Journal of Praxis in Higher Education最新文献_第8页

Maybe-ing and must be-ing in higher education 也许，也必须接受高等教育

Journal of Praxis in Higher Education Pub Date : 2020-12-17 DOI: 10.47989/kpdc85

K. Mahon, Petra Angervall, S. Soltani, David M. Hoffman, Melina Aarnikoivu, Lill Langelotz, Catarina Player Koro

引用次数: 0

Insights into teachers’ views on sharing ways of knowing and ways of teaching between and beyond existing disciplines 对教师在现有学科之间和学科之外分享认识方式和教学方式的看法的洞察

Journal of Praxis in Higher Education Pub Date : 2020-12-17 DOI: 10.47989/kpdc88

A. Algers, L. Bradley

引用次数: 1

Learning of academics in the time of the Coronavirus pandemic 冠状病毒大流行时期的学术学习

Journal of Praxis in Higher Education Pub Date : 2020-07-10 DOI: 10.47989/kpdc61

Ela Sjølie, S. Francisco, K. Mahon, Mervi Kaukko, S. Kemmis

{"title":"Learning of academics in the time of the Coronavirus pandemic","authors":"Ela Sjølie, S. Francisco, K. Mahon, Mervi Kaukko, S. Kemmis","doi":"10.47989/kpdc61","DOIUrl":"https://doi.org/10.47989/kpdc61","url":null,"abstract":"This article explores academics’ learning. Specifically, it focuses on how academics have come to practise differently under the abrupt changes caused by responses to the Coronavirus pandemic. We argue that people’s practices—for example, academics’ practices of teaching and research—are ordinarily held in place by combinations of arrangements that form practice architectures. Many existing practice architectures enabling and constraining academics’ practices were disrupted when the pandemic broke. To meet the imperatives of these changed arrangements, academics have been obliged to recreate their lives, and their practices. We present case stories from four individual academics in Norway, Finland, Sweden, and Australia. Building on a view of learning as coming to practice differently and as situated in particular sites, we explore these academics’ changed practices—working online from home with teaching, research, and collegial interactions. The changes demonstrate that academics have learned very rapidly how to manage their work and lives under significantly changed conditions. Our observations also suggest that the time of the Novel Coronavirus has led to a renewal of the communitarian character of academic life. In learning to practise academic life and work differently, we have also recovered what we most value in academic life and work: its intrinsically communitarian character.","PeriodicalId":413842,"journal":{"name":"Journal of Praxis in Higher Education","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122197878","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: 13

Who is we? Attending to similarity and difference as discourse praxis in the university classroom 我们是谁?大学课堂话语实践中注意异同

Journal of Praxis in Higher Education Pub Date : 2020-07-09 DOI: 10.47989/kpdc58

Collective on Praxis in Health Sciences Education

引用次数: 0

Making visible the affective dimensions of scholarship in postgraduate writing development work 探究奖学金在研究生写作发展工作中的情感维度

Journal of Praxis in Higher Education Pub Date : 2020-07-01 DOI: 10.47989/kpdc63

Sherran Clarence

{"title":"Making visible the affective dimensions of scholarship in postgraduate writing development work","authors":"Sherran Clarence","doi":"10.47989/kpdc63","DOIUrl":"https://doi.org/10.47989/kpdc63","url":null,"abstract":"Many university writing and student academic development centres serve both under- and postgraduate student-writers. However, it is not always clear that the training and development of those who work with writers accounts fully for the affective dimensions of postgraduate writing, specifically. Especially at the doctoral level, where an original contribution to knowledge is required, writers need to take on a confident authorial voice in their work, both written and in conversation with others. Research, however, shows that many doctoral students struggle with this. This paper argues that, to be truly successful and fit for purpose, peer writing development work needs to understand the nature of postgraduate learning and writing from more than just the technical perspective of writing a successful thesis. Writer-focused work at this level needs to account for the affective dimensions of writing and research as well, to engage students in more holistic, critical, and forward-looking conversations about their writing, and their own developing scholarly identity. The paper offers insights into the different affective dimensions of postgraduate writing, especially those under-considered in much practical work with postgraduate writers, and offers suggestions for a whole-student tutoring approach at this level.","PeriodicalId":413842,"journal":{"name":"Journal of Praxis in Higher Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115578448","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: 4

Research or teaching? Contradictory demands on Swedish teacher educators and the consequences for the quality of teacher education 研究还是教学?对瑞典教师教育工作者的矛盾要求及其对教师教育质量的影响

