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Der Beitrag macht die Bedeutung des Schulrechts für die universitäre Lehrerbildung deutlich. Dies ist umso wichtiger, als es faktisch in der universitären Lehrerbildung keine Rolle spielt. Seine Bedeutung zeigt sich bereits darin, mit Zwang (Schulpflicht) einhergeht, andererseits als Freiheitsgewährleistung dient. Es bietet außerdem einen Organisationsrahmen und fungiert als Ordnungsrecht. Schließlich thematisiert der Beitrag das Schulrecht in seiner Bedeutung für das Berechtigungswesen und für die Integrationsaufgabe der öffentlichen Schule. (DIPF/Autor)

The article examines the problem of the process of association of Ukraine with European Union and integration into European and world educational spheres the features of which are related to the nature of global processes, and also with the specific terms of development of social, economic, political, cultural and educational life of our country. Dynamic processes of social and economic life, changes in the system of compulsory secondary education revealed contradictory tendencies in the sphere of professional preparation of teachers in Ukraine: deep professionalization of secondary school teachers' practice becomes more important; integration of knowledge from different spheres is noticed; importance of integrated skills and abilities for realization of professional pedagogical practice increases. Realization of tasks of professional preparation of teachers depends on the condition of pedagogical education that demands objective analysis of the accumulated international and national experience of pre-service and post-graduate preparation of teachers as the major source of modern professional pedagogic preparation strategy determination. Analysis of the works of famous scholars confirms the need for concentration of teachers around universities as this enables the increase of academic level of teacher education and intensification of interaction between education and research. Reform should be directed to a system of education in which basic education is corresponding formal qualifications that are relatively universal and can easily be completed by further education. So we may conclude that in order to increase educational potential of the country much attention should be paid to improving the system of professional preparation of teachers as only due to highly educated teachers the country would be able to take a decent place in the world and be competitive. The level of school cannot be better than the professional level of teachers who work there so improvement of education system of each country depends directly upon the quality of professional preparation of teachers. Education should be coordinated with each stage of the country's development. Educational infrastructures in the school system are worthless if there are no trained, competent teachers to manage them. This has been shown to be a significant difference between academically competent teachers and professionally qualified teachers. Professionalization is the best way to improve working conditions of teachers and their professional activity. Measures taken to improve the skills of teachers in many states of the USA are primarily driven by modification strategies, which are influenced by strengthening of the role of the state in the education system. ; В статье изучается вопрос высшего профессионального образования в Украине в период ассоциации с Европейским и мировым сообществом, в частности анализируется проблема профессионализма и профессии учителя с точки зрения мировых педагогов. Динамические процессы социально-экономической жизни, изменения в системе обязательного среднего образования определяют противоречивые тенденции в сфере профессиональной подготовки учителей в Украине. Выполнение задач профессиональной подготовки учителей зависит от состояния педагогического образования, что требует объективного анализа накопленного международного и отечественного опыта. ; У статті вивчається питання вищої професійної освіти в Україні в період асоціації з Європейським та світовим співтовариством, зокрема аналізується проблема професіоналізму та професії вчителя з точки зору світових педагогів. Динамічні процеси соціально-економічного життя, зміни у системі обов'язкової середньої освіти визначають суперечливі тенденції у сфері професійної підготовки вчителів в Україні. Виконання завдань професійної підготовки вчителів залежить від стану педагогічної освіти, що вимагає об'єктивного аналізу накопиченого міжнародного та вітчизняного досвіду.

