Engaging with research through practitioner enquiry: the perceptions of beginning teachers on a postgraduate initial teacher education programme

This study focuses on the perceptions of student-teachers towards their engagement in small-scale research projects undertaken whilst on a one-year postgraduate initial teacher education programme. We present an institutional response to national and international policy agendas regarding the place of research within initial teacher education at master’s level, focusing on the role of practitioner enquiry in facilitating a critical engagement with practice. The paper concludes that practitioner enquiry offers a potentially powerful and illuminating way of exploring emerging professional identity and asserting agency in beginning teachers.     

Bridging the teacher/researcher divide: Master’s-level work in initial teacher education

There is much current debate about the purpose and usefulness of educational research and the perceived communication gap between teaching professionals and academic researchers. UK government intervention into initial teacher education has in recent decades contributed to this divide by favouring school-based training. The most common route into teaching in England remains, however, the Postgraduate Certificate in Education, provided by higher education institutions and therefore required to comply with the higher education qualifications framework. The majority of initial teacher education in England therefore lies at the cusp of these two worlds, pulled in apparently opposing directions. The ‘teacher-as-researcher’ movement is widely seen as a bridge spanning these tensions, though there is discussion about the quality of practitioner research as well as about the appropriateness of a rigorous academic approach for investigating practice. This article offers examples of the use of small-scale research projects as a valid means of ‘discovery learning’ in pre-service teacher education. It argues that induction into research techniques as a means of exploring practical challenges can lead to knowledge production and ownership.     

Learning from teaching: pre-service primary teachers’ perceived learning from engaging in formal Lesson Study

While there is abundant research reporting the impact of Lesson Study as a professional development framework for qualified teachers, its potential within initial teacher education remains relatively unexplored. We present a particular model of formal Lesson Study which has been experienced annually for a decade by Irish pre-service primary teachers. This study examines the perceived effects on learning of this Lesson Study model on a large sample of pre-service primary teachers (N?=?225) who worked in 45 different lesson study groups over a 10 year period (2008–2017). Data analysis reveals that participants’ perceptions of learning fell within two distinct themes namely ‘An awakening regarding teacher content knowledge’ and ‘Cornerstones of learner-centred practice’, each of which consisted of rich inter-connected sub-themes. As a result of engaging in Lesson Study, participants report an increased awareness of the importance of deep content knowledge in addition to adopting a learner-centred approach to their practice. Participants also believed that Lesson Study enhanced their professional knowledge and skills in the curricular area of focus (mathematics, in this case). While this study focuses on self-report data, these opinions are fundamental given research which proposes that interventions will fail if participants judge them to be ineffective.     

基于财务控制权视角的风险投资退出方式研究

风险投资退出方式的选择除了需考虑资本市场、风险企业特性等因素以外,其决策过程在很大程度还受财务控制权的影响。财务控制权的影响包括两个方面,一方面风险资本退出后,风险企业家期望增强或重新掌握企业的财务控制权,以获取未来的控制权收益。未来财务控制权收益是退出利益的重要组成部分,它会影响退出方式决策,IPO和并购退出方式会产生不同的控制权利益;另一方面,退出控制权是财务控制权最重要的内容,它的合理配置是科学决策和有效退出的重要保证。     

《木兰诗》始于北魏平城末期京畿考

从北朝与北方少数族强敌柔然的战和关系与双方的势力消长看,从北魏平城时期与洛阳时期对柔然军事斗争的情况看,再从明堂制度的变迁以及北朝只有北魏平城末期在平城南郊建成明堂的实际看《,木兰诗》都只能是始作于北魏平城末期迁都洛阳之前的作品。有关《木兰诗》若干零星问题的解读,亦有助于理解《木兰诗》的时代背景和创作年代。     

非线性发展方程非守恒格式的计算稳定性

针对非线性发展方程的非守恒格式,以二维非线性浅水波方程为例,给出了计算稳定的必要性条件。在数值试验的基础上,进一步讨论了非线性发展方程非守恒格式与初值之间的关系。理论分析和数值试验证明,非守恒格式的计算稳定性不仅与格式的结构有关,而且还由初值及其偏导数的形式所决定。     

对高校健康体育指导的初步理论探讨

本文立足于“健康是所有教育活动前提条件”的观点,分高校健康体育指导理论、技术、调查、咨询、顾问等五个专题,论述了高校健康体育指导的主要作用、基本原则、必备条件、方法类型、指导内容、相关技术等主要相关问题。     

论社会主义初级阶段的市场经济建设

在我国社会主义初级阶段,确立市场经济体制具有必然性和可能性,而社会主义市场经济体制在所有制上表现为以公有制为主体多种所有制共同存在,共同发展。建立现代企业制度可以综合地解决国有企业各遇到的一系列体制上的矛盾。     

改革开放以来中国社会主要矛盾的演化

党的十九大前后分为两个时代,即中国特色社会主义初创时代与中国特色社会主义新时代。两个时代都同处于社会主义初级阶段,但前者的主要矛盾是人民日益增长的物质文化需要同落后的社会生产之间的矛盾,后者的主要矛盾则是人民日益增长的美好生活需要和不平衡不充分发展之间的矛盾。从经济层面,依据系统的数据, 分析中国特色社会主义初创时代的社会主要矛盾向中国特色社会主义新时代的社会主要矛盾的转化,可以清晰地看到这一关系全局的历史性转化的强大物质和技术基础,也是未来解决中国特色社会主义新时代的社会主要矛盾、实现中华民族复兴的强大物质和技术起点。     

论高校图书馆管理中的混沌序

高校图书馆管理系统是复杂混沌系统,混沌是这个管理系统的一种本真性态。高校图书馆管理系统的混沌特性体现它的开放性、内禀随机性和对初始条件的敏感依赖性。现代混沌理论意义上的混沌序是一个复杂序。这一复杂序本身表征为有序中有无序、无序中有有序,并且二者是可以相互转化的。高校图书馆管理系统也存在着这样的混沌序,这表明混沌管理理论中的混沌序为高校图书馆管理提供了正确的管理方法和管理模式。