The promises and limitations of international comparative research on teacher education     

Hilde Wågsås Afdal 《欧洲师范教育杂志》2019,42(2):258-275

This article revisits methodological perspectives on international comparative research on teacher education (TE). Benefits and problems related to comparative educational research methodology in general are discussed. Further, methodological issues associated with designing and carrying out an international comparative study on TE are addressed using a multi-level study on teacher education in Finland and Norway an as example. Towards the end of the article, the promises and limitations of international comparative research on TE are presented. Important benefits of comparative education on TE include widening the understanding of one’s own and other TE systems as well as gaining an understanding of international trends. However, uncritical use of such research may lead to decontextualised, ahistorical and standardised transfer and development of education and educational policies. The article concludes by urging researchers in the field of international comparative research on teacher education to address the questions: What is being compared? How is context addressed?  相似文献   

用教育技术引领教育改革——论我国教育技术的定位(二)     

张祖忻 《现代教育技术》2007,17(7):5-10,18

教育技术是一项解决教育问题的系统技术,可用于推动教育、教学的各个层面上的改革。但二十多年来,由于认识受限,定位不当,我国这一领域的工作偏重于硬件设施建设与服务、教育媒体制作、教学方法改革等方面,且这些活动大部分在战术层面上开展,教育技术没有发挥更大的作用。当前,我们应关注在战略层面上实施教育技术,追求“效果、效率和效益”,即教育绩效,这是我国穷国办大教育的国情所要求的。战略优先,战术配合,战略战术互动,促进教育整体改革,落实科学发展观,这应成为信息化进程中我国教育技术高起点新发展的指导思想,成为我国教育技术学科知识体系构建研究的基本思路。用教育技术引领教育改革,在宏观层面上应重视需要的评估和系统规划,确保“做对的事情”;在中观层面上要推广教学系统设计,在微观层面上要加强对研究成果的运用,确保“把事情做对”。目前我国教育技术界电教人员或计算机科学人员的工作仅是教育技术的一个组成部分,教育技术也是各级教育管理者和广大教师的共同事业。  相似文献   

Metaphors we’re colonised by? The case of data-driven educational technologies in Brazil     

Giselle Martins dos Santos Ferreira  Luiz Alexandre da Silva Rosado  Márcio Silveira Lemgruber  Jaciara de Sá Carvalho 《Learning, Media and Technology》2020,45(1):46-60

ABSTRACT

This article discusses issues concerning the spread of data-driven educational technologies in Brazil. Here, as elsewhere, educational technology continues to be promoted optimistically as the bearer of a panacea for historically-rooted social problems. Whilst some of these technologies have indeed contributed to important widening-participation programmes in the last two decades, widespread advocacy of technological ‘solutionism’, reflected in gradually stronger policy demands for efficiencies to be improved through ‘innovation’, has supported a relentless marketisation of the country’s educational systems. As transnational corporations position themselves to take control of key areas of these systems, threatening to restructure the whole sector, data-driven educational technologies provide the latest example in a series of ‘new’ ideas offered in an ever-expanding market. Based on the notion of ‘conceptual metaphors’, which encapsulate specific ways of perceiving, thinking and relating with the world, this article examines key metaphors underpinning discourses surrounding data-driven educational technologies in Brazil. In particular, the article analyses ways in which these specific metaphors may be promoting perspectives that ignore difference and obscure broader questions concerning education, thus contributing to the reproduction of previously existing problems and supporting new forms of colonisation.  相似文献   

设计性物理实验教学模式研究与探索   总被引：1，自引：0，他引：1  

张勇 《巢湖学院学报》2007,9(3):126-129

分析教学模式的实质和特点,针对传统物理实验教学模式存在的问题,结合设计性物理实验特点,研究适合设计性物理实验的教学模式,并在教学实践中进行探索和实践,以提高学生的实验能力和综合素质。  相似文献   

Contradictions of time in collaborative school research     

Honorine Nocon 《Journal of Educational Change》2008,9(4):339-347

The sustainability of research-based innovations in schools is constrained not only by systemic institutional barriers and inherent contradictions between schooling and research, but also by the related issue of time. This case study suggests that relative timescales, e.g., the collective activity of schooling over decades versus the individual actions of researchers over semesters or years, hinder the coordination and synchronization of schooling and research processes. Using cultural–historical activity theory and heterochrony, this analysis of data from a 4-year collaborative school-university research and development project suggests that, in spite of active support from school personnel, temporal conflicts undermined research activity and the sustainability of the innovation. At the same time, when researchers aligned their actions with the actions and timescales of school personnel, core elements of the innovation were appropriated into school practice.

