秉承使命与权宜应变并行：日本国立教育大学本科专业结构的特征分析

日本高等师范学校遭遇数次“存废”之争,最终以“教育大学”的姿态延续至今。教师培养课程（师范类专业）和新课程（非师范专业）共同组成日本国立教育大学的本科专业体系。作为全国教师教育体系的核心据点,日本国立教育大学始终秉行使命,深耕教师培养课程,全面涵盖与初中等教育和教学科目对应的专业,以培养具备高度专业水准的教师为己任。新课程作为应对少子化造成教师需求量下降问题而采取的权宜之计,改变了日本国立教育大学本科专业的单一结构,其体量相对较小。政府在新课程的开设及其从激增到式微的过程中占据主导地位。由于特定历史根源与社会背景,日本国立教育大学本科专业形成了综合、细分、立体等结构特征。在自主与自律的基础上,日本国立教育大学持续优化专业结构,以寻求自立发展。     

The Decline and Elimination of PETE: Implications for Doctoral Education

ABSTRACT

In this article, we will explore the current landscape of teacher education programs in general, and specifically, physical education teacher education (PETE) from the national level down to the local level. Furthermore, we will explore the impact that the elimination of undergraduate PETE programs can have on PETE doctoral programs, including the teaching, research, and engagement of their faculty. We present ideas for preparing doctoral students for their future higher education roles that may or may not include the preparation of future physical educators.     

Globalizing higher education through internationalization and multiculturalism: The case of Indonesia

As part of the efforts to globalize higher education in Indonesia, internationalization and multiculturalism are two globalization behaviors that have been promoted across higher education institutions. This study investigated both these behaviors through a qualitative case study analysis of four state universities in the country. The authors found that firstly, the autonomy of state higher education institutions played a significant role for the implementation of internationalization programs which is related not only to the flexibility in designing international programs, opening study programs, or recruiting foreign lecturers, but also to the budget amount allocations by the government. Secondly, in developing multiculturalism serious considerations on the cultural stance of the institution and the unique ideology of that institution needs to be undertaken and integrated with the national ideology. Thirdly, the role of the government in making policies and encouraging state higher education institutions to be more autonomous is essential to advance higher education in internationalization and multiculturalism.     

Quality assurance of joint degree programs from the perspective of quality assurance agencies: experience in East Asia

Joint degree programs have gained popularity in East Asia, due to the growth of transnational higher education in the region since 2000. However, the external quality assurance (QA) and accreditation of joint degree programs is a challenge for QA agencies, as it normally involves the engagement of several institutions and multiple national accreditation procedures. The purpose of this study is to explore current QA approaches to joint degree programs in Europe and East Asia from the perspectives of QA agencies. There are four major findings from the study. First, East Asian countries tend to stipulate national regulations for a joint degree program. Second, an external QA mechanism for joint degree programs has not yet been developed in East Asian nations. Third, the adoption of international accreditation as the popular approach for joint degree programs in business fields in Asia raises the serious issue of national jurisdiction over higher education. Fourth, the European Consortium for Education's (ECA) single accreditation mode is highly recommended by QA agencies.     

成人高等教育与中等职业教育的衔接

党和国家各级政府高度重视中等职业教育工作,近年来,陆续出台政策措施促进其发展。面对中等职业教育的一系列发展机遇,结合多年从事成人高等教育管理的经验并考虑到近几年参加职业院校、成人高等教育教学评估的情况,提出了成人高等教育与中等职业教育衔接的三大方面需求与衔接方式的四项思考。     

The State of Sexual Health Education in U.S. Medicine

Although studies have shown that patients want to receive sexual health services from their physicians, doctors often lack the knowledge and skills to discuss sexual health with their patients. There is little consistency among medical schools and residency programs in the United States regarding comprehensiveness of education on sexual health. Sexuality education in U.S. medical schools and residency programs is reviewed, highlighting schools that go beyond the national requirements for sexuality education. Increasing the amount of sexuality instruction provided for medical education and training, standardizing sexuality education requirements in medical school and residency programs, incorporating different learning models, establishing means of consistently assessing and evaluating sexuality knowledge and skills, and creating national certification standards for the practice of sexual medicine are recommended.     

