No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
Education of Teachers of Teachers
... Este mundo público debe leerse en sintonía con la idea de tradición, entendida también como un lenguaje, una forma constitutiva de entender el mundo y, de este modo también, una herramienta al servicio de propósitos, creencias y sentimientos -ya que el lenguaje no es un instrumento de expresión del mundo, sino un ejercicio de construcción- (Peters, 1966). En este orden de cosas, la iniciación en las formas de pensamiento de una tradición que la educación desarrolla es una condición que hace al ser humano libre al habilitarle para dar cuenta de sus propias decisiones tanto a nivel individual como en el espacio público (Peters, 1977a). Dicho de otra manera, la educación es una condición para participar en libertad en lo público. ...
... Sin embargo, no todos los componentes de la tradición o del mundo público son valiosos, sino solo aquellos que atienden a los rasgos inherentes del ser humano y que son los que caracterizan a la persona educada (aquí reside el peso de lo intelectual en Peters). Son los rasgos que involucran actividades de carácter cognitivo superior y que exigen el dominio de un cuerpo de conocimientos y una comprensión de los principios sobre los que se asientan esos conocimientos (Peters, 1977b). Implica también integridad del carácter y pensamiento crítico. ...
... 35, 2, jul-dic, 2023, pp. 81-97 preguntas que conciernen al ejercicio de la autonomía, la toma de decisiones sobre los cursos de acción a seguir y las razones que damos de nuestras elecciones, son en realidad preguntas públicas cuya respuesta requiere la deliberación compartida con otros (Peters, 1977b). A pesar de que Peters parte de una noción liberal del ser humano y de que sitúa al individuo como objetivo último del proceso educativo, otorga a los demás un papel destacado en el proceso de iniciación, tanto en la figura del educador/a, como en la forma del mundo público que tiene como objeto la educación (English, 2010). ...
En las últimas décadas, las comprensiones privatizadoras e individualizadoras de la educación se han extendido con fuerza de la mano de discursos y políticas neoliberales. En respuesta a ellas, la investigación educativa viene explorando en los últimos años los distintos sentidos de “lo público” en relación con la educación que estas políticas vendrían a erosionar. Este trabajo pretende ofrecer un aporte dentro de este debate que indaga sobre la relación entre la educación y “lo público” a partir de un diálogo entre dos tradiciones, frecuentemente consideradas opuestas, en el campo de la Teoría de la educación: la propuesta liberal de la educación como iniciación formulada por Peters y la de la pedagogía crítica latinoamericana desarrollada por Paulo Freire. Este trabajo se apoya en una revisión de los trabajos centrales que sintetizan ambas propuestas, rastreando las huellas de “lo público”, entendido como los propósitos educativos dirigidos hacia el bien común y también como los espacios compartidos de construcción del bien común. Esta revisión nos ha permitido identificar cuatro puntos de distancia-encuentro entre ambas propuestas, es decir, espacios argumentales que, dentro de lo alejado de sus postulados, comparten cierto suelo común en el que cristalizan huellas comunes de “lo público”. En primer lugar, a través de su atención a las categorías tradición/cultura, ambos autores enmarcan la educación en lenguajes públicos compartidos por la sociedad . En segundo lugar, identificamos un paralelismo en las nociones de diálogo/conversación con esos lenguajes compartidos que ambas propuestas postulan como definitorias del proceso educativo. En tercer lugar, ambas propuestas entienden la crítica como una forma de participación en los lenguajes comunes que se construyen. En cuarto y último lugar, con el fin de construir sujetos libres, comparten el rechazo a las pedagogías espontaneístas que entienden la libertad educativa como un mero “dejar hacer” al educando/a.
... Como referiu Peters (1977), qualquer dinâmica escolar, para se estabelecer como um processo educativo, não pode limitar-se à instrução de determinados saberes, nem mesmo ao desenvolvimento de competências que possibilitem a mobilização desses saberes. De outra forma, tem que se implicar no crescimento global de cada estudante, ou seja, na sua formação cultural e na sua maturação ética. ...
... Quando iniciamos estas reflexões, a suposta objetividade dissipa-se, uma vez que nos vamos ancorar em princípios axiológicos e ontológicos variáveis e, por isso, subjetivos ou, pelo menos, com um certo grau de subjetividade. Dialogando com o pensamento de Peters (1977), é possível á associar esta ideia de subjetividade àquilo que cada profissional atribui valor educativo, dado que esta atribuição de valor é um aspeto intrínseco à avaliação curricular. ...
... A avaliação tem de se impor ao serviço da aprendizagem dos alunos, da melhoria da experiência curricular, da reflexão ecológica sobre as realidades e dinâmicas escolares. As estratégias e instrumentos avaliativos precisam de ter, de facto, valor educativo (Peters, 1977) e considerar os valores ético-morais sobre os quais se alicerçam os sistemas educativos, que também assim os podem preservar. ...
Através deste livro, procuro continuar conversas que, de uma forma ou de outra, tenho tido o privilégio de vivenciar com um conjunto
muito amplo de professores. Estas reflexões decorrem, por um lado, dos cursos de formação inicial e contínua, onde tenho tido a sorte de partilhar perspetivas com profissionais e estudantes, provenientes de variados contextos geográficos e com uma amplitude assinalável de experiências organizacionais e educativas; por outro lado, não poderia deixar de referir a riqueza de pensamentos e práticas educativas que tenho conseguido acompanhar, com grande satisfação e interesse, dada a interação com a (micro-)rede de partilhas, no âmbito da Autonomia e Flexibilidade Curricular e da Cidadania e Desenvolvimento, do município de Vila Nova de Famalicão.
Este livro liga-se, igualmente, ao contexto político-curricular que,
no atual momento, emoldura as práticas e opções pedagógicas consideradas nas várias organizações escolares portuguesas. Dadas as alterações iniciadas em 2017, a reflexão sobre o currículo tem, em Portugal, adquirido um novo ímpeto que, em meu entender, é importante não deixar desvanecer.
O texto está dividido em duas partes, com cinco capítulos diferentes.
A primeira parte − Para um posicionamento conceptual − integra os três primeiros capítulos da obra. Em O currículo avanço com a explicitação do conceito e exploro a forma como o mesmo interage com o quotidiano escolar, além de esclarecer as diferentes influências (internas e externas às realidades escolares) e os múltiplos artefactos nesse domínio. Por fim, e ainda que sumariamente, tenho como
principal intento discutir sobre os diferentes períodos políticos, avançando com uma análise mais detalhada do que se iniciou em 2017. O segundo capítulo, denominado A prática curricular: uma experiênciadialógica, ética e estética, tem, essencialmente, dois propósitos complementares. Por um lado, avançar com uma discussão mais alargada sobre a prática curricular, centrando a reflexão em torno das experiências escolares, fazendo sobressair as
dimensões dialógicas, éticas e estéticas que lhe estão subjacentes. Por outro lado, almejei apresentar e enquadrar um conjunto amplo de opções curriculares, em especial relacionadas com a pluralidade de possibilidades associadas à organização do conhecimento escolar e, ainda, à diversidade de escolhas afetas à arquitetura de uma qualquer experiência formativa. Para finalizar a primeira parte do trabalho, avanço com um capítulo assente na Avaliação. Este apresenta uma dimensão mais conceptual, por vezes fortemente crítica, associada à avaliação, pela qual discuto os seus alicerces epistemológicos e
ideológicos e, nas páginas finais, avanço com um conjunto de mitos avaliativos. Há, aqui, também uma contextualização mais estratégica sobre as funções, tipologias, métodos e instrumentos de avaliação.
