This study examined the perceptions of 12 students or graduates of a distance education training program in teaching students with visual impairments. Participants in the study discussed their experiences with courses delivered via interactive video, over the Internet, and by live instructors.
The article is devoted to the problem of compliance of special education teachers training in Ukraine with the implementation of inclusive education in accordance with international standards. It was found that despite many years of inclusive policy experience in Ukraine, inclusive practice is not implemented properly. The assumptions about gaps in the staffing of inclusive education are made. The level of professional readiness among future special education teachers for practice in inclusive educational environment is investigated and analyzed in the article. The comprehensive questionnaire developed by the authors was used as a diagnostic tool in current study. The questionnaire was designed in accordance with the content of such educational guidelines as the "Professional Development Tool for Improving the Quality of Work of Primary School Teachers" and the "Profile of Inclusive Teachers". The main professional readiness criteria for practice in inclusive educational environment among future teachers are defined: Interactions; Family and Community; Inclusion, Diversity, and Values of Democracy; Assessment and Planning; Teaching Strategies; Learning Environment; Professional Development. The developed questionnaire is aimed to identify the level of development of different professional readiness components, such as: theoretical-cognitive and practical-active. The results showed low and medium levels of professional readiness for practice in inclusive educational environment among future special education teachers, that is insufficient to meet the social demand for training specialists to work in the new professional conditions of inclusive education.Correlation analysis revealed the leading role of the practical-active component in the system of professional training, which require increased attention to its practical component, based on both university practical training centers and pedagogical internship. The current study concludes on the necessity of transformation of professional training content for future special education teachers in accordance with international scientific achievements in the field of providing quality services to children with special educational needs.
The term entrepreneurship has been seen from a productive perspective, tending towards the development of business ideas. However, today it is also associated with the strengthening of skills and attitudes on a personal level. In Colombia, Law 1014 of 2006 regulates entrepreneurship as part of academic training, at all educational levels. Despite it being an initiative raised by the government, concrete actions on the subject are being directed by teachers in classrooms. For this reason, the views of high school teachers, through the lens of qualitative research, are essential for exploring the reality that education occupies in this aspect, and that increasingly highlights some obstacles which hinder its progress. Therefore, the aim of this article – immersed in the framework of a doctoral thesis about the practices of entrepreneurship among high school teachers in public schools in Bogotá – is to expose which actions have been aimed at integrating entrepreneurship into Colombian high school education from the experience of teachers, as well as to unveil their criticism of the absence of the entrepreneurial process from the first grades established in the law, the role of the National Service of Learning (SENA) as an important institution in Colombia related to entrepreneurship in the classrooms, the lack of a more human vision that is less focused on production in entrepreneurship education, and the huge gap in teacher training in the area.
Initial teacher education has gone through some radical changes in the past two decades: the two-cycled, Bologna-type system was introduced in 2006, but a few years later, in 2013 it was restored to the so-called undivided system. In resonance with international trends and national processes and developments, these reforms resulted in the appearance of some new elements in teacher education such as the mentoring system or the use of portfolios, while some other existing components with longer traditions (e.g. the pillar of practice schools) have gained even more importance. This paper aims to summarize and reflect on these changes and elements of initial teacher education through a critical pair of lenses, focusing on teacher preparation for lower and upper secondary education (ISCED levels 2 and 3) by contextualizing teacher education and revealing the challenges and progressive elements.
Bovenberg and Jacobs (2005) and Richter (2009) derive the education effi ciency theorem: In a second-best optimum, the education decision is undistorted if the function expressing the stock of human capital features a constant elasticity with respect to education. I drop this assumption. The household inherits an initial stock of human capital, implying that the aforementioned elasticity is increasing. In a two-period Ramsey model of optimal taxation, I show that the education effi ciency theorem does not hold. In a second-best optimum, the discounted marginal social return to education is smaller than the marginal social cost. The household overinvests in human capital relative to the first best. The government eff ectively subsidizes the return to education. ; Bovenberg und Jacobs (2005) und Richter (2009) leiten das Bildunseffizienztheorem her: In einem zweitbesten Optimum ist die Bildungsentscheidung unverzerrt, wenn die Funktion, die den Bestand an Humankapital beschreibt, über eine konstante Elastizität in Bezug auf Bildung verfügt. Diese Annahme lasse ich fallen. Der Haushalt erbt einen Anfangsbestand an Humankapital, was dazu führt, dass die vorgenannte Elastizität steigend ist. In einem Ramsey-Modell der optimalen Besteuerung mit zwei Perioden zeige ich, dass das Bildunseffizienztheorem nicht gilt. In einem zweitbesten Optimum gilt, dass der abdiskontierte soziale Grenzertrag kleiner ist als die sozialen Grenzkosten. Der Haushalt überinvestiert in Humankapital relativ zur erstbesten Lösung. Die Regierung subventioniert effektiv den Ertrag der Bildung.
