Perspectives of authenticity: implementation in technology education
Perspectives of authenticity: implementation in technology education
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真实性视角：技术教育中的实施
DOI：
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发表时间：
2011
影响因子：
2.1
通讯作者：
Wendy H. Fox
中科院分区：
文献类型：
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作者：
P. Snape;Wendy H. Fox
为了实现《2007年新西兰课程》的意图，教师必须批判性地反思他们的作用，反思他们对二十一世纪教学“最佳做法”的定义。随着时间的推移，教师的角色发生了很大的变化。现在比以往任何时候都更需要在教育领域加强透明度、问责制和协作做法。包括柏拉图、卢梭和杜威在内的著名哲学家和理论家都阐述了真实性和真实参与的理想，但只是随着建构主义的传播，真实性才获得更多的青睐。作者将调查真实性、真实学习和真实活动的观点（Kreber et al. in Adult Educ Q Am Asphalt Adult Contin Educ 58（1）：22-43，2007; Newmann in Authentic achievement：restructuring schools for intellectual quality，Jossey-Bass Publishers，San Fransisco，1996; Newmann and Wehlage in Educ Leadersh 50（7）：8-12，1993; Reeves et al. in Quality conversations.在2002年第25届HERDSA年会上发表的论文; Splitter in Stud Philos Educ 28（2）：135-151，2008）。通过定性调查，他们确定和总结关键观点，并展示如何通过技术教育计划成功实施。提出了一种生产高质量技术成果的可信技术模型。作者展示了如何从技术教育的初始教师教育课程的活动，通过真实性的各个维度，使用真实的技术实践的确定方面，发展持久的学习学生。他们考虑了情境在发展学习中的作用，并介绍了一些关于在conation领域成功的学生参与的新想法（Riggs和Gholar在Strategies that promote student engagement，Corwin Press，加州，2009）。意念被定义为学生参与学习的意愿、动力和努力，越来越被视为真实教育的一个组成部分。
To meet the intentions of the New Zealand Curriculum 2007 teachers must critically reflect on their role and their idea of what defines ‘best practice’ for teaching and learning in the twenty-first century. The teacher’s role has changed considerably over time. There is now, more than ever, a need for much greater transparency, accountability and collaborative practice within education. Famous philosophers and theorists including Plato, Rousseau and Dewey have expounded ideals of authenticity and authentic engagement, but it is only with the spread of constructivism that authenticity has gained more favour. The authors will investigate perspectives of authenticity, authentic learning, and authentic activities (Kreber et al. in Adult Educ Q Am Assoc Adult Contin Educ 58(1):22–43, 2007; Newmann in Authentic achievement: restructuring schools for intellectual quality, Jossey-Bass Publishers, San Fransisco, 1996; Newmann and Wehlage in Educ Leadersh 50(7):8–12, 1993; Reeves et al. in Quality conversations. Paper presented at the 25th HERDSA annual conference, 2002; Splitter in Stud Philos Educ 28(2):135–151, 2008). Through qualitative investigation they identify and summarise key viewpoints and demonstrate how these can be successfully implemented through programmes of technology education. A model of authentic technology for producing quality technological outcomes is presented. The authors show how an activity from an initial teacher education course in technology education uses identified aspects of authentic technological practice through the various dimensions of authenticity to develop enduring learning for students. They consider the role of context in developing learning and introduce some new ideas on successful student engagement in the field of conation (Riggs and Gholar in Strategies that promote student engagement, Corwin Press, California, 2009). Conation is defined as the will, drive and effort behind students’ engagement in learning and is increasingly seen as an integral part of authentic education.