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Editorial 编辑
Q4 Social Sciences Pub Date : 2023-01-25 DOI: 10.14712/23363177.2023.1
Dominik Dvořák
Editorial
编辑
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引用次数: 0
Genetický konštruktivizmus vo svetle inštrumentálneho realizmu 工具现实主义视野下的基因建构主义
Q4 Social Sciences Pub Date : 2023-01-10 DOI: 10.14712/23363177.2022.17
Ladislav Kvasz
Inštrumentálny realizmus sme predstavili ako epistemologickú koncepciu zameranú na analýzu zmien jazyka matematiky. Podľa tejto koncepcie je možné odlíšiť zmeny jazyka štyroch rozličných druhov. Z pohľadu inštrumentálneho realizmu je úlohou vyučovania matematiky v kognitívnom systéme žiaka navodzovať zmeny všetkých štyroch druhov. Rôzne prístupy k vyučovaniu matematiky (konštruktivizmus, realistická matematika, hermeneutický prístup, genetická metóda) sa líšia tým, aký didaktický význam prikladajú jednotlivým druhom zmien. Kvalitu určitého prístupu k vyučovaniu matematiky môžeme posudzovať aj podľa toho, ako úspešne navodzuje v mysli žiaka zmeny každého z uvedených druhov. Vychádzame z predpokladu, že kognitívne zmeny, ktoré učiteľ pri vyučovaní matematiky navodzuje v mysli žiaka, sú svojou povahou príbuzné s kognitívnymi zmenami, ku ktorým došlo v mysliach matematikov, ktorí pojmy, postupy a poznatky, ktoré žiakov dnes učíme, objavovali. Ak je tento predpoklad správny, umožňuje nám znalosť dejín uvedomiť si zložitosť zmien, ktoré sa učiteľ usiluje navodiť v myslení žiaka. Cieľom článku je analýza genetického konštruktivizmu z pohľadu inštrumentálneho realizmu. Chceme ukázať, že genetický konštruktivizmus obsahuje didaktické prostriedky na to, aby v mysli žiaka navodil autentické kognitívne zmeny všetkých štyroch druhov. Naša analýza je druhom epistemologickej rekonštrukcie, zameranej na konceptuálnu stavbu genetického konštruktivizmu. Preto nevypovedá o empirickom obsahu skúmanej teórie, avšak veríme, že upresnenie nášho porozumenia pistemologickej štruktúre skúmanej teórie umožní vytvoriť si jasnejšiu predstavu o parametroch, ktoré bude treba zohľadniť pri jej empirickom skúmaní.
我们提出了工具实在论作为一个认识论概念,旨在分析数学的语言变化。在这个概念下,语言变化可以分为四种不同的类型。就工具现实主义而言,在学生的认知系统中教授数学的任务是引导所有四种类型的变化。不同的数学教学方法(建构主义、现实主义数学、解释学方法、遗传学方法)不同于它们对每种变化的教学意义。我们还可以评估某种数学教学方法的质量,这取决于学生如何成功地引导这些物种的变化。我们假设,教师在学生头脑中教授数学的认知变化本质上与数学家头脑中发生的认知变化有关,数学家发现了我们今天教给学生的概念、过程和知识。如果这个假设是正确的,它可以让我们理解老师试图在学生心中做出的改变的复杂性。本文的目的是从工具实现的角度分析基因的建构性。我们想证明,遗传建构主义包含指导所有四个物种心灵真实认知变化的教学手段。我们的分析是一种针对基因建构主义概念建构的认识论重构。因此,它没有提到被审查理论的实证内容,但我们相信,澄清我们对被审查理论情感结构的理解,将使我们能够更清楚地了解在其实证审查中要考虑的参数。
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引用次数: 0
The Recording, Reporting, and Use of School Attendance Data by School Personnel in The Netherlands: Toe the Line or Take a New Path? 荷兰学校人员对出勤数据的记录、报告和使用:循规蹈矩还是另起蹊径?
Q4 Social Sciences Pub Date : 2022-12-19 DOI: 10.14712/23363177.2022.16
Evelyne Karel, D. Heyne, M. D. de Weerd, Rene Halberstadt
Research signals the importance of promptly identifying and responding to emerging absenteeism, to prevent severe and chronic absenteeism. Prompt identification and response relies upon a good system for recording, reporting, and using data related to students’ school attendance and absence. The current article provides an overview of law, policy, and practice in the Netherlands regarding the recording, reporting, and use of school attendance data. We then consider the ways in which current law, policy, and practice help and hinder the work of school personnel as they endeavour to promote attendance and reduce absenteeism. Thereafter, we propose modifications to current policy and practice that could enhance the prompt identification and response to emerging absenteeism. When school personnel have easy access to reliable attendance data, and when they become accustomed to using the data to inform their work to promote attendance and respond to absenteeism, they are in a stronger position to support positive developmental outcomes among young people.
