Nordic Journal of Comparative and International Education (NJCIE)最新文献_第7页

On Ki Hadjar Dewantara’s Philosophy of Education 论Ki Hadjar dewanara的教育哲学

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2021-05-31 DOI: 10.7577/njcie.4156

Dorothy Ferary

{"title":"On Ki Hadjar Dewantara’s Philosophy of Education","authors":"Dorothy Ferary","doi":"10.7577/njcie.4156","DOIUrl":"https://doi.org/10.7577/njcie.4156","url":null,"abstract":"This comparative education article explores the purpose of education in the Indonesian context. My aim is to see if there are any differences between the purpose of education during the colonial era and present-day Indonesia. In order to do that, I draw mostly on the philosophy of Ki Hadjar Dewantara, who is regarded as the father of Indonesian education. This article is particularly relevant because the Indonesian government has recently started to critically re-examine two of the educational concepts proposed by Dewantara, which are \"pendidikan karakter\" (character education) and \"merdeka belajar\" (independent learning). In conceptualising education, Dewantara, who was influenced by Tagore, Montessori, and Fröbel, saw the importance of imparting local wisdom and values ignored by the colonial schools. Therefore, in this article, I will compare his educational views with the Dutch view of schooling during the colonial era. I will then look at Indonesia's current approach to education to find the similarities and differences of purpose relative to Dewantara's views of education. In this article, I argue that Dewantara's philosophy is still very much relevant today. I conclude that the Indonesian government should refer back to its history when defining education for its next generation.","PeriodicalId":161134,"journal":{"name":"Nordic Journal of Comparative and International Education (NJCIE)","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127664168","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8

Establishing a multicultural learning environment based on active knowledge exchange and mutual trust between teachers and students 建立多元文化的学习环境，师生之间积极交流知识，相互信任

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2021-05-31 DOI: 10.7577/njcie.4348

Artem Ingmar Benediktsson

{"title":"Establishing a multicultural learning environment based on active knowledge exchange and mutual trust between teachers and students","authors":"Artem Ingmar Benediktsson","doi":"10.7577/njcie.4348","DOIUrl":"https://doi.org/10.7577/njcie.4348","url":null,"abstract":"Cultural and linguistic composition of the population of Iceland is constantly expanding. This brings new opportunities as well as challenges to the educational institutions that need to adapt to the new reality. Culturally responsive teaching and assessment methods have become increasingly important to motivate all students and provide them with equal opportunities. The research project, “It is not only the Teacher who is Talking; It is an Exchange”, was the first extensive qualitative study conducted in Icelandic universities to investigate immigrant students’ experiences of the learning environments and teaching methods. Forty-one first-generation immigrants participated in the study. The findings provided a deep insight into immigrant students’ experiences of being university students. The study brought to the forefront challenges that the participants experienced during the educational process, including language related issues, shortage of appropriate educational support and lack of clear policies regarding special assistance during examination periods. Furthermore, the study highlighted the importance of establishing a multicultural learning environment where every student has equal access and opportunity for personal development. ","PeriodicalId":161134,"journal":{"name":"Nordic Journal of Comparative and International Education (NJCIE)","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121762994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Intergenerational learning and Sikolohiyang Pilipino 代际学习与西科洛希扬菲律宾语

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2021-05-31 DOI: 10.7577/njcie.4151

C. Oropilla, Jean Guadana

{"title":"Intergenerational learning and Sikolohiyang Pilipino","authors":"C. Oropilla, Jean Guadana","doi":"10.7577/njcie.4151","DOIUrl":"https://doi.org/10.7577/njcie.4151","url":null,"abstract":"Research on intergenerational learning delves into both the reciprocal transfer of knowledge and learning relationships between different generations. However, as this is an emerging research topic, there is a gap in the information available from various cultures. This paper aims to present intergenerational learning through the development of non-western indigenous psychology via the lens of Sikolohiyang Pilipino (Filipino psychology) in order to broaden the existing perspectives and understanding of intergenerational learning, engagements, and programs. By utilizing the theoretical framework of Sikolohiyang Pilipino, notably as espoused by Virgilio Enriquez, indigenous Filipino values are identified as key to understanding the predominance of family and community as venues and arenas for intergenerational learning in the Philippines. This underscores the importance of using the philosophical arguments associated with different cultural perspectives to challenge current assumptions and biases in intergenerational research and of being mindful when applying concepts that predominate in one culture to another. Additional intergenerational research in the Philippines will benefit from the inclusion of Sikolohiyang Pilipino as a theoretical framework since this will enable a deeper understanding of educational concepts within Filipino culture.","PeriodicalId":161134,"journal":{"name":"Nordic Journal of Comparative and International Education (NJCIE)","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117217204","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