Honorine NoconEmail:

  相似文献   

Common legacy,different paths: the transformation of educational systems in the Czech Republic,Slovakia, Hungary and Poland     

Mikołaj Herbst  Anna Wojciuk 《Compare》2017,47(1):118-132

The goal of this work is to better understand the institutional changes in the educational systems of the Czech Republic, Hungary, Poland and Slovakia. We demonstrate that the educational reforms implemented during the transformation introduced very different institutional arrangements in the four countries, despite the fact that their systems shared many common characteristics at the beginning of the 1990s. Differences between the national approaches to educational reforms are particularly reflected in the modes of education decentralisation, the level of school autonomy, accountability and funding mechanisms. We believe that different institutional arrangements may have contributed to the divergent achievements of the Czech Republic, Slovakia, Hungary and Poland in the PISA programme.  相似文献   

论教育考试公正的内涵与实质   总被引：1，自引：0，他引：1  

Jiang Chang 《湖北招生考试》2007,(20)

教育考试公正是教育考试的生命线,也是社会公正的重要体现。本文在讨论公正的一般内涵和实质基础上,着重研究教育考试公正的理论内涵和社会实质。文章认为,教育考试公正就是组考者通过考试使可能的应试者得其所应得,或者说使可能的应试者各得其所,其社会实质在于:它是教育公正的基本前提,是社会公正的重要体现,是社会资源合理分配的基础方式,是个人潜能合理开发的保证机制。文章提出,不能仅仅从教育考试本身来认识教育考试公正的必要性和重要性,而要从整个社会的宏观视野、站在人类更好地生存和发展的高度来认识教育考试公正问题。  相似文献   

教育信息化建设规划主要原则的探讨     

刘艳波  尹军  王子荣 《衡阳师范学院学报》2007,28(3):108-109

教育信息化日益成为教育、教学、管理水平和能力的标志,是提高教学、管理水平和能力的重要手段,也深刻地改变着教育的管理模式和管理理念,为教育现代化提供了必不可少的保障。如何在教育信息化建设过程中坚持科学发展观,把握信息化的规划原则,是信息化建设工作必须解决的问题,本文为此作出了探讨。  相似文献   

Education on population matters in Europe: results from a comparative survey among students in five European countries     

Christine Van Peer 《Compare》2006,36(1):105-123

In 1996–1997, within the framework of the European Observatory for Population Education and Information, a comparative survey was conducted among students in final classes of secondary education in several European countries. On the one hand, the survey attempted to assess the effects of education on population in terms of knowledge acquired; the issues addressed in the questionnaire pertained to knowledge of demographic facts and trends (such as the ageing of Western societies and immigration). On the other hand it tried to ascertain students' opinions on demographic trends. What are young people's views on intergenerational solidarity, how tolerant are they towards immigrants, what are their views on recent changes in family structures? This knowledge is important since it is young people's attitudes and future behaviour that will help to shape both the social tissue and the economic prosperity of the European and world population. In this article we present a comparative analysis of survey results obtained in five European countries. We examined the question whether knowledge acquired in the course of scolarisation influences opinions. The results evidence a significant relationship between knowledge of the migrants' issue and attitudes of tolerance towards migrants. By means of multivariate analyses, the impact of factors such as social origin, study orientation and gender on both students' knowledge and attitudes, are investigated. We conclude that adequate educational training on population issues can have a significant positive impact on attitudes of tolerance.  相似文献   

浅析校园文化对人才培养的作用     

张敏伶 《山西财经大学学报(高等教育版)》2001,(1):5-7

章通过对校园化的分析和研究，阐述了校园化对人才培养的重要作用，主要认为：校园化是学生从“大中学生”到“小大学生”过度的桥梁；校园化是联结个人与集体，学校与的纽带；校园化是青年学生走向成熟的重要途径，等等。  相似文献