A segunda parte − Para uma discussão potencialmente prática − é, talvez, aquela que comporta um contributo mais original ou um posicionamento mais pessoal. No primeiro capítulo, denominado Ultrapassando a linearidade instrumental, critico lógicas mecanicistas associadas ao desenvolvimento curricular, enquadrando-o de acordo com outros princípios pedagógicos, éticos e humanos. Através deles, viso alertar para a importância do projeto curricular se estabelecer como um processo de humanização, de reconhecimento da humanidade em cada um de nós e, também, nos outros. Explorei, ainda, a importância do conhecimento profissional, do reconhecimento do risco inerente a qualquer prática e da necessidade de estabelecermos princípios fundacionais como forma de contrariar uma visão redutora e gerencialista do currículo e da sua elaboração.
No último capítulo − Pensar a experiência escolar − esquematizo o meu pensamento em torno das dinâmicas de desenvolvimento curricular, associando tal processo à construção de uma rede, formada por um conjunto de constituintes que são mutuamente influenciáveis e, por isso, interdependentes. Nesta parte do
texto, analiso com maior detalhe, ainda, cada uma das componentes do currículo e apresento um conjunto de reflexões sobre distintos artefactos curriculares, como um horário ou uma planificação de aula.
... Hence, it is necessary to be able to develop the skills to be able to deeply ponder an issue, which could be achieved through philosophy courses. Moreover, studying the philosophy of education as part of the humanities, in general, would help shape teachers' character (Peters, 1977). ...
... theories of knowledge, which he claimed should focus on educational problems and conflicts that arise, among them, the question of the teacher's authority, the status of the student, social justice, and punishment (Peters, 1977). In addressing the third question, Peters claimed that philosophy of education should be taught first as part of the introductory courses and later developed into seminar courses that feature discussions and debates (Peters, 1977). ...
... theories of knowledge, which he claimed should focus on educational problems and conflicts that arise, among them, the question of the teacher's authority, the status of the student, social justice, and punishment (Peters, 1977). In addressing the third question, Peters claimed that philosophy of education should be taught first as part of the introductory courses and later developed into seminar courses that feature discussions and debates (Peters, 1977). ...
... That said, it deserves to be noted that he attached great importance to knowledge and understanding of subject matter. In fact, for him, knowledge and understanding are more important than methods and procedures necessary for gaining such knowledge and understanding [29]. ...
... For Peters, however, the way the acquisition of content knowledge takes place is also of crucial importance. As he writes, such acquisition should be done "in a way which involves not an inert understanding, but a concern for values underlying them" [29] (p. 29). ...
... 19), his analysis was rather epistemological. He did make reference to the notion of the community, as he argued that knowledge and understanding have a personal and social purpose and are valued because they are "obviously necessary for the survival of the community" [29] (p. 90); [36] (p. ...
The main purpose of this paper is to articulate and defend an updated concept of liberal education. To achieve this purpose, the paper has attempted two things. First, to provide a meaning for the notion of liberal education by drawing upon, and discussing briefly, the ideas of three British philosophers, namely, Paul Hirst, Richard Stanley Peters, and Michael Oakeshott. And second, to discuss the need for an updated concept of liberal education, by pointing out the shortcomings of the traditional/classical concept of liberal education, in the context of contemporary reality. The implications of an updated notion of liberal education are also pointed out. The discussion highlights the fact that there is a need to reclaim the value of liberal learning not only in higher education but at all levels of education.
... In his experiments, Richaudeau concludes that visual memory is the most effective form both for short-and longterm memory. Many researchers point to the mnemonic superiority of visual images over words (Jagodzińska, 1988;Dylak, 1995;Nowak, 2003). This occurs during observation, building of observations in the mind, their reproduction in the form of ideas as well as the processes of information remembering and reproduction. ...
... Ja godzińska (1988) states that the forgetting of images is slower than the forgetting of verbal information. Another hypothesis confirmed by experimental studies is the one concerning the sensory distinctiveness of images and submitted by Nelson (1996), who claims that the "difference in remembering occurs at the stage of sensory processing, visual images are richer and have more strongly varied features" (Dylak, 1995). In Craik's and Lockhart's concept, images are grasped more quickly than words, so in some situations only the image is semantically encoded to leave a more lasting trace in memory later on (Jagodzińska, 1988). ...
... In his experiments, Richaudeau concludes that visual memory is the most effective form both for short-and longterm memory. Many researchers point to the mnemonic superiority of visual images over words (Jagodzińska, 1988;Dylak, 1995;Nowak, 2003). This occurs during observation, building of observations in the mind, their reproduction in the form of ideas as well as the processes of information remembering and reproduction. ...
... Ja godzińska (1988) states that the forgetting of images is slower than the forgetting of verbal information. Another hypothesis confirmed by experimental studies is the one concerning the sensory distinctiveness of images and submitted by Nelson (1996), who claims that the "difference in remembering occurs at the stage of sensory processing, visual images are richer and have more strongly varied features" (Dylak, 1995). In Craik's and Lockhart's concept, images are grasped more quickly than words, so in some situations only the image is semantically encoded to leave a more lasting trace in memory later on (Jagodzińska, 1988). ...
... Thus, the policymakers were compelled to rethink the contents of the teacher training programmes and there has been a great consciousness nowadays towards what contents to be incorporated in the pre-service, and in-service teacher training courses all over the world. On the other hand, Peters (2005) describes that the preparation of teachers depends upon three major elements: a basic general education in the liberal tradition, a thorough grasp of one or more academic disciplines taught in the schools, and an intellectual and practical introduction to a career in education which includes an internship or apprenticeship. Murray & Christison (2011), in the same vein, describe that the courses given in the teacher education should include the background information teachers need to know and be able to use in their classrooms. ...
The paper attempts to explore the crucial role of Pedagogical Content Knowledge (PCK) within the realm of English language teacher training in Nepal. PCK serves as a vital bridge between teachers’ Content Knowledge (CK) and Pedagogical Knowledge (PK), facilitating effective teaching practices and enhancing student learning outcomes. The study examines the interconnectedness of PK, CK, and PCK, with the aim of improving the quality of teacher preparation programs and ultimately, the English language education system in Nepal. Through an extensive literature review, the research establishes a theoretical foundation, examining the conceptual framework of PCK and its significance in teacher education. It identifies existing gaps and challenges in current Nepalese English language teacher training practices, emphasizing the need for the seamless integration of PK, CK, and PCK in classroom instruction. The paper concludes that the contents of the teacher education and training programs differed from what the experts thought should be given. The broader areas of subject matter become narrower in the TPD program in Nepal. However, the nature of the programs is also responsible for the type of content being tried to be imparted to the English teachers. The research identified various factors influencing the successful implementation of PCK in teacher training. These included limited emphasis on PCK in the curriculum, time and resource constraints, and a lack of alignment between teacher education institutions and school practices. The findings underscored the importance of curriculum reforms and the provision of ongoing professional development opportunities to strengthen PCK integration.
... Japanese teachers are given significant obligations by Japanese society as they embed fundamental Japanese values and principles in their students. The society holds them to high standards, provides with high social standing and financial benefits [3]. ...
