Becoming a Secondary Teacher in France: A trainee perspective on recent developments in initial teacher training

The paper begins by outlining recent reforms of initial teacher training in France, changes aimed at moving French teacher training away from its traditional focus on subject knowledge and pedagogic theory towards a stronger emphasis on classroom practice issues such as teaching and learning strategies and motivating reluctant learners. It goes on to examine the perceptions of some French trainee teachers; for example, how well prepared they felt for the challenges ahead and their training and support whilst on placement. Their responses reveal concern about the appropriateness and variability of some of their training, particularly school-based elements and mentor support. The responses also raise some interesting comparisons with experience in the UK and other European countries, all of whom are debating matters such as teacher accountability, societal expectations of the education system and how teachers should be trained. These comparative issues will be the focus for further research.     

String tension effects on tennis ball rebound speed and accuracy during playing conditions

The primary aim of this study was to determine whether variations in rebound speed and accuracy of a tennis ball could be detected during game-simulated conditions when using three rackets strung with three string tensions. Tennis balls were projected from a ball machine towards participants who attempted to stroke the ball cross-court into the opposing singles court. The rebound speed of each impact was measured using a radar gun located behind the baseline of the court. An observer also recorded the number of balls landing in, long, wide and in the net. It was found that rebound speeds for males (110.1?±?10.2?km?·?h^?1; mean?±?s) were slightly higher than those of females (103.6?±?8.6?km?·?h^?1; P?<?0.05) and that low string tensions (180?N) produced greater rebound speeds (108.1?±?9.9?km?·?h^?1) than high string tensions (280?N, 105.3?±?9.6?km?·?h^?1; P?<?0.05). This finding is in line with laboratory results and theoretical predictions of other researchers. With respect to accuracy, the type of error made was significantly influenced by the string tension (P?<?0.05). This was particularly evident when considering whether the ball travelled long or landed in the net. High string tension was more likely to result in a net error, whereas low string tension was more likely to result in the ball travelling long. It was concluded that both gender and the string tension influence the speed and accuracy of the tennis ball.     

Kinanthropometric and physiological characteristics of outrigger canoe paddlers

We describe the physiological characteristics of amateur outrigger canoe paddlers. Twenty-one paddlers (13 males, 8 females) were evaluated for body stature, aerobic power, muscular strength and endurance, peak paddle force, flexibility and 250 m sprint paddle performance at the end of the outrigging season. The mean variables ( - s) for the males were: age 27 - 9 years, height 175 - 5 cm, body mass 80 - 5 kg, arm span 178 - 7 cm, sitting height 100 - 2 cm, aerobic power 3.0 - 0.4 l·min-1, maximum bench press strength 85 - 19 kg, right peak paddle force 382 - 66 N and left peak paddle force 369 - 69 N. For the females, these were: age 26 - 6 years, height 168 - 5 cm, body mass 70 - 8 kg, arm span 170 - 5 cm, sitting height 97 - 3 cm, aerobic power 2.3 - 0.5 l· min-1, maximum bench press strength 47 - 10 kg, right peak paddle force 252 - 63 N and left peak paddle force 257 - 60 N. Analysis of variance revealed diff erences (P ? 0.05) between the dominant and non-dominant sides of the body for peak paddle force, isokinetic internal and external rotation, and flexion and extension torque of the shoulder joint. The outrigger canoe paddlers were generally within the range of scores found to describe participants of other water craft sports. Outrigger canoeists should be concerned with the muscular strength imbalances associated with paddling technique.     

Effects of mixed-method cooling on recovery of medium-fast bowling performance in hot conditions on consecutive days

Abstract This investigation examined physiological and performance effects of cooling on recovery of medium-fast bowlers in the heat. Eight, medium-fast bowlers completed two randomised trials, involving two sessions completed on consecutive days (Session 1: 10-overs and Session 2: 4-overs) in 31?±?3°C and 55?±?17% relative humidity. Recovery interventions were administered for 20?min (mixed-method cooling vs. control) after Session 1. Measures included bowling performance (ball speed, accuracy, run-up speeds), physical demands (global positioning system, counter-movement jump), physiological (heart rate, core temperature, skin temperature, sweat loss), biochemical (creatine kinase, C-reactive protein) and perceptual variables (perceived exertion, thermal sensation, muscle soreness). Mean ball speed was higher after cooling in Session 2 (118.9?±?8.1 vs. 115.5?±?8.6?km?·?h(-1); P?=?0.001; d?=?0.67), reducing declines in ball speed between sessions (0.24 vs. -3.18?km · h(-1); P?=?0.03; d?=?1.80). Large effects indicated higher accuracy in Session 2 after cooling (46.0?±?11.2 vs. 39.4?±?8.6 arbitrary units [AU]; P?=?0.13; d?=?0.93) without affecting total run-up speed (19.0?±?3.1 vs. 19.0?±?2.5?km?· h(-1); P?=?0.97; d?=?0.01). Cooling reduced core temperature, skin temperature and thermal sensation throughout the intervention (P?=?0.001-0.05; d?=?1.31-5.78) and attenuated creatine kinase (P?=?0.04; d?=?0.56) and muscle soreness at 24-h (P?=?0.03; d?=?2.05). Accordingly, mixed-method cooling can reduce thermal strain after a 10-over spell and improve markers of muscular damage and discomfort alongside maintained medium-fast bowling performance on consecutive days in hot conditions.     

