Time past: impacts of ICT on the pedagogic discourse in the Interactive project

The ‘pedagogic discourse’ can describe the power relations and fields of influence within schools. This article extends the approach to include ICT-mediated learning in schools by considering evidence from the InterActive project, undertaken by the University of Bristol, England, in 2000–04. The article also considers how the pedagogic discourse can complement post-Vygotskian sociocultural models of learning. ICT is presented as a ‘recontextualising field’ that exerts influence by weakening the classification and framing of the discourse. Successful uses of ICT tend to favour ‘invisible’ pedagogies: collaborative modes of active working with shared competences, in lessons containing elements of ‘discovery’. Tensions can arise if the dominant discourse is a ‘visible’ pedagogy that favours individual performance, with the teacher as the voice of authority and controller of the discourse. These tensions can lead to ICT being marginalised or discredited by teachers or lead to new modalities of pedagogy.     

中外教育学教科书之比较及浅析

从对中国、美国、日本、前苏联的教育学基础教科书比较中可以看出,在中国教育学教科书中,有外国的影响和痕迹.如何处理中外教育学理论关系,也关系到中国教育学如何发展的问题.     

An exploration of the use of disruption as a pedagogic intervention

This article describes a journey of exploration in which I take a hitherto unexamined aspect of my teaching practice, the use of disruption, and subject it to interrogation. The journey is an exercise in auto‐ethnographic research in that I am my own subject, located within the context of the classroom. My purpose is to surface the beliefs that underpin this pedagogic strategy and to locate it within theories of teaching and learning in higher education, so that that which is known but not yet thought becomes available for reflection and challenge. The article is structured in such a way as to trace the thought processes that shaped the direction of the journey; it follows a logic dictated by the heuristics of recognition and association. Throughout the journey I draw on students’ reflective reports to illustrate my conclusions that disruption is a metaphorical strategy that uses associative logic to promote transformations in students’ underlying belief systems and is an artefact of a relativist ontology. It assumes a political stance about the challenging of power relationships and of collusion. I conclude by identifying some ethical issues that are raised by this teaching strategy. I highlight the importance of a relationship of trust between teacher and student that is based on a shared commitment to each other’s potentiality.     

Schools and support staff: applying the European pedagogic model

The following discussion by Pat Petrie draws on a body of research conducted at the Thomas Coram Research Unit, the Institute of Education, University of London. These studies include: a survey of out‐of‐school services in the European Union (Meijvogel and Petrie, 1996); work on children's services in Sweden (Moss and Petrie, 2002); the changing role of the school internationally (Moss, Petrie and Poland, 1999); social pedagogy and work with looked‐after children in six European countries (Petrie, Boddy, Cameron and Wigfall, forthcoming 2006); and the incorporation of childcare into education in Sweden, Scotland and England (Cohen, Moss, Petrie and Wallace, 2004). Methods used in these studies have included commissioning reports from national experts, and local fieldwork involving interviews with policy makers and practitioners at all levels, in national and local governments and in a wide variety of services where pedagogues work face to face with children.     

Bodies as objects of pedagogic power relations

This paper is based on a study titled ‘Enacting Feminisms in Academia’, which engaged five feminist lecturers teaching English at five different multilingual universities in Southern Africa. The study explored: (1) the complexity of sociolinguistic and feminist identity construction in multilingual seascapes, and by extension (2) how feminist educators' interpretation and enactment of their personal world-view informs their language teaching in terms of what they teach, how they teach, and why they teach what they do. The participants who hail from a diverse range of ideological landscapes were identified either by themselves or others as feminist teachers. Through a suite of data sources which comprised autobiographical essays, interviews and lecture observations, this paper explores how the female teacher's educative and pedagogic expertise and interactions are framed in relation to her race, gender, and age. Accepting the fluidity and complexity of identity positionalities, the paper explores the identity constructions of the feminist teachers in their communities of practice.     

Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice

The importance of formative assessment instudent learning is generally acknowledged, butit is not well understood across higher education.The identification of some key features offormative assessment opens the way for adiscussion of theory. It is argued that thereis a need for further theoretical developmentin respect of formative assessment, which needsto take account of disciplinary epistemology,theories of intellectual and moral development,students' stages of intellectual development,and the psychology of giving and receivingfeedback. A sketch is offered of the directionthat this development might take. It is notedthat formative assessment may be eitherconstructive or inhibitory towards learning. Suggestions are made regarding research intoformative assessment, and how research mightcontribute to the development of pedagogicpractice.     

