Suchergebnisse

La participación es una de las dimensiones básicas de la educación para la ciudadanía, como se recoge en las finalidades y objetivos del currículum en las diversas etapas educativas. Sin embargo, la función de educar para la participación no ha tenido una presencia explícita dentro de la cultura profesional de los docentes. De hecho, los profesores suelen encontrar importantes dificultades cuando participan en programas de educación para la participación. Por ello resulta cada vez más necesario atender específicamente a la formación del profesorado en este campo. En una investigación desarrollada en Sevilla se ha analizado el papel del profesorado que colaboraba en un proyecto de educación para la participación de alumnado de Educación Secundaria –denominado "Parlamento Joven"- y se ha constatado que el desarrollo de las actividades de "grupos de discusión" con dicho profesorado, además de proporcionar información relevante para evaluar la marcha del programa, constituía una interesante estrategia de formación de los profesores y profesoras implicados. ; Participation is one of the basic dimensions of citizenship education, as reflected in the aims and objectives of the curriculum in the various stages of education. However, the role of educating for participation has not had an explicit presence in the professional culture of teachers. In fact, teachers often encounter serious difficulties when they participate in education for participation programs. It is therefore increasingly necessary to specifically address teacher training in this field. In a research carried out in Seville we have analyzed the role of the teachers who worked in an education project for the participation of secondary school students, -called 'The Parliament of the Youngs' - and we have found that the development of the activities of 'focus groups' with the teachers, have provided relevant information to evaluate the progress of the program and it has been an interesting strategy for training of teachers involved.

Abstract In the information age, the phenomenon of globalization has affected educational programs. It has become important to educate global-minded participants in schools. Changes in science and technology affect human life and education, which is the process of human education. Educational systems that are under the influence of many economic, social and cultural conditions are facing changes. The act of learning, which gains continuity throughout life by replacing traditional learning processes with information and communication technologies support environments, eliminates the need for people to be in a fixed environment to achieve this. It is aimed to Decouple the educational programs with the educational projects carried out between the universities of the member states of the European Community and to make education more qualified. Thanks to the academic networks in the European Union, the student-teacher relationship participating in the education and learning process is being carried to interactive multi-media. At this stage, information measurement and evaluation systems are being designed to test the knowledge acquired after learning, the validity and reliability of which are supported by information technologies. Individuals now believe that they save time by moving the physical mobility they perform for learning and educational purposes to a virtual environment and that they have a more effective and interactive learning and evaluation experience. Lingua (Language Learning and Teaching) Program; It is one of the eight sub-programs of Socrates, the EU General Education Program, which aims to teach the languages spoken in the member states of the Community as a foreign language to the citizens of the European countries that are members of these programs. The European Commission has developed different ways and methods to improve foreign language learning. e-Europe launched an initiative in 2000 with the name of using communication and information technologies such as the Internet and the web in all sectors with a decision taken by a commission. Thus, it is planned to establish a virtual higher education network between universities, open and distance education institutions by the end of Dec 2020. The new expectations that have emerged about the widespread use of media tools in education in Europe have turned into an inevitable, low-cost and socially necessary paradigm within the scope of the information society. Key Words: European Union, Education, Language Education

