Despite the centrality of math teacher educators (MTEs) in teacher education, we know little about the nature of professional learning opportunities for MTEs to develop and enhance the knowledge needed to teach prospective teachers. Existing models for supporting MTEs in developing their knowledge and practice do not address how to prepare novice MTEs in initially learning to teach prospective teachers. We present a professional learning model we have been pursuing for supporting novice MTEs and the generation of and role for community artifacts, namely lesson plans, in that model. We outline the process by which we implement, analyze, and collectively revise lesson plans so that they are continually improved over time to serve as artifacts that better instantiate what members of the local community are learning about how to support novice MTEs through identification of their problems of practice. Finally, we problematize the model we are investigating and propose implications of this model and questions raised by our work with the goal of inviting further discussion about supporting novice MTEs.
Early childhood educators are in a unique position to provide peace education to young children and have been called to do
so by their professional organizations. This article is intended to support early childhood educators in these endeavors by
providing an overview of young children’s conceptions of peace, war, and peacemaking strategies. In addition, a theoretical
framework for assessing young children’s conceptions of peacemaking is presented and recommendations for encouraging young
children in their peacemaking efforts are suggested. 相似文献
What are key features of schooling and testing in some major industrialized countries? What lessons can we learn u from other countries? How important is the issue of confidence in the teachers who will be called on to judge student performance? 相似文献
Despite high rates of mental disorders in university students, very few seek professional help. University teaching staff are well placed to connect students with mental health care. However, little is known about university staff attitudes to and knowledge about mental health problems, or whether these factors influence their experience with and assistance of students with these problems. A total of 224 teaching staff members at the Australian National University, Canberra completed an anonymous online survey via an email link (16.4% response rate from N ~ 1370). Measures included demographic and professional information, experiences with student mental health, knowledge of depression (literacy) and attitudes to depression (stigma). Strength of stigmatising attitude did not predict whether a teaching staff member would approach a student to assist with mental health problems. Teaching staff with higher levels of depression literacy (OR = 1.14, p = 0.007) were more likely to feel sufficiently informed to help students with mental health problems. Ensuring staff complete mental health literacy training and have adequate skills to respond appropriately to students with mental health problems may help in connecting young people to appropriate care in a university context. 相似文献
This paper reflects on the teaching of science fiction texts to first-year engineering students at the University of the Witwatersrand as part of a Critical Thinking course that uses literature as a vehicle through which to develop competence in critical literacy and communication. This course aims to equip engineering students, as future intermediaries between science and society, with the ability to fulfil this role in both the contemporary global world and South Africa more specifically through the imaginative inhabitation of divergent subject positions afforded by literary texts. Science fiction encourages students to engage imaginatively with various societal ideas, constructs and possibilities. One of the principles of the course is that reading facilitates empathic responses, challenging readers to inhabit unfamiliar subject positions. In this way, the teaching of science fiction aims to develop self-reflective and critical learning practices, wherein engineering students grapple with the ethical ramifications of extrapolated known science in a South African context. 相似文献
Three experiments examined inhibitory learning in rats, using Pavlovian and differential inhibitory eyeblink conditioning
procedures. Experiment 1 was designed to compare summation and retardation effects following Pavlovian conditioned inhibition
(A1/XA) or differential inhibition (A1/X) training using auditory and visual conditioned stimuli (CSs). After ten 100-trial
sessions of training, both Pavlovian conditioned inhibition and differential inhibition produced a retardation effect. However,
a summation effect was obtained only for rats given Pavlovian conditioned inhibition training. Experiment 2 showed that increasing
differential inhibition training to twenty 100-trial sessions produced summation and retardation effects. In Experiment 3,
rats were trained with either ten or twenty 100-trial sessions of intramodal inhibitory training with two tone CSs (2 kHz
vs. 8 kHz). Summation and retardation effects were obtained after only 20 sessions of differential conditioning. The findings
indicate that extensive training is needed to establish conditioned inhibition with intermodal or intramodal differential
conditioning. 相似文献
This qualitative study documents three main strategic models used by Russell Group Careers Services to support students’ preparation for graduate careers. It is framed against the backdrop of a challenging graduate labour market, discussions of employability in the literature and the policy assumption that universities are responsible for developing students’ employability. First, we classify the strategies used at Russell Group universities through a content analysis of Careers Service websites. We then select three case studies representing contrasting patterns of provision. Interviews with Careers Service directors and staff at the case study institutions provide the rationales behind these three different strategies, which we describe as ‘Hands-Off’, ‘Portfolio’ and ‘Award’. Drawing on 17 interviews and analysis of participation data provided by the Careers Services, we compare and contrast the approaches. The first case fills gaps in an esteemed academic system in which most students already have social capital. The second case focuses on segmenting their market to directly serve varied student needs. The third case emphasises partnership with academics and embedding career development within the curriculum. We take a critical perspective on these strategies in relation to major theoretical conceptions of employability found in the literature. Finally, we suggest implications for practices within Careers Services and further research in this underdeveloped field. 相似文献
This article is a critically reflexive account of how collaborative processes and democratic relations were negotiated in a doctoral research project which combined elements of institutional ethnography, self-study, and, significantly for this article, critical participatory action research. The critical participatory action research dimension of the project involved a group of academics working in the same university faculty, critically and collaboratively examining their own pedagogical practice and the conditions which constrain and enable critical pedagogical praxis in their setting. The article explores what possibilities for democratic participation were created and limited by the circumstances and conditions that constituted this critical participatory action research. I consider the kind of democratic participation that was possible, what enabled this kind of democratic participation, and challenges that emerged in attempts to realise democratic goals. The discussion highlights some of the complexities of fostering democratic participation in critical participatory action research within doctoral research. 相似文献