Critical and Reflective Practice in Education
Critical and Reflective Practice in Education
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教育中的批判性和反思性实践
DOI：
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发表时间：
2009
期刊：
影响因子：
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通讯作者：
R. Feltham
中科院分区：
文献类型：
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作者：
G. Stoneham;Richard Feltham gstoneham;R. Feltham
世纪的高等教育课程是一个竞争激烈的竞技场，不同的认识论结构和范式竞相塑造和决定其形式、内容和特征。本文探讨了这些相互作用的力量，认识论的压力和驱动力的范式变化，以提供一个批判性的见解和理解当代高等教育课程。这篇论文是从我作为高等教育大学学院院长的角度写的，并借鉴了我自己机构的课程民族志案例研究的结果（Peach，2010）。本文旨在提供一个解释性的分析和概述的关键催化剂的课程改革：一）不断变化的学生群体;二）学生消费主义和市场化的HE;三）政治和经济激励HE课程更职业导向，直接联系到经济的优先事项和劳动力的发展和四）重建和重新定位的知识在一个“知识社会”。有人建议，重点从传统的自由教育向更实用，职业和功能课程的变化将继续，并导致出现更多的方案侧重于特定的就业领域，越来越多的趋势嵌入专业认证和行业认可。预计目前被视为“非标准”课程的内容将有所增加，对课程进行一些激进和创新的改造，涉及更灵活、个性化、基于工作、远程、在线、非全日制和速成的课程结构和学习及交付模式，以满足2012年以后利益攸关方的需求和期望。
The Higher Education (HE) curriculum in the twentyfirst century is a highly contested arena in which different epistemological constructs and paradigms compete to shape and determine its form, content and character. This paper explores these interacting forces, epistemological pressures and drivers of paradigmatic change in order to provide a critical insight and understanding of the contemporary HE curriculum. The paper is written from my perspective as a Dean of Faculty in a University College of Higher Education and draws upon the findings of an ethnographic case study of curriculum at my own institution (Peach, 2010). The paper aims to offer an interpretive analysis and overview of the key catalysts of curriculum change: i) the changing student body; ii) student consumerism and the marketisation of HE; iii) political and economic incentives for HE curricula to be more vocationally oriented and directly linked to economic priorities and workforce development and iv) the reconstruction and reorientation of knowledge within a ‘knowledge society’. It is suggested that the change in emphasis from traditional liberal education towards more utilitarian, vocational and functional curricula will continue and result in the emergence of more programmes focused on specific employment fields with an increasing trend to embed professional accreditation and industry endorsement. A growth in what is currently perceived as ‘non-standard’ curricula with some radical and innovative remodelling of curricula involving more flexible, personalised, workbased, distance, online, part-time and accelerated programme structures and modes of learning and delivery is predicted in order to meet the needs and expectations of stakeholders from 2012 onwards.