How is gender integrated in the curricula of Dutch medical schools? A quick‐scan on gender issues as an instrument for change     

Petra Verdonk  Linda J. L. Mans  Toine L. M. Lagro‐Janssen 《Gender and education》2006,18(4):399-412

Medical education has not taken on board the growing awareness of sex and gender differences. A nation‐wide project to incorporate sex and gender in medical education aims to establish longitudinal gender and sex specific curricula in all Dutch medical schools that move beyond sex and gender differences in reproduction. A baseline assessment was necessary to gain an overview on the state of the art of sex and gender in Dutch medical curricula and on the courses that were suitable to integrate sex and gender differences. A quick‐scan demonstrates that sex and gender differences beyond reproduction are mostly ignored. Results have been used to create the necessary commitment of policy‐makers in all Dutch faculties to take further steps towards establishing longitudinal gender‐specific medical curricula.  相似文献   

Examining teachers' beliefs through action research: guidance and counseling/pastoral care reflected in the cross-cultural mirror     

Kyla L. Wahlstrom  Petra Ponte 《Educational Action Research》2013,21(4):543-562

The TRIO Project (Teacher Training & Research for Individuals & Organisations) began with the notion that cross-cultural reflection could be an effective tool by which teachers could examine their personal belief systems about learning, teaching and pupil guidance. University-based teacher educators from four countries, the Netherlands, Russia, the United States and the United Kingdom, worked collaboratively to create this 3-year project. They first had teachers systematically examine their own teaching practices at the local level using action research strategies and then brought them together in an annual international workshop, where the teachers from all four countries were able to reflect upon their work and their pedagogical belief systems using a cross-cultural lens. This article describes the process used to facilitate that exchange, and what was learned by both teachers and teacher-educators about the value of cross-cultural reflective practice leading to personal and professional growth.  相似文献   

Technological pedagogical content knowledge in teacher education: in search of a new curriculum     

Jo Tondeur  Natalie Pareja Roblin  Johan van Braak  Petra Fisser  Joke Voogt 《Educational studies》2013,39(2):239-243

The aim of this study was to explore the ways in which teacher education institutions (TEI) prepare pre-service teachers for integrating information and communication technology (ICT) in their classroom practise. Specifically, a multiple case study was conducted to examine the ways in which the development of technological pedagogical content knowledge (TPACK) was promoted in the existing curriculum of three TEI in Flanders. In the three cases, data were drawn from semi-structured interviews with the heads of the department and the ICT coordinators. Focus group discussions collected the perspectives of pre-service teachers and teacher educators. The results indicate that (1) the three institutions are moving from ICT as a ‘stand-alone’ course towards embedding ICT across the curriculum and (2) three approaches were adopted for developing pre-service teachers’ TPACK, each representing different ways of understanding the place of ICT in the curriculum. The discussion will focus on the challenges and opportunities inherent in understanding how to develop pre-service teachers’ TPACK in the curriculum of TEI.  相似文献   

Self-directed lifelong learning in hybrid learning configurations     

Petra H.M. Cremers  Arjen E.J. Wals  Renate Wesselink  Nienke Nieveen  Martin Mulder 《International Journal of Lifelong Education》2013,32(2):207-232

Present-day students are expected to be lifelong learners throughout their working life. Higher education must therefore prepare students to self-direct their learning beyond formal education, in real-life working settings. This can be achieved in so-called hybrid learning configurations in which working and learning are integrated. In such a learning configuration, learning is typically trans-boundary in nature and embedded in ill-structured, authentic tasks. The goal of this study is to develop a set of design guidelines for an intervention that would strengthen students’ capacity for self-directed lifelong learning within a hybrid learning configuration, a one-semester elective course at a university of applied sciences in the Netherlands. The research approach was educational design research. An intervention was designed, implemented and evaluated during two iterations of the course. Evaluation methods included interviews with students and the course facilitator, questionnaires, and students’ logs and reports. We developed five intervention design guidelines that will promote self-directed learning. Our conclusion is that the intervention was usable and effective: at a basic level, the students did develop their capacity for self-directed lifelong learning. Further research is needed to investigate conditions for realizing higher levels of proficiency in self-directed lifelong learning throughout the curriculum and beyond.  相似文献   

How do teachers legitimize their classroom interactions in terms of educational values and ideals?     