Journal of Praxis in Higher Education Pub Date : 2020-07-01 DOI: 10.47989/kpdc60

Petra Angervall, R. Baldwin, D. Beach

{"title":"Research or teaching? Contradictory demands on Swedish teacher educators and the consequences for the quality of teacher education","authors":"Petra Angervall, R. Baldwin, D. Beach","doi":"10.47989/kpdc60","DOIUrl":"https://doi.org/10.47989/kpdc60","url":null,"abstract":"Based on a policy analysis and interviews with assistant lecturers and lecturers (with a PhD) who are heavily involved in teacher education, the present article addresses contemporary tensions and challenges in Swedish teacher education. The point of departure is the theoretical framework of mission stretch and the third space professional in teacher education with the aim of investigating how teacher educators experience and navigate their daily work. The findings of the study illustrate the tensions teacher educators experience between research and teaching tasks, between a constant flow of tasks, large student groups, and demands of high-quality teaching. The findings also show a gap between the practical anchoring of some research in teacher education and feelings of tension between teaching practices and the value of research. In conclusion, teacher education would seem to be developing into a cluster of tasks, challenges, expectations, and skills. This indicates that teaching and research are not the only missions and cannot be taken for granted in light of how teachers struggle to define their professional knowledge and value with respect to increasingly strong competitive demands for research performance.","PeriodicalId":413842,"journal":{"name":"Journal of Praxis in Higher Education","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122192611","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: 2

Organising the ‘industrialisation of instruction’: Pedagogical discourses in the Swedish Primary Teacher Education programme 组织“教学工业化”:瑞典小学教师教育计划中的教学话语

Journal of Praxis in Higher Education Pub Date : 2019-11-08 DOI: 10.47989/kpdc76

L. Sjöberg

引用次数: 2

A conceptual enquiry into communities of practice as praxis in international doctoral education 国际博士教育实践社区的概念探讨

Journal of Praxis in Higher Education Pub Date : 2019-11-01 DOI: 10.47989/kpdc74

Liexu Cai, Dangeni Dangeni, D. Elliot, Rui He, Jian-hua Liu, Kara Makara, E. Pacheco, Hsin-Yi Shih, Wenting Wang, J. Zhang

{"title":"A conceptual enquiry into communities of practice as praxis in international doctoral education","authors":"Liexu Cai, Dangeni Dangeni, D. Elliot, Rui He, Jian-hua Liu, Kara Makara, E. Pacheco, Hsin-Yi Shih, Wenting Wang, J. Zhang","doi":"10.47989/kpdc74","DOIUrl":"https://doi.org/10.47989/kpdc74","url":null,"abstract":"\u0000 \u0000 \u0000Undertaking a PhD entails diverse and multi-faceted challenges as doctoral researchers enter a distinct academic culture that requires transition to a new level and threshold of learning – with both knowledge acquisition and production at the core. While doctoral researchers are expected to secure different dimensions of knowledge, which necessitates meaningful ‘dialogue’ with experts, the colossal task is still ironically associated with isolated doctoral experience and somewhat limited postgraduate supervision provision. With the extra concerns typically confronting the international doctoral cohort, the pressure tends be intensified, and may lead to psychological well-being concerns. Nevertheless, there is evidence from the literature that highlights the often unacknowledged forms of learning opportunities and support mechanisms via community participation. By employing communities of practice as the main framework, this conceptual paper exemplifies the crucial role played by these communities – how these communities serve to scaffold doctoral researchers’ academic progress, support their psychological adjustments, and reinforce the crucial, but perhaps limited, formal doctoral support provision. By featuring effective examples of educational praxis via these communities, our paper offers a holistic understanding of formal and informal infrastructures as part of the wider doctoral ecology with a view to achieving a more holistic and meaningful doctoral experience. \u0000 \u0000 \u0000","PeriodicalId":413842,"journal":{"name":"Journal of Praxis in Higher Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130750313","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: 14

The work of university research administrators: Praxis and professionalization 高校科研管理者的工作:实践性与专业化

Journal of Praxis in Higher Education Pub Date : 1900-01-01 DOI: 10.47989/kpdc67

S. Acker, M. K. McGinn, C. Campisi

{"title":"The work of university research administrators: Praxis and professionalization","authors":"S. Acker, M. K. McGinn, C. Campisi","doi":"10.47989/kpdc67","DOIUrl":"https://doi.org/10.47989/kpdc67","url":null,"abstract":"As part of a project on the social production of social science research, 19 research administrators (RAs) in five Canadian universities were interviewed about work, careers, and professionalization. While rarely featured in the higher education literature, RAs have become an important source of assistance to academics, who are increasingly expected to obtain and manage external research funding. RAs perform multiple roles, notably assisting with the complexities of grant-hunting as well as managing ethical clearance, knowledge mobilization, and related activities. Aspects normally associated with professionalization include organizations that control entry, higher degrees in the field, and clear career paths, all of which are somewhat compromised in the case of RAs. Nevertheless, most of the participants regard research administration as a profession, and we argue that it is more important to focus on the sensemaking and identity formation of these mostly female staff than to apply abstract criteria. Although their efforts do little to challenge a culture of performativity in the academy, and indeed may be regarded as supporting it, the RAs have defined for themselves a praxis dedicated to easing the burdens of the academics, helping one another, and contributing to the greater good of the university and the research enterprise.","PeriodicalId":413842,"journal":{"name":"Journal of Praxis in Higher Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117090313","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

From response and adaptation to learning, agency and contribution: making the theory of practice architectures dangerous 从响应和适应到学习、代理和贡献:使实践架构的理论变得危险

Journal of Praxis in Higher Education Pub Date : 1900-01-01 DOI: 10.47989/kpdc114

N. Hopwood

引用次数: 2