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Preparar maestros para estudiantes integrales Preparar maestros para estudiantes integrales
Abstract
Un estudio comparado de programas de formacion profesional a docentes cuyo proposito es desarrollar las capacidades de los docentes de ofrecer una educacion integral a sus estudiantes.
Secondary education, especially within its compulsory period in Ghana, aims at promoting the fundamental development of the individual. This being so, the extension of the compulsory education and the establishment of a basic and common education for all the citizens necessarily implies a non-selectivity principle and its non-discriminative condition. This means the implementation of a curricular inclusive arrangement that offers various learning opportunities and experiences to all the students. This is why we consider teacher training is a key element, for it can provide our teachers with the knowledge, skills and attitudes necessary so they can engage in the inclusive process. This article is a review on both the catering for diversity in secondary education as well as on the teacher training process which is held responsible for offering that educational answer.
Discusses the social constructionist movement in modern psychology, noting that social constructionism views discourse about the world not as a reflection or map of the world but as an artifact of communal interchange. Both as an orientation to knowledge and to the character of psychological constructs, constructionism presents a significant challenge to conventional understanding. Although the roots of constructionist thought may be traced to long-standing debates between empiricist and rationalist schools of thought, constructionism moves beyond the dualism of these traditions and places knowledge within the process of social interchange. Although the role of psychological explanation is problematic, a fully developed constructionism could furnish a means for understanding the process of science and invites the development of alternative criteria for the evaluation of psychological inquiry. (100 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This article provides an overview of the literature concerning successful school leadership. It draws on the international literature and is derived from a more extensive review of the literature completed in the early stage of the authors’ project. The prime purpose of this review is to summarise the main findings from the wealth of empirical studies undertaken in the leadership field.
This book analyzes three previous major change efforts, outlines their strengths and limitations, and offers a successful and sustainable fourth way to integrate teacher professionalism, community engagement, government policy, and accountability.
Overload and vulnerability make it difficult for reform-minded principals to think outside the box. But a new mindset and four guidelines for action can help them truly lead. Wanted: A miracle worker who can do more with less, pacify rival groups, endure chronic second-guessing, tolerate low levels of support, process large volumes of paper and work double shifts (75 nights a year out). He or she will have carte blanche to innovate, but cannot spend much money, replace any personnel, or upset any constituency. 1 The job of the principal or any educational leader has become increasingly complex and constrained. Principals find themselves locked in with less and less room to maneuver. They have become more and more dependent on context. At the very time that proactive leadership is essential, principals are in the least favorable position to provide it. They need a new mindset and guidelines for action to break through the bonds of dependency that have entrapped those who want to make a difference in their schools.
This paper presents the results of a research into how the participants understand complexity theory through the leaders in education programme (LEP) in Singapore. The LEP is a six-month full time programme for specially selected vice-principals and ministry officers in Singapore to prepare them for school leadership. The LEP is designed with reference to complexity theory and part of its aim is to equip the participants with an understanding of complexity theory. The research showed that the participants found complexity theory to be 'something familiar', but the theory had more power in description than in prediction. Even so, they were able to generate insights into the application of complexity in school situation and discern the application of complexity theory in the design of the LEP.
In times of uncertainty, university faculties have a duty to prepare school leaders to handle complexity, as the number of variables in the educational system and the interactivity of variables increase exponentially. The Leaders in Education Program (LEP) is a 6-month full-time program at the Singapore National Institute of Education (NIE, which is a part of Nanyang Technological University). The LEP aims to prepare especially selected vice-principals and ministry officers in Singapore for school leadership. The LEP is a collaborative effort between the NIE and the Ministry of Education, an example of a university–government partnership in program development. This article describes the efforts of the LEP in developing the ability of school leaders to deal with complexity. It also examines in detail one particular component of the LEP, the Creative Action Project, to illustrate how this is done in practice, and analyzes the views of participants on their learning through the project.
School accountability is such a familiar concept in many education systems that questions about what it actually means and entails are rather uncommon, especially to busy practitioners on the ground. This paper reports a research that examines each of the questions of what and to whom Singapore schools are accountable, from the point of practitioners holding leadership positions in Singapore schools. This research was a qualitative study with a sample of 36 vice-principals. This analysis was enriched and interpreted with a literature-based discussion, which pointed out the implications of the research findings. According to the findings, the participants felt that Singapore schools were accountable for students’ holistic development; site, funding and staff management; national survival and nation building; and humanity and the future. Singapore schools were accountable to students, parents, country and citizens, and themselves. Interestingly, for a system that was reputed for its academic achievement, none of the participants mentioned examination results directly but referred to the importance of holistic education. The findings also suggested an inseparability of the concepts ‘accountability’ and ‘responsibility’ in the participants’ minds.
As we move more deeply into the intelligence era, highly developed nations such as Singapore are investing significantly in their human resources because the economic and social environment/activity is becoming more knowledge intensive. In this respect, a better comprehension of the human thinking systems is vital. The perception of the human mind as a complex adaptive system is a new mindset. Leading and managing a human organisation with intelligent interacting agents is different from that of a traditional setup. This paper examines the new human resource management and development strategy, as well as the future education policies of Singapore.
This article is set in the context of current moves in British education policy towards a fixed concept of 'what works' and a questionable certainty about 'best practice'. The author explores the value of postmodern thinking in challenging these state-endorsed certainties and in opening up new possibilities for research, critique and practice. She identifies four key areas of educational authority to which postmodernism offers a significant challenge: the authority of power/knowledge; the authority of models of learning; the authority of identity; and the authority of language. The author identifies recent work in a postmodern frame which challenges these authorities, and outlines current educational contexts in which postmodern thinking has a valuable contribution to make. In conclusion, she suggests that postmodernism opens a new window on the politics of possibility, offering one of the most powerful contemporary radical approaches to inquiry and critique available to the sociology of education.