研究表明,必须及时发现和应对新出现的缺勤现象,以防止严重和长期缺勤。快速识别和响应依赖于一个良好的系统,用于记录、报告和使用与学生出勤和缺勤有关的数据。本文概述了荷兰在记录、报告和使用学校出勤数据方面的法律、政策和实践。然后,我们考虑现行法律、政策和实践在帮助和阻碍学校工作人员努力提高出勤率和减少缺勤的方式。因此,我们建议修改现行政策和做法,以提高对新出现的缺勤现象的及时识别和反应。当学校工作人员能够方便地获得可靠的出勤数据,并习惯于使用这些数据来指导他们的工作,以促进出勤和应对缺勤时,他们就能更有力地支持年轻人取得积极的发展成果。
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引用次数: 0
Editorial 编辑
Q4 Social Sciences Pub Date : 2022-12-13 DOI: 10.14712/23363177.2022.13
Manuela Schlick, M. Janík
Editorial
编辑
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引用次数: 0
On the Language of Student Teachers’ Professional Vision: How Do Pre-Service EFL Teachers Comment on Classroom Videos of Pupil Engagement? 论学生教师专业视野的语言:职前英语教师如何评价学生参与课堂视频?
Q4 Social Sciences Pub Date : 2022-12-13 DOI: 10.14712/23363177.2022.14
Miroslav Janik, E. Minarikova, Tomáš Janík, Z. Šmideková
Teacher’s professional vision is a well-researched concept that highlights the importance of noticing salient issues in classroom situations and reasoning about them. This paper aimed to investigate pre-service teachers’ professional vision of pupil engagement: what student teachers notice in classroom videos regarding pupil engagement and how they verbalize it. The data was collected using interviews with classroom videos as prompts. 20 English as a foreign language pre-service teachers participated in the study. The data was analysed using qualitative content analysis and word clouds. The results suggest that pupil engagement is observed on three levels: behavioural, cognitive, and emotional, and it is seen in connection with classroom factors influencing it; the most mentioned one being teacher actions. To verbalize their noticing of pupil engagement, student teachers used wors and phrases that describe engagement directly (such as “participate”, “enjoy”, “respond”) or indirectly, for example through descriptions of actions (“raising hands”) or suggestions of cognitive involvement with the content (“know” or “remember”). Understanding how student teachers talk about pupil engagement can help us tease out important points in discussions during teacher education programmes and, in doing so, aid the pre-service teachers in framing their noticing and developing their professional vision.
教师的专业视野是一个经过充分研究的概念,它强调了在课堂情境中注意到突出问题并对其进行推理的重要性。本研究旨在探讨职前教师对学生投入的专业看法:学生教师在课堂视频中注意到哪些学生投入,以及他们如何用语言表达。数据是通过课堂视频访谈的方式收集的。20名英语作为外语的职前教师参与了研究。使用定性内容分析和词云对数据进行分析。结果表明,学生的投入是在三个层面上观察到的:行为、认知和情感,并且与影响它的课堂因素有关;被提及最多的是教师的行为。为了用语言表达他们对学生参与的注意,实习教师使用了直接描述参与的词汇和短语(如“参与”、“享受”、“回应”)或间接描述参与的词汇和短语,例如通过描述动作(“举手”)或暗示与内容的认知参与(“知道”或“记住”)。了解学生教师如何谈论学生参与,可以帮助我们在教师教育项目的讨论中梳理出要点,这样做可以帮助职前教师构建他们的注意和发展他们的专业视野。
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引用次数: 0
Recording, Reporting, and Utilizing School Attendance Data in Sweden, Finland, Denmark, and Norway: A Nordic Comparison 记录、报告和利用瑞典、芬兰、丹麦和挪威的学校出勤数据:北欧比较
Q4 Social Sciences Pub Date : 2022-11-10 DOI: 10.14712/23363177.2022.12
M. Sandhaug, Iines Palmu, Sarah Jakobsen, J. Strömbeck, Maren-Johanne Nordby, Peter Friberg, Jenny Berg, Lotte Fensbo, Jenny Sjöström, Mikael Thastum
The compulsory educational context and school systems within the Nordic countries Sweden, Finland, Denmark, and Norway share fundamental similarities, facilitating comparison across these countries. In this study, we describe and compare existing practices of recording, reporting, and utilizing school attendance data in four countries. In Sweden, Finland, and Norway there is a lack of national guidelines and agreements of how to record, report, and use school attendance data. Municipal autonomy has led to a variety of recording and reporting practices, which then lead to lack of comparable data and wider use of the data gathered. Denmark has a national registry of attendance data, and schools are required to report the data to municipal level. There are more specific guidelines regarding recording and reporting in Denmark compared to Sweden, Finland, and Norway. Problems with school non-attendance are well recognized in the North, but ways of recording and responding to absenteeism are still versatile. This leads to inconsistencies both within and between the countries. Due to variations of the way attendance is recorded, the quality of the national registry of data in Denmark can be questioned. A unified approach to inform research and practice to include formalized definitions of school absence in the Nordic Education Acts are suggested. It requires schools to record and report attendance data within a national register and finding a reliable way to differentiate problematic from non-problematic absenteeism.
