关键词： 教师教育学   学科发展  

摘要： 21世纪以来,教师教育学在中国的发展经历了萌芽、初创和探索三个阶段,并在学科内涵、研究对象、学科性质、逻辑起点、学科体系等方面取得了一定的进展。我国教师教育学学科的未来发展趋势将体现在以下几方面:完善学科基础理论,加强学科制度建设;关照学科实践,激发学科发展活力;培养学科建设队伍,夯实学科发展根本;理清学科之间关系,加强跨学科间研究;搭建学术交流平台,充分发挥学科功能;加强学科国际合作,促进学科本土发展。

关键词： Interests   Pedagogy   Learning   Sociocultural theory   Ethnography  

摘要： This special issue of Learning Culture and Social Interaction (LCSI) calls for conceptualizing interests as a learning phenomenon so that accounts of thought processes can be more faithful to the "fulness of [ones] life" (Vygotsky, 1978, p. 10). I address such a call by investigating the pedagogy of the hobby of amateur astronomy. Hobbies are widely regarded as prototypically interest-driven practices, and thus probing how they structure opportunities for participation and learning can provide deep insights into the nature of interests and their relationship to learning. By choosing the lens of pedagogy, furthermore, I pursue two additional goals. Opportunistically, I seek to fill the dearth of studies on pedagogies for interest development and to illustrate an empirical approach to doing so. Strategically, the focus on pedagogy necessitates a close attention to teaching and learning phenomena and therefore may more readily be appropriated by practitioners.

关键词： constitutive effect   healthcare regulation   pedagogy   performance measurement   standards  

摘要： Diverse scholars have argued that standards and performance measurements are "instruments of control" that have a profound influence on the day-to-day lives of individuals and organizations, causing constitutive effects. Regulatory bodies increasingly use standards to oversee and monitor the regulated. This paper discusses the Dutch Health and Youth Care Inspectorate's use of both standards and a performance measurement system introduced to monitor how Dutch hospitals investigate and learn from serious adverse events. Rather than focusing on how standards affect regulated practices and organizations, our study examines how the use of these instruments affects the standard maker, that is, the Inspectorate. We explore how the Inspectorate's work practices, standards, and coupled performance measurement system influence its regulatory pedagogy, reviewing practices, and decisionmaking. We conclude that standards and performance measurement systems are not by definition "instruments of control" as their constitutive effects are (under)determined by the relationships in which they are enacted.

摘要： New learning approaches are now required to meet changing needs and develop appropriate skills and capabilities, often addressed as 21st century skills. In the last decade, design thinking has gained in popularity in higher education. This article describes the design thinking approach, its principles and models, various design thinking tools and their application in pedagogy. It presents the findings of an international study evaluating the creation and implementation of a culture-based blended-learning course for adult learners who are developing their 21st century skills by applying innovative teaching/learning methodologies, such as case studies, webquests and design thinking tools. Two hundred and twenty-seven learners participated in the course and responded to a questionnaire to evaluate the learning platform, the English course developed, the teaching/learning methodologies applied and the development of their 21st century skills applying innovative learning tools. The findings highlight the benefits of the design thinking approach to skills development and point to the impact of the course content and layout and certain design thinking tools applied in developing 21st century skills.

摘要： Within higher education, there is mounting pressure for increased discussions of diversity, inclusion, and social justice. Although these topics are particularly relevant to nonprofit management education (NME), instructors have expressed uncertainty about how they should proceed in incorporating these topics into their courses. Here, we argue a critical pedagogy framework can support instructors to address effectively topics of diversity, inclusion, and social justice within their classes. We identify three different but complementary critical pedagogical strategies that NME instructors can adopt in order to do so. We also provide resources for instructors and conclude with suggestions for future research. [ABSTRACT FROM AUTHOR]

关键词： Multicultural counseling   Counselor training   Mindfulness   Pedagogy  

摘要： Training in multiculturalism and social justice is pivotal to the growth and development of future counselors. Nonetheless, counselor educators tasked with teaching courses on multiculturalism and social justice must contend with several challenges due to the emotionally charged nature of the course content. In recent years, contemplative pedagogy, which entails the use of mindfulness-based practices in higher education, has emerged as a potential tool for promoting emotional balance and multicultural competence in students. This article reviews the extant literature on contemplative pedagogy and provides suggestions for utilizing mindfulness to promote the development of multicultural counseling competence amongst counseling students.

