, Pedagogy & Cultural Studies》2018,40(5):422-432

  相似文献   

Case-Based Instruction in Early Childhood Teacher Preparation: Does It Work?     

Ida Rose Florez 《Journal of Early Childhood Teacher Education》2013,34(2):118-134

Case analysis is often used in early childhood teacher education as a constructivist method for developing students' professional skills and knowledge. Although case-based instruction is popular, the professional literature contains little empirical evidence that it effectively helps students develop professional knowledge. Indeed, some empirical evidence suggests case-based instruction may negatively impact learning, especially for students with limited existing knowledge about children's development. This study compared the child development content knowledge gains of two classes of undergraduate preservice early childhood teachers: those taught child development with case-based instruction and those taught the same content with traditional didactic instruction. The study also sought to determine if students' level of prior knowledge interacted with the type of instruction they received. Results indicated that students with strong prior knowledge out-performed classmates regardless of instructional method (i.e., case-based or didactic instruction). Students at all levels of prior knowledge had similar knowledge gains across both case-based and didactic instruction, but data trends suggest students with the least prior knowledge gained the most knowledge with case-based instruction.  相似文献   

Student and novice teachers’ stories about collaborative learning implementation     

Ilse Ruys  Hilde Van Keer  Antonia Aelterman 《Teachers and Teaching》2013,19(6):688-703

Despite the research evidence on the effectiveness of collaborative learning (CL), the implementation of this teaching strategy has not yet found a profound place in teaching practice. As a consequence, several studies have investigated teachers’ motives regarding and experiences with the use of CL. Most of these studies concern however senior teachers, whereas new generations of teachers are important actors in the process of educational innovation. Hence, it is crucial to explore novice teachers’ stories about CL implementation: what motivates them to implement this teaching strategy, what hinders them and how do they handle the challenges they are confronted with? The answers to these questions may provide useful information for improving the teacher education curriculum regarding CL. In this respect, the present study intends to study pre-service and beginning teachers’ experiences with CL in classroom practice, after a formal training pertaining to CL as part of their teacher education programme. The aim is to identify the main challenges student and novice teachers encounter when they want to implement CL in their teaching practice, and how they position themselves in these challenges. A qualitative case study design with in-depth interviews in the Flemish context (Belgium) was used to gain access to the particular experiences of each teacher, and to the processes of interpretation and meaning-making that go with those experiences. Participants were interviewed individually one week before graduation (n?=?15). After at least half a year of experience in the teaching profession, 10 participants were interviewed for a second time. In the present study, we present the results from a cross-case analysis, using the method of constant comparative analysis to identify similarities or differences, and to capture recurring patterns within the data. The findings reveal several dilemmas that illustrate the conflicting options teachers are facing in relation to their colleagues, their pupils, the curriculum and in the classroom context when they intend to implement CL. In particular, the following dilemmas were identified: two dilemmas related to professional autonomy (student teachers: teacher autonomy vs. pre-service performance assessment; novice teachers: teacher autonomy vs. institutional conformity), further dilemmas related to teachers’ beliefs about pupils’ readiness for CL vs. evidence about pupils’ readiness for CL, investing in innovation vs. curriculum and job pressure, and pedagogical intentions vs. contextual constraints. In most conflicting situations, student and novice teachers position themselves in the challenge by opting for non-implementation.  相似文献   

The deployment of the medico-psychological gaze and disability expertise in relation to children with intellectual disability     

Judith Anne Mckenzie  Catriona Ida Macleod 《International Journal of Inclusive Education》2013,17(10):1083-1098

In this study, we adopt the concepts of Michel Foucault on the medical gaze and Nikolas Rose on psychological expertise to differentiate between two forms of expertise evident in the education of intellectually disabled children. We draw on a discourse analytic study carried out in South Africa on intellectual disability in relation to educational practice to examine the operation of a medico-psychological gaze that calls for disability expertise in the management of disability. We conclude our discussion by noting that the dichotomy between impairment and disability that is proposed in the social model of disability does little to destabilise the power of the medico-psychological gaze since impairment is conceded to biomedical knowledge as an object of positive knowledge. This tacit acceptance of the medical authority gives sanction to disability expertise that operates in diffuse ways to regulate the educational experience of learners with intellectual disability. The implications of this conception for inclusive education are briefly explored, and further areas for research are suggested.  相似文献   

Science Teachers’ Thinking About the Nature of Science: A New Methodological Approach to Its Assessment     

Ángel Vázquez-Alonso  Antonio García-Carmona  María Antonia Manassero-Mas  Antoni Bennàssar-Roig 《Research in Science Education》2013,43(2):781-808

This paper describes Spanish science teachers’ thinking about issues concerning the nature of science (NOS) and the relationships connecting science, technology, and society (STS). The sample consisted of 774 in-service and pre-service teachers. The participants responded to a selection of items from the Questionnaire of Opinions on Science, Technology & Society in a multiple response model. These data were processed to generate the invariant indices that are used as the bases for subsequent quantitative and qualitative analyses. The overall results reflect moderately informed conceptions, and a detailed analysis by items, categories, and positions reveals a range of positive and negative conceptions about the topics of NOS dealt with in the questionnaire items. The implications of the findings for teaching and teacher training on the themes of NOS are discussed.  相似文献   