... Eventually, they cooperated to liberate hospitality education, a process that finally gave birth to hospitality higher education (HHE) and its first hospitality bachelor's degree developed by Ecole Hotelier de Lausanne in the 1980s (Chen et al., 2019;Formica, 1996). Peters (1977, as cited in Thiessen, 1989 defines liberal education as "the development of the free human being". Liberal education, according to Peters, involves more than transmitting facts and ABOUT THE AUTHOR Lan Nguyen Tran has a master's degree in hotel management and is a lecturer in New Zealand. ...
Hospitality higher education started to depart from its vocational orientation in the latter half of the 20th century following a rapid growth of global tourism. By incorporating liberal studies into its curricula, the sector aimed at helping students develop not only “professionally” but also “personally”. This article reviews the liberation of hospitality higher education and argues that it is an incomplete process due to a disproportionate emphasis on “professional” development. To complete this process, it is necessary to look beyond the boundary of “knowledge”, “skills”, and “attitudes” and regard hospitality not only as an industry but also a human character. Hence, this article calls for a contemplation of the original meaning of hospitality among teachers and learners as part of the effort to truly liberate hospitality higher education.
... 30-32, also Nussbaum, 1997a. However, liberal education has a long tradition and a variety of different meanings (see, for instance Hirst 1965Hirst /2010Peters, 1977Peters, , 1966and Kimball, 1986). Some associate the term with the ideas put forward in the nineteenth century by John Stuart Mill, these referring to the comprehensive development of a human being, the pursuit of excellence and high culture, and the idea that liberal arts have an especially humanizing influence (White, 1986). ...
The doctoral thesis is available online: http://urn.fi/URN:ISBN:978-951-51-8122-0
Research on the relevance of emotions in political mobilisation has increased in recent decades. One reason for this may be the increasingly polarised and diversified nature of the political culture in liberal democracies. This thesis contributes to this discussion from the viewpoint of Martha Nussbaum’s philosophical work on political emotions – a perspective that has not yet been comprehensively examined in the field of education. The study aims to explore both the tensions and the possibilities involved in education for political emotions with respect to constructing and pursuing collective political aims. It elucidates how Nussbaum’s work could increase our understanding of the role of political emotions in political mobilisation and provide guidance for education in terms of addressing various social and political challenges.
This thesis is a theoretical inquiry and employs the methods of philosophical research, including theoretical and conceptual analysis as well as philosophical argumentation. The thesis consists of three interrelated studies that approach the relevance of Nussbaum’s work to education from different angles. Furthermore, through the studies, Nussbaum’s work is discussed in three frameworks of political education: global citizenship education, democratic citizenship education, and human rights education.
The first study explores how Nussbaum’s work can increase our understanding of the possible harmful effects associated with negative political emotions (such as fear and anger). Drawing from a recent case of educational policy-making in one of the largest cities in Finland, and from Nussbaum’s theory of political emotions, the first study elucidates the problematic consequences that negative political emotions can have for the political culture, educational policy-making, and for global citizenship education. This study also emphasises the importance of following established democratic procedures, policies, and guidelines in educational decision-making. Furthermore, the study argues for the reinforcement of positive political emotions (such as hope and compassion) as a long-term educational objective.
The second study examines how Nussbaum’s theory of political emotions – more specifically, her understanding of democratic politics and the role of emotions in political mobilisation – may contribute to the contemporary philosophical debates on citizenship education. While the study focuses on contesting agonistic models of citizenship education, it also addresses the limitations of deliberative and liberal theories, and illuminates the relationship of Nussbaum’s theory to these contesting approaches. Drawing from Nussbaum, the second study highlights the important role of political emotions in education for democratic citizenship, yet challenges the centrality of political conflict in citizenship education. It further argues that citizenship education can and should play a part in shaping the way students come to understand the nature of the political: as a collective striving towards shared goals, supported by constructive political emotions, rather than a conflictual relation between ‘us’ and ‘them’.
The third study focuses especially on envisioning the practical implementations of Nussbaum’s theory of political emotions. The study suggests that the relevance of Nussbaum’s work to education is associated with its potential for offering guidance on how to develop the motivation ultimately needed to work for social justice. In the third study, Nussbaum’s theory, particularly the concept of political compassion, is discussed in the context of human rights education. The study suggests different ways in which the pedagogic capability of narrative imagination, a concept drawn from Nussbaum’s educational account, could be practiced in classrooms when teaching and learning about human rights issues, such as racial discrimination. Therefore, the third study takes the first steps in imagining a ‘Nussbaumian pedagogy’.
As a whole, the thesis proposes that through Nussbaum’s work it is possible to argue that emotions matter for political mobilisation. The study also suggests that a model of citizenship education informed by Nussbaum’s theory of political emotions could contribute to citizenship education theorising by avoiding some of the problems associated with the deliberative, liberal, and agonistic models of citizenship education. Furthermore, the thesis suggests that Nussbaum’s work can provide education with guiding ideals and principles that can have particular relevance in the current theoretical, educational, and an increasingly polarised social and political landscape. Nussbaum’s theory might help in articulating some constructive and solution-oriented suggestions for education that are much needed in our interconnected world that faces global challenges. However, this study finds that Nussbaum’s ideas need to be brought into discussion with the ones articulated by scholars from more critical schools of thought. Furthermore, this thesis argues that while political emotions are focal for political action as well as for education, the nature of different political emotions and their role in society should be critically reflected upon in order to understand both their ambivalences and their possibilities. Only when political emotions are exposed to serious scrutiny, can they be beneficial in education for the good of societies.
... What distinguishes teaching from other helping professions is a concern with helping people learn worthwhile things in the social context of classrooms. Whatever else teachers do, they are supposed to impart knowledge and see that pupils learn (Wilson, 1975;Peters, 1977;Buchmann, 1984). To promote learning, teachers must know things worth teaching and find ways to help students acquire skills and understandings. ...
... Often fuelled by the short-term thinking of governments who want to see 'results' improve during their term in office, a plethora of reforms have captured the professional focus of education through the utility of a 'new managerialism' (Hartley 1997;Pollitt 2014). Over time professionals situated within the organisation have been re-cultured towards entrepreneurialism (Hall, Gunter, and Bragg 2012;Gunter and Hall 2013), corporatism (Courtney 2015) and the acquisition of technical rationalities (Newman 2005). They find themselves repositioned towards policy enactment (Rayner and Gunter 2020) by the endless cycles and uncertainties of policy change which have increasingly complicated the current system and often fail to deliver the improvements they were designed to achieve (Barker 2008). ...
The precarity of professionals working in schools and colleges at a time of change has been strongly accented by the competitive markets that currently characterise education and the influence of its global reforms. In this article, I draw on empirical data from a project located in a sixth-form college to argue that the field of Further Education is being restructured such that professionalism is hollowed out whilst accountability measures undermine leaders’ authority and enable a low-trust culture. I use Bourdieu’s thinking tools to conceptualise the data, including a rich conceptualisation of this site as a ‘field’ and of practices within it as part of the ‘game in play’. I generate four metaphorical lenses through which a perception of heterodoxy is used to clarify alternative positions that are simultaneously adopted by players and from which a response to the changing field of education reform can be offered.
... However, most of these existing studies have focused on primary school and junior high school teachers, with few focusing on high school teachers [9,11,12,[14][15][16]. Moreover, the educational and career guidance needed by high school students is more specialized than that required for elementary and junior high school students [17]. Thus, differences in the stress structure between high school teachers and those working in elementary and junior high schools might exist. ...
