Much research in the area of pre-service teacher (PST) identity formation has focused on the mentoring relationship between PSTs and their supervising teachers. While this is important to identity formation, interaction with peers is another area that needs to be examined. Using Wenger’s matrix as a theoretical framework, this study aimed to explore how PSTs’ identities are formed during the process of paired placement during the professional experience. Two pairs of PSTs were followed during the four-week professional experience. Data were collected from interviews with the PSTs before, during and after the professional experience. It is clear from this case study that the identity formation of PSTs is enhanced during a paired placement on their first professional experience. This finding has implications for teacher educators who are seeking evidence of the effectiveness of paired placements on the identity formation of PSTs during professional experience. 相似文献
Differential conditionability is the empirical finding that not all responses are equally amenable to the same conditioning paradigm. One phenomenon associated with the conditioning of grooming behavior (a difficult-to-condition response) is a decrease in its average duration when followed by food reinforcement. The first experiment investigated this phenomenon by reinforcing golden hamsters (Mesocricetus auratus) with food for grooming or open rearing (a readily conditionable response) under three duration-dependent reinforcement schedules. The obtained data showed that different densities of food delivery had no differential effects on the average durations of grooming responses, indicating that the decreases were not the result of reinforcement-produced interruption. In the second experiment, golden hamsters were reinforced with food for grooming or for open rearing or received free food, under three interval reinforcement schedules. This experiment demonstrated that decreases in the average duration of grooming are independent of grooming behavior’s resistance to conditioning. Furthermore, although duration-dependent reinforcement schedules are largely ineffective in conditioning grooming behavior, interval schedules are shown to be quite effective in increasing rates of grooming. 相似文献
With the introduction of any new initiative into the mathematics classroom, there is often an assumption that it will produce
visible and measurable effects in teaching approaches and pupil progress. Yet, there is a body of research that tempers such
optimism, drawing attention to a series of mitigating factors, for example, the deep-seated nature of teachers’ practices,
their implicit or stated beliefs and values, and their lack of detailed awareness of how they perform in the classroom. Rather
than make associative links between these factors and the success of the initiative, our intention is to examine the ways
in which teachers are trying to interpret what the new scheme requires of them and how in turn, engaging with it causes them
to re-describe both their pedagogic understanding and classroom practices relationally to earlier approaches. Employing data
from a small project, we seek to examine four teachers’ moves to grapple with this attempted shift from one teaching paradigm
to another by considering how certain key terms serve to anchor the teachers’ conceptions of themselves during this transition
and find that their responses can be idiosyncratic and varied depending on the approaches in which they have been previously
embedded. By using theoretical ideas from some neo-Marxist writers we examine these discursive shifts and their relevance
to conceiving curriculum change. We suggest that the individual’s teaching practice develops as a result of it being understood
and enacted through a succession of ideological filters, each adding to the cumulative experience of the teacher. 相似文献
International Review of Education - Evidence now calls into question the efficacy and appropriateness of pedagogical practices that force international students to adapt to Eurocentric expectations... 相似文献
BACKGROUND: Government and state policy, irrespective of jurisdiction, increasingly require and indeed specify the nature of collaboration with regard to the delivery of child welfare services for maltreated children. The rationale for collaboration appears obvious in as much as it is aimed at promoting multidisciplinary practice in order to meet the needs of the vulnerable child. However, collaboration, whilst a useful and motivating concept, is in reality far from straightforward and contains complexities and ambiguities. AIM: The aim of this paper is to explore these complexities and ambiguities to provide an overview of key developmental frameworks relevant to the creation and maintenance of strategic high-level multiagency partnerships. COMMENTARY: The authors begin by exploring the characteristic features of different levels of multiagency collaboration that is communication, co-operation, co-ordination, coalition, and integration. As the emphasis in a variety of jurisdictions in the Western world is on the highest levels of collaboration namely coalition and service integration this is the focus of the paper. The authors synthesize the main literature in the field to consider the critical elements for effective collaborative endeavors at this level including predisposing factors, mandate, leadership, machinery, process, and outcomes. The paper concludes by recognizing that the drive towards integrated services is occurring in a climate of continuing change. The need to identify the impact of such an environment when managing multiagency partnerships is explored using five steps to change. 相似文献
Purpose: In this article the use of blended learning multimedia materials as an education tool was compared with the traditional approach for skills training.
Design/Methodology/Approach: This study was conducted in Ireland using a pre-test, post-test experimental design. All students were instructed on how to complete two skills using either a traditional or blended methodology. They were subsequently assessed to determine their ability to perform the practical skills.
Findings: The findings stressed the suitability of blended learning not only when it was found that there was no significant difference between method of teaching and skill acquisition but also when it was revealed that student demographics had no major influence on skill acquisition.
Practical Implications: It can be concluded that blended learning can be used effectively for the instruction of a diverse range of practical skills in agricultural college and benefit in the successful knowledge transfer to a growing and diverse student population with more emphasis placed on the students taking charge of their own learning environment.
Originality/Value: The article demonstrates the value of blended learning as a successful medium for practical skill attainment within the agricultural college environment.
Findings: The findings stressed the suitability of blended learning not only when it was found that there was no significant difference between method of teaching and skill acquisition but also when it was revealed that student demographics had no major influence on skill acquisition.
Practical Implications: It can be concluded that blended learning can be used effectively for the instruction of a diverse range of practical skills in agricultural college and benefit in the successful knowledge transfer to a growing and diverse student population with more emphasis placed on the students taking charge of their own learning environment.
Originality/Value: The article demonstrates the value of blended learning as a successful medium for practical skill attainment within the agricultural college environment. 相似文献
Following Husserl's speculations on how geometry originated, we suggest that spatial perception is seduced by language as a result of human attempts to capture, signify and share its concepts. And this language traps geometry and humans themselves in to the forms that have guided and regulated past practices, thereby obscuring possibilities for cultural growth and adjustments to new conditions. Some body movement exercises reveal student teachers' spatial orientations. The paper proposes that the very evolution of geometry, and the ontological status of its objects, relate to their representation in cultural forms referenced to human self-image. It is further argued that learning crucially relates to evolving mathematical or pedagogical understandings of spatial phenomena. 相似文献