The Metamorphosis of Industrial Designers from Novices to Experts

Professional training for designers is crucial in the field of design studies. The characteristics of novices versus those of expert designers have been identified in the literature; however, studies exploring the issue of professional training processes in the actual workplace are not well developed. Our study addresses the topic by using qualitative research methods along with flexible design. Collected data from the interviewees with different work experience were analysed by open, axial and selective coding. Herein, we argue that the processes by which a designer transforms from a novice into an expert in the industry are constructed through the interaction of several complicated factors. The re‐learning inherent in design professions is implemented through knowledge transfer gained from participation in design projects, particularly regarding tacit knowledge. Also, the novice's process of learning and training yields the characteristics and skills that companies and firms require of designers; this process involves a series of disciplinary sub‐processes, from destructive to reconstructive, implemented by employers. In these sub‐processes, the subjectivity of designers is neglected, leading to the suppression of imaginative expression and feelings of alienation among these workers.     

Diverse socio-technical aspects of a digital archive of Aboriginal languages

ABSTRACT

A socio-technical approach is taken to explore a digital archive of Australian Indigenous cultural heritage. The Living Archive of Aboriginal Languages is considered in terms of what it is currently doing and what it was intended to do. Two ethnographic stories focusing on user interactions and the outcomes of an online survey serve to evaluate the effectiveness of the Archive from the perspective of different users. This is then juxtaposed with a consideration of the original grant application, outlining what was envisaged for the project. This analysis serves to highlight some of the contingent relations and diverse socio-technical aspects of a specific knowledge infrastructure, as it allows multiple forms of interaction, new connections and generative activities as people discover, access and interact with the content now and into the future.     

Social relations as predictors of achievement in math in Kenyan primary schools

In sub-Saharan Africa, where there is limited financial and human capital, it is important to examine how social relationships may serve to promote or undermine human capital formation. However, little is known about the contributions of social relations to human capital development, especially in terms of academic achievement in Africa. This study examined how variations in key aspects of social relations among teachers; between teachers and students; between principals, teachers, parents and students affect achievement in mathematics among sixth graders in 70 schools in six districts in Kenya. We modeled mathematics achievement as a function of measures of social perception and support while adjusting for school-, classroom- and student level background characteristics. We found that net of teacher subject knowledge and background characteristics, teachers who display commitment to teaching by always correcting homework and keeping students engaged during math lessons had their students performing better. Teacher absenteeism and lack of interest in teaching were negatively associated with performance in math. Lack of parental involvement in the classroom also had negative effects on grades. At the school level, the level of engagement of the principal, measured by supervision of teachers and good interpersonal interactions with parents had positive effects on math achievement. Schools where parents provided material and financial support had better grades, while student delinquency and absenteeism negatively affected grades.     

依法治国背景下的地方法治建设

在阐述依法治国、地方法治建设及其相互关系的基础上，审视地方法治社会建设发展的历史与现状，分析中国目前地方法治社会建设的主要障碍及成因，并提出全面推进依法治国背景下加强地方法治社会建设的对策。     

关于社会发展评价标准的理性思考

当今我国处于转型发展的多元化社会过程中，面临着多方面的挑战，我们应从社会发展的价值取向、社会评价尺度等方面综合考虑影响我国社会发展的因素，从而使社会既合规律又合目的地向前发展。     

Converging Higher Education Systems in a Global Setting: the example of France and India

We present a comparative survey between the French and Indian higher education systems. In spite of their respective idiosyncratic features, we show that the two countries have both evolved comprehensively toward a knowledge-based society, in order to ensure the prosperity of their citizens. Secondly, we single out a threefold convergence between the two higher education systems on academic, technological and institutional grounds.     

关于职业教育对经济社会贡献的探讨

职业教育在加快普及高中教育、提高教育年限、提高劳动者素质、促进经济增长、缩小收入差距等方面具有很大贡献.在当前中国加快经济转型进程中,国家应在统筹规划、资源配置、体制保障、机制设计、政策配套方面发挥作用,推动职业教育又好又快发展.     

Computer,craft, complexity,change: explorations into science teacher knowledge

In this article we review the notion of teacher knowledge from four metaphorical standpoints – teacher knowledge as computer, as craft, as complexity and as change. We employ each of these metaphors to examine and analyse the work of one teacher of science. We draw implications from our analysis for teacher education, teacher development and the study of teaching.     

How can pre-service primary teachers' perspectives contribute to a pedagogy that problematises the ‘practical’ in teacher education?

This study examined pre-service primary teachers' perspectives on teaching and learning experiences within college-based courses in ‘practical’ subject areas within a teacher education programme. Following three individual lectures (one each in art, music and physical education), pre-service teachers (n=11) participated in focus group interviews sharing their perspectives on the teaching and learning experiences. These data were analysed thematically and supported by teacher educators' (n=3) planning and reflection documentation. Although the problematic nature of the ‘practical’ suggests appeal and peril of the ‘practical’, the important nature of negotiating the ‘practical’ to enhance student learning is apparent. Students emphasised the value of practical engagement and expressed a strong preference for working in groups to create a safe learning environment to develop confidence and competence. These insights suggest key aspects of a pedagogy of teacher education in these ‘practical’ areas. The importance of being aware of and, in some cases, challenging student perspectives on how they learn best in these curricular areas is discussed.     

外语教师实践性知识研究综述

随着教师实践性知识的相关研究的不断深入,外语教师实践性知识也开始引起研究者的关注。本文简要梳理了国内外关于外语教师实践性知识的相关研究,为今后的研究提供参考。