关键词： 国家职业教育   义务教育阶段   职业启蒙教育   改革实施方案   策略建议   政策背景   教育事业发展   中小学  

摘要： 国务院在2017年的《国家教育事业发展“十三五”规划》中首次提出在义务教育阶段开展职业启蒙教育,并在2019年《国家职业教育改革实施方案》中倡导职业学校联合中小学开展劳动和职业启蒙教育。正是基于这样的政策背景,《职业启蒙教育学》系统探究职业启蒙教育的相关问题,以期进一步丰富职业启蒙教育的理论成果,并为推进职业启蒙教育的实践提供策略建议。

关键词： 教师资格证   专科公共教育学   课程改革  

摘要： 随着全国教师资格证改革的推进,各师范类高校学生均面临着通过教师资格证考试的问题。在考试的科目中,通过率比较困难的学科是《教育教学知识与能力》。为了更好地提高该学科的课堂教学效果,提升过级率,高校对公共课程的改革势在必行。因为课堂既是学生学习知识的主要场所,也是学校对学生进行教育活动的阵地。因此进行课堂教学改革,既有利于提高学生的学习效率,也能提升高校的教学质量。

关键词： Sustainable architecture   Design studio   Sustainable pedagogy   Deep learning  

摘要： Embedding sustainability within building design programmes should be of primary concern for educators. This research identifies opportunities to enhance learning for sustainability within a design studio pedagogy. The design studio is the primary means of educating architects in Europe, however, integrating holistic and critical approaches to sustainability is often neglected. The research adopted a qualitative approach in which a leading RIBA Part 2 architecture programme in the UK was chosen as a case study. Prolonged engagement revealed underlying pedagogic barriers and opportunities for sustainability integration. The research was conducted over two years, sampling two consecutive cohorts of students. Data were collected through interviews with staff and students, observations of teaching practices and analysis of course documents. The findings show that although students exhibited motivation for sustainability, implicit architectural values undermined holistic approaches to sustainability. However, the studio presented opportunities to overcome these barriers including: mainstreaming sustainability within assignments;embracing critical pedagogies;grounding learning in existing experiences;and focussing on the process of design. The research has significance for all design led pedagogies. It provides transferable recommendations to design educators as well as providing insights for the wider profession to enhance sustainable practice.

关键词： English learners   Literacy   Multimodality   Reading   Social semiotics  

摘要： Despite the rise in multiliteracies and multilingual orientations to literacy learning, there has been little attention to multimodality in how younger emergent bilinguals demonstrate and respond to reading comprehension practices and pedagogies. This study, which took place in the midwestern United States, examines how Marian (pseudonym), a second-grade emergent bilingual (eight years old) made sense of texts using a variety of semiotic resources. The study also focuses on how her use of such resources demonstrated her engagement with texts and reading comprehension pedagogies during small-group reading in her classroom. Findings show that Marian used a variety of semiotic resources to convey her understanding of texts, some of which aligned with and resisted typical reading comprehension pedagogies in classrooms. Additionally, analysis demonstrates that reading comprehension pedagogies may have inhibited her sensemaking. Implications include further attention to how teachers, policy-makers, and researchers can recognize and make space for the multimodal and dynamic ways in which emergent bilinguals make sense of texts. (C) 2019 Elsevier Inc. All rights reserved.

关键词： teachers as activists   ideals of freedom   oral history   civil rights movement   pedagogical activism   social movements   freedom and justice  

摘要： In this year's Presidential Address, historian Derrick P. Alridge discusses his current research project, Teachers in the Movement: Pedagogy, Activism, and Freedom. The project builds on recent literature about teachers as activists between 1950 and 1980 and explores how and what secondary and postsecondary teachers taught. Focusing on teachers in Maryland, Virginia, North Carolina, South Carolina, and Georgia, the project investigates teachers' roles as agents of social change through teaching the ideals of freedom during the most significant social movement in the United States in the twentieth century. Drawing on oral history and archival research, the project plans to produce five hundred videotaped interviews that will generate extensive firsthand knowledge and fresh perspectives about teachers in the civil rights movement. By examining teachers' pedagogical activism during this period of rapid social change, Alridge hopes to inspire and inform educators teaching in the midst of today's freedom and social justice movements.