ABSTRAK: Penelitian ini bertujuan untuk mengetahui bagaimana pemahaman guru PPKn di SMA Negeri 8 Jeneponto terhadap kompetensi kepribadiannya. Mengetahui upaya yang dilakukan oleh Guru PPKn di SMA Negeri 8 Jeneponto dalam meningkatkan Kompetensi Kepribadiannya. Mengetahui kendala yang dihadapi guru PPKn di SMA Negeri 8 Jeneponto dalam meningkatkan kompetensi kepribadian guru.Peneliti menggunakan teknik pengumpulan data melalui, dokumentasi, observasi, dan wawancara. Data yang telah diperoleh dari hasil penelitian di olah dengan menggunakan analisis Kualitatif.Hasil penelitian menunjukkan bahwa: (1) pemahaman guru PPKn di SMA Negeri 8 Jeneponto terhadap kompetensi kepribadian guru tergolong tinggi dilihat dari pengetahuan guru PPKn mengenai kompetensi kepribadian guru serta pemahamannya terhadap setiap indikator kompetensi kepribadian guru yang meliputi kepribadian mantap dan stabil, kepribadian dewasa, kepribadian arif dan bijaksana, dan kepribadian yang berwibawa. (2) upaya yang dilakukan guru PPKn di SMA Negeri 8 Jeneponto dalam meningkatkan kompetensi kepribadian guru yaitu mengikuti kegiatan keagamaan, mengukuti kegiatan Musyawarah Guru Mata Pelajaran (MGMP) serta mengikuti kegiatan Uji Kompetensi Guru (UKG). (3) Kendala yang dihadapi oleh guru PPKn di SMA Negeri 8 Jeneponto dalam meningkatkan Kompetensi Kepribadian Guru yaitu masih kurangnya pendidikan maupun pelatihan yang menekankan pada Kompetensi Kepribadian Guru. Selama ini baik dari pihak sekolah maupun pemerintah lebih berfokus kepada pendidikan dan pelatihan Kompetensi Pedagogik yaitu kemampuan guru menguasai kurikulum dan pengelolaan pembelajaran peserta didik. Kata Kunci: Peningkatan, Kompetensi Kepribadian. ABSTRACT: This study aims to find out how the understanding of PPKn teachers in SMA Negeri 8 Jeneponto is against their personality competencies. Knowing the efforts made by PPKn Teachers at SMA Negeri 8 Jeneponto in increasing their Personality Competencies. Knowing the obstacles faced by PPKn teachers in SMA Negeri 8 Jeneponto in improving teacher's personality competencies. Researchers use data collection techniques through documentation, observation, and interviews. The data that has been obtained from the research results is processed using Qualitative analysis. The results of the study show that: (1) the understanding of PPKn teachers in SMA Negeri 8 Jeneponto on teacher personality competency is high as seen from the knowledge of PPKn teachers regarding the teacher's personality competencies and their understanding of each indicator teacher personality competencies which include steady and stable personality, adult personality, wise and wise personality, and authoritative personality. (2) the efforts made by PPKn teachers at SMA Negeri 8 Jeneponto in improving teacher personality competencies, namely participating in religious activities, attending the Subject Teacher Training (MGMP) activities and participating in the Teacher Competency Test (UKG) activities. (3) The constraints faced by PPKn teachers at SMA Negeri 8 Jeneponto in improving Teacher Personality Competencies are the lack of education and training that emphasize Teacher Personality Competencies. So far, both the school and the government have focused more on education and training on Pedagogic Competence, namely the ability of teachers to master the curriculum and learning management of students. Keywords: Improvement, Personality Competence.

This article intends to share the first records of research about Teachers´Continuous Training in Entre Ríos in contemporary contexts. In order to lay background in Argentina, firstly, the emergency of these practices and its reconfigurations on a national scale are approached. Next, a number of contributions from Social Sciences and Political Phylosophy, which nourish the theoretical frame of reference, are exposed. Finally, some first hypothesis are introduced. This writing expects to contribute to an analythical reading on the demands of Continuous Training in current scenarios, as well as to clear up the question of the teaching subjectivation processes which are growing in these present-time experiences. ; El presente artículo se propone compartir los primeros desarrollos de una investigación sobre prácticas de Formación Docente Continua en Entre Ríos en contextos contemporáneos. Para trazar antecedentes en Argentina, se aborda en primer lugar la emergencia de estas prácticas y sus reconfiguraciones a escala nacional. Seguidamente se exponen algunos aportes provenientes de las Ciencias Sociales y la Filosofía Política que nutren el marco teórico de referencia, y finalmente se presentan primeras hipótesis. Este escrito espera contribuir a un análisis sobre las exigencias de formación continua en escenarios actuales, así como a despejar la pregunta sobre los procesos de subjetivación docente que están gestándose en estas experiencias contemporáneas.

Using information and communications technologies (ICT) in the classroom requires new skills on the part of educators. We have elicited current best practices for professional development of educators from the participants in this workshop, what knowledge teachers need and how it is best imparted. We found that even given their different starting points, teachers in different regions are often feeling unsure about how to use ICT in a pedagogical context, and there is no clear consensus on how to best train teachers in this use, but that the digitalisation of schools will require a long-term commitment from school management and political leadership. ; FICTION

