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In: Implementation and Replication Studies in Mathematics Education

Abstract

Economic policies have largely tried to impact the development of innovations from the supply side. However, demand-side policies have received more attention in recent years. Science and Technology (S&T) parks have traditionally been a supply-side innovation policy instrument and have not always been successful in achieving their goals. This study conducts two surveys and constructs two S&T park management models based on the survey results. One survey includes 64 Iranian S&T park experts and managers and the other survey includes 31 S&T park experts from 17 countries. These models conform to the third generation of S&T parks. In terms of innovation policy, they are leaning towards demand-oriented policies and are expected to be more effective than supply-oriented models. The results showed that ownership, funding sources, incentives for tenants and linkages of S&T parks should move from supply-side models to demand-side models.

Open Access
In: Triple Helix
In: Vierteljahrsschrift für wissenschaftliche Pädagogik
Author:

Abstract

Concept: Pedagogical Professionalism – Multi-level Theoretical Perspectives

This article firstly presents general conceptual definitions of professional action, professionalism and professionalization and secondly the specifics of pedagogical professionalism. Thirdly – as an outlook – the thesis is developed that a theory of pedagogical professionalism requires a multi-level approach and the challenges for a verbalization of such a theory are outlined.

In: Vierteljahrsschrift für wissenschaftliche Pädagogik
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In: Vierteljahrsschrift für wissenschaftliche Pädagogik
Authors: and

Abstract

Pedagogical Action – Pedagogical Professionalism – Pedagogical Ethos: A Case for a Phenomenological Approach to the Profession

What contribution can phenomenological approaches make to educational science in general and pedagogical fields of action and questions about the profession(alisation) of educators in particular? How can pedagogical action be framed in terms of phenomenological approaches and the theory-practice difference? And finally, what does educational professionalism encompass from a phenomenological perspective, with particular reference to pedagogical ethics?

Open Access
In: Vierteljahrsschrift für wissenschaftliche Pädagogik