Construcción social del conocimiento en el aula: Un enfoque etnográfico     

Antonia Candela  Elsie Rockwell  Antonia Candela  Elsie Rockwell 《Infancia y Aprendizaje》2013,36(55):3-11

  相似文献   

Communities of practice and participatory action research: the formation of a synergy for the development of museum programmes for early childhood     

Maria Ampartzaki  Maria Kypriotaki  Catherine Voreadou  Antonia Dardioti  Iasmi Stathi 《Educational Action Research》2013,21(1):4-27

This study explores the integration of two key ideas and working frameworks: a community of educational practice formed by the synergy between a natural history museum and a university department of pre-school education, which undertook participatory action research aimed at the creation of innovative museum programmes for young children. Data analysis and the evaluation of the research process show that the community was able to bring its situated knowledge into question and interrogate propositional knowledge by means of re-evaluating the learning targets, the nature of children’s activity, the nature of interaction between adults and learners, and the nature of resources used in existing and newly designed programmes offered to young children. Participatory action research enabled the community to monitor the implementation of theory with scientific rigour and formulate a new ‘knowledge strategy’, which in theoretical terms will guide future developments.  相似文献   

Relationship between three-dimensional kinematics of knee and trunk motion during shuttle run cutting     

Yasuharu Nagano  Hirofumi Ida  Masami Akai  Toru Fukubayashi 《Journal of sports sciences》2013,31(14):1525-1534

Abstract

Female athletes are considered to exhibit knee and trunk motion that is characteristic of anterior cruciate ligament (ACL) injury. The aim of this study was to examine the in vivo motion of the trunk and knee during a cutting manoeuvre and determine the relationship between them. All participants (10 male and 10 female college athletes) performed a shuttle run cutting task with the left limb. Trunk inclination (forward and lateral) and knee joint angles (flexion/extension, abduction/adduction, and internal/external tibial rotation) were calculated. Differences between the sexes and associations between knee motion and trunk inclination were examined. An increase in trunk forward inclination was strongly correlated with an increase in knee flexion angle and moderately correlated with a decrease in the excursion of internal tibial rotation. An increase in right trunk lateral inclination was moderately correlated with an increase in excursion of internal tibial rotation. The results also showed differences between the sexes in trunk forward inclination, lateral inclination, and knee flexion angle, but no such differences in knee abduction or internal tibial rotation. Trunk inclination is related to knee flexion and excursion of internal tibial rotation. Female athletes demonstrate a low trunk forward inclination and knee flexion angle, a posture that resembles that of ACL injury.  相似文献   

Constructive,collaborative, contextual,and self‐directed learning in surface anatomy education     

Esther M. Bergman  Judith M. Sieben  Ida Smailbegovic  Anique B.H. de Bruin  Albert J.J.A. Scherpbier  Cees P.M. van der Vleuten 《Anatomical sciences education》2013,6(2):114-124

Anatomy education often consists of a combination of lectures and laboratory sessions, the latter frequently including surface anatomy. Studying surface anatomy enables students to elaborate on their knowledge of the cadaver's static anatomy by enabling the visualization of structures, especially those of the musculoskeletal system, move and function in a living human being. A recent development in teaching methods for surface anatomy is body painting, which several studies suggest increases both student motivation and knowledge acquisition. This article focuses on a teaching approach and is a translational contribution to existing literature. In line with best evidence medical education, the aim of this article is twofold: to briefly inform teachers about constructivist learning theory and elaborate on the principles of constructive, collaborative, contextual, and self‐directed learning; and to provide teachers with an example of how to implement these learning principles to change the approach to teaching surface anatomy. Student evaluations of this new approach demonstrate that the application of these learning principles leads to higher student satisfaction. However, research suggests that even better results could be achieved by further adjustments in the application of contextual and self‐directed learning principles. Successful implementation and guidance of peer physical examination is crucial for the described approach, but research shows that other options, like using life models, seem to work equally well. Future research on surface anatomy should focus on increasing the students' ability to apply anatomical knowledge and defining the setting in which certain teaching methods and approaches have a positive effect. Anat Sci Educ 6: 114–124. © 2012 American Association of Anatomists.  相似文献   

Public e-services for agency efficiency and citizen benefit — Findings from a stakeholder centered analysis     

Karin Axelsson  Ulf Melin  Ida Lindgren 《Government Information Quarterly》2013

The main goals of e-government are to increase agency efficiency and offer benefits to citizens. These goals have often been addressed as two interplaying outcomes of public e-service development, which are possible to achieve in parallel. This article shows that the two frequently applied stakeholders of e-government (agencies and citizens) are much too extensive and heterogeneous in order to be meaningfully addressed in public e-service conceptualization and development. We conduct a stakeholder centered analysis of a public e-service development and implementation process in order to identify stakeholder groups and discuss how they differ in their perceptions and, consequently, also in their feelings of relevance and need related to the e-service. By adopting a multi-faceted perspective on stakeholders, public e-service development can be analyzed and understood in a way that takes several stakeholder groups into account. Our study contributes with deeper insights about a situation where stakeholder salience changes over time, while some stakeholder groups have low salience during the entire process. The result of conducting a stakeholder centered analysis is that we, by visualizing the stakeholder groups' differences, are better prepared to meet and combine different needs related to a planned e-service. Thus, we argue that a stakeholder centered analysis of expectations and opinions concerning the e-service help to develop e-services possible to succeed in offering both external service and internal efficiency.  相似文献