教育界与近代边疆教育——以参与边疆教育事业的轨迹为中心

20世纪上半叶是新式教育在中国取得长足发展的重要时期.作为推动新式教育发展的重要力量,我国教育界广大人士在致力于城市教育和乡村教育改革的同时,也在祖国辽阔的边疆民族地区留下了他们活动的深深印记.教育界人士的这些实践活动,为近代边疆教育事业的初步转型做出了一定贡献;他们对边疆教育的研究成果以及在办学过程中积累的宝贵经验和教训,迄今仍然具有重要的启迪意义.     

Informing Culturally Competent Practice Through Cross-Racial Friendships

International and interdisciplinary literature on cross-racial friendships is critically reviewed as a source of relevant and provocative data for counselling professionals dedicated to multiculturalism. The authors discuss the dynamics of cross-racial friendships and implications for counsellors. Using practical examples grounded by interdisciplinary literature, the authors expand discussions about racism within the counselling profession.     

原创型教育家与中国现代教育体系的形成

创新型教育、创新型人才培养呼唤创新型教育家。原创型教育家是教育家的最高级类型或形式,一般产生于历史大周期的巅峰或转型时代。按照中国现代教育的“一体化说”解释框架,在中国现代教育发生发展的第一时期即体系形成时期.堪称原创型教育家者主要有张之洞、康有为、蔡元培、黄炎培、晏阳初、梁漱溟、陶行知、陈鹤琴等,他们历时半个多世纪,大约算是三代教育家。中国近现代原创型教育家的根本使命在于构建中国特色现代教育体系,这个体系包含着现代教育中国化与传统教育现代化两个方面,其变革的广度、深度和复杂度.从历史和世界范围来看都是前所未有的,都是原创性的。由此,更加突显原创型教育家的重要和伟大。     

The role of dispositions in the development of pedagogical knowledge for pre-service science teacher education

ABSTRACT

Research on teacher education, especially on the development of teacher educators, is limited. This paper considers the role of dispositions in the development of pedagogical knowledge (PK) for science teacher educators (STEs), across stages of career. It argues that beliefs and perceptions shift and change along with, but not directly related to, what STEs pay attention to and when they pay attention to it. The eight participants were asked to identify the critical experiences (CEs) of their career that impacted on their development of PK. CEs were analyzed using Morine-Dershimer and Kent’s (1999) model of PK as a framework, but also to identify common emergent themes across participants and common emergent themes for individuals that led to identification of patterns of actions and finally, participant’s dispositions. The notion that beliefs, dispositions and PK are all developed for each individual at their own pace and in their own way is reinforced.     

To be genuine in artificial circumstances: evaluating the theatre analogy for understanding teachers’ workplace and work

This paper provides teachers and teacher educators with food for thought by developing a broad, contemporary re-evaluation of the often-used analogy between teaching and the theatre. It does so by synthesizing insights from scholarly works in education with insights from writing about theatre, including both historical work and published interviews with practicing stage actors. This approach throws into relief particular ways in which teaching does and does not resemble acting as described by its present-day practitioners. A key parallel is observed between the central challenges faced by teachers and actors: acting requires being truthful in imaginary circumstances, while teaching requires being genuine in artificial circumstances. Using work on bildung, the nature of this challenge is examined, and a call is made to help teachers and students better appreciate the intimate, reciprocal and shared nature of good teaching – a challenge in a culture where corporate interests aggressively promote personalized and “anytime, anywhere” learning. The paper also addresses the phenomenon of massive online courses, which enthusiasts like to believe teach themselves. This idea, I suggest, is as absurd as the notion that a great theatre building could obviate the need for a strong cast. .     

