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71.
The research reported in this paper investigates why teachers in regional primary schools in the Ballarat region of Victoria, Australia, are choosing to outsource the teaching of sexuality education. A survey was conducted of 29 Year 5 and Year 6 teachers from local primary schools. The teachers provided information about: their confidence in delivering sexuality-related topics; their perceptions of the relevance of given sexuality topics to their students; the teachers' own professional development preferences; and what they saw as their personal limitations in teaching sexuality education. Teachers tended to report low confidence in teaching topics that are considered ‘sensitive’, such as menstruation, wet dreams and sexual intercourse. Furthermore, they indicated a need for professional development in teaching sexuality education. The greatest hurdle identified lies in identifying how to motivate, engage and support teachers to take a professional interest in teaching sexuality education. 相似文献
72.
In the UK, the creative sector has been identified as a key strand in the economic recovery strategy. Composed of mostly micro and small enterprises often grouping together for particular commissions and projects, there is a tendency to operate primarily through a series of networks made up of peers. This paper presents the outcomes of a ‘peer-to-peer business programme’, or action learning set, involving 10 participants from the creative sector over a period of 6 months. The programme was based on a ‘Six-Squared’ model where participants would address their own needs alongside participating in, and developing further understanding of, action learning sets in order to establish sets with others. Assessment of outcomes indicated that the programme allowed participants to develop new skills with peers, network and strengthen relationships and collaborate in a university programme. The paper concludes by suggesting that, within the context of a growing and vibrant creative industries sector and increasing pressures on universities to engage with the business community, it is essential to develop flexible, peer-led and innovative models of collaboration. 相似文献
73.
Gonny L. M. Schellings Bernadette H. A. M. van Hout-Wolters Marcel V. J. Veenman Joost Meijer 《European Journal of Psychology of Education - EJPE》2013,28(3):963-990
Teaching and assessing metacognitive activities are important educational objectives, and teachers are calling for efficient instruments. The advantages of questionnaires in measuring metacognitive activities are obvious, but serious validity issues appear. For example, correlations of questionnaire data with think-aloud measures are generally moderate to low. An explanation may be that these questionnaires are not constructed in line with the metacognitive activities measured by the think-aloud method. In the present study, a questionnaire is constructed based directly on a taxonomy for coding think-aloud protocols. Twenty ninth-graders studied a text while thinking aloud, after which they immediately received the questionnaire. The overall correlation between the questionnaire and the think-aloud protocols (r?=?0.63) was promising. However, scale and item analyses clearly demonstrate some new validity issues. Comparing the questionnaire and the think-aloud results, the students seem to report overt metacognitive activities corresponding more with their behavior reported in the protocols than covert ones. In-depth explorations are presented. 相似文献
74.
Following the introduction of a National Curriculum for Science, all secondary science teachers in England need to be prepared to teach all aspects of a broad and balanced science curriculum. This is the second paper in which we explore science student teachers’ subject knowledge development during a one‐year postgraduate teacher preparation course. In this qualitative study we explore the role of university tutors and school‐based subject mentors in science student teachers’ subject knowledge development as perceived by student teachers, school‐based subject mentors and university tutors. The findings reveal that student teachers are reluctant to use university tutors and school mentors for subject knowledge development because they are aware of their assessment roles. The role of the university tutor in subject knowledge development is perceived as one of facilitation and of developing student teachers’ sense of professionalism. School mentors perceive that they do provide support for subject knowledge development and they are largely unaware of any potential conflict arising from their assessment role. The findings of the study are discussed in terms of the nature of student teachers’ professional learning in communities of practice. The implications for mentor training programmes are considered. 相似文献
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Bernadette M. Baker 《Educational theory》2020,70(4):395-419
Since the early 1800s, mainstream Western discourses that entwined racializing and ableizing discourses have involved, among other things, particular notions of temporality and ways of privileging scopic regimes that presume surface-depth relations mediated by a theory of time and materiality. In this essay, Bernadette Baker analyzes the link between the production of visual surface-depth relations, the theorization of time, and the conception of matter in a high profile movement that today has been discredited. She takes as her case an instance of the first neuroturn (nineteenth century), specifically the physiognomy and phrenology in a textbook-style volume written by F. J. Gall. Translated and published in 1835, Gall's treatise discusses morality and the brain in relation to the shape of the head. The reconstitution of entitlement emerges through Gall's treatise via unexpected epistemological alliances that mark a shift in the architecture of medical perception and that build a bridge from the spirit to the flesh. While relatively humble in tone, Gall's content draws upon empirical and metaphysical reference points that have, in turn, become major legacies for the second neuroturn, education, and other social sciences to deal with. This essay thus examines pivotal horizons in the Gallian approach that, while discredited now as a pseudoscientific fad, raise many difficult questions that expose the link between seemingly oppositional political and intellectual commitments. 相似文献
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