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1.
Anna-Lena Østern 《Educational research; a review for teachers and all concerned with progress in education》2016,58(1):73-90
Background and purpose: The purpose of this article is to shed light on how the research projects of 140 PhD candidates in the National Research School for Teacher Education in Norway (NAFOL) respond to the challenges faced by Norwegian teacher education regarding the demand for higher competence and a stronger research base. The concept of NAFOL is of interest from an international perspective because of its focus on facilitating teacher educators to achieve a PhD. Since 2001, Norwegian educational policy has had a strong focus on strengthening teacher education and making it more research-based than before. From 2017, all new teachers in Norway are expected to take a master’s degree. In order to accomplish this, there is a need for many new supervisors with a PhD in teacher education institutions. NAFOL is a unique project: a consortium of 23 participating network institutions within teacher education. The research school includes 140 research fellows, all of whom wish to achieve a PhD suitable for work in teacher education. The research school is funded by the Norwegian Research Council, originally for a project period from 2010 to 2016. The research school has had a positive external midway evaluation, and the project period has been extended with four cohorts of students to the end of 2021. However, this study is the first one looking into the research projects of this young generation of teacher education researchers. The research question posed in this article is: how do the research projects of the NAFOL PhD candidates contribute to the research base in teacher education? Main argument: The main argument in this article is that the potential impact of this research school is dependent on the quality of the large number of PhD projects connected to teacher education and education in general developed within the research school. The quality is likely to be good because, among other reasons, these projects are scrutinised by the research school community. The challenges these research projects face, located as they are between solidarity regarding grants from the funds financing the PhD candidates, solidarity with the aims of education, and the wish to contribute to innovation, might prove to be able to be met. These research projects have the potential to create innovation in teacher education research through ‘border crossing’ between different educational discourses, as well as through creating new knowledge in meta-studies based on the results from several projects. Sources of evidence and method: In this article, project abstracts from 140 PhD candidates participating in NAFOL are analysed in terms of their theme and problem formulation. The analysis is inspired by discourse analytical thinking – namely that in a certain situation, several conditions for action exist. In this study, these conditions for action are made apparent in the choice of theme and problem formulation in the research projects. The content analysis is focused on ‘signal words’, because these words might signal positioning in different educational discourses. Results: In the study, three main discourses can be seen as influencing the choice of topic and the problem formulation in the projects: a goal-oriented educational discourse, a ‘Bildung’ (i.e. character formation, or personal growth – ‘danning’ in Norwegian) and democracy discourse, and a critical knowledge-producing discourse. These discourses are constituted when the PhD candidates start their research projects but the conditions for action are ever-changing and, hence, the findings in this study cannot, of course, be considered as ‘final’. The development of these discourses within the research community of NAFOL is one way of scrutinising the research projects in order to make a contribution to qualified teacher education research. Conclusion: ‘Border crossing’ between discourses in research projects concerned with what might be, and what can make a difference in a knowledge society could be a key way of enhancing the future for a young generation of researchers in teacher education. The research projects carried out by the PhD candidates in NAFOL have the potential to develop both new knowledge and new discourses of importance for Norwegian teacher education, as well as for a broader international context regarding professional development in teacher education and education in general. The view of the teacher education profession – and on what a teacher educator can be – could become more fully informed than before the candidates’ participation in the research school. 相似文献
2.
薛瑞泽 《咸阳师范专科学校学报》2013,(5):21-24
五原郡作为汉廷与匈奴交战的主阵地之一,具有重要的战略意义,因此太守往往多选当时颇具影响的人物担任。汉代五原太守肩负着抗击匈奴、保境安民、管理罪犯、发展经济、改善民生的重任。 相似文献
3.
Jenell Johnson 《Quarterly Journal of Speech》2016,102(1):1-20
This essay forwards a theory of “visceral publics” through a case study of a bitter public health controversy in a small midcentury New England town. Proponents of fluoridation claimed that it yielded significant positive health outcomes, while opponents charged that the measure was politically suspect and physically dangerous. In this essay, I analyze the controversy as it took shape in letters to the editor and argue that the root of opposition to fluoridation was not in political ideology, as scholars have often claimed, but in a perceived threat to the body's boundaries, which created intense feelings. Although visceral publics are most clearly observable in controversies over the boundaries of the human body, the essay concludes by showing how the concept may be applied to controversies over the boundaries of the national body as well. 相似文献
4.
