Suchergebnisse

The authors illuminate the process of preservice teacher learning about race through a narrativized case study of Michelle, a White elementary teacher. Michelle displayed elements of White resistance to race but also a desire to engage in teaching about race. When race is viewed as a threshold concept ( Meyer & Land, 2006 ), Michelle's struggles with race highlight important considerations for teacher education.

AbstractIssues for program evaluation are raised through an analysis of previous integrative research in multicultural teacher education.

У статті розглядаються поняття «духовність», «дух», «духовна культура», піднімаються питання щодо становлення особистості майбутнього вчителя музичного мистецтва, культури його спілкування; визначається вплив вокального мистецтва на професійне становлення й формування морально-естетичних цінностей педагога. Приділено увагу духовній музиці як джерелу позитивної енергетики, яка збагачує людину та вдосконалює її духовно. ; The article is devoted to the concept of «spirituality», «spirit», «spiritual culture». The author raises issues of formation of future music teachers, its culture of communication; influence of vocal art on professional formation and the formation of moral and aesthetic values of the teacher. It is paid attention to sacred music as a source of positive energy that enriches the person and improves her spiritually. The aim of the article is the definition of spiritual culture as an important factor in the development of personality of the future teacher-musician. Recently «spirituality» in the public lexicon has become one of the most used concepts. We understand spirituality as a specific human quality that characterizes the motivation and meaning of a person's behaviour, position, as value consciousness inherent in all forms – moral, political, religious, aesthetic, art. But the main role of spirituality is in the sphere of moral relations. The students of the musical-pedagogical faculty are the creative people, and, of course, talented. They need to realize all the opportunities allotted to them by God. The task of the teacher to voice training is to help the future teacher of music. The teachers should consider the different aspects of communication and its features in the educational process. But is you want to become a master of communication, you must have the qualities that are important for interpersonal relationships. This list of qualities were established by Polish psychologist Jerzy Malbrough. These are the main qualities: empathy; goodwill; authenticity; specificity; initiative; spontaneity; openness; adoption of the senses; the confrontation. Spirituality is the indivisible unity of the conscious and the unconscious, the sensual and the rational, social and personal, actual and possible, cash that is expected, static and dynamic. The spiritual world operates on three levels: the level of prudent reflection, the emotional and subconscious experience of the individual. For the shaping of the spiritual world our students need to rely on all the levels on all the experiences and to remember the special significance and the importance of using spiritual traditions of Orthodoxy in the classroom for voice training as an important factor in the development of personality of the future teacher-musician.

"A wave of teacher strikes in the 1960s and 1970s roiled urban communities. Jon Shelton illuminates how this tumultuous era helped shatter the liberal-labor coalition and opened the door to the neoliberal challenge at the heart of urban education today. Drawing on a wealth of research ranging from school board meetings to TV news reports, Shelton puts readers in the middle of fraught, intense strikes in Newark, St. Louis, and three other cities where these debates and shifting attitudes played out. He also demonstrates how the labor actions contributed to the growing public perception of unions as irrelevant or even detrimental to American prosperity. Foes of the labor movement, meanwhile, tapped into cultural and economic fears to undermine not just teacher unionism but the whole of liberalism"--

Ability grouping and tracking have been a major focus in educational research because of its role in promoting curriculum differentiation. However, there has been limited attention to how this differentiation occurs in contemporary schools involved with reform efforts including those focused on subject specific academic standards designed to improve student access to rigorous academic content. This article examines how varying teacher expectations regarding the implementation of academic standards promotes curriculum differentiation in middle schools involved with comprehensive school reform. Drawing on teacher interview and survey data from five middle schools, the author shows the challenges teachers confronted when implementing standards; the contradictory expectations teachers held toward students; and how teacher expectations affected to what extent standards were evenly applied. Despite the fact that standards are supposed to promote equity, this analysis shows these aims can be compromised by the challenges teachers confront in schools and contradictory expectations regarding standards.

World Conference on Educational Sciences -- FEB 04-07, 2009 -- Nicosia, CYPRUS ; WOS: 000275580400206 ; This study makes an attempt at determining the views of students attending the university departments of Primary school teaching and Social Sciences teaching concerning the values to teach in the course of Social Sciences. The research data were obtained through a questionnaire form prepared by the researcher. The views of 78 prospective teachers answering the questionnaire were received. The findings led to these results: The prospective teachers stated values to teach in 30 different values, and gave reasons for teaching as self-realization, being successful, socialization, democratization, nationalization, peace, and necessity. They considered the values of respect, love, patriotism, honesty, morality to be prior. (C) 2009 Elsevier Ltd. All rights reserved

This article presents a training experience on human rights and citizenship education that took place at three in-service teacher training courses. This experience occurred in the more general context of an ongoing 'Human Rights and Citizenship Education' project, overseen by our institution,
the College of Education – Polytechnic Institute of Coimbra, University of Granada and the Council of Europe (particularly, the European Youth Centre Budapest). In-service teacher training is an important component of this project, which seeks excellence and high quality in both teaching
and training. The use of non-formal education methodologies is a distinctive feature of this experience and of the project.

Victor Schauberger predicted environmental catastrophe in the 1930s. This text details his thoughts about global warming and lawlessness, and his frustration with the scientific establishment

Drawing from qualitative research using participatory hand-drawn maps of beginning art teachers, I consider the ways hand-drawn maps are both artistic and contribute to a social justice agenda of hearing unheard voices. I employ anthropologist Tim Ingold's discussion of taskscape and craftsmanship with arts educator Elliot Eisner's discussion of craft in teaching to understand the emplaced experiences of four art teachers in K-12 environments. I reflect on qualities of the mapping process and the ways in which hand-drawn maps draw out the unacknowledged stories that affect teachers' relationships with the power structures, social hierarchies, and cultures of schools.