Exploring the boundary between school science and everyday knowledge in primary school pedagogic practices

This paper explores the different ways that primary school teachers in Uganda navigate the boundary between school science and everyday knowledge in the context of a centrally mandated curriculum innovation. The paper is based on a study of the pedagogic practices of 16 teachers in eight Ugandan primary schools that were selected on the basis of having a track record of either high or low academic achievement in the public primary school‐leaving examination. The official primary school curriculum in Uganda prescribes that science be taught in an integrated form, including integration between science subject knowledge and everyday knowledge. The strategies that teachers in the study adopted in relating science to everyday knowledge was a key feature that differentiated between pedagogic practices in the high‐performing and low‐performing schools. In high‐performing schools, teachers recruited everyday knowledge as a resource for learning science as a specialised discourse; whereas in the low‐performing schools, acquiring everyday knowledge was viewed as an end in itself. The paper, then, considers the implications of differences in teachers' pedagogic strategies for the kinds of knowledge to which learners are given access.     

Social class and pedagogy: a model for the investigation of pedagogic variation

This article addresses an enduring concern in the sociology of education: how social class differences are reproduced through schooling. In particular it focuses on the functioning of pedagogy in this regard. The article presents a model that elucidates the inner logic of pedagogy in order to reveal the structuring of inequality with respect to different groups of students. Theoretical concepts are drawn from the work of Bernstein, Dowling (1998 Dowling, P. 1998. The sociology of mathematics education: Mathematical myths/pedagogic texts, London: Falmer.  [Google Scholar]) and Pedro (1981 Pedro, E.R. 1981. Social stratification and classroom discourse: A sociolinguistic analysis of classroom practice, Stockholm: Stockholm Institute of Education, Department of Educational Research.  [Google Scholar]). An analysis considering the relay of social class differences, what is relayed, and its organizational form is undertaken with respect to working class and middle class children learning literacy in a sample of South African primary schools.     

美国高校教师发展的现状及启示

高校教师发展包括教师发展、教学发展和组织发展三大领域。经过多年的发展,美国已经建立起由学校和社会共同组成的完善的高校教师发展保障体系。近年来,美国高校教师发展在指导思想和内容上均出现了一些新的变化,积累了一些成功经验,对我国高校教师发展具有借鉴意义。     

我国大学教师发展者专业化的内在逻辑

教师发展者是大学教师发展活动核心的专业力量。近年来,我国大学教师发展实践的蓬勃开展与该群体从无到有、由泛到专的自身演进密不可分。这个历程可划分为"引进、内化、模仿、伫立"等四个阶段。只有从大学教师发展系统层面理清不同发展时期的要素和矛盾,把握大学教师发展者专业化的规律,教师发展者才能摆脱缺乏主体意识的自然式发展状态,从而真正实现理性化的专业成长。教师发展者个体的专业发展受教师发展机构体制机制的制约,因此,机构必须超越单一行政职能,向研究、教育与管理一体化的综合性职能转型,使得教师发展者变为集教育者、管理者和学者于一身的社会形象。     

The social construction of pedagogic discourse in physical education teacher education in Australia

Abstract

Once the exclusive domain of teacher education, physical education in Australian tertiary institutions has during the last twenty years evolved into a series of discipline‐based fields concerned with human movement studies, leisure studies and sport science that have begun to feed new vocational opportunities in the sport, exercise and leisure industries. Concomitant with these changes in the social organization of knowledge in tertiary physical education has been a realignment of school physical education programmes, particularly in the senior school curriculum. Inevitably, the once sole focus of physical education in tertiary institutions on teacher education is now being forced to reinvent itself in light of these dynamic changes in the social organization of school and university knowledge. Following the work of Bernstein, Goodson and others, this article analyses current policy and practice in physical education teacher education and identifies several future scenarios. The first part of the article provides an historical overview of the emergence of new forms of tertiary knowledge in physical education from the mid‐1970s until the present. The second part provides a similar overview of developments in school physical education with a focus on senior school and matriculation physical education during the same period. The third part analyses the current state of affairs in the social organization of knowledge for physical education teacher education. In the fourth part, a series of questions is raised concerning relationships between knowledge in physical education teacher education, school physical education and university forms of the field through the presentation of several future scenarios. The article concludes with several proposals for policy development concerned with physical education teacher education programmes.     

