Developing as a teacher in the fields of science and technology

In universities, development as a teacher may be contradicted with developing as a researcher. Most previous studies have investigated pedagogical development merely as a result of pedagogical training and ignored the dual teacher-researcher identity. This study examines what kind of meaningful experiences are perceived to have triggered and influenced the process of developing as a teacher in the fields of science and technology. The data were gathered by interviewing 10 academics who had participated in a pedagogical training offered by a Finnish technical university between 1999 and 2009. Based on a narrative analysis utilizing dimensions of transformative learning, the results highlight the influence of the working environment and experiences, and imply that teacher development process in the fields of science and technology can be better understood in terms of becoming a teacher, rather than as a continual, conscious development process. The resulting teacher-researcher identity provides a basis for pedagogical development.     

‘Giving voice’ in research processes: an inclusive methodology for researching into social exclusion in Spain

This article seeks to illustrate how a research study that claims to be inclusive should incorporate into its development, decisions of methodological flexibility that enable voice to be given to all participants regardless of their personal conditions. The changes carried out in the techniques, procedures or in the kind of questions used in the research, illustrate how young persons can be involved in the building of scientific and academic knowledge that is being generated about them. This work forms part of a more extensive line of inquiry that started a number of years ago by two Spanish universities (Cantabria and Seville).     

Inservice Teachers Mentoring Aspiring Teachers

This qualitative study examined the impact of mentoring relationships upon preservice and inservice teachers' literacy instruction. Twenty-two undergraduate students seeking teacher certification were assigned in pairs to tutor primary school students in a university reading clinic. Eleven classroom teachers seeking reading specialist certification conducted ten mentoring sessions with each pair of preservice teachers. Purposeful sampling was used to select three of the mentoring teams for data analysis. In two out of three teams, results indicated that preservice teachers expanded their instructional strategies as a result of three components of the mentoring relationship: selection of strategies, organization, and non-judgmental support. All inservice teachers reported increased reflection on and adaptation to their instructional strategies. Findings support the conclusion that early mentoring experiences foster growth for both preservice and inservice teachers.     

From Mentorship to Tenureship: A Storied Inquiry of Two Academic Careers in Education

This article details a narrative inquiry journey between a novice pretenured professor and an experienced tenured professor from 2005 to 2009 to illustrate collaborative mentorship. The authors examine the importance of storied inquiry in studying mentoring and describe how their narrative journey as collaborators informed their relationship and respective understandings of the tenure process. Data were collected from written narratives, correspondence, and conversations within a mentorship program. Three dimensions of narrative inquiry are used to explore the themes of writing as nurturing the mentoring relationship and the assimilation into the academy: fear and anxiety along the tenureship path, building community and a collaborative mentorship, and balance between life and academia.     

Start talking and stop misbehaving

Abstract

School exclusions remain at a high level in the UK. Exclusions are the result of the interaction of complex factors, and schools are not equipped to tackle disaffection and disruptive behaviour on their own. The article describes the evaluation of a multidisciplinary home and school support project in a city borough. The project provides early intervention for primary school children at risk of developing serious emotional and behavioural problems and of subsequent exclusion. To this end the project works with children, parents/carers and schools in a holistic manner. The project also aims to improve home-school relationships, increase teacher understanding and integrate professional practice. Both mainstream and special settings have found the project to be of value.     

论《红楼梦》中“乡村描写”成分的叙事功能

“乡村描写”在《红楼梦》中出现五处,在小说中起着“头回”作用的“葫芦叙事”,正面故事背后推动力的缺场叙事,出入故事的外来人造成的陌生视角,以及在热闹中下冷笔形成冷热调剂效果四种重要叙事作用。“乡村描写”作为小说空间的重要组成部分,对其在美学、叙事学和反映作者心态等方面的价值应引起重视,并作出重新估定。     

孟启《本事诗》述论

《本事诗》是一部专门记载诗歌创作、传播及品鉴类故事的诗本事专著。尽管它的内容带有综合性,兼具文学、文献及理论的价值,但其主要价值仍在文学批评方面。《本事诗》可称为"唐人诗话",它不仅是先宋诗话发展的高峰,也是宋代诗话成型的重要先导。     

转喻的叙事策略功能探究

转喻是叙述者有意采取的一种行之有效的叙事策略。转喻的叙事策略功能主要有四项：设定叙事焦点;建立“叙事空白”;架起心理通道,使读者对文本进行转喻推理;成就文本阐释的开放性和多样性。     

《笔生花》叙事艺术初探

《笔生花》作为一部由女性作家所写的弹词小说,在叙事艺术方面独具特色.小说采用了独特的女性化叙事方式,在讲述故事的同时,常从女性视角出发,带入自己处境和心情;在结构上,以历史进程为主线,五个家庭的线索贯穿其间,形成了一个纵横交错的多线结构.叙事时间安排上灵活多变,在按故事发生的时间讲述的同时,运用了预叙、倒叙等形式,使作品成为一个有机的整体.