比较、量化和教育专业知识的新实践:开展基于经验的研究

IF 3.1 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
S. Lewis
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引用次数: 3

摘要

附属项目。虽然孟加拉国(Wiseman Adhikary和Lingard)和西班牙(Saura)的例子重建了区域企业和慈善网络,使其能够将附属方案引入当地公共教育系统并对当地决策产生影响,与澳大利亚(Moss等人)和威尔士(南部)有关的章节调查了TfA后代对(重新)构建和重构教师教育和专业化政策和概念的影响。第四章关注教学与领导的不同维度,这些维度是由不同的助教所构建的。Yin和Dooley在本节的第一小节中重构了t秋季类似模式的中国参与者如何想象和实现“素质教育”,该模式在当地被称为“杰出毕业生作为农村教师”计划。Schneider和Abs的比较研究指出,奥地利模式和保加利亚模式在理解TfAll研究员及其各自学校校长的专业职责和支持系统方面存在差异。最后,Straubhaar的分析考察了TfAll的多功能领导力话语的理论基础,该话语邀请在不同的社会文化和企业背景下进行变形和适应。最后,本书的编辑总结了结论,并指出了TfAll现象可能的未来前景。在各种作者和方法提供的所有有趣和信息丰富的见解中,也可以探索传统训练有素的教师的观点以及他们在教育和教学框架下与该方案及其相关人员的经验,这将是有趣的。此外,学生和家长对TfAll经验的看法可能也会引起其他“替代路线”教师的兴趣,因为传统和替代教学路线在学生成功和(个人)教学职业概念方面的结果和差异仍然相当不清楚。本卷介绍了全球范围内TfAll计划的出现和扩展的广泛实证研究。它为未来的研究开辟了各种可能性和基础,特别是在现代背景下更深入地探索(重新)构建教育的关键维度,如教师职业的建设、教育的意义和目的、社会正义,以及可能的(积极的)启示和启示,使现状适应未来的教与学模式。这本书对于学者、学生和那些对政治、社会和教育方面的正义、职业和“每个人的未来”的建设的联系和复杂性感兴趣的人来说将是非常有价值的。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
New practices of comparison, quantification and expertise in education: Conducting empirically based research
of the affiliate programmes. While the examples of Bangladesh (Wiseman Adhikary and Lingard) and Spain (Saura) reconstruct the regional entrepreneurial and philanthropic networks that allowed the introduction of affiliate programmes to local public education systems and their influence on local policy-making, the chapters concerned with Australia (Moss et al.) and Wales (Southern) investigate the influence of TfA offsprings on (re)constructing and reframing policies and concepts of teacher education and professionalisation. The fourth chapter draws attention to different dimensions of teaching and leadership framed by different TF associates. The first subchapter in this section by Yin and Dooley reconstructs how Chinese participants of the TfAll-similar model locally known as the Exceptional Graduates as Rural Teachers programme, imagine and realise ‘quality education’. The comparative study by Schneider and Abs points to the differences between the Austrian and Bulgarian models in terms of understanding the professional duties and support systems for TfAll Fellows and their respective school principals. Lastly, the analysis by Straubhaar examines the theoretical underpinnings of TfAll’s versatile leadership discourse that invites morphing and adaptation across diverse socio-cultural and corporate contexts. Finally, the editors of the book draw a summarising conclusion and point to possible future perspectives on the TfAll phenomenon. Within all the interesting and informative insights provided by the diverse authors and approaches, it would have been interesting to also explore the view of traditionally trained teachers and their experiences with the programme and its associates in the context of educational and pedagogical framings. Also, the perspectives of students and parents on their experience with TfAll might also be of interest as well as other “alternative-route” teachers as the outcomes and differences between traditional and alternative teaching routes in relation to students’ success and the (personal) concept of the teaching profession remain still rather unclear. This volume presents a broad range of empirical research on the emergence and expansion of the TfAll programmes across the globe. It opens up various possibilities and foundations for future research, especially for more in-depth exploration on the (re)framing of key-dimensions in education like the construction of the teaching profession, meaning and purpose of education and social justice within the context of modern age and also possible (positive) inspirations and implications to adapt the status-quo to future models of teaching and learning. This book will be of great value to scholars, students and people interested in the connection and complexity of political, social and educational dimensions of justice, profession and the construction of a “future for everyone”.
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来源期刊
Comparative Education
Comparative Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
7.40
自引率
21.20%
发文量
35
期刊介绍: This international journal of educational studies presents up-to-date information with analyses of significant problems and trends throughout the world. Comparative Education engages with challenging theoretical and methodological issues - and also considers the implications of comparative studies for the formation and implementation of policies - not only in education but in social, national and international development. Thus it welcomes contributions from associated disciplines in the fields of government, management, sociology - and indeed technology and communications - as these affect educational research and policy decisions.
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