Young people’s conversations about environmental and sustainability issues in social media and their educational implications are under-researched. Understanding young people’s meaning-making in social media and the experiences they acquire could help teachers to stage pluralistic and participatory approaches to classroom discussions about the environment and sustainability. The aim of the article is to explore the characteristics of meaning-making in young people’s conversations about environmental and sustainability issue in social media, more precisely in an online community. The study takes a public pedagogy and citizenship-as-practice approach and uses Epistemological Move Analysis. The conversation are shown to be argumentative, sophisticated, elaborative and competitive and create an educational situation in which facts about the world and moral and political values and interests are confronted and argued. The findings raise questions about pluralistic and participatory approaches and the staging of classroom conversations in environmental and sustainability education. 相似文献
We report how 47 pre-service teachers during their preschool placement in Sweden identify events related to gender and emerging science. We analysed their reflections on the situations with Gee’s Discourse analysis. Two dominant discourse models were identified: the Discourse Construare, where pre-service teachers assumed that children have potential interests in a variety of subjects, and the Discourse Essentia, where children were regarded to have a stable core identity. In the latter discourse, the pre-service teachers’ task would be to encourage the children to be who they are. The analysis found a connection between pre-service teachers’ views of the child and whether gender stereotypes were reproduced or counteracted. The Discourse Essentia is in conflict with the goal in the Swedish national curriculum that all children should learn science. We discuss how the different discourses affect whether children are stimulated or inhibited in their emerging science activities and interests. Based on the results from an analysis of answers reflecting the Discourse Construare, we have designed a model illustrating a process for gender-aware teaching. 相似文献
This qualitative study focuses on newly qualified teachers’ use of information and communication technology (ICT) as a tool for meeting the challenges of their everyday work. The overarching aim is to investigate whether they can contribute to new knowledge about learning in ICT contexts. Theoretical points of departure concern the changeable nature of learning in situations where ways of communicating knowledge and skills are changed. The study draws upon interviews and observations. The findings show intersections picturing the new technique as partly changing the circumstances for teaching, learning and collaboration between colleagues. The new teachers’ utterances show that ICT utilisation is extensive and exhibits great variation both among female and among male participants. Boundary‐crossing changes become visible in the collaboration between more experienced teachers and those who are newly qualified, especially when they work on a common development project. However, there are relatively few teachers who bring up active ICT use in connection with pupils’ learning. Changed roles because of ICT competence raise questions about the importance of systematic ICT features within teacher education. Many of the newly qualified teachers wish they had more knowledge about ICT and related techniques. Another question is whether newly qualified teachers who show interest in using the technique can take on the role as agents of change in their active and creative use of ICT. 相似文献
Background: While studies of teaching frequently preserve an interest in teacher–pupil encounters that take place in certain spots, this article shows how teachers’ can be understood as in-path instructors, which is significant for student-based learning. This complements studies that have mainly focused on teachers instructional work taking place at certain spots.
Purpose: The purpose is to describe how a PE teacher’s rhythmic labouring of the diverse settings in the gym creates a learning environment. By examining emplacement (spatial) and empacement (temporal) as important aspects of how learning environments are constituted, this article contributes a framework for studying and analysing a teacher’s work from a moving vantage point.