Carlos A. van Kan  Petra Ponte  Nico Verloop 《Teachers and Teaching》2013,19(6):610-633

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South African teachers' views of collaboration within an inclusive education system     

Mirna Nel  Petra Engelbrecht  Norma Nel  Dan Tlale 《International Journal of Inclusive Education》2013,17(9):903-917

The development of sustainable collaborative partnerships between different role players within an inclusive education system seems to be a continuous challenge in South Africa. The focus of this research study was to understand how teachers view collaboration within an inclusive education system. Open-ended questionnaires were completed by 85 participating teachers and focus group interviews were employed with 24 educators. The findings indicate that educators still believe that they are not adequately trained and skilled to play an equal role in a collaborative partnership and prefer to rather refer learners experiencing barriers to learning to other support structures and professionals for support.  相似文献   

Geschlechterspezifische Leistungsunterschiede bei Fünfzehnjährigen im internationalen Vergleich     

Petra Stanat  Mareike Kunter 《Zeitschrift für Erziehungswissenschaft》2002,5(1):28-48

W?hrend Geschlechterunterschiede in mathematisch-naturwissenschaftlichen Leistungen bereits umfassend dokumentiert sind und sich weitgehend übereinstimmend Vorteile für die Jungen zeigen, ist die Befundlage für den sprachlichen Bereich, insbesondere für die Lesekompetenz, noch uneindeutig. Die Daten der internationalen PISA-Stichprobe mit 174.923 15-j?hrigen Schülerinnen und Schülern aus 32 Staaten werden genutzt, um Geschlechterunterschiede in der Lesekompetenz von Jugendlichen genauer zu bestimmen. Zus?tzlich zur international vergleichenden Analyse der Differenzen werden geschlechterspezifische Leistungsprofile für verschiedene Textformate und Teilaspekte des Leseverst?ndnisses untersucht. Weiterhin wird die Bedeutung motivationaler Merkmale für die Erkl?rung der Leistungsdifferenzen analysiert. Die Ergebnisse zeigen deutliche Leistungsunterschiede zugunsten der M?dchen in allen 32 Staaten. Die Differenzen sind bei kontinuierlichen Texten ausgepr?gter als bei nicht-kontinuierlichen Texten, und sie variieren systematisch über verschiedene Anforderungen von Leseaktivit?ten. Ergebnisse von Mediationsanalysen weisen darauf hin, dass die Leistungsunterschiede zu einem erheblichen Teil auf Differenzen im Leseinteresse zurückzuführen sind, wobei jedoch die St?rke des Mediationseffekts über verschiedene Teilaspekte der Lesekompetenz variiert.  相似文献   

Noticing Children’s Learning Processes – Teachers Jointly Reflect on Their Own Classroom Interaction for Improving Mathematics Teaching     

Petra Scherer  Heinz Steinbring 《Journal of Mathematics Teacher Education》2007,9(2):157-185

One could focus on many different aspects of improving the quality of mathematics teaching. For a better understanding of children’s mathematical learning processes or teaching and learning in general, reflection on and analysis of concrete classroom situations are of major importance. On the basis of experiences gained in a collaborative research project with elementary school teachers, several ideas about a professional reflection on one’s own instruction activities are explained. The paper focuses on joint reflection between teachers and researchers on the participating teacher’s own classroom interaction by means of concrete examples. It becomes clear that changes of one’s own interaction behavior will take place only in the long-term. Nevertheless such a joint professional reflection should be an essential component of teachers’ professional knowledge in a natural way. An erratum to this article can be found at  相似文献   

Optimism as a Candidate Health Asset: Exploring Its Links With Adolescent Quality of Life in Sweden     

Katrin Häggström Westberg  Marie Wilhsson  Petra Svedberg  Jens M. Nygren  Antony Morgan  Maria Nyholm 《Child development》2019,90(3):970-984

This study aims to understand the role that optimism could play in the context of a health asset approach to promote adolescent health-related quality of life (HRQOL). Adolescents (n = 948), between 11 and 16 years old from a medium-sized rural town in Sweden, answered questionnaires measuring optimism, pessimism, and HRQOL. The findings indicate a significant decrease in optimism and a significant increase in pessimism between early and midadolescence. The study has allowed us to present associational evidence of the links between optimism and HRQOL. This infers the potential of an optimistic orientation about the future to function as a health asset during adolescence and by implication may provide additional intervention tool in the planning of health promotion strategies.  相似文献   

Students’ adoption of course-specific approaches to learning in two parallel courses     

Maria Öhrstedt  Petra Lindfors 《European Journal of Psychology of Education - EJPE》2016,31(2):209-223

Research on students’ adoption of course-specific approaches to learning in parallel courses is limited and inconsistent. This study investigated second-semester psychology students’ levels of deep, surface and strategic approaches in two courses running in parallel within a real-life university setting. The results showed significant differences in course-specific adoption regardless of approach. However, the strategic approach seemed more stable. Sub-groups of students exhibited substantial variation: more than half of the students adopted similar approaches in both courses while large minorities showed great variability. Students scoring low on the surface approach, high on the deep approach or high on the strategic approach to learning were flexible in adopting different parallel approaches. However, students scoring high on the surface approach, low on the deep approach or low on the strategic approach seemed stable across contexts. This suggests that even smaller variations in teaching and learning environments can influence students’ approaches to learning.  相似文献