Recent years have contributed to the creation of many publications about the important role of parents in the education process and their cooperation with the school for fuller and more comprehensive development of the child. The role of parents, although not explicit, is increasingly appreciated by teachers and pedagogues in the process of adapting and building a satisfactory educational path for children and adolescents. Today, however, as a result of migratory movements of the population, the school is facing a new challenge: work in a culturally diverse environment. One of the issue is including foreign students and their parents in the school community. In the face of the constantly increasing number of foreign pupils in Polish schools, it is extremely important to know to what extent the Polish education system supports the dialogue and partnership between teachers and parents of foreign children. The essence of this paper is the presentation of the results of pilot studies conducted by the author in the Warsaw school environment. The aim of the research is to get to know the scope of cooperation and communication between teachers and parents of foreign students in Warsaw schools. The research was based on a cooperation model by Joyce L. Epstein (2010, 2019), referring to: parenting, communication, volunteering, learning at home, decision making and collaboration with the community. The presented research has the character of a diagnostic survey and it is an attempt to answer the following research questions: How does communication with parents of foreign students work? How teachers assess the parents' attitude in terms of: parenting, volunteering, learning at home, decision making, collaborating with the community?
Our society is more mobile. This influences also our education system. It brings more international communication and cooperation. Teachers and students must change their behavior. The speed of this change is different by area. Asia has a high change rate and United States and Europe has a too slow process for adaptation.The future of education is shown in this paper from 3 perspectives:- Teachers- Experts- Students
The objectives and strategies of cooperation between parents and preschool teachers depend on how the cooperation is defined at the preschool institution level. In Slovenia, the participation between parents and preschool teachers is determined by a formalized framework and legislation, whose individual articles already contain parts of partner cooperation policies. According to the principle of cooperation with parents, written in the Curriculum for kindergartens, published in 1999, the parents have not only the right to information about the programs and their child, but also the right to participate in the design of life and work in the preschool institution and even the right to actively participate in the educational work. Similarly the preschool education in Portugal has assumed a sense of support and social assistance to families and it is the parents and guardians' duty to participate in the preschool education institutions' boards through elected representatives or representative associations; to develop a relationship of cooperation with educators within a formative perspective; to give an opinion regarding the working hours of the preschool education institution and to participate, on a voluntary basis and under the institution's pedagogical board's guidance, in entertainment and assistance activities. The purpose of this paper is to compare the views of Slovenian and Portuguese preschool teachers on the importance of cooperation with parents especially focusing on some of the personal views of preschool teachers towards different ways of cooperation with parents; towards parental influence on the life and work of preschool institution and towards their competencies regarding cooperation with parents. In the research carried out in 2017 in Slovenia and Portugal (N=386) we applied 100 questionnaires in Portugal and 286 in Slovenia. It has shown that Slovenian and Portuguese preschool teachers are aware of the importance of sharing responsibilities and powers with parents, although formal aspects of cooperation (council of parents and council of public kindergarten) are clearly defined in Slovenian and Portuguese legislation and therefore parents can more effectively communicate their comments and suggestions on the work of kindergarten via their parents' representative in the council of parents. ; Os objetivos e estratégias de cooperação entre pais e professores dependem de como a cooperação é definida ao nível da Educação Pré-escolar. Na Eslovénia, a participação entre pais e professores é determinada por uma estrutura formalizada e legislação, cujos artigos individuais já contêm partes das políticas de cooperação. De acordo com o princípio da cooperação com os pais, escrito no currículo para os jardins de infância, publicado em 1999, os pais não só têm o direito à informação sobre os programas dos seus filhos, mas também o direito de participarem no projeto de vida e trabalho na instituição Préescolar e ainda o direito de participar ativamente no projeto educativo. A Educação Pré-escolar em Portugal assumiu um sentido de apoio e assistência social às famílias e o dever destas: participarem na organização das instituições de Educação Pré-escolar, através de representantes eleitos ou associações representativas; desenvolverem