The Self-Orientalization of Polish Music Education 波兰音乐教育的自我定位

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2021-05-31 DOI: 10.7577/njcie.4152

Adam Switala

{"title":"The Self-Orientalization of Polish Music Education","authors":"Adam Switala","doi":"10.7577/njcie.4152","DOIUrl":"https://doi.org/10.7577/njcie.4152","url":null,"abstract":"Polish and international scholars have frequently made use of the postcolonial lens as a presumably valid tool to examine conditions in post-soviet Eastern Europe. The mutual Orientalization of the “other” during the Cold War period in both democratic and communist camps appears to have occasioned prevailing after-effects in the field of Polish music education. This article discusses the above thesis in relation to the writings of two highly influential representatives of postcolonial thought who are also personally connected to the world of music: Edward Said and Rabindranath Tagore. Sections one and two explain the use of the concept of Orientalism as an analytical framework for the article and briefly discuss the rationale behind looking at Poland as a postcolonial country. Next, selected articles by Polish scholars are being analyzed with regard to the historical context of music education in Poland and a broader international perspective. The contemporary discourse of Polish educational policymakers is being discussed with regard to the underlying philosophical and ideological approaches. Finally, the article emphasizes some of the main issues preventing the system of general music education in Poland from acquiring a more inclusive and democratic framework and proposes possible future directions for sustainable change.","PeriodicalId":161134,"journal":{"name":"Nordic Journal of Comparative and International Education (NJCIE)","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126696083","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Examining Teach for All: International Perspectives on a Growing Global Network 检视全民教育:成长中的全球网络的国际视角

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2021-02-22 DOI: 10.7577/NJCIE.4189

S. Menon

引用次数: 4

The Knowledge Nexus in Teacher Qualification 教师资格的知识联系

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2020-12-29 DOI: 10.7577/njcie.3748

Harald Jarning

{"title":"The Knowledge Nexus in Teacher Qualification","authors":"Harald Jarning","doi":"10.7577/njcie.3748","DOIUrl":"https://doi.org/10.7577/njcie.3748","url":null,"abstract":"Research in teacher education institutions has undergone a rapid dual process of expansion and differentiation over the past decades. A major effort in this article is to register and discuss key institutional and intellectual changes in education research linked to the case of Norway. This overview gives a background for discussion of the impacts from the growing research in teacher education units regarding the knowledge dynamics in general teacher education.\u0000In the wake of the less segmented research policies of the last quarter of a century, emphasis on direct contributions of research to the qualification of teachers has become a highly visible issue. I will argue that with the concurrent expansion and diversification of education research, it has become vital to understand how the internal hybrid knowledge dynamics can support the quest for greater coherence in the qualification and professional repertoire of new teachers. Simultaneously, awareness of how research-driven knowledge specialisation can increase academic drift, fragmentation and professional disorientation in teacher education programmes is needed.\u0000In the mapping of research trajectories in the field of general teacher education, the contrasts between epistemic patterns in the didactic phase of secondary disciplinarisation are compared to the educational phase. Awareness across teacher education faculty of such research-driven changes can support receptivity towards disciplinary as well as cross-disciplinary challenges and of scholarly care for a more thorough and balanced professional knowledge base. Such common professional orientations can also support the cultivation of interchanges between research, teaching and innovation, and within and across arenas and disciplines contributing to the qualification of good teachers.","PeriodicalId":161134,"journal":{"name":"Nordic Journal of Comparative and International Education (NJCIE)","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117061234","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring Headway Pedagogies in Initial Teacher Education Through Collaborative Action Research into Processes of Learning: Experiences from Eritrea 通过对学习过程的合作行动研究探索初级教师教育中的进展教学法:来自厄立特里亚的经验