科学发展观视阈下的应用型本科高校师资培育

师资队伍建设作为一项系统工程,是应用型本科高校内涵建设的重中之重。对应用型本科高校师资队伍建设现状、存在问题等实然生态作系统分析,以科学发展观为指导,构建起应用型本科高校师资队伍建设的路径依赖。     

颜元人性理论的教育学价值探析

颜元的人性善的理论不但在哲学史上有着独特的历史地位,而且作为其教育思想的理论基础,有着很高的教育学价值,而且至今尚具有着借鉴意义。     

以社会主义核心价值体系引领高校师德教育

阐述了社会主义核心价值体系引领高校师德教育的现实意义,并就以社会主义核心价值体系引领高校师德教育的精神实质、有效途径、具体措施等方面进行了重点论述。     

Virtualization and new geographies of knowledge in higher education: possibilities for the transformation of knowledge,pedagogic relations and learner identities

This article considers some of the ways in which the transformative power of Web 2.0 digital technology is reconfiguring learning, knowledge and academic identities in the contemporary university. Through a focus on five specific examples, we consider the impact of virtualization processes on spatiality, materiality and embodiment, and pedagogic relations. We argue for the benefits of taking a microsociological approach in order to reflect on the potential of virtualization to bring about new geographies of knowledge production and as a means to identify the ways in which potential transformations are uneven, problematic and contested.     

寻求高等教育的新挑战与大学教师传统价值观之间的平衡

高等教育面临着一系列的新挑战,新的变革对大学教师的传统价值观产生了冲击。如何在各种冲突之中保持大学教师的活力和创造力,是高等教育发展的关键所在。文章旨在通过利用动机理论,对在新的环境中如何对大学教师进行管理提出建设性的思路。     

A Study of Faculty Perceptions of Summer Compressed Course Teaching

Students take summer and compressed courses for a variety of reasons and research indicates that learning outcomes in these courses are similar to those gained in traditional semester or quarter courses. This quantitative study was an attempt to clarify faculty perceptions about summer compressed courses. One hundred and fifty-one faculty members teaching at a large, multicampus institution completed a survey addressing teaching methodology, approaches to student assessment, and other pedagogical issues relating to such courses. It was determined that many faculty did make adjustments in teaching methods and approaches to student assessment. In addition, perceptions were different between experienced/tenured faculty and inexperienced/nontenured faculty.Mark Kretovics is an Assistant Professor of Higher Education Administration and Student Personnel at Kent State University. He received his Ph.D. from Colorado State University and his research interests include the assessment of student learning, business practices in higher education, distance education, and pedagogical issues in compressed courses. Mark had over 20 years of administrative experience within higher education before transitioning into his current faculty role. Alicia R. Crowe, Ph.D. is an Assistant Professor in the Department of Teaching, Leadership, and Curriculum Studies at Kent State University. Her areas of interest and research include teacher education, social studies education, teacher learning, and technology integration. Eunsook Hyun, Ph.D. is Associate Professor in the Department of Teaching, Leadership, and Curriculum Studies at Kent State University. Her area of research interests include teacher education, critical pedagogy, curriculum theorizing, and higher education curriculum     

美国国家教师发展和多元化中心建设的探究及启示

美国国家教师发展和多元化中心是一个独立于高校之外的服务于高校教师发展的机构,它为美国诸多学校的教职员、博士后及研究生提供专业的培训。对该中心的理念、服务对象、人员设置以及开展的项目活动进行介绍和分析,总结归纳其特点和优势,可以从中学习借鉴其发展经验,吸收其良性运营的精髓,为完善我国高校教师发展中心的建设提供有益启示。     

Reflections on higher education and the media

ABSTRACT

This paper examines the use of matrices and strategies in mapping personal (professional) development in an individual’s career. In order to optimise opportunities, identify positive steps, and make impactful career moves, we must first employ strategies to understand and reflect on who we are, where we want to go, and why. Utilising matrices and lived experience, this paper argues that there are ways to maximise what we can give to a given situation, opportunity or challenge to equip us with the skills, mind-set and wherewithal to achieve a greater sense of fulfilment.     

Higher education inclusivity: when the disability enriches the university

ABSTRACT

This article analyses the perspectives of faculty members on disability in higher education. Their testimonies give value to the attitudes and qualities of university students with disabilities and show how they influence their professional and personal development. We carried out a qualitative study, through interviews with 119 faculty members of different fields from 10 Spanish universities, who were nominated by students with disabilities for developing inclusive pedagogy. We conducted a progressive analysis of the data using a system of categories and codes. The results describe the motivations that drove the participants to respond to the needs of students with disabilities, the personal and professional impact posed by the challenge of adjusting the teaching and learning processes, and the perceptions of the faculty members toward the contributions of these students to the university. In the conclusions section, we delve into the need of universities to embrace inclusivity. The data provided by this study reveal that disability can be a valuable asset in a university context that dissociates from the deficit lens and acknowledges that all students are important and able to learn when the attitudes and conditions are appropriate.