У статті вивчається питання вищої професійної освіти в Україні в період асоціації з Європейським та світовим співтовариством, зокрема аналізується проблема професіоналізму та професії вчителя з точки зору світових педагогів. Динамічні процеси соціально-економічного життя, зміни у системі обов'язкової середньої освіти визначають суперечливі тенденції у сфері професійної підготовки вчителів в Україні. Виконання завдань професійної підготовки вчителів залежить від стану педагогічної освіти, що вимагає об'єктивного аналізу накопиченого міжнародного та вітчизняного досвіду. ; The article examines the problem of the process of association of Ukraine with European Union and integration into European and world educational spheres the features of which are related to the nature of global processes, and also with the specific terms of development of social, economic, political, cultural and educational life of our country. Dynamic processes of social and economic life, changes in the system of compulsory secondary education revealed contradictory tendencies in the sphere of professional preparation of teachers in Ukraine: deep professionalization of secondary school teachers' practice becomes more important; integration of knowledge from different spheres is noticed; importance of integrated skills and abilities for realization of professional pedagogical practice increases. Realization of tasks of professional preparation of teachers depends on the condition of pedagogical education that demands objective analysis of the accumulated international and national experience of pre-service and post-graduate preparation of teachers as the major source of modern professional pedagogic preparation strategy determination. Analysis of the works of famous scholars confirms the need for concentration of teachers around universities as this enables the increase of academic level of teacher education and intensification of interaction between education and research. Reform should be directed to a system of education in which basic education is corresponding formal qualifications that are relatively universal and can easily be completed by further education. So we may conclude that in order to increase educational potential of the country much attention should be paid to improving the system of professional preparation of teachers as only due to highly educated teachers the country would be able to take a decent place in the world and be competitive. The level of school cannot be better than the professional level of teachers who work there so improvement of education system of each country depends directly upon the quality of professional preparation of teachers. Education should be coordinated with each stage of the country's development. Educational infrastructures in the school system are worthless if there are no trained, competent teachers to manage them. This has been shown to be a significant difference between academically competent teachers and professionally qualified teachers. Professionalization is the best way to improve working conditions of teachers and their professional activity. Measures taken to improve the skills of teachers in many states of the USA are primarily driven by modification strategies, which are influenced by strengthening of the role of the state in the education system. ; В статье изучается вопрос высшего профессионального образования в Украине в период ассоциации с Европейским и мировым сообществом, в частности анализируется проблема профессионализма и профессии учителя с точки зрения мировых педагогов. Динамические процессы социально-экономической жизни, изменения в системе обязательного среднего образования определяют противоречивые тенденции в сфере профессиональной подготовки учителей в Украине. Выполнение задач профессиональной подготовки учителей зависит от состояния педагогического образования, что требует объективного анализа накопленного международного и отечественного опыта.