Conclusions: Based on a video ethnographic approach and using a wearable camera attached to the teacher’s chest, the analysis of a station-wise lesson show how the teacher frequently covers a large part of the room and creates a web of educational challenges and possibilities. These brief encounters are identified as important tools that support each pupil’s rhythm and engagement in the learning activities and maintain the corporate rhythm of a class. Furthermore, by analysing the teacher’s temporal and spatial walking technique, which helps the pupils to transit between and accomplish practical exercises, the article highlights how the teacher’s ability to support pupils’ progression partly builds on a regional knowledge that is cultivated by the array of encounters. 相似文献
The overall aim of this article is to develop in-depth knowledge about the connection between outdoor experiences and moral attitudes towards nature. The study focuses on processes in which moral relations are at stake in encounters between students and nature. The purpose is to identify such events, describe their specific circumstances and clarify how moral relations are established in these events. The empirical material consists of video-recordings of activities in three different outdoor education practices. In order to identify and categorise moral situations, an analytical tool called the ethical tendency is used. This tool is based on Wittgenstein’s language game method. The findings show that in the investigated outdoor education practices, moral relations towards nature are established in several different ways. The article concludes with four educational implications: responsibility when dealing with moral reactions; bringing ethical questions to the fore; different educational conditions create different encounters with nature; and the consequences of different language games. 相似文献
This study illuminates teachers’ conceptions of gender and science and possibilities to challenge these conceptions. Since
2005, a group of teachers (K-6) in Sweden have met approximately once a month in two-hour seminars to discuss and develop
their instruction in science and technology based on a gender perspective. The present data consist mainly of audio-recordings
of the teacher seminars and video-recordings of science activities with students. Analysis of the empirical data has been
carried out in several stages and was inspired by thematic analysis, the theoretical framework of which is based on Hirdman’s
and Beauvoir’s theories of gender. The results show that the teachers’ ideas about gender/equity and science exist on several
levels, within which various conceptions are represented. On the one hand, “reasoning around similarity”, where teachers consider
that both girls and boys should have the same prerequisites for working with science. In contrast, stereotypical conceptions
of girls and boys occur when the teachers evaluate their activities with students, and condescending attitudes toward girls
are also observed. The girls’ ways of working with science are not as highly valued as the boys’, and this outlook on children
can ultimately have consequences for girls’ attitudes towards the subject. When teachers are allowed to read their own statements
about the girls, they get “a glimpse of themselves”, and their condescending ideas about girls are made visible. In this way,
the teachers can begin their active work towards change, which may lead to new outlooks on and attitudes towards students. 相似文献
This is a psychometric analysis of an instrument to assess the socio-emotional development of school students, How I Feel (HIF), developed as a situational judgment test, with scoring based on expert judgments. The HIF test was administered in grades 4–9, 1999–2005. Internal consistency, retest reliability, and year-to-year stability were satisfactory, and the HIF instrument appears sensitive to intervention effects. Sex differences and associations with substance use and other instruments support construct validity. A significant negative trend was found across grades, attenuated in a group receiving socio-emotional training. The HIF test has limited discriminatory power among individuals with high socio-emotional maturity. 相似文献
Since the early-2000s, deliberative democratic theory has influenced the debate on teaching. Proponents of deliberation in education have argued that deliberative communication as a teaching model enhances both subject knowledge and democratic virtues among students. However, empirical support for this assumption is weak. The aim of this article is to empirically test the assumptions made by the proponents of deliberative teaching. This study uses a field experimental research design. The study was carried out in a civics course in Swedish upper-secondary schools in both vocational programs and programs preparing students for ensuing studies. To some extent, the results support the hypothesis derived from deliberative theory. Deliberative teaching seems to enhance democratic virtues among students in vocational programs. 相似文献
The meaning of study success is crucial when investigating the validity of the admission system to higher education. A common measure of study success is grades. However, grades might be a measure of different kinds of success in different education programmes due to disciplinary differences. This article presents the results of a study carried out in the Departments of Business Administration and Social Welfare at a Swedish university. University teachers were interviewed about their views on study success in their freshmen and senior students of today and in the future. The results indicate that the teachers in the Department of Business Administration tend to choose cognitive criteria whereas the teachers in the Department of Social Welfare tend to choose non-cognitive criteria and criteria classified as both cognitive and non-cognitive, when asked about their present students. Regarding the success of future students, the tendency is similar but the differences between the two groups of teachers are smaller. 相似文献
The purpose of this study is to gain knowledge about conditions for boundary crossing between academic and vocational practices and to identify dimensions of social practice within workplaces. The data consist of 28 questionnaires and 14 in‐depth interviews with newly qualified secondary school teachers in their first year of teaching. We use the lens of sociocultural theory to analyse qualitatively what we can learn from newcomers' talk about their experiences and whether theories provided during their teacher education helped them to meet challenges in their new workplaces. Theoretically, notions of participation in social practices in terms of social space are in focus. In the findings, such space is identified as social adjustment, social distance, social inclusion and social expansion. Drawing on these concepts, we suggest that professional development depends strongly on the way new teachers' boundary crossing is supported by collaboration and to what extent they belong to professional dialogues in settings with inclusive and expansive relationships. 相似文献