英国职业教育课程多元化的特点及其启示

英国职业教育课程已形成了学习者组成、课程结构类型、学习目的、学习方式及课程合作方式均多元化的突出特点,这主要是缘于英国职业教育宽泛的定义、课程教学主体多元化、课程设置的充分自主权以及经济竞争与行业发展的要求等。职业教育课程的多元化也为英国社区与地方经济文化发展作出了巨大贡献,其职教课程多元化的理念值得我国借鉴。     

教育中介机构如何培养教师——英国BTEC课程模式研究

分析了英国BTEC课程模式形成的背景,探讨了BTEC课程模式的内容和运行机制,在此基础上,对该模式进行了评价,并针对我国职业教育课程改革提出了几点意见.     

英格兰高校学生贷款政策浅析

自1990年开始至今,英格兰高校学生贷款政策已经经历了三个发展阶段。2006-2007学年开始实施的新学生贷款政策的性质、内容、申请资格、审核标准以及管理和申请情况均出现了较大的变化。作为典型的政策性贷款,英格兰高校学生贷款政策设计的合理性以及后续影响的分析对中国高校学生贷款政策的制定具有一定的借鉴价值。     

Investigating Finnish teacher educators’ views on research‐based teacher education

In this article, we examine teacher educators’ views on research‐based teacher education. Finnish research‐based teacher education has four characteristics: (1) the study programme is structured according to a systematic analysis of education; (2) all teaching is based on research; (3) activities are organized in such a way that students can practice argumentation, decision‐making and justification when inquiring about and solving pedagogical problems; and (4) the students learn formal research skills during their studies. According to the results, teacher educators appreciate the research‐based approach to which the university is committed, although they were sceptical about how well this vision transfers to the students.     

英国旅游管理职业教育的特点及其启示

英国旅游管理职业教育起步早,发展成熟。其课程设置注重实用性,教学内容围绕职业资格证书选择和设计,成绩评定以课业形式为主,强调学生的参与,强调团队合作,重视实践,对我国旅游管理职业教育在课程体系设计、改革教学模式、更新教学内容、加强实践教学等方面提供了有益启示。     

中英两国信息技术课程标准解析

英国经过十多年的不懈努力,已经形成了比较完备的、具有自身特点的信息技术教育体系。2003年4月,教育部颁布了《普通高中技术课程标准(实验)》(信息技术),信息技术课程成为一个独立的科目被写进课程标准。文章旨在探讨英国与中国信息技术课程标准的内容,发现其异同,从而为我国信息技术教育的发展提供有益的借鉴。     

Teacher education for inclusive practice – responding to policy

This article draws on research in one teacher education course in England and examines the ways in which the programme prepares student-teachers for inclusive practice in science teaching. We frame our analysis by drawing on aspects of institutional mediation of official policy in teacher education, as well as theories around inclusion and critical pedagogy. Using data from official sources, lecture material, and interviews, we argue that in order to achieve real inclusion in teacher education programmes, we need pedagogies of praxis that move beyond (and sometimes against) the official policy definitions of inclusion, and draw instead on a more critical approach to the formation of future professionals.     

课程政策的文本趋同与文化反思——20世纪八九十年代英美两国课程政策研究

在20世纪最后20年里,由于对本国教育现状的不满并受课程全球化压力驱使,英美两国进行了课程改革,在课程内容、课程管理与课程评价上做出了重大调整,主要表现在内容标准化、管理集权化和评估统一性,并将其发展成鲜明课程政策的明显特色。这些课程政策纳入文化异质国家课程传统,其文化假设与英美两国课程传统的文化假设不同,因此,课程政策文化抵制成为课程研究关注的一个重要方面。     

科学本质教育及其教学研究与实践——以英国国家科学课程标准为例

作为科学教育的目标,科学本质教育近年来广受关注。英国国家科学课程标准中,对各个学段的科学本质教育提出了不同的教学要求;英国科学教育工作者对科学本质教育的教学方式、方法,影响科学本质教育的因素以及教学资源的开发等方面进行了广泛研究,这些都对我国科学教育中的科学本质教育具有借鉴和启示作用。     

英国高等教育成本分担政策——政府市场策略的发展及其影响

本文介绍英格兰实施高等教育成本分担政策的政治、经济和高等教育背景,以及不同发展时期的特征和影响.英格兰高等教育成本分担政策的发展大致可以分成三个时期:初期(1980-1997)、成长期(1998-2005)和改革期(2006-).通过对前两个时期高等教育成本分担政策的特点和实施情况的分析,本文认为它们对增加高等教育经费和保障高等教育机会公平的成效有限.本文还分析了2006年英国开始实施的新政策的重大变化及其预期效果.     