Background:
International research has indicated that teachers have an increased risk of mental disorders and work-related stress, compared with those working in other fields. In Japan, the deterioration of teachers' mental health has recently become a serious social issue. Teaching is a high-stress occupation, and job stress can affect teachers' physical and mental health. This study aimed to determine how sense of coherence, job satisfaction, and workplace social support contribute to the mental health status of public and private high school teachers in Nagasaki Prefecture, Japan.
Methods:
The analytic sample comprised 370 high school teachers from eight public and three private schools in Nagasaki Prefecture who answered an anonymous survey comprising the General Health Questionnaire (GHQ-12), which is a measure of mental health status, and questions regarding sociodemographic characteristics, occupational stressors, workplace social support systems, job satisfaction, and sense of coherence. A multiple regression analysis was conducted to identify the predictors of mental health.
Results:
The survey was sent to 681 people, of whom 370 responded and were included in the analysis (effective response rate: 54.3%). The analysis indicated that sense of coherence was the strongest predictor of mental health (β = -.391, p < .0001), followed by workload stressors (β = .260, p < .0001), low job control (β = .099, p = .021), and job satisfaction (β = -.088, p = .040).
Conclusion:
The results suggest that a greater sense of coherence and job satisfaction are associated with greater mental health. Meanwhile, workload stressors and low job control undermined mental health status.
... These institutions are pedagogical schools, pedagogical institutes, colleges and universities (Erdoğan, 2000). There are 287 pedagogy schools, 75 pedagogy colleges, 97 higher education pedagogy institutions, 32 state and regional universities in the country (Long and Long, 1999). The period of study of these schools is 4 years for primary school graduates and 2 years for high school graduates. ...
... It is my aim in this chapter to put forward an interpretation that coheres multiple facets of Dewey's work on experience and education. But rather than provide a mere exposition of Dewey's philosophy, I shall also dialogue with another interpretation of Dewey's philosophy of education argued by educational philosopher R. S. Peters (1977). ...
... For a long time, research on teacher learning in Korea has adopted what Hess (2008) called an 'essentialist' view in which teacher education is seen as invaluable for teaching as a profession and expected to provide pre-service teachers with opportunities to cultivate dispositions and world views. However, given the transformation of school contexts, the trend of research on teacher professional knowledge has changed from the 'essentialist' perspective to an 'electivist' approach, which does not see formal teacher education as necessary for the preparation of teachers (Hess, 2008). Lee (2013) conducted research to trace research on teacher learning with the assumption that it has been changed from the 'essentialist' to 'electivist' perspectives. ...
Knowledge, Policy and Practice in Teacher Education reviews the evolution of education policy on initial teacher education as an indicator of the knowledge that is considered important for nation building. It also looks at research on approaches and structures to initial teacher learning as an indication of the intellectual and moral direction to which schooling must aspire.
Contributors look at these dynamics across a range of societies including Australia, the Czech Republic, England, Finland, Hong Kong, Israel, Italy, Japan, Mexico, Russia, South Korea and the USA. Using a review of the literature approach within a comparative framework, the book seeks to answer the following questions for each country:
What has been the evolution of different approaches to learning to teach in each setting, and what factors have influenced change over the years?
What are the underlying theories that characterize past and current thinking about the knowledge, skills and dispositions needed by teachers and what evidence is used to support these theories?
What does a review on the state of the knowledge about teacher education over the past 30 years reveal about the evolution of the research and knowledge traditions that have supported current and past innovations in teacher education?
Maria Teresa Tatto and Ian Menter explore international variability in different conceptions of knowledge in the context of learning to teach, and explore the way in which national and international influences interact in the developing trajectories of teacher education policy and practice, considering what knowledge is considered important for teachers to have.
... A number of techniques may be applied for the purposes such as observation, verbal discussion, questionnaire, checklists, opinionnaire, inventory, interview, test etc. Moffitt (1963) suggested in this connection, -The school administration has the responsibility of helping to establish an acceptable method of evaluating major programmes of in-service education. Without such methods, there are no valid ways of evaluating changes within the school or measuring growth on the part of the faculty. ...
The Book, Educating The Teachers Studies In Detail In-Service Teacher Education (Inset) Which Is Indispensable For The Qualitative Improvement In The Education System. In-Service Education Programmes In The Form Of Seminars, Workshops, Symposia, Etc., Are Organized As The Instruments Of Professional Development Of The Teachers As Well As For The Amelioration Of Institutional Efficiency. It Is Pertinent To Know The Basic Philosophy Behind The Concept Of In-Service Education, On The One Hand, And To Evaluate The Outputs And Outcomes Of These Programmes, On The Other. This Book Deals With The Nuances Of Philosophical Basis Of In-Service Education With Special Emphasis On In-Service Education Of The Teachers, Idiosyncrasies About The Aspect Of Organization Of In-Service Programmes, And Pave Way For Programme Evaluation. The Findings Of The Book Covering All Facets Of In-Service Education Are Relevant In Many Ways For Conducting In-Service Training Programmes For Teachers By Diets And Other Educational Institutions Interested In The Quality Of Schooling.
... For this contention to be vindicated, it is sufficient to show that a non-instrumental account of democratic instruction and education is conceptually possible and normatively desirable in its own right, not that it offers a full-fledged conception of democratic instruction and education in general. For an expressively sensitive non-instrumental justification of education simpliciter (from which a non-instrumental justification of democratic education can be derived), see Peters ([1977] 2005, 63-72). For a discussion of how education into moral values can rest either on instrumental or on intrinsic grounds, see Carr (1991, 248-9). ...
Is criminal disenfranchisement compatible with a democratic political order? This article considers this question in light of a recently developed view that criminal disenfranchisement is justified because it expresses our commitment to democratic values. We call this view expressive disenfranchisement and refer to the general conception in which it is grounded as democratic expressivism . Contra supporters of expressive disenfranchisement, we argue that democratic expressivism does not offer a sound justification of criminal disenfranchisement. Additionally, we argue that, insofar as one really cares about answering serious criminal wrongs via an expression of democratic values, criminal disenfranchisement should be abandoned and replaced with a policy that temporarily obliges the relevant criminals to vote. Democratic expressivists should, in other words, move from supporting the disenfranchisement of serious offenders to endorsing a policy of compulsory criminal voting for a finite period of time.
... This stream of research has emphasised coursework based on the knowledge and skills that teacher candidates require to take on the profession's work Kennedy, 1999). Research has shown that strong teacher education programmes combine fieldwork and coursework, thus avoiding the fragmented characteristic of teacher education (Hammerness, 2013;Kennedy, 2008;Zeichner, 2010). NOKUT (2006) has asked for greater connections between campus courses and fieldwork in schools. ...
Worldwide, scholars and policymakers emphasise the importance of basing teacher education in practice. Scholars have therefore suggested to extend the amount of fieldwork. Still, research has shown that the fieldwork component in teacher education of variable quality. During the last 10 years, an increasing body of research has thus emphasised coursework as an important site for making teacher education practice-based, by centreing coursework on core practices of teaching. This approach to practice-based teacher education has been called the enactment approach, and is primarily set within a US context. This article examines research on teacher education coursework in Norway and Finland, to investigate the extent to which the geographic scope of this approach has expanded to a Nordic context.