北欧国家瑞典、芬兰、丹麦和挪威的义务教育背景和学校制度有着根本的相似之处,有助于这些国家之间的比较。在这项研究中,我们描述并比较了四个国家记录、报告和利用出勤数据的现有做法。在瑞典、芬兰和挪威,缺乏关于如何记录、报告和使用入学率数据的国家指导方针和协议。市政自治导致了各种记录和报告做法,从而导致缺乏可比数据,并更广泛地使用所收集的数据。丹麦有一个全国入学数据登记处,学校必须向市级报告数据。与瑞典、芬兰和挪威相比,丹麦有更具体的记录和报告指南。在北方,旷课问题得到了很好的认识,但记录和应对旷课的方法仍然多种多样。这导致了国家内部和国家之间的不一致。由于出勤记录方式的差异,丹麦国家数据登记处的质量可能会受到质疑。建议采用统一的方法为研究和实践提供信息,在《北欧教育法》中纳入正式的缺课定义。它要求学校在国家登记册中记录和报告出勤数据,并找到一种可靠的方法来区分有问题的缺勤和没有问题的缺勤。
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引用次数: 2
Professional Teacher Language: Its Contexts, Functions, and Potential to Further Teachers’ Professionalism 教师专业语言:语境、功能和促进教师专业的潜力
Q4 Social Sciences Pub Date : 2022-11-01 DOI: 10.14712/23363177.2022.11
Manuela Schlick
Much attention has been dedicated to the professional development of teachers and how their professional knowledge base is formed in teacher education, but little attention has been paid to the surface level of such measures, that is the professional language used and developed within teacher education. The first part of this article presents a definition of professional teacher language and provides overviews for its contexts and functions in order to conceptualise its role for teachers’ professional development and its potential for teacher education. To further illustrate this potential, a cognitive-linguistic perspective is applied to discuss the relationship of practical teacher knowledge and its verbalisation. This touches on the fundamental question of what proportion and aspects of teachers’ professional knowledge base can be made explicit through language and how language can help to form this knowledge base. The second part contextualises and discusses results from an empirical qualitative study of practitioner teachers’ discussing their practice in a professional learning group. This illustrates one methodological approach to exploring how practitioners verbalise their decision making in practice within professional discourse in a professional learning community.