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2020-10-12 DOI: 10.7577/njcie.3746

K. Idris, Samson Eskender, Amanuel Yosief, Berhane Demoz, Kiflay Andemicael

{"title":"Exploring Headway Pedagogies in Initial Teacher Education Through Collaborative Action Research into Processes of Learning: Experiences from Eritrea","authors":"K. Idris, Samson Eskender, Amanuel Yosief, Berhane Demoz, Kiflay Andemicael","doi":"10.7577/njcie.3746","DOIUrl":"https://doi.org/10.7577/njcie.3746","url":null,"abstract":"Engaging prospective teachers in collaborative inquiry into their own processes of learning was the driving intention of the collaborative action research (CAR) course which was part of a teacher education program at a college of education in Eritrea in the academic year of 2018/2019. The course led by the first two authors was collaboratively designed and developed by the authors who were closely and regularly working as passionate learning community of educators who are committed to enact change in their own practices for the past seven years. Embracing the complexity of learning teacher educating we align with the notion of inquiry as a stance in learning to live up to the complexity. Accordingly, we engaged in an intentional collaborative self-study into our own practices of facilitating a course on inquiry. The aim of this paper is to articulate key experiences of committed collaborative learning in facilitating a course of inquiry. Employing a self-study methodology, we were engaged in individual and team reflections documented in our shared diary, regular meetings to discuss and develop the CAR process, and analyzing written feedbacks given by our student teachers (STs). In this article we attempt to explore headway pedagogies while we were collaboratively learning to facilitate and support a senior class of prospective teachers (n-27) carry out their CAR projects into their own processes of learning for four months. We argue that those experiences have critical implications in developing professional identity of prospective teachers, creatively overcome the theory-practice conundrum in teacher education by developing essential experiences that prospective teachers could creatively adapt in their school practices.","PeriodicalId":161134,"journal":{"name":"Nordic Journal of Comparative and International Education (NJCIE)","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123374550","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Student teachers’ conditions for professional learning on and across the learning arenas of teacher education 学生教师的专业学习条件在教师教育的学习领域上和跨领域

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2020-10-11 DOI: 10.7577/njcie.3736

F. Raaen, Kirsten Thorsen

{"title":"Student teachers’ conditions for professional learning on and across the learning arenas of teacher education","authors":"F. Raaen, Kirsten Thorsen","doi":"10.7577/njcie.3736","DOIUrl":"https://doi.org/10.7577/njcie.3736","url":null,"abstract":"Teacher education is supposed to be able to offer student teachers professional learning that will enable them to deal with the academic and social needs they may be confronted with in school. This calls for teacher education based on a coherent and meaningful division of labour between the learning activities that take place on campus and in placement schools. This has proved difficult to achieve. Research shows a significant gap in the way teacher education is organised. The purpose of this article is to contribute to the development of a theoretically grounded account of the so-called “theory-practice” gap in teacher education, which can move us beyond the simple dichotomies that currently seem to annoy much research and practitioners’ interest in this field. We argue that achieving such an account will require the expansion of more equal and mutually negotiated professional learning in teacher education, that can contribute to enhancing student teachers’ professional learning, on and across the various learning arenas of teacher education. We seek to achieve this objective by following a theoretical line of inquiry, supported with empirical data. Our theoretical rationale is based on socio-cultural learning theory, where coherence, transboundary translation, and re-contextualisation are important subordinate theoretical-analytical terms.","PeriodicalId":161134,"journal":{"name":"Nordic Journal of Comparative and International Education (NJCIE)","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129215807","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Developing Knowledge, competences and a research stance in initial teacher education in the Post-Bologna context 后博洛尼亚背景下初级教师教育的发展知识、能力和研究立场

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2020-10-10 DOI: 10.7577/njcie.3777

M. Flores

引用次数: 1

Book Review: Theoretical and Practical Knowledge in Teacher Qualification – interconnections and tensions (Teoretiske og Praktiske Kunnskaper i Lærerkvalifisering - sammenhenger og spenninger). Thorsen, K.E. & Michelet, S. (eds). Universitetsforlaget (2

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2020-10-10 DOI: 10.7577/njcie.3800

Beverley Goldshaft

引用次数: 0