Understanding the persistence and success of students has gained increasing attention to unravel the ＂architectural education black-box.＂ However, the motivation and pre- socialization of incoming students were larg...Understanding the persistence and success of students has gained increasing attention to unravel the ＂architectural education black-box.＂ However, the motivation and pre- socialization of incoming students were largely ignored as these factors fell outside the direct control of architecture schools. Motivational factors can affect the educational process given that the values, expectations, and career-related goals of incoming students influence their attitudes to education. This study seeks to uncover the motivational factors of applicants to an architecture program in East Africa and appreciate those factors that lead students into architecture as a career choice. Through qualitative content analysis, the study revealed the motivational factors of applicants, which were classified into four groups： educational, external, personal, and prestige. These factors were comparable with those found in previous studies conducted in Europe and North America, but nevertheless highlight contextual variances unique to the region. The findings raise questions of the role architecture education in engaging incoming students in discourse that aids their understanding of architecture and architectural education.展开更多
当前,我国幼儿教育领域中普遍存在男性幼师严重缺失的问题,已引起教育界和社会上的较大关注。戈特弗雷德森(L. S. Gottfredson)的职业抱负发展理论揭示,个体职业抱负的发展是对职业性别、社会声望、职业兴趣三个维度进行权衡并妥协的过...当前,我国幼儿教育领域中普遍存在男性幼师严重缺失的问题,已引起教育界和社会上的较大关注。戈特弗雷德森(L. S. Gottfredson)的职业抱负发展理论揭示,个体职业抱负的发展是对职业性别、社会声望、职业兴趣三个维度进行权衡并妥协的过程。因此,要提升高师男幼师生的职业抱负,不仅需要社会改变对幼师性别角色的刻板印象,需要政府提高幼师的社会声望,同时也需要师范院校有针对性地加强对男幼师生专业及未来职业的认同教育,以促进其形成正确的职业自我概念,建立对幼教的职业认同。展开更多
文摘Understanding the persistence and success of students has gained increasing attention to unravel the ＂architectural education black-box.＂ However, the motivation and pre- socialization of incoming students were largely ignored as these factors fell outside the direct control of architecture schools. Motivational factors can affect the educational process given that the values, expectations, and career-related goals of incoming students influence their attitudes to education. This study seeks to uncover the motivational factors of applicants to an architecture program in East Africa and appreciate those factors that lead students into architecture as a career choice. Through qualitative content analysis, the study revealed the motivational factors of applicants, which were classified into four groups： educational, external, personal, and prestige. These factors were comparable with those found in previous studies conducted in Europe and North America, but nevertheless highlight contextual variances unique to the region. The findings raise questions of the role architecture education in engaging incoming students in discourse that aids their understanding of architecture and architectural education.
文摘当前,我国幼儿教育领域中普遍存在男性幼师严重缺失的问题,已引起教育界和社会上的较大关注。戈特弗雷德森(L. S. Gottfredson)的职业抱负发展理论揭示,个体职业抱负的发展是对职业性别、社会声望、职业兴趣三个维度进行权衡并妥协的过程。因此,要提升高师男幼师生的职业抱负,不仅需要社会改变对幼师性别角色的刻板印象,需要政府提高幼师的社会声望,同时也需要师范院校有针对性地加强对男幼师生专业及未来职业的认同教育,以促进其形成正确的职业自我概念,建立对幼教的职业认同。
