排序方式: 共有45条查询结果,搜索用时 0 毫秒
11.
12.
Marie Magnell Lars Geschwind Anette Kolmos 《European Journal of Engineering Education》2017,42(6):1038-1047
The purpose of this paper is to identify faculty perspectives on the integration of work-related issues in engineering education. A mixed methods approach was used to explore faculty attitudes towards work-related learning, to describe activities related to working life that have been introduced into the curriculum and to identify factors that faculty see as important if the amount of work-related learning is to increase. The results show that faculty members are positive about integrating work-related issues into the curriculum. Programmes with more extensive connections to industry offer more integrated activities, such as projects with external actors, and use professional contacts established through research in their teaching. In order to increase work-related learning in engineering curricula, faculty request clear goals and pedagogical tools. Other options to increase work-related learning include offering faculty the opportunity to work outside academia. 相似文献
13.
14.
Johanna Einarsdottir Anna-Maija Purola Eva Marianne Johansson Stig Broström Anette Emilson 《International Journal of Early Years Education》2015,23(1):97-114
The aim of the study is to explore how Nordic Early Childhood Education and Care policies frame values education in preschools with a special focus on the values of democracy, caring and competence. The study is part of a larger Nordic project, Values education in Nordic preschools: Basis of education for tomorrow, the aim of which is to explore values education from various perspectives, policy levels, institutional levels and personal levels. The study applies Habermas’s theoretical ideas of communicative actions, lifeworld, and the system. Here the focus is on the system level, namely, values in national curriculum guidelines that serve as the basis of pedagogical practices in preschools in the Nordic countries. Thematic research analysis described by Braun and Clarke inspired the qualitative analysis of the documents. In addition, a quantitative language-based approach was applied to the study. Keywords related with democratic, caring and competence values were selected. The findings reveal different dimensions and meanings of the three value fields, such as democracy as being and/or becoming; care as fulfilment of basic needs and an ethical relationship; and competence values as learning for sociality and academic skills. 相似文献
15.
Anette Lykke Hindhede 《British Journal of Sociology of Education》2020,41(3):315-330
AbstractDrawing on Bourdieu’s theory of practice, this paper aims to understand whether and how a reproduction of the status hierarchy of medical specialties and diagnoses occurs within a medical school in a North European context as well as students’ educational strategies given the hierarchy. We report data from a cross-sectional survey conducted on a sample of Danish medical students. The 289 respondents ranked diseases and specialities, based on how they believed most health personnel would rank them. In addition, 18 in-depth interviews with medical students were conducted. Comparing the ranking responses of early, mid and late phase students, the analysis tracks the gradual convergence and broad agreement around a hierarchy. The paper concludes that medical school is a highly competitive field of higher education, where distinction is invested in and reproduced by curricular knowledge. This distinction is reinforced within wider structural elements such as governmental educational policies. 相似文献
16.
The purpose of this study is to bring forth preschool teachers' and parents' views on both established and future forms of cooperation between the preschool and home. The empirical sample is based on both individual and focus‐group interviews. Results show that cooperation mainly revolves around the individual child. The form of cooperation that is the least established among both preschool teachers and parents tends to be the parent council. It is concluded that it is important for preschool teachers to provide varied and rich forms of cooperation, as different forms of cooperation appeal to different parents. With a wide range, there is a possibility to reach all parents. 相似文献
17.
Anette Olin Gunilla Karlberg-Granlund Eli Moksnes Furu 《Educational Action Research》2016,24(3):424-441
AbstractThis article focuses on the double role of the academic action researcher working as facilitator and researcher in democratic professional development projects. The inquiry is based on three partnership projects: ‘research circles’ in Sweden, ‘dialogue conferences’ in Norway and ‘tailored professional development’ in Finland. In a self-study and through the lens of practice architectures, we, as action researchers, explore how our practices are enabled and constrained in, as well as are enabling and constraining, professional development partnerships with teachers and educational leaders. A critical perspective is provided on how and what democratic practices evolve. The inquiry opens up understandings about how the academic action researcher’s practices entails multi-faceted ways of working to be able to accomplish different and somehow contradictory objectives, yet at the same time enacting democratic working methods. Furthermore, the act of recognition as a connecting aspect between prefiguring arrangements and evolving practices will be elaborated on to supplement perspectives offered by the theory of practice architectures. 相似文献
18.
Facilitating change to a problem-based model 总被引:1,自引:0,他引:1
Anette Kolmos 《International Journal for Academic Development》2013,18(1):63-74
This paper discusses barriers which arise during the change process from a traditional educational system to a problem-based educational model. The characteristics of a problem-based learning model are presented in order to provide a framework for discussion of the scope of these issues. Then the findings of a research study, which examined an actual transition from a traditional model to a problem-based learning model, are introduced and discussed. In spite of an extensive staff development programme to introduce teachers to the new model, some unforseen issues arose. Some of these were to do with the nature of teaching in the new model, for example, the requirements of project supervision as the new form of teaching, which was quickly brought into focus by teachers involved in the transition. Other issues were to do with the retention, in this particular example of problem-based learning, of forms of teaching which appeared similar to traditional teaching, namely lectures. The findings suggested that it was very important to 'rethink' known teaching methods such as traditional lecturing, because teachers have to reselect the content of courses if the number of lectures is substantially reduced. Furthermore, the results of the study indicate that the importance of the change processes at the educational model level focus on the individual, culture and the organization. For faculty and academic developers this means that they have to facilitate all three levels which is a comprehensive challenge and requires a high level of competency. 相似文献
19.
Jane Wilkinson Anette Olin Torbjørn Lund Else Stjernstrøm 《School Leadership & Management》2013,33(3):224-239
In this paper, we propose the concept of leading as travelling practices in order to understand how enhanced pedagogical practices ‘catch on’ in educational sites. Drawing on parallel case studies in Australia, Sweden and Norway, we analyse how leading practices moved within and between settings, transforming the discursive, material and social conditions for teaching and learning. We examine the composition and ecological connections of these leading practices with professional learning and pedagogical practices in schools and pre-schools. We conclude that practice-informed lens can shed new light on the spread of practices, which foster the conditions necessary for transformed pedagogy. 相似文献
20.