Abstract This article discusses the dynamics of contemporary Islamic education. The goal of Islamic education is to provide human resources based on Islamic values and in accordance with the spirit of Islam. The methods of education and instruction should also be designed to achieve the goal. Any methodology that is not oriented towards achieving the goal will certainly be avoided. Thus, Islamic education is not merely transfer of knowledge, but whether the science given can change attitudes. Within this framework, intensive monitoring should be done by society, including government (state), towards learners' behaviors. The next step is realizing it so that necessary education and curriculum programs are harmonious and sustainable. Islamic higher education institutions should be self-evident and transform themselves to meet the challenges of increasingly competitive and complex era. Islamic universities are considered not marketable anymore in facing global competition. Contemporary education must adjust with the recent technological developments. For that reason, it is necessary to develop an education system with global perspective in order to produce output from higher quality educational institutions, so that they are confident in facing global competition, and put forward interdisciplinary method interconnectedly. ملخص يتناول هذا البحث الحديث عن ديناميكية التربية الإسلامية في العصر الحاضر. تهدف التربية الإسلامية إلى بناء الموارد البشرية التي تتخلق بالأخلاق الكريمة الموافقة لروح الإسلام. ولابد من تخطيط طريقة التربية والتعليم لتحقيق هذا الهدف. وكل الطريقة التي لا تعتمد على تحقيق الهدف لا بد من اجتنابها. فلهذا، فإن التربية الإسلامية لاتهدف إلى نقل المعلومات فقط، وإنما تهتم بمدى تأثيرتلك المعلومات في السلوك أم لا. من أجل ذلك، نحتاج إلى المراقبة المكثفة من جميع طبقات المجتمع، ومن ذلك الحكومة، تجاه سلوك الطلاب والطالبات، هل يتفق مع تعاليم الإسلام المتعلقة بالحياة وقيمه أم لا. والخطوة التالية هي تطبيق تلك الطريقة، فلهذا نحتاج إلى الطريقة التربوية والمنهج المتسقة مع الهدف السابق وذات استمرارية. لابد للجامعات الإسلامية أن تقوم بإصلاح الذات والتحول لمواجهة تقلبات العصر المليئة بالتنافس والمعوقات المجمعة. و تعتبر الجامعات الإسلامية غير قابلة للتسويق في مواجهة التنافس الدولي. فالتعليم والعصري يجب أن يتعايش مع تطور الزمان والتكنولوجيا، فلهذا ينبغي أن نقوم بتطوير نظام التعليم على مستوى عالمي حتى يتخرج في هذه الجامعات الخريجون المتفوقون وتصبح هذه الجامعات جامعات متقدمة، وذات ثقة بالنفس تجاه التنافس الدولي، ويتفضل أن تستخدم هذه الجامعات طريقة متعدد التخصصات ومتعدد الترابط. والتربية العصرية لابد أن توافق مع التطور الزمني والتكنولوجيا. فلهذا لابد من تطوير نظام التربية ذات الثقافة الواسعة حتى تصدر المتخرجين الممتازين واثقين بأنفسهم في مواجهة التنافس الدولي، ويفضلون منهج متعدد التخصصات ومتعدد الترابط. Abstrak Artikel ini membahas tentang dinamika pendidkan Islam di masa kontemporer. Tujuan pendidikan Islam adalah menciptakan SDM yang berkepribadian Islami berdasarkan nilai-nilai Islam serta sesuai dengan ruh dan nafas Islam. Metode pendidikan dan pengajarannya juga harus dirancang untuk mencapai tujuan tersebut. Setiap metodologi yang tidak berorientasi pada tercapainya tujuan tersebut tentu akan dihindarkan. Jadi, pendidikan Islam bukan semata-mata melakukan transfer of knowledge, tetapi memperhatikan apakah ilmu pengetahuan yang diberikan itu dapat mengubah sikap atau tidak. Dalam kerangka ini, diperlukan monitoring yang intensif oleh seluruh lapisan masyarakat, termasuk pemerintah (negara), terhadap perilaku peserta didik, sejauh mana mereka terikat dengan konsepsi-konsepsi Islam berkenaan dengan kehidupan dan nilai-nilainya. Rangkaian selanjutnya adalah tahap merealisasikannya sehingga dibutuhkan program pendidikan dan kurikulum yang selaras, serasi, dan berkesinambungan dengan tujuan di atas. lembaga pendidikan tinggi