1,720,972 research outputs found
Pedagogues resilience
No full textAbstract This project explores the discourses of pedagogues resilience from the leader’s perspective. The problem statement is, How is the concept of robustness in pedagogical practice articulated? Education and the labor market? Is there a discrepancy between these requirements and expectations? What implications interpell the robustness of the pedagogues? The theoretical frame of the study consists of the theory of Chantal Laclau & Mouffe, Rasmus Willig with his theory of disempowerment Ove Kaj Petersen and his theory of competitive state. Search words: Pedagogue, resilience, subject positioning, the leaders’s perspective
Understanding and use of the term innovation competence by upper secondary school teachers - under their present working conditions
No full textAbstraktFor at det senmoderne samfund kan opretholde den globale konkurrenceevne og økonomiske vækst, lænes der, teoretisk set, op af en kreativ vidensøkonomi, som gennem de senere år har medført flere politiske tiltag i uddannelsessystemet. Det har sat større krav til læreres og elevers innovationskompetence. Dette stemmer ikke overens med et politisk tiltag, hvor der gennem den nye gymnasiereform skæres i kultur-og kommunikationsfag, der netop fremmer innovationskompetence. Nærværende projekt undersøger, hvordan det påvirker to gymnasielæreres arbejdsvilkår, og hvordan de formidler kompetenceinnovation gennem to semistruktureret eliteinterviews. Projektet læner sig op af kritiske samfundsteoretiske stemmer samt udvalgte dannelsesbegreber gennem to teoretiker Lars Geer Hammershøj og Knud Illeris. I analysen tager afsæt i problemfeltet og gennem en teoretisk nuancering fremhæves de to gymnasielæreres forskellige tilgange til innovationskompetence, hvilket i mere eller mindre grad begrundes gennem deres politiske tilgang til innovation og deres erfaringer med deres fagtraditioner. De ligger dog begge vægt på vigtigheden i fremmelsen af almendannelsen og lader ikke professionsdannelsen tage over. AbstractTo enable a postmodernistic society to uphold it’s economic growth and global competitiveness, it is, theoretically, leaning against a creative knowledgebase economy which over the last years have resulted in several political changes throughout the educational system. These pose increasing demand on the innovation competence for both teachers and students and is incompatible with the new high school reformation which down-prioritises cultural- and communication lines even though these actually optimize competences within innovation.This project investigates how the reforms affects high school educators working environment and how they communicate competence innovation, through two semi structured elite interviews.The project is leaning on critical voices within theoretic environmentalism and select formation of traditions through the two theoreticists Lars Geer Hammershøj og Knud Illeris.The analysis launch from the core of the problem and through a theoretical nuanciation, the two educators approach to innovation competences is underlined, and justified through their political approach to innovation and their experience within the traditions of their trade. Both weigh the importance of promoting public formation over letting profession formation to take over.<br/
En undersøgelse af italesættelsen af Den Pædagogiske Assistentuddannelse - En Foucault inspireret diskursanalyse
No full textAbstractThis study examines the implications of the articulations of the Educator Assistant programme (Den Pædagogiske Assistentuddannelse) and the consequences these articulations have for its students and the graduates, focusing on how they are positioned and which actions are made available for them through the articulations in the empirical material. The material which is examined is Den Pædagogiske Assistent -‐ En pædagogisk håndværker (2014), an anthology released by FOA, and the material on University College UCC’s homepage, the provider of the education.The problem is examined through a Foucault inspired discourse analysis. It is mainly through his theory and his analytical focus points -‐ the formation of strategies, objects, modalities and concepts, which are elaborated in The Archaeology of Knowledge (Vidensarkæologien -‐ 2005) that the foundation of this analysis is built on. These analytical focus points are given a further illustration in the book Diskurs og Praksis -‐ teori, metode og analyse (2016).The study shows that the large focus on upskilling of pedagogical staff and on using the education as a springboard for further education, can cause implications for the younger group of students and the graduated with little or no experience on the job market. They are excluded from the positive narrative of the education and this makes it difficult for them to position themselves on the job marked and hence reduces their options of actions. The large focus on using the education as a springboard for further education also has the implication that the education is not seen as having value in itself. The results also show that there is a problem defining the work area for the graduates to occupy. It is not defined how they are to use their acquired theoretical knowledge in cooperation with the other staff, and this reduces their area of work to very practical and physical work
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No full textFra Sten Eiler Rasmussen og C. Wright Mills udledes principper for formulering af sagtekster.<br/
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Håndtering af ambitioner og forventninger i vejledning af skriftlige projekter:To metaforer
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Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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