Diversity in New Zealand early childhood education: challenges and opportunities

The early childhood education (ECE) sector in New Zealand has long been recognised for the diversity of service types and range of organisations involved in delivering ECE. However, less attention has been paid to diversity within individual ECE services. This article draws on a national survey carried out as part of a larger project, The Diversity of Diversity in Early Childhood Education, focusing on teachers’ perceptions of challenges and successes encountered when working with children from diverse family backgrounds. Educators’ attitudes towards diversity clearly influence whether they perceive working with diverse children and families positively or as a challenge. We argue that possessing positive dispositions and attitudes that enable educators to truly welcome, acknowledge and embrace diversity, together with access to professional knowledge and support services, are critical. The implications of this for policy and practice are then considered.     

Uncovering a hidden professional agenda for teacher educators: A mixed method study on Flemish teacher educators and their professional development

Taking into account the pressing need to understand more about what teacher educators’ professional development characterises, this article adopts a mixed method approach to explore Flemish (Dutch-speaking part of Belgium) teacher educators’ professional development needs and opportunities. Analysis results of a large-scale survey study with 611 teacher educators and analysis of five qualitative focus groups (with 24 teacher educators) are presented. The results confirm the lack of attention for teacher educators’ professional development in the Flemish teacher education system. Moreover, the findings indicate a structural need for participation in professional development activities that are linked to teacher educators’ own practices, organised as long-term sustainable professional development trajectories, and formally recognised. To conclude, a professional development agenda for research, policy and practices related to teacher educators’ professional development is discussed.     

Linguistic and Cultural Appropriations of an Immigrant Multilingual Literacy Teacher Educator

This autoethnographic self-study describes my interpretations of multicultural awareness, with special attention to multilingual awareness (MLA), based on my interactions with 52 students in the context of two literacy courses over a period of one year. An autoethnographic self-study provided an avenue to harness my reflections on practice and to study the ways in which my practice reflected awareness of my role as an educator. Findings from my teaching videos, written responses to students, and student evaluations suggested that my communication patterns with students reflected certain elements of multicultural awareness, as displayed by my attention to individual predispositions, cultural practices and personal stereotypes. The findings also appeared to indicate that multicultural and MLA interacted to reflect facilitation and symbiosis. Facilitation seemed apparent in my awareness of differences among students’ cultures and my own as I monitored my linguistic processing. Symbiosis appeared to emanate from the recognition of how my response to individual predispositions facilitated my application of conversational strategies based on feedback. This, in turn, heightened my attention to stereotypical attitudes and behaviors. Implications for multicultural teacher education include the benefits of using autoethnographic self-study to scrutinize educators’ awareness in practice as they determine the impact of this awareness on their instructional roles in multicultural teacher education. By extension, the study suggests that autoethnographic self-study research can provide additional lenses through which to interrogate monolithic perceptions of diversity in multicultural teacher education.     

Families’ perceptions of early childhood educators’ fostering conversations and connections by sharing children's learning through pedagogical documentation

ABSTRACT

Belonging, Being and Becoming: The Early Years Learning Framework for Australia emphasises that families have an important role in their children's learning and it recognises that their earliest development is influenced through these relationships and adds that partnerships can be fostered with families by early childhood educators sharing the children's documented experiences. The research discussed employed an in-depth structured questionnaire. It involved 37 families with children aged from three to five years who attended an early learning centre in Northern Tasmania, Australia. The aim of this research was to determine these families’ perceptions, beliefs and experiences of educators sharing children's learning through pedagogical documentation. The documentation included hard copy and digital formats of the children's learning, capturing their voices and explorations. The findings show that families consider the sharing of documentation fosters family conversations about the children's learning experiences and helps to create stronger connections between the centre, home and extended family. Another recurring theme from the families’ responses was that children gain pride and a positive sense of identity when their documented work is shared with families.     

加入WTO后,高校如何做好技术装备进口工作

简要分析了我国加入WTO以后，高校资产管理工作，特别是技术装备进口工作面临的新形势。深入剖析了入世对高校技术装备进口工作的影响，指出了有利因素和不利国素，并提出了应对的思路和对策。