This article travels through some of the most common geographic spots that connect learning spaces and museums. One of the activities promoted by female teachers in a habitual and constant way is museum visits. Nevertheless, institutions, politicians, museum keepers and art curators usually forget to mention-especially when explaining the mass media about their achievements-these educators' contributions to the success inside art galleries. We should react to this uncomfortable situation. By means of this study, we realized that museums are not very interested in teachers, and that schools haven´t made effective efforts to approach museums, either. Thus, both parties configure a peculiar marriage of convenience. They don't love or know each other. Yet, pupils' visits to museums keep on the rise; it is good that every day more kids get closer to museums, but we should improve the quality of these visits. That´s why we decided to make a contribution to the study on female teachers, a heterogeneous but solid group of professionals who facilitate the connection between these two educative realities. This study enables a better understanding of those who make part of a wide spectrum of education professionals. At the same time, it brings about visibility of these professionals, but above all a well-deserved recognition of their work.How to reference this article: Huerta, Ricard, "Maestras y museos. Matrimonio de conveniencia", Revista Educación y Pedagogía, Medellín, Universidad de Antioquia, Facultad de Educación, vol. 21, núm. 55, septiembre-diciembre, 2009, pp. 89-103.Received: june 2009Accepted: july 2009 ; El presente artículo recorre algunas de las geografías más habituales que sirven de engranaje entre el espacio escolar y la institución museística. Las instituciones, los responsables de la clase política, los conservadores y curadores, especialmente cuando explican ante los medios de comunicación el éxito de sus gestiones, nunca se acuerdan de nombrar el esfuerzo que este sector de educadores ha realizado para poder así llenar las salas de exposición. Hemos de intentar recapacitar sobre esta situación incómoda. Comprobamos, mediante nuestro análisis, que ni al museo le interesa en exceso la figura del maestro, ni tampoco desde el espacio escolar se ha generado un acercamiento efectivo hacia el museo. Ambas partes escenifican, pues, un particular matrimonio de conveniencia. No se aman, no se conocen. Pero las visitas de escolares a los museos no cesan de aumentar. Si bien es positivo que cada día se acerque más público infantil a los museos, también deberíamos impulsar la calidad de estas visitas. Para ello, nosotros optamos por incidir en el estudio de las maestras, del heterogéneo pero sólido grupo docente, la bisagra que permite escenificar el linde entre ambas realidades educativas. Dicho estudio propicia un mayor conocimiento de las personas que pertenecen al amplio espectro de los profesionales docentes. Al mismo tiempo generamos un reconocimiento de su trabajo, pero ante todo le proporcionamos una visibilidad que se han ganado a pulso.Cómo citar este artículo: Huerta, Ricard, "Maestras y museos. Matrimonio de conveniencia", Revista Educación y Pedagogía, Medellín, Universidad de Antioquia, Facultad de Educación, vol. 21, núm. 55, septiembre-diciembre, 2009, pp. 89-103.Recibido: junio 2009Aceptado: julio 2009 ; Cet article présente quelques géographies les plus habituelles servant comme charnière entre l'espace scolaire et l'institution des musées. Dans le titre nous avons utilisé l'expression "professeurs femmes" pour faire référence aux enseignantes des étapes qui correspondent à l'enseignement obligatoire (celui-ci conclut à 16 ans en Espagne). Nous l'écrivons au féminin parce qu'un haut pourcentage de cette communauté professionnelle est composé par des femmes, et parce que nous pensons que la gamme du genre a une pertinence marquée ici. On considère fondamental le rôle exercé par ces femmes dans la formation esthétique de leurs élèves. Nous comprenons qu'une des activités encouragées par ces enseignantes d'une manière habituelle et constante est la visite aux musées. Grâce à l'effort de ces enseignantes les musées peuvent présenter dans leurs rapports annuels quelques chiffres de visiteurs, nourris par les publics scolaires en grande partie. Les institutions, les responsables de la classe politique, les conservateurs et les curateurs, surtout quand ils expliquent devant les médiasle succès de leurs administrations, ne se souviennent jamais de nommer l'effort que ce secteur d'éducateurs a fait pour remplir les salles d'exposition. On doit donc essayer de réfléchir à cette situation gênante. À partir de nos analyses on a éprouvé qu'au musée ne l'intéresse pas beaucoup la figure du professeur, ainsi que l'espace scolaire n'a créé une aproche efficace envers le musée. Les deux parties mettent en scène donc un particulier mariage de convenance. Ils ne s'aiment pas l'un l'autre, ils ne se connaissent pas. Mais les visites d'école aux musées ne cessent pas d'augmenter. Bien que ce soit positif que tous les jours le public d'enfants s'approche aux musées nous devrions encourager aussi la qualité de ces visites. Pour cela, nous avons choisi d'influencer dans l'étude des enseignantes, du groupe pédagogique hétérogène mais solide, la charnière qui permet de mettre en scène la frontière parmi les deux réalités pédagogiques. Cette étude favorise une plus grande connaissance de gens qui appartiennent au spectre large des professionnels enseignants. En même temps, nous cherchons une reconnaissance de leur travail, mais nous leurs fournissons surtout une visibilité qu'ils ont gagné avec effort et engagement.

Traditional approaches to examining the effectiveness of bilingual programs typically compare them to monolingual programs and rarely discuss the meaning and complexity of the notion of achievement therein. A vertical case study framework is used to examine this local phenomenon at a bilingual elementary school in Chicago, Illinois across local, national, and global contexts. This vertical case study aims to answer the question; how does a bilingual program define the notion of achievement and work to facilitate that achievement for students? To do this, I conducted interviews and analyzed policy documents to examine how achievement is defined in bilingual education based on the two basic levels of achievement. Through examining the inner workings of a bilingual school as well as analyzing the type of achievement students can demonstrate; we gain a better understanding of what bilingual education can achieve for students. This Thesis describes how bilingual education policy has changed throughout the years, and how national and global definitions of achievement fall short in supporting sound bilingual education policy. I conclude by explaining how national and global contexts have attributed to the disconnect that exists between teacher and administrator definitions of achievement. Furthermore, findings indicate that the lack of supportive legislation influences a lower level of achievement at this bilingual elementary school. Keywords: dual-language, achievement, student achievement, bilingual education

This study aims to describe how the transformation of the value of religious characters in civic education learning. This study uses a qualitative method, where the research data collected from the teacher based on real experience both the speech or behavior of the research subject as well as the existing field situation because it intends to find out the phenomenon of Transformation of Religious Character Value in civic education learning in Palembang Elementary School. The results of this study found that the application of the value of the religious character of elementary school students in the city of Palembang, namely students can behave intolerance, mutual respect between fellow courtesy to the teacher and in learning activities in the classroom students give greetings to teachers and other students. This is indicated by the attitude shown by students when they meet teachers and other students. Furthermore, students give smiles, greetings, greetings, courtesy, and courtesy. In addition, students carry out obedience in performing worship.

