Character Education, Citizenship Education, and the Social Studies
In: Social studies: a periodical for teachers and administrators, Band 93, Heft 3, S. 103-108
ISSN: 2152-405X
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In: Social studies: a periodical for teachers and administrators, Band 93, Heft 3, S. 103-108
ISSN: 2152-405X
In: Marine corps gazette: the Marine Corps Association newsletter, S. 49-50
ISSN: 0025-3170
In: Social studies: a periodical for teachers and administrators, Band 73, Heft 3, S. 125-129
ISSN: 2152-405X
In: Social service review: SSR, Band 21, Heft 3, S. 427-428
ISSN: 1537-5404
In: The journal of negro education: JNE ;a Howard University quarterly review of issues incident to the education of black people, Band 50, Heft 2, S. 191
ISSN: 2167-6437
This chapter focuses on the key components of the curriculum of Initial Teacher education (ITE) and the ways in which it has been changing over the last years internationally. In particular, it analyses the place and role of the educational studies, subject matter studies, pedagogical studies (sometimes following a more didactic perspective) and practicum in initial teacher education programmes. The aim of the chapter is twofold: (1) to identify and contrast the ways in which the different key components are articulated in the curriculum of ITE programmes; (2) to analyse the rationale and underpinning assumptions of given models of teacher education, particularly the views and focus of the curriculum itself and the government intervention in the design of ITE programmes. It is argued that, in many contexts, teacher education curriculum has been subject of a rather restricted view in line with policies that point to a narrow perspective of school curriculum. However, it is also possible to identify programmes that integrate the key components of ITE curriculum, in particular theory and practice, subject knowledge and educational studies as well as practicum, in a more explicit way, through a research based design. ; CIEC – Research Centre on Child Studies, IE, UMinho (FCT R&D unit 317), Portugal; National Funds through the FCT (Foundation for Science and Technology) and co-financed by European Regional Development Funds (FEDER) through the Competitiveness and Internationalization Operational Program (POCI) with the reference POCI-01-0145-FEDER-007562 ...
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World Affairs Online
In: Bulletin of peace proposals: to motivate research, to inspire future oriented thinking, to promote activities for peace, Band 12, Heft 2(Special Issue), S. 103-217
ISSN: 0007-5035
World Affairs Online
In: Bulletin of peace proposals: to motivate research, to inspire future oriented thinking, to promote activities for peace, Band 4, S. 338-425
ISSN: 0007-5035
World Affairs Online
Japanese society is experiencing an aging population and declining birth rate along with the popularization of higher education, spread of economic globalization, rapid progress in technical innovation, changes in employment conditions, and emergence of a knowledge-based society. Against this background, interest in career education at Japanese universities has increased in recent years. This paper describes how the government has implemented career education policies in Japan, and introduces the cases of two universities that have successfully linked career education to university education in Japan.
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Japanese society is experiencing an aging population and declining birth rate along with the popularization of higher education, spread of economic globalization, rapid progress in technical innovation, changes in employment conditions, and emergence of a knowledge-based society. Against this background, interest in career education at Japanese universities has increased in recent years. This paper describes how the government has implemented career education policies in Japan, and introduces the cases of two universities that have successfully linked career education to university education in Japan.
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