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81.
82.
Standard evolutionary theory sees little beyond the natural selection of random variation. Yet there is more to life. 相似文献
83.
Paul Fordham John Fox 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1989,35(2):197-212
The growing importance of adult training and education is a worldwide phenomenon. As an accompaniment to the growing range of programmes and courses in adult continuing education, there has developed a cadre of professional adult educators who exist to provide them. Using examples both from Anglophone Africa and from the UK, this paper traces the development of adult education as an idea and the emergence of the adult educator as professional. Training institutions (mainly in universities) have developed from direct course provision though there is now no necessary connection between their past and present functions. Nevertheless, it is these same institutions which have begun to give coherence to the curricula of professional training. Finally, the paper considers some of the training issues which have arisen and which still need to be addressed by the training institutions if professional training is to continue to meet changing professional needs.
Zusammenfassung Die zunehmende Bedeutung der Bildung und Ausbildung von Erwachsenen ist ein weltweites Phänomen. Als Begleiterscheinung zum wachsenden Angebot von Programmen und Kursen in der Erwachsenenfortbildung hat sich eine Gruppe von professionellen Lehrern für Erwachsene herausgebildet, die diese Kurse leiten. Mit Beispielen sowohl aus dem englischsprachigen Afrika als auch aus Großbritannien wird in dem Artikel der Entwicklung der Erwachsenenbildung als Idee und dem Aufkommen von berufsmäßigen Lehrern für Erwachsene nachgegangen. Ausbildungsstätten (vorwiegend an Universitäten) haben sich aus der unmittelbaren Bereitstellung von Kursen entwickelt, obwohl es heutzutage nicht notwendigerweise eine Verbindung zwischen beiden gibt. Dennoch sind es genau diese Institutionen, die damit begonnen haben, den Curricula für die Ausbildung professioneller Lehrer von Erwachsenen einen logischen Zusammenhang zu geben. Zum Schluß werden einige sich ergebende Fragen zur Ausbildung aufgegriffen, die an die Ausbildungsstätten weitergegeben werden müssen, wenn die Berufsausbildung weiterhin den sich ändernden beruflichen Erfordernissen gerecht werden soll.
Résumé L'importance croissante de la formation et de l'éducation des adultes est un phénomène mondial. Parallèlement au nombre de programmes et de cours d'éducation continue des adultes qui ne cesse d'augmenter, un corps d'éducateurs des adultes spécialisés a été développé pour conduire ces cours. En tirant ses exemples de l'Afrique anglophone et du Royaume Uni, cet article retrace le développement de l'éducation des adultes en tant que concept et l'émergence de l'éducateur d'adultes en tant qu'enseignant spécialisé. Les institutions de formation (au sein des universités principalement) sont directement nées des cours qui étaient offerts, même s'il n'y a plus aujourd'hui de relation nécessaire entre leurs fonctions passées et présentes. Néanmoins, ce sont ces institutions qui ont commencé à rendre cohérents les curricula de l'enseignement professionnel. Enfin, le présent article examine quelques questions de formation qui ont été soulevées et qui doivent encore être soumises aux institutions de formation, si l'enseignement professionnel ne doit pas cesser de répondre aux besoins changeants qui se font sentir dans le domaine du travail.相似文献
84.
Nathaniel Owen Alison Fox Terese Bird 《International Journal of Research & Method in Education》2016,39(2):170-193
This paper documents the creation, implementation and analysis of a survey instrument designed to reveal patterns of use and attitudes towards the value of social media by UK teachers. The study was motivated to discover which teachers use social media professionally, how they use it (both personally and professionally) and attitudes to social media as a professional tool (for their students' and their own professional use). The instrument was created from verbal data from two focus group discussions regarding the use of social media in education. Attitude statements were included verbatim when practical. This instrument was placed online and practising teachers invited to complete it (n?=?216). Exploratory factor analysis and hierarchical clustering identified 9 factors from 54 attitude statements and 5 distinct teacher groups. The rich data allowed each group to be carefully defined, providing potentially invaluable information to school leaders when developing social media projects to recognize and accommodate the full range of teacher concerns and experience. The paper also addresses methodological concerns regarding instrument creation, dealing with missing data and the impact of missing data on subsequent analysis. 相似文献
85.
Geoff Fox 《Children‘s Literature in Education》1991,22(4):257-273
Geoff Fox was a founding editor of CLIE and still serves as Secretary to the UK Editorial Committee. He has worked with young people and teachers in schools and universities in the UK, USA, Canada and Australia. He has written widely in the field, includingTeaching Literature 9–14 (with Michael Benton, Oxford University Press, 1985). He has recently written four short works of fiction. 相似文献
86.
87.
Geoff J. Bathje Eunha Kim Ellen Rau Muhammad Adam Bassiouny Taehoon Kim 《International journal for the advancement of counseling》2014,36(4):408-422
This study examined attitudes toward face-to-face (f2f) and online counseling among 228 Korean college students. In addition, it tested a hypothesized model proposing that general propensities (i.e., self-concealment, openness to experience, and loss of face) would influence counseling-specific expectations (i.e., self-stigma and disclosure expectations), which, in turn, would predict attitudes toward f2f and online counseling. Findings mirrored the results of earlier studies revealing that self-concealment was negatively related to attitudes toward both f2f and online counseling, while openness to experience and disclosure expectations were positively related. However, whereas self-stigma was associated with negative attitudes toward f2f counseling, it was not related to attitudes toward online counseling. In addition, disclosure expectations accounted for f2f attitudes more than online attitudes. 相似文献
88.
Ralph N. Sargent Rene L. Ash John Hales George Fox 《Communication Booknotes Quarterly》2013,44(4):48-49
Ralph N. Sargent's Preserving the Moving Image (Washington: Corporation for Public Broadcaiting and National Endowment for the Arts, 1974---$3.95, paper) Rene L. Ash's The Motion Picture Film Editor (Metuchen, N.J.: Scarecrow Press, 1974---$6.00) John Hales (ed.) Computer Animation (New York: Hastings House, 1974---$20.00) George Fox's Earthquake: The Story of a Movie (New York: Signet Film Series, 1974---$1.25, paper) 相似文献
89.
Geoff Husic 《Slavic & East European Information Resources》2013,14(1):37-51
In this article, the author discusses issues related to the cataloging of a language, Romani (or Romany), which is only in the twenty-first century beginning to achieve some degree of standardization. In his discussion, the author focuses on issues of Romani orthography, specifically a small number of unusual Unicode characters that may cause technical problems in certain automated cataloging environments, such as OCLC WorldCat, the OCLC cataloging client Connexion, and online library catalogs. 相似文献
90.