Après un bref aperçu de ce que peut signifier « enseigner l'Europe » aujourd'hui en termes de savoir, savoir-faire et attitudes, le travail montre comment cet enseignement utilise tous les domaines disciplinaires dans leurs contenus, leurs méthodologies et leurs approches. L'exposé si situe dans le cadre du projet Istepec : « Études interculturelles dans la formation des enseignants pour promouvoir la citoyenneté européennes ». ; After a quick survey of what it might mean to "Teach Europe" today, in terms of knowledge, skills and attitudes, this paper shows how this teaching draws upon all subject areas, in their contents, methodologies and approaches. This exposé is contextualized within the framework the Istepec project: 'Intercultural Studies in Teacher Education to Promote Citizenship'.

Refugee access to higher education is devastatingly low. Recognizing the complex barriers facing refugee learners, global educational initiatives are innovating flexible learning models which promote blended online and in-person learning modalities. This article describes the implementation of a five month, online-based internship pilot offered to 21 refugee participants in qualitative and quantitative research methods, through a participatory action research (PAR) framework in five different countries -- Malawi, Kenya, South Africa, Rwanda, and Lebanon. The internship is part of the Global Education Movement (GEM), which brings refugees accredited online college degree and career development opportunities. Through direct engagement, observation of the internship and feedback from staff and participants, we highlight the ways in which the PAR model can serve as a dynamic learning approach to engage refugees in research practice and an evaluative tool of the GEM program. While the use of online learning presented several clear advantages, such as engaging multiple GEM sites simultaneously or insulating students from delayed studies due to the Coronavirus pandemic, it also revealed variations in student competencies across program sites. In this article, we review the GEM PAR internship, its lessons learned and propose recommendations for future programming.

During the summer of 1994, 64 university teacher preparation programs in deaf education and 62 instructional programs providing direct services to deaf and hard of hearing students participated in surveys designed to evaluate the effectiveness of the content and delivery system of Gallaudet University's Doctoral Program in Deaf Education in terms of meeting the need for leadership personnel in the field. Survey questions addressed the supply of doctoral level leadership personnel for recently advertised university or school leadership positions. Other questions addressed strategies university teacher preparation programs could use to attract more currently employed leadership personnel for Ph.D. study, and better prepare future them for positions as researchers or teacher educators in the education of deaf and hard of hearing students. Data support the need for additional leadership personnel for faculty positions in university teacher preparation programs and in instructional programs. Data also provide direction for teacher preparation programs to better address the need for leadership personnel in the field.

Early childhood teachers worldwide feel that their ability to act according to their professional knowledge and values is constrained. This sense of constraint is commonly attributed to the pressures of accountability policies, aimed at ensuring and improving educational quality. By law, Dutch schools are free to choose how they design their teaching practices. Nevertheless, efforts by the government to control daily teaching practices are encountered in Dutch schools. The generally recognized importance of teachers' professional autonomy led the authors to conduct an in-depth study on this topic in Dutch early childhood education. They interviewed experienced early childhood teachers in open one-on-one interviews to explore their lived realities. The findings contribute to the discourse on three topics: first, the generally felt forces of accountability stemming from a variety of actors in the school environment; second, the impact of these forces on daily education practice, as well as on teachers' emotions; and third, the role of the head teacher, who appears to be able to either enforce or inhibit these impacts. The results of the study show that where external forms of regulation and accountability measures are passed on by the head teacher, the negative emotional impact of the pressures is high. For head teachers, however, operating in a position between multiple fields of professional influence also seems to offer opportunities for maintaining a healthy balance between regulation and freedom.

