关键词： Third space theory   action research   teacher education   action research praxis  

摘要： This study chronicles a semester long inquiry focused on the impacts of pedagogical strategies informed by the tenets of third space theory on my own practices and understanding of students' learning outcomes in an action research course. As I applied new instructional strategies to promote discourse and critical inquiry, I reflexively explored how these approaches enhanced my impacts on students' learning and praxis of action research. This paper first provides a brief introduction to third space theory and then describes how I infused this framework into my course approach, the different types of data collected and analyzed to gauge the impacts of new pedagogies, and findings that emerged. These are summarized in relation to the conditions that both undergirded and elevated students' engagement, and directions for further research to advance the praxis of action research across teacher education contexts.

关键词： Critical pedagogy   marginalisation   inequalities  

摘要： Although recent research has highlighted the importance of understanding the structural social processes through which stigma is produced and maintained, educational approaches to stigma-reduction have not yet engaged with this concept. Recognising that critical pedagogies have been used in other contexts to help learners better understand and challenge structural social processes of marginalisation, we conducted a review of educational interventions that were informed by critical pedagogies and delivered within settings of health and social care. A systematic search was performed on academic and grey literature databases between January 1970 and 17 May 2017 to identify all literature reporting on the learning outcomes of educational interventions informed by frameworks of critical consciousness development. Articles were selected following a two-stage screening process and an assessment of methodological quality. Of the 9,674 articles identified from the systematic search, 33 were found to satisfy the inclusion criteria and were of sufficient quality to be considered within this review. Two major findings emerged from the analysis of interventional studies. Firstly, it was found that learners consistently articulated a sociostructural understanding of oppressive social relations and their position within it, based upon an understanding of their own group identity. Secondly, and despite the sociostructural content of reflection, individual actions tended to focus on the modification of interpersonal interactions. Although educational interventions informed by a critical pedagogy appear to support a structural analysis of social marginalisation or disadvantage, there is limited evidence to suggest how these structural processes might be challenged following this analysis.

关键词： Higher education   worthless education   critical pedagogy   welfare sociology   neoliberalism  

摘要： The article deals with changes in the area of education, especially at the higher level, after the so-called neoliberal turn of the 1980s. In order to explore the transformation of the sphere of education, the Marxian concept of commodification was used, as well as the four-level approach to the mechanisms of social reproduction of inequalities of Goran Theborn. This allows the introduction of the concept of worthless education, which, in turn, takes into account the role of not only the phenomena of education in the contemporary capitalist society, but also - similarly to the proposal of Max Weber - phenomena that are conditioned by and important in terms of education. Thus outlined research area was confronted with the approach of critical pedagogy and welfare sociology, in order to articulate the social consequences of the process of spoiling education. The main aim of the article is, therefore, to critically analyse the changes in the area of education after the neoliberal turn, which through the concept of 'worthless education' allows to see the overt and covert consequences of the ongoing transformations on many levels of society (although attention and examples have been focused mainly on the issue of labour).

关键词： Evolution   Pedagogy   Entrepreneurship   Systematic literature review   Entrepreneurial education  

摘要： Purpose The purpose of this paper is to create a better understanding of how entrepreneurial education research has evolved with regard to pedagogy over the past decades. Design/methodology/approach The authors employed systematic review methodology to enable an in-depth analysis of the literature in a process that was both replicable and transparent. Guided by the research purpose, the systematic review of 395 articles published between January 1980 and December 2018 was influenced by a configurative approach aimed at interpreting and understanding the phenomenon under study. Findings The analysis suggests that the scholarly discourse on pedagogy in entrepreneurial education research has developed over time from teacher-guided instructional models to more constructivist perspectives. A shift in the literature was also observed, where scholarly discussions moved from addressing the issue of teachability to a greater emphasis on learnability. Contemporary discussions centre on the theoretical and philosophical foundations of experience-based teaching and learning. Originality/value The study illustrates how entrepreneurial education has evolved into a distinct research theme, characterized by a practice-oriented research agenda that emphasizes the need to connect teaching to "real-world" environments. The practice-oriented agenda has led to continued societal interest in promoting entrepreneurial education, while at the same time creating low academic legitimacy.