社会转型时期俄罗斯土地管理专业发展述评

俄罗斯土地管理专业的发展是依托于国家教育改革与土地产权制度改革而实现的。现阶段在坚持高等职业教育国家标准的基础上,专业管理去行政化,确立了由联邦教育行政机关、土地管理专业教学指导联合会与高校共同管理的体制。人才培养呈现“持证专家”与“学士一硕士”两级制并存的态势。通才型、宽口径、厚基础是俄罗斯土地管理专业人才培养的重要特征。     

Technology in Physical Education Teacher Education: A Call to Action

ABSTRACT

Teacher education programs have been tasked with the responsibility to develop educators who can successfully infuse technology into their teaching. Despite standards-based expectations, a plethora of technology infusion opportunities, and the importance of faculty roles as models and teachers, physical education teacher education (PETE) programs have yet to demonstrate current expectations for teaching with and about educational technology. In this article, the authors provide a glimpse into the educational technology requirements, challenges, and strategies for teacher education/PETE programs. The authors suggest a call to action among PETE programs to address the issues that prevent PETE graduates from entering their teaching careers less than equipped to effectively use technology to enhance teaching and learning.     

Teacher education accreditation in Turkey: The creation of a culture of quality

Turkey's experience in developing and piloting accreditation criteria and national standards for teacher education is examined. The full implementation of an accreditation process for teacher education programs was not completed within the time of the development project. However, the effort to do so encouraged the formation of a ‘quality culture’ in the faculties of education. The paper discusses what took place and analyses the later response of teacher educators to the introduction of accreditation criteria and the way in which they were introduced. Educators largely welcomed national standards and accreditation, but wished to have flexible means of implementation.     

Biography,Identity, and Inquiry: The making of teacher,teacher educator,and researcher

This is a self-study of my professional and cultural biography and identity, a history which directed me first toward the work of urban teaching and then into teacher education and research into comparative educational issues of racial and national identity. I use this inquiry to demonstrate how biography and identity influences the lived experience of teaching and the researcher's stance. I also examine areas where preservice urban teacher education programs must improve. My personal recommendations describe experiences that would have better prepared me for urban teaching. Suggestions include expanding coursework in the historical, political, and sociocultural influences on urban education and in designing culturally responsive curricula. I also recommend restructuring field experiences to offer richer classroom-based learning opportunities for preservice teachers and extending fieldwork into urban communities. Finally, I suggest ongoing inservice teacher education in learning-community models that respond to educators' context-specific teaching concerns.     

Development of Teaching and Technology Integration: Focus on Pedagogy

The development, implementation, review, and subsequent revision of a capstone assignment during teacher education candidates' field experience and the assignments-related rubric was based on research that points teacher education programs to give candidates experiences in rethinking their views of pedagogy as they integrate technology into the curriculum. The initial development of the rubric came as a result of requirements of national accrediting organizations for licensure programs to have performance assessments of their candidates. The review of the assignment by technology experts as well as education faculty showed a disconnect between the goals of the technology faculty and the mentors helping the candidates implement technology during their field experiences. As a result of this disconnect, we developed a new set of indicators for the technology section of the assignment and provided examples of lessons that showed low and high expectations of technology use.     

National Initiatives within the UN Decade for Human Rights Education: The Implementation of Human Rights Education Policy Reforms in Schools

As the ubiquitous force of globalization further erodes the nation-state and political activity increasingly focuses on global issues, there is renewed attention to models of global education. Within this global context, human rights education emerges as a response to the demands of global education. One of the main objectives of the United Nations Decade for Human Rights Education (1995--2004) is the building and strengthening of programs and capacities for human rights education at the national and local levels. In this essay, an overview of human rights education and the policy guidelines for national plans of action for human rights education developed by the Office of the High Commissioner of Human Rights (OHCHR) are presented. Further, the essay focuses on comprehensive national initiatives within the Decade that are being undertaken in Japan, Austria, and the United States, with particular attention to the implementation of human rights education in formal secondary school settings.     

Faith and education in Bangladesh: A review of the contemporary landscape and challenges

Relationships between religious beliefs, institutions, educational strategies, and delivery pose practical challenges for policy makers in all countries. They have particular significance today in Bangladesh given the national and regional developments that shine light on religious roles within national identity and minority communities. Challenges range from coordination of different systems for purposes of employment credentials, equity, and quality assurance to fundamental questions about the values that underlie curricula. A related challenge involves national objectives to instill shared civic values through education and to address mounting intergroup tensions. How the wide variety of religiously managed education institutions in Bangladesh approach these issues is poorly understood and subject to significant misunderstandings. Knowledge about different types of schools and programs led by religious institutions in Bangladesh is incomplete in terms of numbers, approach, and results. Knowledge gaps contribute to misunderstandings and social and political tensions. This review describes and analyzes faith-inspired education providers in Bangladesh, the most prominent of which are Islamic madrasas and Catholic schools. It sets faith-inspired education in a historical context and highlights contemporary issues for policy makers that arise from their approach and that feature in public discourse about the links between religion and education. The aim is to build constructively on the legacies of religious contributions to education, address both articulated and unarticulated tensions, and to identify ways in which contemporary innovations among religiously inspired education providers contribute to broader national education goals.     

