关键词： Teacher educators   Pedagogical content knowledge   Subject-specialist pedagogy   Further education   Vocational education  

摘要： This paper reports on a study of teacher educators preparing teachers for the Further Education and Skills sector in England. Thirty-six teacher educators participated in an intervention intended to enhance understanding of subject-specialist pedagogy. Based on a socially-situated conception of pedagogical content knowledge, the intervention included a workshop supplemented by specially-developed learning resources. Data on prior knowledge, initial reception, and longer-term impact was collected by pre-intervention survey and at least one post-intervention interview. The paper explores how the intervention impacted participants' understanding and practice, and proposes a typology for understanding the longer-term sustainability of this impact. (C) 2020 Elsevier Ltd. All rights reserved.

摘要： 国家社会科学基金教育学重点课题"提升教育治理能力的教育评价制度改革研究" (课题批准号:AFA200009) 开题会议于2020年10月17 日在湖南大学举行.会议由湖南大学社科处处长侯俊军教授主持, 参加会议的课题评议专家有西南大学副校长靳玉乐教授、厦门大学高等教育研究基地主任刘振天教授、北京航空航天大学公共管理学院赵婷婷教授、沈阳师范大学教育学院院长朴雪涛教授、南昌师范学院副校长刘小强教授、湖南省教育科学研究院副院长杨敏教授,课题首席专家余小波教授和子课题组负责人廖湘阳教授、司林波教授、蒋家琼教授、刘声涛副教授、朱恬恬副教授以及湖南大学相关部门负责人出席开题报告会.全国教育科学规划领导小组办公室学科主管徐美贞女士到会指导.

关键词： Vocational education and training pedagogy   Business English courses   English major undergraduates   China  

摘要： Purpose In light of university business English pedagogical innovation, this study reports an empirical study with 66 English major participants. Design/methodology/approach The study uses online survey and participant observation to investigate their practice-oriented motivation and needs, the perceptions of using vocational education and training pedagogy in business English teaching and the learning outcomes in a Chinese university context. Findings The study found participants with motivations to learn business and trade knowledge, develop practice-oriented abilities and the preferences of learning flexibly and autonomously. For the perceptions of using vocational education and training pedagogy, simulations of meetings and negotiations were recommended and the job-based competency development model was useful. Workplace simulation was also particularly suggested to bridge the gap between classroom and workplace. For learning outcomes, writing practices and workplace simulation were considered particularly useful. The learning gains were found in international trade correspondence writing. While the intention of continuing learning business English correspondence writing was identified, more opportunities should be created for more practice-oriented activities, such as internship or corporate visit. Originality/value Informed by vocational education and training theory, the study has important pedagogical, theoretical and policy implications for business English teaching in both China and worldwide contexts.

关键词： Sustainability   Active learning   Engineering education   International field experience   Humanitarian engineering   Students' perceptions and attitude  

摘要： Purpose Environmental sustainability and social contexts are becoming increasingly important concepts. The infusion of sustainability and humanitarian engineering (HE) into the academic core curriculum is often challenging. This study aims to provide an understanding of students' perceptions and attitudes toward the incorporation of active learning of sustainability and humanitarian concepts into engineering education. Design/methodology/approach A project-based sustainability course was developed and offered to engineering undergraduates. A HE international field experience was also provided to students as an extracurricular activity. Pre- and post-surveys were conducted to assess students' perceptions and attitudes toward sustainability and HE project learning experience. An analysis of variance (ANOVA) was performed to determine the statistical significance of the results and demographic influences on students' experiences. Findings Both project-based and international field learning experiences positively influenced the students' perceptions of sustainable practices, social change and appreciation of the engineering profession. Multidisciplinary learning also helped students become more motivated, engage in sustainability-promoted activities and community work and improve their social interactions. Students gained practical engineering skills that they did not typically receive in traditional classroom settings and recognized the global and social responsibilities that are core to sustainable development education. Originality/value The study demonstrates a mixed undergraduate educational model in which students acquired sustainability concepts through a project-based engineering course and practiced social responsibility through international HE projects. The findings help engineering educators understand students' perceptions toward sustainability and HE, providing insight into effective curriculum design and strategic inclusion of social responsibility in tra

关键词： Strengths-based inquiry   educational technology   pedagogy   ICT   teaching   practice  

摘要： With the increasing drive towards exploring strengths based and positive discourses in PESP, it is important to explore approaches that can help researchers and practitioners. This has particular relevance for areas such as digital technology where there is a need to appreciate not only the technologies themselves, but also the pedagogical practices that surround their use. Without such discussions, it is difficult to unpick 'what works' for practitioners and 'why'. Furthermore, in our efforts to be critical researchers we continue to recycle deficit accounts of technology. In short, we learn most about the 'do nots' and, in the process, struggle to advance change. Running as a counter narrative to the tales of 'do nots' is the burgeoning literature of appreciative inquiry. This approach prompted us to ask if it could be used, methodologically, to investigate digital technology and practices with digital devices. The purpose of this paper, therefore, is to suggest and illustrate a way in which appreciative inquiry can be used to provide insights into teachers' use of digital technology. This is achieved by discussing the use of appreciative inquiry before presenting examples from a research study that explored PE teachers' uses of digital technology. Through the use of a methodological illustration, we suggest that appreciative inquiry is capable of providing a reflective space for practitioners and researchers regarding practices with digital technology. We conclude by arguing that appreciative inquiry is useful in our continued negotiation of digital practices in PESP.