关键词： Entrepreneurship education   action learning   entrepreneurial intention   entrepreneurial self-efficacy   pedagogy  

摘要： Scholarly community has raised concerns over the effectiveness of traditional classroom pedagogy in entrepreneurship education (EE), highlighting the need for alternative pedagogic approach. Our study explores the superiority of action learning pedagogy over traditional classroom pedagogy for EE, to overcome these challenges. The impact of both pedagogic approaches was assessed through entrepreneurial self-efficacy and entrepreneurial intention. A randomized experimental, pre-and-post-tests with control and treatment groups design was followed to accomplish the study objectives. The results affirmed that those who were exposed to action learning pedagogy (treatment group) would have significantly high level of entrepreneurial self-efficacy and entrepreneurial intention compared to those with traditional classroom pedagogy (control group). It was also found that the EE has positive influence on entrepreneurial self-efficacy and entrepreneurial intention between both the groups. The study reiterates that EE, with action learning, has a high degree of influence on entrepreneurial intention, and, hence, its importance in EE.

关键词： 学生管理   刻奇现象   教育学解读  

摘要： "刻奇"作为一种社会文化现象,从抽象化的视角而言,实质上就是一种自我意识的显性抚慰,与他者意识规训下的隐性趋众附众取向。文章针对学生"刻奇"现象进行了深刻的剖析、解读、反思,旨在为学校教育带来积极主动的正能量启示。针对学生"刻奇"现象的教育学解读及应对,将会为学校教育带来质的改变。

关键词： 民国教育学术   留美归国生   中国教育学   哥伦比亚大学   现代学术转型  

摘要： 中国教育学真正植入现代大学学科体系,成为一门被广泛接纳的学科,离不开留美归国生群体的卓越贡献,其中哥伦比亚大学的留学归国群体作用尤巨。他们实质性地促成了教育学领域的"现代学术转型"。由此开始,西方的教育学议题、方法(论),逐渐成为体制化的现代中国教育学术日益崛起的主导力量。通过邀约美国教育学名家、创办《新教育》、积极介入社会与教育改革、参与教育学分支学科建设,哥伦比亚大学留学归国群体极大地提升了教育学在民国学术共同体中的影响力,使其成为当时较好体现"学术现代性"的"显学"。

关键词： 教育哲学思想   教育学   教育体验   ,课堂教学   好的教师   与人相处   技术性   成年人  

摘要： 我们需要不断提醒自己,教育是一种与人相处的学问,一种成年人与孩子相处的学问,所以从这个意义上说,教育的智慧和敏感性比教育的技术性更加重要。教育学在欧洲大陆和中国传统的教育哲学思想中不仅意味着"教",还意味着"育"。教育学本质上既不是一门科学也不是一门技术。然而,研究者通常以一种实证的"科学"的方式处理和研究它。我们需要回到人类所体验的生活世界来寻求新的教育见解。教育体验可以开启理解,恢复"体知"对生活世界的感情。教师知道,课堂教学可以被预测、计划和管理,以更好地提高成绩。但好的教师还知道,课堂教学中的某些部分永远无法被计划和预测。

关键词： 工作坊学习   教师教育   建构主义学习  

摘要： 在建构主义学习论视域下,基于工作坊学习的《教育学》课程教学模式是以学生为本,采用“行动+体验”的教学实施过程和多元的评价方式,是使师范生在理论与实践的穿梭中获得条件性知识和实践性知识的教学改革尝试,是对单一的理论讲授式传统教学模式的突破革新。工作坊学习模式通过确定主题、设计任务、创设工作坊、体验式活动、坊间成果交流、集中总结评价等环节展开,而理念革新、师资建设、产教研融合等方式是促进工作坊学习教学模式有效实施的努力方向。

关键词： 教育学   人与动物   人格性   自然的教育   道德的教育  

摘要： 教育学或者教育的学说要么是自然的袁要么是实践的遥自然的教育是人与动物共有的教育袁或者就是养育遥实践的或者道德的教育是人受到塑造的教育袁为的是他能够像一个自由行动的存在者那样生活渊人们把所有与自由相关的东西都称为实践的冤遥它是达成人格性的教育袁是一个自由行动的存在者的教育袁这个存在者能够自养袁在社会中是一个成员袁但独立地有一种内在的价值。