刘树胜 《金陵科技学院学报(社会科学版)》2015,(1):38-42
纪晓岚与新疆有不解之缘。他以客观生动的笔墨记述了新疆内属的历史,展示了清统一以来社会经济发展的丰硕成果,歌颂了民族团结与祖国的统一。 相似文献
5.
我国省际毗邻地区旅游经济的空间矛盾及其调控 总被引：3，自引：0，他引：3
省际毗邻地区是我国旅游资源富集、旅游产业密集地带。由于行政区域的刚性约束,这些地带旅游资源开发和产业发展存在着诸多矛盾。本文在分析我国省际毗邻地区旅游经济现实特征和区域旅游合作基础的同时,提出了旅游空间整合的相应措施,旨在为优化此类区域旅游经济关系与空间调控体系提供理论参考。 相似文献
6.
Jessica Gerrard 《Discourse: Studies in the Cultural Politics of Education》2017,38(6):880-891
In the midst of the most serious refugee crisis since WWII, nation states are buttressing their borders. This paper explores the border politics of the nation state in response to the refugee crisis. Drawing on the work of Susan Sontag, Judith Butler and Imogen Tyler it considers the ways in which the imagery of the pain and suffering of Others is deployed to bolster concerns surrounding the sovereignty and safety of the nation state. I suggest the proliferation of ‘non-citizen spaces’, such as refugee detention camps, indicate the need to re-examine the border practices of the nation state amidst contemporary globalisation, and re-consider the limits of popular – and often taken for granted – notions of ‘global citizenship’ in education research and practice. This involves, I contend, understanding concepts and practices of migration, transition and the global as mediated in and through the fortification of nation state borders. 相似文献
7.
张一平 《安庆师范学院学报(社会科学版)》2003,22(3):49-51
抗战时期的陕甘宁边区,经常异常困难。为了打破敌人的封锁,达到生产自给,边区不得不大力开发资源,包括垦荒、种植棉麻桑树、扩大畜牧业和开展林业水利建设。这些举措缓解了边区物资不足的困难,也为当前西北资源的开发提供了借鉴。 相似文献
8.
徐刚 《科学学与科学技术管理》2006,27(12):71-75
尽管创新活动为人类发展创造了手段资源和发展前景,但也向人类提出了严峻挑战。对创新活动进行了行为边界的划分,以实现自由发挥和必要限制之间的动态平衡。为保证创新能在既定界域内进行,还提出了必须引入控制机制来发挥效用,其运作模式是外在与内在控制、纵向与横向控制等环节共同发挥效用的互动循环网状控制模态。 相似文献
9.
Penny Haworth 《Teachers and Teaching》2013,19(5-6):411-430
A teacher’s identity is thought to evolve in a continuous, situated fashion, amidst dynamic interaction between cognitive, affective, social, cultural and political factors. However, the literature provides little insight into the impact on the ongoing identity construction of class teachers when they encounter a few students with English as an additional language (EAL) in their mainstream classes. This paper reports on a year‐long study involving eight class teachers in four different New Zealand primary schools. Data from in‐class observations, interspersed by a series of individual reflective discussions, revealed how the presence of EAL students in the mainstream setting created tensions, the resolution of which shaped class teachers’ professional identities. Tensions surfaced in data on class teachers’ self‐efficacy perceptions, selection of teaching roles, relations with support teachers and professional development priorities. These findings thus provide fresh insights into how new situations may impact on class teachers’ self‐identities. In particular, this investigation suggests the need for schools, teacher educators and policy makers to assist teachers in challenging, and indeed moving outside of the socially prescribed borders that have traditionally defined their professional identities within the school, in order to build shared practices and more collaborative ways of solving problems. 相似文献
10.
刘肃勇 《沈阳教育学院学报》2013,(6):771-774
认为金朝五世皇帝完颜雍在位29年（1161—1189）中,励精图治,业绩显著,有金国“小尧舜”美誉.介绍其从执政伊始,即在短期内剿灭契丹农牧民和汉族反金起义军,稳定政局的过程.肯定其主动让步于南宋,签订宋金“隆兴和议”,减岁币,降辈份为叔侄关系,同南宋保持和平友好相处30余年的积极意义.论述金世宗“减丁战”,修筑边堡界壕,作持久防御的策略.金世宗的安边保境策略终于延缓了后日蒙古灭亡金王朝的历史进程,充分肯定了金世宗安边保境方面的远见卓识. 相似文献