关键词： Learning analytics   Predictive analytics   Technology adoption   Technological barriers   Technological incentives   Higher education  

摘要： Learning analytics (LA) tools promise to improve student learning and retention. However, adoption and use of LA tools in higher education is often uneven. In this case study, part of a larger exploratory research project, we interviewed and observed 32 faculty and advisors at a public research university to understand the technological incentives and barriers related to LA tool adoption and use. Findings indicate that lack of a trustworthy technological infrastructure, misalignment between LA tool capabilities and user needs, and the existence of ethical concerns about the data, visualizations, and algorithms that underlie LA tools created barriers to adoption. Improving tool integration, clarity, and accuracy, soliciting the technological needs and perspectives of LA tool users, and providing data context may encourage inclusion of these tools into teaching and advising practice.

摘要： The authors draw on their many decades of combined experience with medical students, observing their maturation into practice in widely differing contexts, to reaffirm some of the essential goals of medical education. They briefly review curricular changes in medical education over the past 100 years, then focus on the dynamic tension in undergraduate medical education (UME) resulting from new pedagogy. Specifically, these tensions arise from the differing trajectories and directions of the 3 traditional pillars of academic medicine: clinical excellence, state-of-the-art education, and cutting-edge research. The authors highlight the role of generalism as an essential foundation of UME, as well as the dilemma of a shrinking cadre of medical students choosing a generalist career path. To address challenges stemming from pedagogical changes, the authors offer 4 observations. First, a more condensed approach to faculty development may be to ensure that bringing teachers up to speed on the new curriculum is not excessively burdensome. Second would be a more gradual introduction of the proposed changes. Third, some discussion about medical education pedagogy and curricular development ought to have a place in UME to prepare the next generation of physicians for ongoing changes in accreditation and in approaches to education. Finally, more appropriate funding of medical education would alleviate some of the burden and anxiety by acknowledging its nonmaterial value.

关键词： Medical   Health   Humanities   Science   Technology   Interdisciplinarity   Pedagogy   Programming   STS   Anthropology   History   Philosophy   Education   Curriculum   Instruction  

摘要： As the number of medical and health humanities degree programs in the United States rapidly increases (Berry, Lamb and Jones 2016, 2017), it is especially timely to consider the range of specific disciplinary (and multidisciplinary) perspectives that might benefit students enrolled in these programs. This paper discusses the inclusion of one such perspective from the field of Science and Technology Studies (STS.) The author asserts that STS benefits students in the medical and health humanities in four particular ways, by: (1) challenging the "progress narrative" around the advancement of biomedicine as scientific practice, (2) evaluating the meaning of technology, especially in how technology orients us towards sickness and how health technology is in turn shaped by social and cultural values, (3) assessing the plurality of biomedical epistemologies, rather than assuming biomedicine is one, cohesive body of knowledge that does not differ across contexts, and (4) critiquing bias in biomedical practice and science, especially in the marginalization of women's voices and in the racial and postcolonial trajectories of contemporary biomedicine. The paper discusses the theoretical importance of these four trajectories to the medical and health humanities, as well as the venues for inclusion of STS within coursework and programming at Case Western Reserve University. The paper also comments on how programming at other institutions might be adapted to incorporate STS scholarship. By drawing on numerous examples of research in the anthropology, sociology, history, and the philosophy of science, this article seeks to open a conversation about the value of science and technology studies to health humanities pedagogy.