关键词： Deleuze   Orchestration   Professional development   Qualitative research   Teacher educator  

摘要： This self-study of teacher education practices examines the processes of developing a pedagogy of teacher education. Drawing on multiple data sources (video and audio, reflective diary, and focus groups), we used concepts from rhizomatics to explore the question, "How does a teacher educator negotiate his learning and practice as he develops a pedagogy of teacher education?" We explicate the complexity of teacher education learning by showing how a conflux of interactive elements co-produce a teacher educator's practice. This encourages us to introduce the metaphor of "orchestration" as a way of conceptualizing teacher educator practice and pedagogy. (C) 2019 The Authors. Published by Elsevier Ltd.

关键词： modelling in teacher education   culturally responsive pedagogy   preservice teachers   teacher education   instructional strategies  

摘要： Despite multiculturalism being discussed in teacher education, teachers still often feel insecure in the classroom around developing meaningful practices. This might be due to several issues about how preservice teachers are taught. In this article, modelling culturally responsive pedagogy is demonstrated as a promising strategy in shaping preservice teachers' learning experiences and facilitating the finding of pedagogical responses in their future work. The article examines preservice teachers' awareness of modelling as a teaching strategy in a multicultural education course in Finland, and the ways in which they connected the modelled strategy to their own learning and intentions for future teaching. A total of 246 reflective learning journals were analysed qualitatively, using a constant comparison approach. The results indicate that preservice teachers recognised and reflected on modelling culturally responsive pedagogy. They highlighted several aspects of the culturally responsive activities, environment and teacher educator behaviours modelled for them. For some preservice teachers, this recognition stayed at the level of personal awareness of own learning on the course, but for others these revelations were springboards to start forming ideas about future teaching practice. Preservice teachers articulated their intentions about the kind of teachers they would like to become, their principles in teaching, as well as specific teaching/learning activities. We present how the modelling of culturally responsive pedagogy strategies allowed preservice teachers to self-reflect, critique and connect their own learning experiences to future practice. Therefore, modelling culturally responsive pedagogy is argued to be a fruitful strategy in teacher education.

关键词： Vygotsky   Sophistry   Contemporary pedagogy  

摘要： This work relates L. S. Vygotsky's theory to the rhetorical and poetic pedagogy, which is a set of educational ideas and practices derived from the philosophical-educational tradition initiated by the Sophists. It is verified that the Vygotskyan concepts contribute to broaden the foundations of poetic and rhetorical pedagogy, presenting a psychology of language that integrates decorum, kairos and antilogical argumentation within aesthetic experiences;communication sustains knowledge and reflection of reality, aiming at the strengthening of the individual's identity, the education of the creative subject and the improvement of the collective. It is considered that the rhetorical and poetic character of Vygotsky's theory encourages the contemporary school to be a space for investigation and search for creative solutions, contradicting the measurementist pedagogical tendencies that dehumanize education.

关键词： Chinese literacy   Gestures   Elementary school   Recognition pedagogy   Chinese characters   Elementary reading and writing  

摘要： This article presents an analysis and interpretation of teachers' gestures in elementary literacy classrooms in China. Our underlying questions are: what types of gestures are used and for what purposes are they used, and how are gestures distributed throughout the process of teaching children to read and write Chinese characters? Our overall aim is to better understand the communicative learning context in which young children enter school and the ways in which certain types of gestures are incorporated into and at the same time reflect the pedagogical approach taken. Our distinctive analytical approach uses two different but complementary frameworks and perspectives on gestures. Our results show that the gestures and meanings conveyed through the gestures, reflect a 'recognition' pedagogy in which the sound-form correspondence and specific features of a required set of characters for reading and for writing are focused on. The results also highlight the 'here-and-now' nature of the teaching strategies, concrete gesture-linguistic meanings, and gestures associated with a traditional classroom arrangement. (C) 2019 Elsevier Inc. All rights reserved.