Government policy for basic education is a very important issue in education in Indonesia. Entrepreneurship education from elementary school should be pursued to integrate with existing subjects and must be in line with national policy points in the field of education contained in the RPJMN document 2015 - 2019. The core substance of education programs is directed towards achieving economic growth that is supported by alignment between availability of educated personnel with capabilities in accordance with the principles used in the development of entrepreneurship education in schools; (1) The process of developing entrepreneurship values is a long and continuous process (2) The material of entrepreneurship values is not the usual teaching materials (3) In the implementation of classroom learning, the teacher does not need to change the existing subject but uses the subject matter it is to develop entrepreneurial values. (4) Used active and fun learning method. Abstrak Kebijakan Pemerintah untuk pendidikan dasar merupakan masalah yang sangat penting dalam pendidikan di Indonesia.Pendidikan kewirausahaan mulai dari sekolah dasar harus diupayakan agar terintegrasi dengan mata pelajaran yang ada dan harus sesuai dengan butir-butir kebijakan nasional dalam bidang pendidikan yang terdapat dalam dokumen RPJMN 2015 – 2019. Substansi inti program bidang pendidikan diarahkan demi tercapainya pertumbuhan ekonomi yang didukung keselarasan antara ketersediaan tenaga terdidik dengan kemampuan yang sesuai dengan prinsip-prinsip yang digunakan dalam pengembangan pendidikan kewirausahaan di sekolah yaitu; (1)Proses pengembangan nilai-nilai kewirausahaan merupakan sebuah proses panjang dan berkelanjutan (2) Materi nilai-nilai kewirausahaan bukanlah bahan ajar biasa (3) Dalam pelaksanaan pembelajaran di kelas, guru tidak perlu mengubah pokok bahasan yang sudah ada tetapi menggunakan materi pokok bahasan itu untuk mengembangkan nilai-nilai kewirausahaan. (4) Digunakan metode pembelajaran aktif dan menyenangkan Kata kunci: kebijakan, kewirausahaan, pendidikan, sekolah dasar

Социально-экономические и политические изменения в современном обществе требуют постоян- ного обновления образовательных стратегий и технологий в высшей школе. Поэтому необходи- мо разрабатывать и внедрять инновационные образовательные технологии, которые смогли бы обеспечивать формирование и развитие профессиональных знаний и умений студентов в процессе учения и обучения. По своей сущности инновационный процесс представляет собой совокупность дидактических средств и приемов, с помощью которых идея педагога превращается в введенную новизну, креативное решение. Инновационные образовательные технологии ориентируют лич- ность студента на познавательную активность, развивают его профессионально-личностные умения и творческие способности. ; Socio-economic and political changes in modern societies require constant updating of educational strategies and technologies in the HS (High School). Therefore, HS must develop and implement innovative educational technology that could ensure the formation and development of professional knowledge and skills of students in the learning process. In its essence innovation is a set of teaching materials and methods by which the idea of the teacher becomes a novelty, a creative solution. Innovative educational technology orients students personality to cognitive activity; develop his professional and personal skills and creative abilities.

Benet Vincent and Adam Simpson delivered a presentation entitled 'Bridging the lexical gap between EAP and Faculty courses', which described the development of a corpus based on core texts from a Freshman Social and Political Science course at Sabanci University. They then explained how keywords were identified and extracted from the corpus by comparing it with a corpus consisting of the textbook used on the program using the freeware program Antconc. The aim of the process described was to identify lexis that could be included in the vocabulary syllabus at Upper Intermediate level so that all students on the program would be exposed to these items before moving into Faculty. Benet and Adam also explained how the items identified were incorporated into the vocabulary syllabus, including discussion of the materials thereby produced such as concordance lines. Finally, they discussed ideas about the means by which corpus data of this kind could be used pedagogically, thus leading to greater teacher awareness in this area, as well as the benefits to learners of such an approach.

El estudio de las políticas públicas es un revelador de la voluntad del Estado y de sus prioridades de acción. Por ello, para conocer el avance que en materia de género y educación ha experimentado el país, es preciso conocer cuáles son las acciones gubernamentales y las disposiciones concretas que se han desplegado. Este escrito tiene como objetivo hacer una presentación preeliminar de las políticas educativas cuya pretensión es procurar o crear condiciones para la equidad de género en el sistema educativo costarricense; específicamente, en los niveles de primaria y secundaria. Con el propósito de propiciar una mayor discusión y reflexión acerca de la temática, se incorpora el concepto de política pública desde las tres dimensiones que caracterizan su formulación. Esto permite clarificar el "centralismo" que juega la representación social de las mujeres y los hombres en la sociedad. Asimismo, se hace una descripción de las principales instancias vinculadas con la temática; es decir, el Ministerio de Educación Publica y el Instituto Nacional de las Mujeres. Para la elaboración de este escrito, se recurrió a información de fuentes primarias y secundarias. The study of the public policies reveals the State's will and its priorities of action. For that reason, to know the progress in matters of gender and education that the country has experienced, it is necessary to know which are the actions of the Government and the concrete dispositions that have been established. This writing intends to show a preliminar presentation of the educative policies whose aim is to provide or to create conditions for the equity of gender in the Costa Rican educative system; specifically, in elementary school and in high school. In order to encourage a greater discussion and reflection about the theme, the concept of public policy is included from the perspective of the three dimensions of its makeup. This allows to clarify the central role that the social representation of women and men play within the society. Also, a description is made regarding the main instances tied with the theme; that is to say, the Ministry of Public Education and the National Institute of Women. Information from primary and secondary sources was used for the elaboration of this writing.