... Okullarda doğru ve bilinçli bir karakter eğitimi bu yüzden hayati önem taşımaktadır (Montagu, 2000). Şüphesiz çocukların karakter gelişiminin tek sorumlusu okullar değildir ancak çocukların okulda geçirdiği zaman dilimi düşünüldüğünde okulların sorumluluğu bir kez daha göze çarpmaktadır (Ryan, 1992). ...
Bu araştırmada sosyal bilgiler öğretmen adaylarına yönelik hazırlanan bir karakter eğitimi programının bilimsellik değer algısına olan etkisini belirlemek amaçlanmıştır. Araştırma, 2015-2016 eğitim öğretim yılında Kütahya Dumlupınar Üniversitesi Eğitim Fakültesi Sosyal Bilgiler Öğretmenliği Bölümü’nde öğrenim gören 21 gönüllü öğrenci ve gönüllü öğrenciler arasından seçilen 5’i kız 6’sı erkek olmak üzere toplam 11 odak öğrenciyle gerçekleştirilmiştir. Araştırma verileri; video kayıtları, yarı yapılandırılmış görüşmeler, araştırmacı ve öğrenci günlükleri, öğrencilere ait el yapımı ürünler ve “Bilimsellik Ölçeği” kullanılarak toplanmıştır. Araştırmanın nicel verileri SPSS 20.0 programı ile çözümlenmiş ve yorumlanmıştır. Nitel veriler ise, NVivo 9.0 programı kullanılarak betimsel analiz tekniğiyle çözümlenmiş ve elde edilen bulgular araştırma sorularına bağlı olarak yorumlanmıştır. Analiz sonuçlarına göre karakter eğitimi programına katılan öğrencilerin “Bilimsellik” değer algılarının pozitif yönde değiştiği sonucuna ulaşılmıştır. Nitel verilerden elde edilen bulgular nicel verileri desteklemektedir.
... Therefore, faculty members/tutors should generate interest and continuously monitor and support learning processes [52]. Some authorities state that technology makes learning more relevant, and thus, motivates students [53,54]. Students express that technology enriches their learning experience, and they prefer blended learning over the face-to-face model [55]. ...
Background:
The published recommendations for international emergency medicine curricula cover the content, but exclude teaching and learning methods, assessment, and evaluation. We aim to provide an overview on available emergency medicine clerkship curricula and report the development and application experience of our own curriculum.
Methods:
Our curriculum is an outcome-based education, enriched by e-learning and various up-to-date pedagogic principles.
Results:
Teaching and learning methods, assessment, and evaluation are described. The theory behind our practice in the light of recent literature is discussed aiming to help other colleagues from developing countries to have a clear map for developing and tailoring their own curricula depending on their needs. The details of our emergency medicine clerkship will serve as an example for developing and developed countries having immature undergraduate emergency medicine clerkship curricula. However, these recommendations will differ in various settings depending on available resources.
Conclusions:
The main concept of curriculum development is to create a curriculum having learning outcomes and content relevant to the local context, and then align the teaching and learning activities, assessments, and evaluations to be in harmony. This may assure favorable educational outcome even in resource limited settings.
... Findings indicate that domain of PCK thinking in teaching in the form six is the high level. Emphasis domain of PCK thinking consistent with the view by Peter [28] which states PCK allows teachers to plan and be able to demonstrate a difference in teaching, which contributed to the achievement of good teaching. The findings of this study there was no difference with the findings by Hinton [29] over 43 teachers and 805 students found that a high percentage given to teachers who diversify teaching methods than the teachers who make less use of teaching strategies. ...
!--[if gte mso 9]> This study aimed to examine the external factors of form six teachers who can influence thinking domain form six teachers in their teaching. This study was conducted using a quantitative approach using questionnaires. A total of 300 form six teacher schools in Johor were chosen as respondents . The findings were obtained as student background factors are the most important factors that influence the thinking domain of form six teachers with a mean value of 4.54 and the domain of thinking is that teachers' expectations domain is the most important with the 4:54 . Relation to external factors form six teachers with thinking domain form six teachers in the teaching of significant positive classroom atmosphere factors with r = .524 , school goals with r = .405 , needs of students with r = .454 and students background with r = .423 . This study will help the Ministry of Education to raise the standards of form six education .
<!--[if gte mso 9]>
</p
Introduction . The research presented in the article is aimed at identifying the most significant aspects of the problems of educational aims. The existing ways of understanding the aims of education are considered, and conclusions are drawn regarding their distinctive features. The connection between the problems of the aim of education and other aspects of the philosophical reflection of education is shown – questions of the definition of education and criteria for assessing educational results. Purpose setting . The research sets the task of generalizing modern socio-philosophical ideas about the aim of education. The authors adhere to the position that the emergence, change, and functioning of educational aims are primarily determined by social factors. Methodology and methods of the study . In the course of the study, methods of substantive and comparative analysis of domestic and foreign literature devoted to the problems of educational aims were used. Results . Significant milestones in the development of understanding the problems of the aim of education in a socio-philosophical key are highlighted. The content of the normative approach to understanding the aim of education, developed by R.S. Peters, is considered, as well as the connection between his concept of the aim of education and the understanding of education as initiation. The innovations of the functionalist approach to understanding the aim of education are analyzed. The importance of distinguishing between the types of aims that appear in the educational context is shown. Some of the positions concerning the conditioning of educational aims by the influence of other social institutions – political, economic – are reproduced. Conclusion . The authors are inclined to the idea of the multidimensionality of the aim of education, its complexity. They emphasize the limitations of binary classifications of educational aims. The analysis carried out allows us to conclude that the question of the aim of education is one of the priorities for the socio-philosophical comprehension of educational reality.
Qu’est-ce qui mérite d’être enseigné à l’école ? Pour la plupart d’entre nous, il est évident que savoir lire a bien plus de valeur que savoir rouler à vélo. Ce qui est beaucoup moins clair en revanche, c’est d’expliquer pourquoi ce jugement semble aller de soi : comment savons-nous en effet que, savoir lire, cela vaut plus la peine que savoir pédaler ? Nous avons l’intuition de la valeur, mais il nous est difficile de la justifier. Il s’agit là d’un problème où la philosophie de l’éducation peut avoir quelque valeur. Car encore faut-il savoir ce que nous disons exactement quand nous parlons de « valeur des savoirs scolaires ». Voulons-nous dire 1. Que les savoirs scolaires ont une valeur, comme l’argent et le pétrole ont une valeur ? 2. Que les savoirs scolaires sont des valeurs, comme la justice et l’égalité sont des valeurs ? 3. Que les savoirs scolaires ont des valeurs, comme les arts martiaux et le sport en général ont des valeurs ? En fonction du sens que nous attribuons à l’énoncé « valeur des savoirs scolaires », les critères à partir desquels nous attribuons une valeur aux savoirs scolaires ne sont pas les mêmes. Nous identifierons ici cinq critères qui, historiquement, ont été mobilisés pour justifier ce qui vaut la peine d’être enseigné : l’utilité, le bonheur, la tradition, l’autonomie et la vertu.
