Gender differences in labour market integration trajectories of recently arrived migrants in the Netherlands

This study investigates gender differences in recently arrived migrants’ labour market activity and occupational status both shortly after arrival and with increasing length of stay. We examine the role of education, household composition and traditional gender role values by estimating multi-group multilevel models based on three waves of the New Immigrants to the Netherlands Survey. In line with findings regarding gender gaps in labour market behaviour, recent female migrants are less active on labour market than their male counterparts, and we observe a clear motherhood penalty and fatherhood premium on the number of hours worked. Men and women show only marginal differences in their occupational statuses. Changes over time do not differ between men and women, indicating persistent gender inequality in labour market attainment. Moreover, interesting differences between the nationalities were found. Polish migrants show the highest activity levels and lowest occupational status, also when compared to Bulgarians. Spanish migrants hold the highest occupational statuses. Recent Turkish migrants seem to be better integrated and show fewer gender differences than the more established Turkish minority in the Netherlands.     

Constructing ‘disability’ in Myanmar: teachers,community stakeholders,and the complexity of disability models

This article explores Myanmar teachers’ and community stakeholders’ constructions of disability. We examine how various religious perspectives – particularly Buddhism – inform and shape understandings of impairment and how these beliefs intersect with a strongly medicalised construction of disability. However, in our discussion and exploration of the responses, we also found that the notion of two primary disability ‘models’ – namely the medical model and the social model – lack nuance, complexity, and socio-cultural consideration. Through examining teachers’ and community members’ perspectives of disability in Myanmar, we highlight the importance of socio-cultural variance in understanding local constructions of disability.     

幼儿园教师观察能力提升策略——基于课程游戏化背景

江苏省推行课程游戏化项目已四年有余，“观察”在其中扮演重要的推动角色。随着项目的全面开展实施，幼儿园教师的观察能力有了明显变化，但其中仍然存在一些“不够科学”的现象。基于此，教师应养成制定观察计划的习惯，提高获取有用信息的能力以及增强观察记录的实效性，从而深化推进课程游戏化建设。     

Racial witnessing and the formation of los conscientes – race critical preservice teachers

This article introduces the concept of racial witnessing – i.e. defining moments where an individual experiences a strong event in which they (or someone they care deeply about) were racialized, Othered, and/or treated differently (usually negatively) because of their racial group, racial affiliation, etc. It is these moments of racial witnessing that are pivotal in the development of los conscientes. These were the more critical-minded preservice teachers who demonstrated a greater understanding regarding race and racism and the impacts it has on the educational system and human lives. This article argues that it is not a specific variable and/or experience (such as those gained in field experiences) that creates race consciousness among preservice teachers. It is the accumulation of racial witnessing events that allow for a deeper understanding of how race dictates lives.     

基于SECI模型的实习教师隐性知识显性化探究

实习教师隐性知识显性化能有效促进实习教师个体教学经验的积累和理论知识的增长，增加教育实习的价值。当下，我国学者对教师隐性知识的研究对象更多集中于资深教师团体。由于实习教师隐性知识外显化缺少必要的机制与条件，所以学者们往往忽略了对实习教师隐性知识显性化的挖掘。SECI模型指知识转化的四种模式，即社会化、外部化、组合化和内部化。与之相对应的有四种场所，分别是创始场、对话场、系统化场和练习场。在此基础上，提出SECI知识转换扩展模型，并从知识创生的四个不同阶段探究实习教师对SECI模型的应用情况。据此，提出相应的教育实习策略，如建立学习共同体、引导实习教师深入反思教学实践、建立有效的学校ICT环境、形成高效且自主的实习教师授课模式等，以促进隐性知识的共享与应用。     

小学英语教师评价理念和评价话语的相关性研究

评价话语是小学英语教师在形成性评价中落实以人为本、注重过程、促进发展评价理念的一种常见的评价方式。探究小学英语教师评价理念和评价话语的相关性对更新小学英语教师评价理念和提高评价话语的有效性有现实意义和参考价值。调查研究结果表明:小学英语教师对评价理念的把握和落实以及评价话语的使用处于一般水平;评价理念和评价话语在学历、教龄和执教学生人数上存在显著差异;学历、教龄与评价理念和评价话语存在显著的正相关,执教学生人数与评价理念和评价话语存在显著的负相关;学历和教龄对评价理念的把握和落实及评价话语的使用有显著的正向影响,执教学生人数不会对教师评价理念的把握和落实及评价话语的使用产生显著的影响。     

空间视阈下莫里森小说《宠儿》中黑人女性身份的建构*

二十世纪七八十年代西方社会空间转向的出现打破了以往时间独大，而忽视空间维度的局面，大量学者开始关 注空间与空间理论。在文学上也出现了文学作品的空间叙事，非裔美国作家托尼?莫里森的《宠儿》正是空间叙事的典范，通过 在作品中建构社会文化空间、心理空间、社区公共空间，以小说中三个黑人女性命运为时间线，从时间的历史性与空间的共时 性两方面实现十字交叉式叙事，从而实现黑人女性身份的建构。     

综合性大学举办教师教育存在的问题及对策

综合性大学举办的教师教育已经成为我国教师教育的重要组成部分。但目前它仍处于探索阶段,不可避免地存在如下缺陷:学术性和师范性难以兼顾,课程设置有待优化,综合性大学与师范院校缺乏合作,教育专业与非教育专业缺乏双向交流等。要推进综合性大学教师教育的改革与发展,综合性大学可采取如下举措:平衡学术性与师范性,推进教师教育创新;优化教师教育课程设置,促进教师教育课程改革;努力实现资源共享、优势互补,探索教师教育发展道路;加强专业间的合作,促进融合发展。     

新乡土世界的美学建构——新世纪河南女作家乡土小说分析

新世纪以来,一批河南籍女性作家开始崭露头角,并取得了引人注目的成绩。面对急剧转型的时代,传统乡土叙事经验已经无法涵盖已经发生巨变的乡土社会,河南籍女作家以一种更加开放的姿态面对新的乡土世界,她们的创作把日常生活经验转化成一种叙事伦理,从而以独特的乡土感知,细致的文字表述拓宽了传统乡土小说的表现领域,更新补充了乡土小说的叙事内涵,为河南乡土文学注入了新质。     

杜威教师观的实质及其启示

杜威以类比的方式描述教师角色，表达了他希望通过教育实现社会民主的愿望，带有明显的宗教痕迹与理想主义色彩。杜威围绕其教师观的精髓——“教师是学生思维发展的领导者”——对教师这一支撑性角色做了不同表述，丰富了教师角色的多样性。但杜威将教育者与教师等同的理解方式，在某种程度上导致教师概念过度泛化，模糊了家庭、学校、社会不同场域的育人特征与方式。新时代下，要客观地把握杜威教师观的现实意义，秉持取其精华、去其糟粕的科学理性观点。