International audience ; This paper presents the results of a survey on teachers' evaluation practices in 8 European countries. Three domains are taken into account to look at the links between educational politics of each country and teacher practices in term of day to day evaluation: teachers' education, curriculum and evaluation practices. Results show that teachers' education (initial or on-going) in the domains of evaluation is the key point to explain differences in day-to-day evaluation practices ; Cette communication présente les résultats d'une enquête auprès de 8 pays européens. Trois domaines sont explorés pour tenter d'expliquer les liens entre politiques éducatives et pratiques d'évaluation: la formation des enseignants, les curricula et les pratiques d'évaluation (en particulier, d'évaluation formative). Les résultats obtenus indiquent que la formation des enseignants (initiale comme continue) dans le domaine de l'évaluation est un élément essentiel pour expliquer les différences dans les pratiques d'évaluation formative.

This article describes the life-cycle thus far about how a class of undergraduates and their professor have been developing a new college ranking approach based on the college's cultivation of civic intelligence. The approach was educational in that we learned by doing what it might take to actually develop a rubric in general (although specifically for ranking colleges). We also found it to be empowering since it was largely a student inspired and directed project. it also fostered critical thinking and social critique based on a bottom-up approach to evaluating orthodox higher education.

Based on latest research in the field, this book links theory and practice with key agendas and policies on behaviour, children's mental health and well-being. It considers how policy and research influence and provides a range of whole-school and individual-teacher actions to support all children, but particularly for those whose behaviour is seen as challenging. Emma Clarke provides guidance on how practitioners should most effectively support children and manage pupils' behaviour and tracks how theory and policy has had a meaningful impact on what we do in the classroom. The book is divided into three distinct parts, each with its own set of reflective activities and thinking points as well as suggestions for further reading. Chapters in section one includes a focus on what informs the actions taken to support and manage behaviour in the classroom. In section two, the chapters move on to consider specific approaches and delve into the theories and research which underpin them. The final section shares ethos-focused approaches to supporting behaviour including the use of philosophical inquiry by Dr Aimee Quickfall, a timely and highly important review of the 'eternal verities' by Professor John Visser, and an overview of Finnish perspectives on behaviour in schools - a country often, and rightly, held up as a beacon on good practice. The book presents a range of research, policy and practice and, as such, aim to be of use to a range of readers. It can support and develop practitioners in the classroom, from early career teachers to those with a wealth of experience, as well as senior leaders and those working in wider contexts with children. It will also be useful for students and researchers due to the balance of theory and practice presented

AbstractLearning styles have been a particular focus of a number of researchers over the past decades. Findings from various studies researching into how students learn highlight significant relationships between learners' styles of learning and their language learning processes and achievement. This research focuses on a comparative analysis of the preferences of English learning styles and teaching techniques perceived by students from Thailand and Vietnam, and the teaching styles and techniques practiced by their instructors. The purposes were 1) to investigate the learning styles and teaching techniques students from both countries preferred, 2) to investigate the compatibility of the teaching styles and techniques practiced by instructors and those preferred by the students, 3) to specify the learning styles and teaching techniques students with high level of English proficiency preferred, and 4) to investigate the similarities of Thai and Vietnamese students' preferences for learning styles and teaching techniques. The sample consisted of two main groups: 1) undergraduate students from King Mongkut's University of Technology North Bangkok (KMUTNB), Thailand and Thai Nguyen University (TNU), Vietnam and 2) English instructors from both institutions. The instruments employed comprised the Students' Preferred English Learning Style and Teaching Technique Questionnaire and the Teachers' Practiced English Teaching Style and Technique Questionnaire. The collected data were analyzed using arithmetic means and standard deviation. The findings can contribute to the curriculum development and assist teachers to teach outside their comfort level to match the students' preferred learning styles. In addition, the findings could better promote the courses provided for students. By understanding the learning style make-up of the students enrolled in the courses, faculty can adjust their modes of content delivery to match student preferences and maximize student learning. Finally, this research could establish better understanding between language learning natures of people from Thailand and Vietnam.