浅谈高校国防教育与素质教育的相互关系

国防教育与素质教育具有非常密切的关系。文章探讨了国防教育的主要内容,国防教育在素质教育中的地位和作用,以及加强国防教育的途径。实践证明,加强国防教育有利于促进大学生的素质教育,实现高素质人才的培养。     

澳大利亚教师教育标准化的新发展——“职前教师教育课程国家认证系统”的构建

澳大利亚"职前教师教育课程国家认证系统"由认证目标、师范毕业生标准和课程标准及基本的认证程序组成,强调国家系统的建立、系统各部分的整合、伙伴关系的形成、课程的全纳及创新。这是澳大利亚从国家层面保障职前教师教育课程质量的首次尝试,是澳大利亚教师教育标准化的新发展。     

对农村成人教育中心向农村社区教育中心转变的思考——基于常州金坛市农村成人教育的调研

常州金坛市各乡镇积极推进、深化社区教育和终身教育的改革,初步形成了一些成人教育、社区教育的特色乡镇。薛埠、指前、儒林三个乡镇对成人教育工作十分重视,成人教育工作得到了不同程度的发展,形成了各自的特色,积累了一些宝贵的经验。但是,在成人教育中心向社区教育中心转变的过程中还存在很多问题需要解决,为此,在开展农村社区教育时必须正确定位,统筹规划;整合资源,理顺关系;建立一支稳定的专职教师队伍;充分发挥教育督导的作用;加强社区教育特色项目的建设。     

Fee-free education,decentralisation and the politics of scale in Papua New Guinea

Policies aimed at both reducing the costs associated with schooling (particularly through fee-free education) and decentralising responsibility for education delivery have become a central part of international education doctrine. This article draws on the ‘politics of scale’ literature to highlight how these education reforms are contested at different scales, in turn leading to uneven administrative and material outcomes. It examines education policy reforms in Papua New Guinea, which have – contra international trends – sidelined non-state actors and strengthened the state’s role in managing education services. National fee-free education policy has been contested at different administrative scales. Church administrators have rallied (without much success) at national directives; subnational administrators and politicians have had greater success, rolling back some aspects of national policy; while local-level schools have employed their own tactics to resist national fee-free education policy. In turn, this case study highlights how fee-free educational policy shapes and is shaped by conflict at multiple administrative scales. The article’s findings have implications for debates about the relationship between fee-free education and decentralisation policies.     

民族地区农村教育发展现状分析与思考

本文采用文献调研、实地考察等研究方法，对民族地区农村教育现状进行综合分析，并对以电大现代远程教育，促进城乡优质教育资源共享，提高民族地区农村教育质量和效益，贯彻落实《国务院关于进一步加强农村教育工作的决定》作深入思考。还提出了发展民族地区农村现代远程教育应注意的问题。     

Addressing the Sociopolitical Realities of Teaching through Standards-Based Reform to Post-Licensure Master’s Degree Programs

ABSTRACT

Physical education teacher education programs have a responsibility to prepare preservice teachers in the technical aspects of teaching while also preparing them for the sociopolitical realities of teaching a marginalized subject. There is also a need for inservice teachers to engage in continuing professional development related to socialization and school sociopolitics to build upon lessons learned during initial teacher education. In the United States, one such professional development opportunity is reflected in master’s degree programs. These programs are typically guided by the National Association for Sport and Physical Education advanced standards for physical education teacher education. However, these standards do not currently have any reference to socialization or sociopolitical learning. The purpose of this article is to propose that an additional standard focusing on sociopolitical skills and teacher socialization be added to the National Association for Sport and Physical Education advanced standards for U.S.-based post-licensure master’s degree programs.     

Developing fundamental principles for teacher education programs and practices

Traditional approaches to teacher education are increasingly critiqued for their limited relationship to student teachers’ needs and for their meager impact on practice. Many pleas are heard for a radical new and effective pedagogy of teacher education in which theory and practice are linked effectively. Although various attempts to restructure teacher education have been published, no coherent body of knowledge exists about central principles underlying teacher education programs that are responsive to the expectations, needs and practices of student teachers. By analyzing effective features of programs in Australia, Canada, and the Netherlands, this study contributes an initial framework of seven fundamental principles to guide the development of responsive teacher education programs that make a difference.