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Bast fibres have been commonly used as a textile material in Northern Europe since Neolithic times. However, the process of identifying the different species has been problematic, and many important questions related to their cultural history are still unanswered. For example, a modified Herzog test and the presence of calcium oxalate crystals have both been used in identification. In order to generate more reliable results, further research and advancement in multi-methodological methods is required. This paper introduces a combination of methods which can be used to identify and distinguish flax (Linum usitatissimum), hemp (Cannabis sativa), and stinging nettle (Urtica dioica). The research material consisted of reference fibres and 25 fibre samples obtained from 12 textiles assumed to be made of nettle. The textiles were from the Finno-Ugric and Historical Collections of The National Museum of Finland. The fibre samples were studied by observing the surface characteristics and cross sections with transmitted light microscopy, and by using a modified Herzog test with polarized light, in order to identify the distinguishable features in their morphological structures. The study showed that five out of 25 samples were cotton, 16 nettle, one flax, and one hemp. Findings from two samples were inconsistent. The results show that it is possible to distinguish common north European bast fibres from each other by using a combination of microscopic methods. Furthermore, by utilizing these combined methods, new and more reliable information could be obtained from historical ethnographic textiles, which creates new vistas for the interpretation of their cultural history. 相似文献
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Teaching approaches in higher education are at the general level well researched and have identified not only the two broad categories of content-focused and learning-focused approaches to teaching but also consonance and dissonance between the aspects of teaching. Consonance means that theoretically coherent teaching practices are employed, but dissonance occurs when two broad approaches are combined. Previous studies researched teaching approaches at the general level, whereas the present study, researched approaches to teaching at the course level. Three university teachers were interviewed in depth about their teaching approach to one particular course. Data were analyzed using qualitative content analysis. While previous studies have found that dissonance occurs between different aspects of teaching, this multi-case study revealed that dissonance can also be found within a single aspect. The present study suggests that neither content- nor learning-focused approaches to teaching are mutually exclusive and therefore may co-exist in individual teachers’ practices. 相似文献
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The article reports on a study that explored the personal narratives of two female travelling academics at a Swedish University who had moved from Australia. To complement previous accounts of difficult migration and enculturation within the research literature, this article focuses mainly on the successful experiences of the academics and how their own sense of agency allowed them to navigate the new educational context. The article identifies key factors that have enacted these achievements and contributes to the understanding of travelling academics and their needs as they move to new higher education contexts. In particular, the article contributes to the long-term migration to a non-English-speaking country (Sweden) by two academics who had previously studied and worked within an English-speaking university system (Australia). In conclusion, the article suggests ways pedagogy and policy can respond to support other international academics who choose to travel and work in another country, enhancing and ‘living’ internationalization within the global world. 相似文献
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Eeva Pyörälä Laura Hirsto Auli Toom Liisa Myyry Sari Lindblom-Ylänne 《International Journal for Academic Development》2015,20(2):150-162
The University of Helsinki established a Teachers’ Academy to reward excellence in teaching. This study focuses on teachers’ significant networks and their meaningful conversations about teaching and learning before the establishment of the Teachers’ Academy. The research data consisted of answers to open-ended questions, and were examined using social network analysis. The teachers’ network consisted of significant relations with (1) colleagues and other teachers, (2) peers in pedagogical courses and pedagogical experts, (3) students, and (4) family members and friends. The conversations with different parties varied in nature, content and the level of confidentiality. 相似文献
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Personal practical theories (PPTs) are built based on underlying beliefs, experiences, values and conceptions regarding ‘good teaching’. Having a vision of teaching and valuing the work may have a strong effect on one’s sense of identity, resilience and commitment. This study focused on Finnish teacher students’ (N = 84) PPTs constructed during the middle or at the end of their studies, on average during their fourth year of a five-year MA programme. All of the PPTs, written as statements (N = 647), were combined, and a unified conception of the theories was formed using inductive content analysis. The three main categories found were the foundations of good teaching, the teacher and the teacher’s daily work. The analysis of the statements shows that the notions of good teaching are very idealistic: they emphasise abstract ideologies and high standards for the teacher, but also everyday matters of teaching, although also here the ideology of the pupil’s individuality is at the centre. The paper concludes by arguing that it is good to have high aims and values for teaching, although in reality some of them might be difficult to achieve. 相似文献
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Self-esteem as a predictor of future school achievement was studied in 1253 randomly selected adolescents. Self-esteem was assessed with the Coopersmith’s Self-Esteem questionnaire when the students started a Junior or Senior High School. School achievement was measured when they graduated. Self-esteem appeared to be a valid predictor of the future grade average. From the components of self-esteem, general self-esteem and home-parents predicted the future performance while social self correlated slightly negatively with school achievement. A gender based difference was found: in boys the role of self-esteem was similar in all school stages while in girls the self-esteem was more significant in a comprehensive (i.e. compulsory) school and its role decreased in the later, voluntary schooling. 相似文献
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The focus of this paper is to illustrate Australian regional pre-service teachers' perceptions of an international practicum: their cross-cultural understanding, notions of privilege and teacher/professional identity development. Findings indicate that there were three overlapping dimensions of cross-cultural understanding for pre-service teachers: distance, friction and flow. At times students acknowledged the value of their placement, yet indicated a lack of empathy and engagement with the culture visited. At other times there was clear frustration at the cultural differences, alongside a growth in awareness. The fullest dimension was where pre-service teachers and their students learnt from each other, signalling a sharing towards cross-cultural understanding. Implications of these findings aim to inform how international practicums are designed in the future, as well as signalling directions for further research relating to these border crossings. 相似文献
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Teacher educators’ approaches to teaching, and their experience of burnout and self-efficacy beliefs, are related to how they are able to facilitate student teachers’ learning. In this study, 115 Chinese teacher educators responded to a questionnaire in 2015. Based on the previous study investigating the teacher educators’ approaches to teaching, the present study explored how these approaches were related to their self-efficacy beliefs in teaching and burnout. Burnout was measured through inadequacy in teacher-student interaction and exhaustion subscales. The analyses revealed that a student-focused approach to teaching among teacher educators was positively related to their self-efficacy beliefs in teaching. Both student- and teacher-focused approaches to teaching were positively related to the educators’ experience of inadequacy in teacher-student interaction. However, the study revealed no relationship between teacher educators’ approaches to teaching and the experience of exhaustion. To prevent feelings of inadequate interaction with their students, pedagogical training should provide these teacher educators with efficient guidance on how to interact with student teachers. The present study provides new insights in the teacher educators’ adoption of the student- and teacher-focused approaches to teaching. 相似文献