Science, Information, and Communication Technology (ICT) have impacted every element of human existence today. The impact of science and technology can be credited for most of the key changes that can be observed today. Technology is shifting our expectations of what students should discover in order to have a purpose in an innovative world, just as it has changed all aspects of society. Even in the field of education, we can see how technological advancements and inventions have revolutionized the landscape. Any communication equipment, such as a computer, a mobile phone, a radio, a television, a satellite system, and so on, falls under the umbrella of ICT. As educators have realized, technology‘s function and utilization as a tool for teaching English is growing. Traditional means of delivering higher education have lost their appeal. In this case, technology plays a critical role in encouraging ingenuity and motivation in the students. The goal of this paper is to show how technology influences second or foreign language education and how it can be used effectively in the secondary EFL (English as a Foreign Language) classroom. These ICT tools include both web–based and non–web–based tools, as well as how they can be used in the classroom.
The purpose of this study was to examine teachers’ characteristics and their impact on students’ professional training in some teacher training schools in Fako Division, the south west region of Cameroon. This study employed a descriptive survey research design with a target population of 100 teachers in two teachers’ training colleges as respondents. Three research objectives were formulated for that purpose which was later transformed into research questions. Data was gathered through the use of questionnaires and was analyzed using Statistical Package for the Social Sciences. The findings reveal there was a positive relationship between teachers’ content mastery, communication, motivation, and personality on student’s professional training. Thus, based on the findings the following recommendations were made; teachers should communicate instructions in simple and clear language so that students will be able to understand also government should constantly organize seminars that will enable teachers to upgrade their knowledge, learn new skills, and become productive.
Article visualizations:
</p
For holistic development of the education system in India, the Union Government has introduced the National Education Policy (NEP) 2020, the main objective of which is to build a modern, educated society. As a part of higher education, NEP 2020, Chapter XV, recommends a number of changes in the field of teacher education. Extensive literature survey has been done to understand the prospects and challenges involved with the implementation of the restructured course. To gauge how the stakeholders are going to cope with the evolving scenario, a primary survey has been done involving teacher education institute (commonly known as B.Ed. college) management (n = 19) and students, i.e., trainee teachers (n = 210) who are pursuing the course in the city of Kolkata, West Bengal. To assess the views of the management, three broad facets—structural aspect, curriculum aspect, and students’ aspect—have been chosen, and one-way ANOVA has been used to know the difference among government, government-aided, and private colleges, if any, and perception study of the trainee teachers has been carried out. The findings suggest that it is easier for government colleges to adapt to the new 4-year integrated course system, and most trainee teachers show a positive attitude towards this newly structured course.
Konstruksi gender patriarkhi menciptakan ketimpangan dan ketidakadilan gender.
Laki-laki sebagai the first dan perempuan sebagai the second. Tatanan ini secara formal telah diakui Indonesia tidak relevan lagi. Sayang sekali, upaya untuk memperjuangkan keadilan gender sering dipahami sebagai kebutuhan dan masalah, bahkan pemberontakan perempuan semata. PUG tidak hanya merupakan strategi untuk menciptakan tatanan menuju kesetaraan, tetapi juga meletakkan basis modalitas kehidupan yang memberdayakan perempuan. Setiap perubahan selalu berdampak sosial dan tak ada individu yang dapat mengelak dari proses itu. Karena itu, untuk mewujudkannya, melaksanakan PUG yang didasarkan pada prinsip -prinsip pendidikan kritis merupakan pilihan strategis.
The present article explores the social media as a learning tool for
improving education among inspired learners. In the educational
set up there are different types of learners are studying in the
formal and non formal education. The inspired learners are one
among the group of learners‘ category. They are all very much
eager to learn many things apart from that normal educational
teaching learning process. In that juncture, the social media serves
as a learning tool for those who are all comes under the inspired
learners‘ category to improve their need based education. The
social media has provides different types of learning exposure
among inspired learners in the respective fields and what they
expect to fulfill their learning gaps in their specified learning areas.
The social media covers wider areas of subjects‘ skills and
knowledge for the inspired learners‘ community. However, the
inspired learners‘ community utilizes the social media for
improving their education and skills in their respective subjects.
Students with disabilities (SWD) experience poor post-school outcomes. These outcomes worsen when factors of race and ethnicity are added. In response to the negative post-school outcomes, the Individuals with Disabilities Education Act (2004) mandates transition planning for all SWD by age 16. Transition planning is critical for bi/multilingual SWD who have among the worst post-school outcomes of any SWD subgroup. This chapter will (1) review transition plan requirements and considerations, (2) review the known transition status of bi/multilingual SWD, (3) present issues with traditional transition planning, (4) offer case scenarios for how to effectively transition plan for bi/multilingual SWD with mild to moderate and extensive support needs, (5) present recommendations for improving transition planning and outcomes of bi/multilingual SWD through improved educator practices, transition assessments, and increased student and family engagement, and (6) share transition planning and transition-teaching resources that support a smooth transition from school to community.
‘Flipped classroom’ is a new revolutionary approach in the teaching learning process. Technology and online platforms continuously and constantly improving the educational world. In Flipped classroom, students learn new content online by watching video lectures at home and homework is discussed in the classroom with teachers’ personalized guidance and interaction instead of lecturing. Teachers can make recorded lectures and videos to the teaching content. Students are to read textbooks and work on content outside the school. In flip teaching learning process, the students are assigned the topic by themselves at first in home, with the help of video lessons prepared by the teacher. Flipping changes the role of teachers from ‘sage on the stage’ to ‘guide on the side’ and tunes the learners to learn on their own pace of learning. Flipped classroom also promotes the students and their learning with the activities that focuses on higher level cognitive activities. Integrating Flipped classroom in the teaching especially at higher education level is the need of the hour for making teaching learning process effective.
In Japan, schools are commonly used as disaster evacuation centers. Teachers have evacuation center management roles; however, there is no established training for teachers to balance their management roles and teaching activities. We evaluated the effectiveness of simulation training that we designed to help teachers fulfill their roles in disaster situations while minimizing educational interruptions. A total of 42 teachers completed pre- and post-simulation questionnaires. Qualitative data were collected based on their free-response evaluations. The average scores showed significant increases in the cognitive (p < 0.001), affective, (p = 0.001), and psychomotor (p < 0.001) domains. The participants expressed acceptance of the others, confirmation of evacuation center rules, and a capacity to handle personal information. The study displayed what had happened at the shelters, and highlighted consensus building and job conflicts among the evacuees. Participating teachers learned a clear idea of what would happen in the workplace if it became a shelter after a disaster. They were accepting evacuating residents to their workplace and understood that cooperation was essential to ensure the education and safety of their school children.
The self-concept is an organized cognitive structure comprising a set of attitude, beliefs and value that cut across all facets of experience and action, organizing together the variety of specific habits, abilities, outlooks, ideas and feelings that a person displays. Self-concept is distinguishable from self-awareness, which refers to the extent to which self-knowledge is defined, consistent and usually applicable to one's attitude and disposition. Self-concept also differs from self-esteem: self-concept is a cognitive or descriptive component of one's self (e.g. "I am a fast runner"), while self-esteem is evaluative and opinionated (e.g. "I feel good about the fast that I am a fast runner"). Self-esteem is another way of viewing self-concept. A person with high self-esteem has a positive self-concept while a person with low self-esteem has a negative self-concept. High self-esteem is related to independence and open mindedness. As teachers are the builders of the nation and destiny makers, it becomes quite obligatory on their part to develop high self-concept and self-esteem because the more the self-concepts, the more powerful is in shaping the future. Present paper finds the nature and extent of self concept of science and non-science perspective teacher.
Keywords: Self-concept, self-awareness, self-esteem, perspective teacher.