关键词： Welfare   pedagogy   football   youth   social exclusion  

摘要： In this article, we explore the pedagogies of (de)liberation promoted in the sports-based intervention Midnight Football (MF), carried out in a suburban and socio-economically disadvantaged residential area in Sweden. Based on interviews with coaches and managers and on-site observations, we examine how socio-pedagogical rationalities and technologies are articulated in discourse and assumed to operate within the intervention, and how certain ideals of conduct and social inclusion are represented in discourse. The analysis is guided by a Foucauldian perspective on a variety of forms of power. It displays how disciplinary forms of spatial and temporal diversion and dislocation of youth from sites of risk and danger to sites of order and football are formed within MF, where non-authoritative relations between coaches and youth can be facilitated, underpinned by a pastoral form of benign care and guidance. This, in turn, according to the rationality, enables pedagogies of sublime guidance and governing through deliberative and motivational dialogues, supporting youth to conduct themselves and, within the frames of football, choose the right track in life, away from gangs and crime. Making active and responsible choices means not only opportunities for individual deliberation, salvation and social inclusion, but moreover, security in and for the locality, community and society. The analysis illustrates how discipline, pastoral power and technologies of empowerment and of the self are intertwined and constitutive of the government promoted. Notably, dialogues between coaches and participants do not focus on the socio-economic inequalities or the socio-political context of segregation among the youth;instead, salvation becomes a question of the mindset of the youth, legitimizing a pre-given socio-economic and socio-political order of social exclusion. Still, there is unfulfilled potential for critical pedagogy and (de)liberative dialogues for articulating the conditions f

关键词： Content and language integrated learning (CLIL)   pedagogies   culture   bilingual education   the Netherlands  

摘要： This study aims to characterise teachers' integrated content-language learning pedagogies teaching the skills-focused subject Global Perspectives (GP) in Dutch bilingual upper-secondary-schools. Eleven teachers from seven bilingual schools across the Netherlands participated in the study in the school-year 2016-2017. To obtain insight into teachers' pedagogies, semi-structured interviews and observations of GP lessons were used. Dalton Puffer's Cognitive Discourse Functions (CDF) construct [(2013). A construct of cognitive discourse functions for conceptualizing content-language integration in CLIL and multilingual education. European Journal of Applied Linguistics, 1(2), 216-253. https://***/10.1515/eujal-2013-0011], in combination with a focus on subject-specific Culture, was used as a heuristic to analyse the integrated content-language pedagogies of teachers. Main findings include that the participating schools had three distinct Intended Curriculum foci and, within these, five different types of integrated content-language learning pedagogies were identified. Main implications discussed are that focusing on subject-specific culture and using the CDF Construct is a useful heuristic to allow analysis of teachers' integrated content-language pedagogies, and that it may also provide a useful framework for both pre- and in-service teachers in CLIL contexts to emphasise the integrated nature of CLIL teaching.

关键词： 教育学   课程   课程体系   教学  

摘要： 现阶段中国教育学课程体系十分需要进行改革和创新.课程体系是什么,简单来说包括教学内容和教学内容相关的课程,二者共同构成的知识体系就是课程体系.相对来说课程体系涵盖的知识面非常广.随着我国经济的发展和社会对人才的需求,我国教育学课程体系亟需改革.本文就立足当前我国教育学课程体系现状分析未来如何改革教育学课程体系,让教育学学生适应时代的发展.

关键词： 参与式教学法   中职   学前教育  

摘要： 伴随当前职业教育的发展,对于中职教育提出了更高标准的要求,既强调尊重学生的地位,也要加强学生理论与实际相联系的能力,推动学生全面素养的发展.参与式教学法是在如今教育环境中倡导的一种方式,将其在学前教育学的教学中应用,可使学生更有效地理解知识,也能达成专业素养的提高.本文围绕参与式教学法分析,对此教育模式在中职学前教育学教学中的价值以及应用措施深入探索,以期推动中职学生综合素养的发展.

关键词： 建构主义   教育学   意义建构   教学改革  

摘要： 建构主义理论是教育教学领域的重要理论之一,是学习理论由行为主义向认知主义发展的进一步发展。在教育学课程教学中,通过发挥学生的学习主动性,基于学生个体知识积累,通过教师的合理引导,辅助学生进行教育学课程内容的知识建构和能力习得,促进学生学习成效的有效提升。为此,通过对建构主义理论的基本观点进行阐述,从营造激发学生学习主动性的情景,创新教育学课程教学方法,加强教师的有效指导和引导以及合理优化教育学课程评价机制等层面提出教育学课程教学改革的具体建议。