This article deals with trends in postsecondary science in the United States. Analysis of the literature indicates that science is undergoing a subtle but steady metamorphosis in higher education as follows: a shift in the research paradigm, the rising tide of commercialism, more stringent human subject research regulations, teaching for a scientific workforce, the instructional technology invasion, pressure to participate in teacher education, ethnic and gender inequalities, a proliferation of research disciplines, and fading public influence. It is time that the university science community comes to the realization that science in higher education, like any other human enterprise, is as good as the people who learn, teach, research, and work in it and, most important, that the future of science depends on how it is used for the welfare of all mankind.

"Understanding the relationship between law, advocacy, and Special Education is crucial for those who educate and advocate on behalf of students with disabilities. Special Education Law and Policy: From Foundation to Application provides a framework for understanding and implementing the law as it applies to students with disabilities and their families. Rodriguez and Murawski crafted a textbook that distills complex legal concepts into a digestible format to ensure readers understand their roles as teachers, counselors, administrators, and advocates. Their clear and accessible style of writing is intended for students and practitioners and offers case law and real-world examples to highlight the effective application of both law and policy. With contributions from experienced educators and legal professionals, readers will gather the foundational knowledge they need to support students, families, and schools. This is the text that every administrator, teacher, and advocate will want at their fingertips!"--

Introduction. The dispersion of didactic systems, the abundance of which is present in the modern world, prompts us to make some demarcation of these phenomena by analyzing a separate theory – natural education, using the example of the school (de)-Roche [fr. L'Ecole des Roches] of Edmond Demolins [fr. Edmond Demolins]. Theoretical analysis of the conducted research is based on the works of foreign and domestic scientists, mainly on the work «The Elementary School Teacher» by Edmond Demolins. Based on the analysis, a competence matrix of a «new education» teacher was developed, which meets the requirements of competitiveness and validity in the profession. In addition, based on the study of original and translated texts, the author outlined the position of contemporaries of the «school reform» in relation to the traditional teacher and the system of knowledge transfer to students in general. Conclusion. The assessment of the best practices of the «new education» represented by the Roche School of Edmond Demolins, allowed us to draw a number of conclusions that have theoretical and applied significance within the framework of the current direction of reforming national education. Firstly, the importance of the inner core of the student and the expediency of his free are stated. Secondly, it emphasizes the need for educational organizations to meet the needs of the student.

The December 2006 APSA report, "Trends in the Political Science Profession" (Sedowski and
Brintnall 2006; Brintnall 2005), noted that the number of political science jobs posted on eJobs
reached an all-time high for the academic year. Thirty-six percent of those jobs were in
B.A.-granting institutions, institutions most likely to include a focus on liberal arts
teaching. Similarly, results from the most recently available department chairs' survey show
that almost one-third of all graduates in 2002, including those in non-academic employment,
obtained jobs in B.A. institutions (Lopez 2003).
In response to these circumstances, the Political Science Education Section has, at recent
APSA annual meetings, including 2007's meeting, sponsored a short course titled, "Getting a
Job at a Teaching Institution—and Then Succeeding!" For this article we have drawn on our
experiences in the short course—and in interviewing, hiring, mentoring, and evaluating
colleagues at a range of liberal arts colleges—to compile a list of frequently asked
questions and their answers. B.A.-granting institutions are highly diversified, as evidenced
by the authors' own affiliations. Still, after much discussion, we are confident that the
advice offered here is broadly applicable to colleges focusing upon the liberal arts and
undergraduate education. However, applicants should always research the mission and the
corresponding commitments of the institutions at which they are seeking employment.

Introduction. Contrary to the globalization and technologization trends of many spheres of social life, the education system is characterized by a line of individualization and personification, which is important for all levels of education, and hence for the future teachers' training process. Theoretical analysis. The article considers the system of value orientations and names the key competences that are formed in the process of preparing vocational education teachers. Empirical analysis. Interpreting the pedagogical ideas of the founder of Russian scientific pedagogy K. D. Ushinsky in relation to the system of vocational education in terms of educating the personality of the future teacher of vocational education, the key value orientations of this process were identified and presented in this article. Among them, there are ideal, professional, creative, and social value orientations. The readiness formation levels (theoretical, practical and personal) of the future vocational education teacher to implement educational activities are given. Conclusion. Complex development of the key value orientations and all readiness levels of the future teacher to implement professional and pedagogical activities constitute the future vocational education teachers upbringing.