It is a requirement for pre-service teachers to be fully equipped academically and pedagogically beacuse they greatly impact the learning experiences of the students.This study assessed the academic adequacy of the pre-service English teachers of Ilocos Sur Polytechnic State College.It also determined thestudent and the school related profile of the respondents and were correlated to their academic adequacy.This investigation employed a descriptive method of research which involved the 21 BSED English major students.To gauge the students’ academic adequacy,a 250 item teacher made test was utilized.The data were analyzed using mean and percentage, frequency count,Pearsonproduct moment of correlation, chi-square and spearman correlation.Results revealed that their academic adequacy level on their knowledge of the subject matter and teaching approaches and strategies are Fairly Adequate,Much Adequate in their knowledge of the preparation of instructional materials and Slightly Adequate in their knowledge of the curriculum and knowledge of classroom management which contributed to an over all Fairly Adequate level.Their place of residence shows relationship to their knowledge of preparation of instructional materials while exposure to electronic media and school facilitiesare related to their knowledge of classroom management.
In this book, the problematization of the "school field" takes place in the horizon of the philosophy of education, i.e. an area that, in addition to the already recognized basic branches of philosophy, are just beginning to gain ground in Slovenia, as well as in the horizon of educational policies (or strategies to make it easier for the Slovenian reader to understand) and other development strategies, especially in the last decade (i.e. the 1990s). In philosophy, I have always been disturbed by its consequences as practical philosophy, and the philosophy of education can, in my opinion, play a noticeable role in this context. Many great works - from e.g. Plato's States (especially the seventh book) or Aristotle's Politics (especially the eighth book) onwards - I never understood not only as fundamental works of philosophy (of education), but also as inherent educational strategies.
V tej knjigi teče problematiziranje »šolskega polja« v horizontu filozofije edukacije, to je področja, ki se ob že priznanih temeljnih panogah filozofije pri nas komaj začenja uveljavljati, ob tem pa tudi v horizontu edukacijskih politik (policy) ali strategij, ki so si skupaj z drugimi razvojnimi strategijami zlasti v zadnjem desetletju pridobile pomen. V filozofiji so me vedno vznemirjale njene konsekvence kot praktične filozofije, in filozofija edukacije ima po mojem mnenju v tem kontekstu lahko opazno vlogo. Mnogih velikih del – že od npr. Platonove Države (še zlasti sedme knjige) ali Aristotelove Politike (še zlasti osme knjige) naprej – nisem nikoli razumel le kot temeljnih del (tudi) filozofije (edukacije), pač pa tudi kot inherentne edukacijske strategije.
This introduction to a special issue on the value of conceptual analysis provides a historical context and reasons for continuing to engage and value conceptual analysis in the contemporary educational landscape.
This cross-national study contributes to the comparative literature on institutional variations in the regulation of the teaching profession by developing a theoretical typology articulated around teacher education, labor market regulation, and the division of labor. Drawing on Freidson’s work on professionalism in the field of sociology of professions, our typology highlights four models of regulation – the ‘market’, the ‘rules’, the ‘training’, and the ‘professional skills’ models. We discuss how these models, embedded in a bureaucratic, market-oriented or professional approach, shape the regulation of the teaching profession and teachers’ work in different contexts.
Bu araştırmanın temel amacı, bir fen bilimleri öğretmen adayının pedagojik alan bilgisini didaktiksel dönüşüm kuramı çerçevesinde belirlemektir. Bu amaç doğrultusunda, nitel araştırma desenlerinden tekli durum çalışması yöntemi kullanılmıştır. Araştırmanın katılımcısı 2014-2015 eğitim öğretim yılında Türkiye’de bir devlet üniversitesinde Fen Bilgisi Öğretmenliği Ana Bilim Dalı’nda öğrenim gören bir öğretmen adayıdır. Araştırmanın katılımcısı belirlenirken akademik başarı durumu ve sınıf-içi davranışlar dikkate alınarak amaçlı örnekleme yolundan yararlanılmıştır. Veri toplama araçları yapılandırılmamış ve yarı yapılandırılmış görüşmeler ve gözlemlerden oluşmaktadır. Veriler, öğretmen adayının “Öğretmenlik Uygulaması” dersi kapsamında 5. sınıf ünitelerinden biri olan “Yaşamımızın Vazgeçilmezi: Elektrik” ünitesine dair ders sunumları yapılandırılmamış ile yarı yapılandırılmış gözlem formları ve görüşmelerden elde edilmiştir.
Araştırmanın sonucunda, tüm gözlem ve görüşmelerden hareketle, fen bilimleri öğretmen adayının kavramsal ve uygulamada pedagojik alan bilgisinin sınırlı olduğu sonucuna ulaşılmıştır. Özellikle, bu sınırlılığın öğrencilerin konuya dair anlamalarını sağlamada bilginin dönüştürülmesini ifade eden öğretim stratejileri bilgisi olduğu tespit edilmiştir. Öğretmen adayının belirli öğretim strateji, yöntem ve teknikleri bilip uygulamasının yanı sıra “Yaşamımızın Vazgeçilmezi: Elektrik” ünitesine ait ders kitaplarında yer almayan farklı etkinliklerden de yararlandığı görülmüştür. Fakat bu etkinliklerin birçoğunun öğretmen merkezli etkinlikler olduğu tespit edilmiştir. Bunun sebebi ise öğretmen adayının sınıf hâkimiyetini sağlamada yaşadığı birtakım sorunlar olarak belirlenmiştir.
The main purpose of this research is to determine the pedagogical content knowledge of a science teacher candidate within the frame of didactic transposition theory. In accordance with this purpose, single case study that is one of the qualitative research design was used. The participant of this research is a teacher candidate who was studying in Science Teaching Department at a state university in Turkey in 2014-2015 academic year. In determining the participant of the study, teacher candidates’ academic standings and behaviors in classroom was taken into consideration and purposive sampling technique was used.Data collection tools consist of unstructured and semi-structured interviews and observations.The data was obtained from teacher candidate's presentations about one of the 5th grade science units "Necessity of our Life: Electricity" within the "Teaching Practice" course, unstructured and semi-structured observation forms and interviews.
As a result of the research, all observations and interviews led to the conclusion that the pedagogical content knowledge of the science teacher candidate was limited both conceptually and practically.In particular, it was determined that the limitation was about teaching strategies, which means the transformation of information in ensuring the understanding of students.Besides teacher candidate knew and practiced certain teaching strategies, methods and techniques; he also benefited from different activities belong to "Necessity of our Life: Electricity" unit which are not included in textbooks. However, it was determined that many of those activities are teacher-centered. The reason of this issue was identified as having difficulties in managing classroom.
The study focused on the relationship between teachers' mastery of A-level practical geography and students' knowledge of the subject. A descriptive cross-sectional survey design was adopted. The study sample consisted of 12 heads of department, 72 teachers, 672 A-level students. The data was analyzed using one-way ANOVA to compare the means simultaneously and the t-Test using SSPS data analysis package (16.0 version). Qualitative data was analyzed using themes deciphered in the course of the study. There was significant relationship between teachers' mastery of content and students' own mastery of content. Both teachers and students experienced difficulties in interpreting photographs, map reading and in collecting and using field and statistical data. The study concluded that many teachers and students lack mastery of concepts in practical geography. There is need to strengthen both pre-service and in-service training of geography teachers focusing on mastery of the content and field based activities.