Schools as agents of social exclusion and inclusion

Although schools are usually regarded as important agents for social inclusion, research has shown that they may also function as agents of exclusion itself. The goal of this paper is to deepen our understanding of how schools function as agents of exclusion and how they can become more effective agents of inclusion. It is based on action research carried out with the ‘New Education Environment’, a programme aimed at helping secondary schools in Israel work more effectively with ‘at-risk’ pupils. This research led to the discovery of a self-reinforcing ‘cycle of exclusion’ that involves both pupils and staff in these schools and ‘frames’ of thinking and action that keep it in place. This paper also describes the cycle of exclusion and its frames as well as an alternative frame that has been used to help school staff to step out of the cycle of exclusion and act more effectively to foster inclusion.     

Taking stock of environmental education policy in England – the what,the where and the why

Abstract

Taking England as our case study, this paper reviews secondary school environmental education from a policy perspective. By drawing on Stevenson’s typologies for environmental improvement and Lucas’ categorisation of environmental education, we analyse national policy documents, local authority and Multi-Academy Trust policies; and individual school planning documents. Our findings suggest in these areas a general absence of environment education policy, and where identified a rhetoric towards conservative reform framed as technology solutions, where learning is about the environment, rather than for the environment. We explain how the (lack of) environmental education rhetoric is a result of global economic changes and national austerity policies, and offer insights and signposting for policy makers.     

Inclusion in Malaysian integrated preschools

Inclusive education has been introduced through a number of policy developments in Malaysia over the last 10 years but there is little research investigating the extent and nature of inclusive education for preschoolers with special educational needs (SEN). This study surveyed both regular and special education teachers in Malaysian integrated preschools asking them about the level and nature of inclusion taking place in their preschools and their perceptions and beliefs about inclusion. There was little evidence of practices of inclusion taking place. Both regular and special educators agreed that SEN should be educated alongside their peers in a school but were unlikely to agree that the SEN students should be in the same classroom. Factors identified as influencing inclusion included school culture, skills and competency, guidance and information, workload and students' disabilities. More guidelines and support are required for successful inclusion in Malaysian integrated preschools.     

英国伦敦大学教育学院在职教师培训课程的研究

本文研究了英国伦敦大学教育学院在职教师培训课程类型，课程内容，与培训方式，介绍了英国伦敦大学教育学院在职教师培训课程中的荣誉学士学位课程，高级学位课程，特别课程与短期课程的课程模块。简要论述了英国伦敦大学教育学院在课程体系中贯彻的“教师教育－终身教育”思想，及发挥高等师范教育优势资源，为各种层教师的职业发展提供高质量服务的作法。     

Being professional: accountability and authority in teachers’ responses to science curriculum reform

The science curriculum is a focus of repeated reform in many countries. However, the enactment of such reforms within schools rarely reflects the intended outcomes of curriculum designers. This review considers what we know about the experiences and reflections of teachers in the enactment of externally driven school science curriculum reform. ‘Externally driven’ signals a focus on studies of teachers who did not make a proactive choice to adopt a particular curriculum reform initiative. This is a very common experience for teachers in many school systems, and one likely to highlight issues of professionalism and authority that are central to the work of teachers. The review analyses 34 relevant studies. These include studies of teachers’ experiences of national curriculum reform, and also studies focusing on more regional or local curriculum reform activities. The studies examine individual teachers’ beliefs, practices and reflections associated with curriculum reform, the response of teacher communities to reform (e.g. within school departments), and teachers’ (and other stakeholders’) experiences across school systems. A wide range of factors influencing teachers’ responses are identified. These are characterised in terms of personal, internal and external contexts of teachers’ work. The review also highlights issues of authority, professionalism and the process of meaning-making in response to external curriculum reform. The discussion section identifies important areas for future research and gives recommendations for the design of curriculum policies that recognise and support the professionalism of science teachers.