在教师教育中,对教师的专业发展和专业知识库的形成给予了较多的关注,但对这些措施的表层,即教师教育中专业语言的使用和发展却很少关注。本文的第一部分给出了专业教师语言的定义,并概述了专业教师语言的语境和功能,以概念化专业教师语言对教师专业发展的作用及其对教师教育的潜力。为了进一步说明这一潜力,本文从认知语言学的角度探讨了教师实践知识与其言语化的关系。这就涉及到教师专业知识库中有多少比例和哪些方面可以通过语言表达出来,以及语言如何帮助教师专业知识库的形成这一根本问题。第二部分对实践性教师在专业学习小组中讨论实践的实证定性研究结果进行了背景分析和讨论。这说明了一种方法论方法,探索从业者如何在专业学习社区的专业话语中实践他们的决策。
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引用次数: 0
An Analysis of the Recording, Reporting, and Use of School Attendance Data in Australia 澳大利亚学校出勤数据的记录、报告和使用分析
Q4 Social Sciences Pub Date : 2022-10-31 DOI: 10.14712/23363177.2022.10
Matthew Oliver White
Despite the growing body of literature on school attendance, there is relatively little known about the different approaches that are used to define, record, and report school attendance across countries. This paper seeks to fill this literature gap by providing a policy analysis of how attendance and absenteeism are defined, measured and reported in Australia. This paper explores how school attendance is conceptualised in Australia, with a specific focus on New South Wales where the author resides. The analysis examines what indicators of absence are recorded and how schools along with education authorities make use of this data. The national setting of goals to improve the educational outcomes of all Australian young people has been a driver behind the collection and public reporting of attendance data. This policy analysis highlights the multilateral achievement of the Commonwealth, state and territory governments in Australia to nationally align the collecting and reporting of school attendance data. This has elevated the importance of attendance beyond an administrative task to its current position as a key performance indicator of school effectiveness.
尽管关于学校出勤率的文献越来越多,但对于各国用于定义、记录和报告学校出勤率的不同方法,人们所知相对较少。本文旨在通过对澳大利亚如何定义、衡量和报告出勤和缺勤进行政策分析来填补这一文献空白。本文探讨了出勤率如何在澳大利亚概念化,特别关注作者居住的新南威尔士州。该分析考察了哪些缺勤指标被记录下来,以及学校和教育当局如何利用这些数据。为提高所有澳大利亚年轻人的教育成果而制定的国家目标一直是收集和公开报告出勤数据背后的驱动力。这一政策分析突出了澳大利亚联邦、州和地区政府在全国范围内协调学校出勤数据的收集和报告方面取得的多边成就。这将出勤的重要性从一项行政任务提升到目前作为学校有效性关键绩效指标的地位。
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引用次数: 0
Síťování škol: Případová studie Anglie 学校网络:英国案例研究
Q4 Social Sciences Pub Date : 2022-09-15 DOI: 10.14712/23363177.2022.9
Daniel Pražák, Dominik Dvořák
Síťování škol se v posledních letech stalo novým nástrojem správy a rozvoje vzdělávacího systému vedle dvou již zavedených forem řízení – hierarchického a tržního modelu. Zejména v Anglii zaujímá spolupráce škol centrální místo v současné vzdělávací politice. Tato single country případová studie popisuje dva hlavní typy vznikajících anglických sítí škol: sítě pro interorganizační učení mezi více a méně úspěšnými školami a sítě škol se společnými řídicímin strukturami. Typologie je doplněna ilustrativními příklady tří konkrétních sítí. V závěru článku poukazujeme na shody a rozdíly v kontextech síťování v Česku a Anglii a uvádíme poznatky o fungování sítí v době pandemie.
近年来,学校网络已经成为教育系统管理和发展的一种新工具,除了两种已经建立的管理形式——分级和市场模式。特别是在英格兰,学校合作是当前教育政策的核心。这项单一国家的案例研究描述了两种主要类型的新兴英国学校网络:或多或少成功的学校之间的组织间学习网络和具有共同治理结构的学校网络。三个具体网络的示例补充了类型学。在文章的最后,我们指出了捷克共和国和英国在网络环境中的异同,并介绍了关于网络在疫情期间运作的研究结果。
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引用次数: 0
The Nature of Reflective Communication Within Video Clubs: What Matters? 视频俱乐部内部反思性沟通的本质:什么重要?
Q4 Social Sciences Pub Date : 2022-09-07 DOI: 10.14712/23363177.2022.8
Klára Uličná
The study’s aim is to shed light on the nature of future English language teachers’ reflective communication in the context of video clubs. The objectives of the video clubs were to further develop students’ pedagogical content knowledge in relation to English language teaching and learning, professional vision, and reflective competence. Concerning the professional and political aspects of communication, this study aims to investigate the influence of different types of video interventions implemented in four different video clubs on the nature of pre-serviceteachers’ communication and, consequently, its effects on students’ reflections and their professional learning.
本研究的目的是揭示未来英语教师在视频俱乐部背景下反思性交流的本质。视频俱乐部的目标是进一步发展学生在英语教学、专业视野和反思能力方面的教学内容知识。关于沟通的专业和政治方面,本研究旨在调查四个不同视频俱乐部实施的不同类型的视频干预对职前教师沟通性质的影响,以及对学生反思和专业学习的影响。
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引用次数: 0
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