This study examined "Teaching Practice Experiences of Science Student Teachers and their Effectiveness" in the Department of Science Education, Faculty of Education, University of Calabar. To achieve the purpose of the study, four hypothesis were formulated to guide the study. The study utilized case study research design, no sampling technique was used since the total number of the sample was the same as the total number of the population. Data were collected using two instruments, one being constructed by the researcher titled "Questionnaire for research on teaching practice experience (QRTPE)" and students' results for effectiveness. Pearson Product Moment Correlation Coefficient was used in analyzing data at 0.05 level of significant with 198 degree of freedom. The results show that there was a significant relationship between proper orientation, financial support, teaching of subject of specialization and professional standard of mentors on teaching practice effectiveness. It was therefore recommended that the duration for teaching practice orientation should be increased, government should provide financial support to student teachers, science student teachers should not be asked to teach outside their subject of specialization and only professional teachers should be assigned to serve as mentors to the student teachers.
The purpose of this study is to investigate the effectiveness of the university curriculum in preparing pre-service technology teachers. The study examines the course guide of the technology education course at one of the universities of technology in South Africa in relation to grades 7-9 (senior phase) of the technology policy document. The study found that the university technology curriculum places emphasis on both content breadth (CB) and content strands (CS). However, some of the CSs in the university technology curriculum have no relevance to the CB and were not designed to enhance its depth. Therefore, this means that the CSs of the university technology curriculum were not designed to focus on the notion of 'fitness-for-purpose' which is market driven. However, it is imperative that students be given an opportunity to explore both CB and content depth (CD) as well as how other CSs can be used to develop a deeper understanding of CB. Résumé Le but de cette étude est d'examiner l'efficacité du programme universitaire de formation initiale des professeurs de technologie. Il s'agit d'un examen du guide pédagogique de technologie utilisé dans une des universités de technolo-gie en Afrique du Sud, notamment par rapport aux années 7-9 (cycle supérieur) du document de politique technologique. L'étude a révélé que le programme
This is a broad ranging introduction to twenty-first-century anarchism which includes a wide array of theoretical approaches as well as a variety of empirical and geographical perspectives. The book demonstrates how the anarchist imagination has influenced the humanities and social sciences including anthropology, art, feminism, geography, international relations, political science, postcolonialism, and sociology. Drawing on a long historical narrative that encompasses the 'waves' of anarchist movements from the classical anarchists (1840s to 1940s), post-war wave of student, counter-cultural and workers' control anarchism of the 1960s and 1970s to the DIY politics and Temporary Autonomous Zones of the 1990s right up to the Occupy! Movement and beyond, the aim of this volume is to cover the humanities and the social sciences in an era of anarchist revival in academia. Anarchist philosophy and anarchistic methodologies have re-emerged in a range of disciplines from Organization Studies, to Law, to Political Economy to Political Theory and International Relations, and Anthropology to Cultural Studies. Anarchist approaches to freedom, democracy, ethics, violence, authority, punishment, homelessness, and the arbitration of justice have spawned a broad array of academic publications and research projects. But this volume remembers an older story, in other words, the continuous role of the anarchist imagination as muse, provocateur, goading adversary, and catalyst in the stimulation of research and creative activity in the humanities and social sciences from the middle of the nineteenth century to today. This work will be essential reading for scholars and students of anarchism, the humanities, and the social sciences.
The paper attempted to provide an assessment of the value of quality education in Nigeria’s education. It also attempted to philosophically analyze the concept of quality education. Under this, meaning of the concept of quality has been explored despite the fact that it has been perceived as an elusive and indescribable concept. The paper trashed out why as administrators of educational institutions, curriculum planners or policy makers quality is needed and why worries about it in our education system because you may be having aforementioned questions in your mind. The rationale behind analyzing the concept of quality education has also been justified. The paper went further to explore the issues and challenges that are militating against the provision of the quality education. Also, issues and challenges that brought about the need for quality education in Nigeria have been identified. Lastly, the paper found out that education is under-funded, quality teachers and quality educational facilities are inadequate. Therefore, the researcher recommends that 26% or above of National annual budgetary allocation should be allocated to education sector. Adequate professional and qualified teachers should be recruited and employed, adequate quality educational facilities should be provided as precisely stated in NPE to enhance its provision theoretically and practically.
In this chapter, I reconstruct the basic structure of Peters’ analytic response to educational progressivism as politically expressed in the 1967 Plowden Report. The report expressed a particular line of thought in educational theory, namely that of educational progressivism or child-centred education. In the 1960s, Peters introduced the analytic paradigm into the philosophy of education in Great Britain. In the socio-economic context of the 1960s, this new paradigm had some institutional as well as political effects. In particular, Peters’ theoretical response to the Plowden Report in Perspectives on Plowden had a practical influence. The chapter proceeds as follows. After a short historical note and a brief rehearsal of the contrast between progressivism and traditionalism, I detail Peters’ fundamental presuppositions in the light of which his critique of child-centred education can be elucidated. These two main presuppositions are, first, the primacy of the social or the public and, second, the ideal of liberal education. Next, I organise his critique around two central themes: first, education and its aims, and, second, the curriculum and the teacher.
Oscar Wilde has made an enigmatic claim, “Most people are other people”. While commenting on Asian identity it was quite logical that an antithesis must be provided of Western thesis about Asian philosophy and thinking. This paper is a reflexive essay to realize logical existence of an Asian mind through exploring many of its dimensions. It could not have been possible without exploring most enigmatic of its archetype: religion. Religion here is not understood at its exoteric dimension, i.e. set of rites and rituals, but it has been carefully unfolded in its esoteric dimension, i.e. man’s relationship with superior mind, ‘GOD’ as it has been shared Asia wide by many religions generally and Islam specifically. The thesis and antithesis of this argument has been presented through humanistic lens highlighting the conceptual difference between the process of ‘enlightenment’ as it is understood by Asian and Western mind and not what Oriental vs. Occidental paradigm projects.
This chapter explores and outlines the historical background of understanding the development of quality assurance and evaluation (QAE) policies in Brazil, China, and Russia and thus also prepares the ground for the problematics the subsequent chapters analyse. In doing this, we build largely on the previous research literature, albeit occasionally supplementing our analysis with primary documents, such as media reports, policy documents, and parallels found in our interview material. As the following chapters elucidate, although at the level of practical implementation, the countries’ experience differs markedly, at the level of political projects and rhetoric (see Chapter 6), they share a growing interest in QAE. In building the case for future chapters, our foremost task is therefore to ask how these three countries, which until recently developed separately, came to share quite similar domestic expectations and interest in QAE. Drawing on politico-socio-historical approaches, we outline the historical trajectories and antecedents of QAE policies in each national context. Our ambition to trace the socio-historical roots of the phenomenon at hand also resonates with the book’s broader framework, as uncovering the political situation is one of the three analytical dimensions of the CADEP framework the preceding chapter introduced.
This paper briefly outlines a number of key theories in the psychology of motivation (reinforcement, attribution, self-efficacy, expectancy and goal orientation theories) and considers their relevance to educational practice. It then considers the impact of pedagogy upon motivation with particular reference to practice in Russia. In the light of this discussion, it is argued that much work in motivational theory has neglected to consider to a sufficient degree important cultural and pedagogical factors. The paper concludes by considering implications for professional educational psychology practice.
ResearchGate has not been able to resolve any references for this publication.