Implementing a new science National Curriculum for England: how trainee teachers see the How Science Works strand in schools

This article reports empirical work conducted by three university teacher education providers into how a major revision of the science curriculum in England, the How Science Works strand, has been translated into practice for 14–16 year olds in schools. Data were collected from pre-service teachers about their understanding, experiences, perceived challenges and resourcing of How Science Works during their final school experience. The results indicate that implementation of How Science Works in schools lies on a spectrum between two extremes referred to as creative implementation and restricted implementation; a recognition that success with this new approach requires a fuller engagement in higher order thinking skills; and that the importance of differentiation is paramount if all pupils are to connect with the new curriculum. The article concludes that support is needed for major transitions in pedagogy with both serving and trainee teachers. This needs to start with teacher education and encompass teacher development, with greater involvement both in school and university programmes.     

Citizenship,Education and Postmodernity

This paper explores the significance for citizenship education of claims that Western society is undergoing a major cultural reorientation, known by its protagonists as postmodernism, which is said to have wide‐ranging implications for knowledge, morality, politics and individual identities. In particular, the posited changes raise doubts about the future of citizenship, and the discussion reviews two responses to these questions: Heater's optimistic proposal for a return to the classical ideal, and Wexler's pessimistic assessment of the prospects for citizenship in a society dominated by television and the consumption of images. A third perspective is suggested, based on the expansion of the idea of citizenship from civil, political and welfare entitlements to greater participation in the cultural and economic dimensions of everyday life. It is argued that such a concept can inform a comprehensive and coherent approach to citizenship, and a successful curriculum in citizenship education.     

近20年英国职教师资培养变革趋势及其特征研究

英国政府对职教师资培养的正式关注始于20世纪90年代后期,在近20年的发展过程中经历了尝试监管、强化监管和弱化监管三个阶段.英国职教师资培养的专业标准、资格认证以及课程设置反映了英国职教师资培养体系的三大核心要素,体现出了鲜明的特征:宽泛通用的专业标准、分层级的资格证书体系、螺旋式的课程结构设计.     

Assessing Anonymous Communication on the Internet: Policy Deliberations

Anonymous communication on the Internet offers new opportunities but has ill-understood risks. This article helps to ground the policy debates by examining some fundamental aspects of anonymous social behavior and current controversies over anonymous communications. It is a companion to the article in this issue, "Anonymous Communication Policies for the Internet: Results and Recommendations of the AAAS Conference." It examines the social character of anonymous communication and the ways that anonymous communication has played important roles for professionals such as journalists and the police. It also explains some of the new technological supports for anonymous communication on the Internet. The openness, decentralization, and transnational character of the Internet challenge the efficacy of traditional control mechanisms and have raised issues related to accountability, law enforcement, security and privacy, governmental empowerment, and e-commerce. Yet, to ban or restrict all anonymous communication online because of the harms it could bring would deny its benefits to those people who may legitimately gain from it. This article helps to understand how to balance these positions.     

Indigenous Digital Art as Politics in Australia

This essay contributes to discussions about Indigenous politics and debates about contemporary democracy. It uses a case study of video art produced by young indigenous people and a community development organisation in the Pilbara, Australia. Those involved in the project use digital media under the auspices of the Big hART Yijala Yala Project to produce an interactive comic series. The essay addresses the following questions: Do contemporary community development projects play a conservatising role serving the interests of a neoliberal polity? Given the long-standing practice of representing modern media as a vehicle for western domination what, if anything, do these projects imply about the political relations between Aboriginal and non-indigenous Australians? Are Indigenous media and cultural work inherently political? What conceptions of the political are at stake in such arguments? We focus on how certain groups of young people use new media, and how their activities are political. The argument is that Indigenous media like these are ‘inherently political’ because they are about efforts to reclaim the images of indigenous peoples for themselves.