Islam harus berbena diri dan melakukan transformasi untuk menjawab tantangan zaman yang semakin kompetitif dan kompleks. Perguruan tinggi Islam dianggap tidak marketable lagi dalam menghadapi persaingan global. Pendidikan kontemporer harus menyesuaikan perkembangan zaman dan perkembangan teknologi. Untuk itu perlu dilakukan pengembangan sistem pendidikan yang berwawasan global agar menghasilkan output dari lembaga pendidikan yang lebih bermutu, supaya mereka percaya diri dalam menghadapi persaingan global, dan mengedepankan metode interdisipliner, interkonektifitas.
El artículo comienza contextualizando teóricamente la educación en valores para docentes, con el fin de delimitar los criterios para enjuiciar el tema. Luego analiza el modelo mexicano de formación inicial del magisterio. Después de una exégesis de legislación y documentos técnicos, enumera las ocho competencias a desarrollar durante los seis grados de la educación primaria, a saber: 1) conocimiento y cuidado de sí mismo, 2) autorregulación y ejercicio responsable de la libertad, 3) respeto y aprecio a la diversidad, 4) sentido de pertenencia a la comunidad, la nación y la humanidad, 5) manejo y resolución de conflictos, 6) participación social y política, 7) apego a la legalidad y 8) sentido de justicia, comprensión y aprecio por la democracia. Éstas con claves para plantear las exigencias para formar a docentes. Luego se efectúa una discusión intermedia, entre los dos apartados teóricos iniciales. Así se pasa a contrastar el deber-ser con la realidad. Esto se efectúa mediante un estudio de caso. Sigue a esto las conclusiones. Y finaliza con propuestas y referencias bibliográficas empleadas. ; The article begins contextualizing theoretically the performance in values for teacher education, in order to define the criteria to make the analysis. Then analyzes the Mexican model of initial training of teachers. After an exegesis of legislation and technical documents, it lists the eight competencies to develop during the six grades of primary education, these are: 1) knowledge and care of himself, 2) self-regulation and responsible exercise of freedom, 3) respect and appreciation for diversity 4) sense of belonging to the community, nation and humanity, 5) management and conflict resolution, 6) social participation and policy, 7) attachment to the legality and 8) sense of Justice, understanding and appreciation for democracy. These are the keys to raise demands to train teachers. Then is carried out a mid-term discussion, between the two theoretical sections initials. Thus becomes to contrast - ought to reality. This is done through a case study. The conclusions follow this. And ends with proposals and references used.
Punjab Government of Pakistan under the headship of the Chief Minister's has taken many moves for the promotion of education. Therefore, "Assessing effectiveness of quality enhancement measures in chief minister's roadmap; perception of headteachers and teachers" were investigated in this study. The objective was to check the effectiveness of CM roadmap indicators on Quality Education. Taking district Sahiwal of Panjab Pakistan, as population, 300 teachers and headteachers of school side were selected as sample of study. A multi-stage convenient sampling technique was used to collect data. It was concluded that CM road map indicators does not have any statistically significant difference in teacher's gender but have statistically significant difference on urban-rural teachers of district Sahiwal. By analysis of variance technique it has been finally concluded that CM road map indicators have substantial effect on quality education. The study opens the doors for future researcher to further evaluate other indicators except quality.
