We demonstrate a multi-method approach towards discovering and structuring sustainability transition knowl edge in marginalized mountain regions.By employing reflective thinking,artificial intelligence(AI)-powered tex...We demonstrate a multi-method approach towards discovering and structuring sustainability transition knowl edge in marginalized mountain regions.By employing reflective thinking,artificial intelligence(AI)-powered text summarization and text mining,we synthesize experts’narratives on sustainable development challenges and solutions in Kardüz Upland,Türkiye.We then analyze their alignment with the UN Sustainable Development Goals(SDGs)using document embedding.Investment in infrastructure,education,and resilient socio-ecological systems emerged as priority sectors to combat poor infrastructure,geographic isolation,climate change,poverty,depopulation,unemployment,low education levels,and inadequate social services.The narratives were closest in substance to SDG 1,3,and 11.Social dimensions of sustainability were more pronounced than environmental dimensions.The presented approach supports policymakers in organizing loosely structured sustainability tran sition knowledge and fragmented data corpora,while also advancing AI applications for designing and planning sustainable development policies at the regional level.展开更多
Reflective thinking and teachers' professional development has become a focus since the new curriculum reform.Based on a case study among English teachers in Zhangjiashan Middle School, this paper aims to find out...Reflective thinking and teachers' professional development has become a focus since the new curriculum reform.Based on a case study among English teachers in Zhangjiashan Middle School, this paper aims to find out the effectiveness to improve the reflective thinking by journal writing and the extent to which the journal writing is involved. From the result, a conclusion can be reached that journal writing can provide an opportunity for teachers to write reflectively about their teaching, and teachers differ in the extent to which they can write reflectively.展开更多
Based on Dewey＇s （1933） connotation on reflection, this study focuses on the process ofpre-service EFL （English as a foreign language） teachers＇ reflective thinking. There are eight teachers participating in the...Based on Dewey＇s （1933） connotation on reflection, this study focuses on the process ofpre-service EFL （English as a foreign language） teachers＇ reflective thinking. There are eight teachers participating in the study during their practicum. Their reflective diary, the interviews between the researchers and the teachers, and classroom observation data are triangulated each other. The features of their reflection process are concluded： （1） Their reflections tend to be spontaneous interpretation; （2） their reflective thinking is partly ＂reasoning＂ phases; and （3） they depend on the authorities in the process of reflective thinking. Some implications are made for the guidelines in EFL teachers＇ practicum展开更多
This paper aims to investigate ways of assessing the quality of teachers' reflective thinking and the factors that influence reflective thinking in EFL teachers through case studies.The reflections are assessed fr...This paper aims to investigate ways of assessing the quality of teachers' reflective thinking and the factors that influence reflective thinking in EFL teachers through case studies.The reflections are assessed from three perspectives:content,depth and changes in action.The findings of this study reveal that there are three main factors which affect teachers' reflective thinking:differences of schools in different economic regions (teaching environment);mode of cooperation;teachers' beliefs.It also indicates that improvement of teaching depends on teaching context,teachers' beliefs and teachers' reflection regardless of their professional titles. EFL teachers' reflections can deepen based on changes of their personal beliefs,their teaching contexts and background,and the mode of cooperation.展开更多
基金work conducted under COST Action CA21125-a European forum for revitalisation of marginalised moun-tain areas(MARGISTAR)supported by COST(European Cooperation in Science and Technology)gratefully acknowledges the support received for the research from the University of Ljubljana’s research program Forest,forestry and renewable forest resources(P4-0059).
文摘We demonstrate a multi-method approach towards discovering and structuring sustainability transition knowl edge in marginalized mountain regions.By employing reflective thinking,artificial intelligence(AI)-powered text summarization and text mining,we synthesize experts’narratives on sustainable development challenges and solutions in Kardüz Upland,Türkiye.We then analyze their alignment with the UN Sustainable Development Goals(SDGs)using document embedding.Investment in infrastructure,education,and resilient socio-ecological systems emerged as priority sectors to combat poor infrastructure,geographic isolation,climate change,poverty,depopulation,unemployment,low education levels,and inadequate social services.The narratives were closest in substance to SDG 1,3,and 11.Social dimensions of sustainability were more pronounced than environmental dimensions.The presented approach supports policymakers in organizing loosely structured sustainability tran sition knowledge and fragmented data corpora,while also advancing AI applications for designing and planning sustainable development policies at the regional level.
文摘Reflective thinking and teachers' professional development has become a focus since the new curriculum reform.Based on a case study among English teachers in Zhangjiashan Middle School, this paper aims to find out the effectiveness to improve the reflective thinking by journal writing and the extent to which the journal writing is involved. From the result, a conclusion can be reached that journal writing can provide an opportunity for teachers to write reflectively about their teaching, and teachers differ in the extent to which they can write reflectively.
文摘Based on Dewey＇s （1933） connotation on reflection, this study focuses on the process ofpre-service EFL （English as a foreign language） teachers＇ reflective thinking. There are eight teachers participating in the study during their practicum. Their reflective diary, the interviews between the researchers and the teachers, and classroom observation data are triangulated each other. The features of their reflection process are concluded： （1） Their reflections tend to be spontaneous interpretation; （2） their reflective thinking is partly ＂reasoning＂ phases; and （3） they depend on the authorities in the process of reflective thinking. Some implications are made for the guidelines in EFL teachers＇ practicum
文摘This paper aims to investigate ways of assessing the quality of teachers' reflective thinking and the factors that influence reflective thinking in EFL teachers through case studies.The reflections are assessed from three perspectives:content,depth and changes in action.The findings of this study reveal that there are three main factors which affect teachers' reflective thinking:differences of schools in different economic regions (teaching environment);mode of cooperation;teachers' beliefs.It also indicates that improvement of teaching depends on teaching context,teachers' beliefs and teachers' reflection regardless of their professional titles. EFL teachers' reflections can deepen based on changes of their personal beliefs,their teaching contexts and background,and the mode of cooperation.