uma relação de cooperação com educadores dentro de uma perspetiva formativa; darem uma opinião sobre as horas de trabalho da instituição e a participarem, numa base voluntária e sob a orientação do Conselho Pedagógico da instituição, em atividades de apoio social. O objetivo deste trabalho é comparar as opiniões dos professores eslovenos e portugueses sobre a importância da cooperação com os pais, especialmente com foco em alguns pontos de vista pessoais de professores no sentido de apresentarem as diferentes formas de cooperação com os pais; verificar o papel dos pais na cooperação e organização da instituição Pré-escolar e as respetivas competências relativas a esta cooperação. Nesta pesquisa realizada em 2017 na Eslovénia e em Portugal (N = 386) aplicamos 100 questionários em Portugal e 286 na Eslovénia. Na análise dos resultados verificámos que os docentes eslovenos e portugueses estavam conscientes da importância da partilha de responsabilidades e poderes com os pais. Os aspetos formais de cooperação (Conselho de pais) e Conselho de jardim de infância público estão claramente definidos na legislação eslovena e portuguesa. Na Eslovénia os pais podem mais eficazmente comunicar as suas opiniões e sugestões sobre o trabalho no jardim-de-infância através do representante dos pais no Conselho de pais. ; info:eu-repo/semantics/publishedVersion
This article aims to show the importance of cooperation between religion teachers and police psychologists in preventing domestic violence. The method of analysis the literature and state documents (e.g. law of education) was used. The conclusions were presented in a synthetic way. It was noted that the cooperation of religion teachers with police psychologists serves to eliminate risk factors that can lead to domestic violence. The parties must therefore remain open towards one another, be ready to engage in dialogue and share knowledge and experience in the area of the prevention of domestic violence.
Book ; The landscape consists of both the external environment, where each of us lives, and how we perceive it – as familiar, comforting, dangerous, ugly, beautiful etc. We see it from our window, we walk and drive through it and we visit it for recreation or on holiday. It plays an important but often under-appreciated role in our quality of life, or sense of belonging and as a background for many activities. At a European level the landscape is recognised and given prominence through the European Landscape Convention (ELC). The ELC is important for raising awareness of the landscape and enshrined in the convention text is the need for citizens to become involved in looking after it. However, this need is not very widely known nor is it clear how citizens are supposed to become active in their local landscape. The E-CLIC project, carried out under the auspices of the EU Lifelong Learning Programme aimed to start the process of rectifying this omission by developing new and exciting ways for everyone to learn, innovate and cooperate. The concept of lifelong learning is that learning is not something we do only at school or university and then stop but that we need to learn all through our lives. Since the world around us – including the landscape – is constantly changing we need to be adaptable and for this we need to keep learning. Landscape is not a static backdrop to our activities but it changes around us and our own actions change it too, directly and indirectly. In different places there are different pressures on the landscape – urban development, rural change, effects on heritage and identity and the impacts of infrastructure and tourism – important and specific challenges. If we care about our surroundings enough to want to help to protect the landscape or to participate in planning for its development then we need tools to help us respond and understand the challenges and to enable us to participate more meaningfully. This handbook for teachers at secondary school, university and continuing education levels provides guidance on how to use the large number of resources and tools developed within the E-CLIC project and ways of incorporating landscape and the ELC into existing educational curricula and programmes. The resources and tools developed within the E-CLIC project include: • A Learning package aiming to familiarise the learner with the ELC, the challenges facing the landscape in different countries and ways to communicate solutions to such challenges by using IT methods and tools. • A review report of landscape-related policy issues. • A Best Practice Library of case studies relating to the implementation of ELC measures. • A Library of ICT resources • The results of a European-wide competition which produced interesting and imaginative solutions to landscape challenges. Essentially, the handbook can be used as part of environmental education or promoting public awareness of European landscape policy and most important attract the active participation of people in the assessment of their local landscape. The ELC is to be taken as a basis for raising the interest of youth and young/older adults in a number of everyday and universal "values" that it helps to promote the landscape! ; This project has been funded with the support of the European Commission.
Im Rahmen des Forschungsprojektes "KoLepP" wurde die Kooperation von Lehrkräften und dem weiteren pädagogischen Personal an Ganztagsschulen und die Gestaltung von Förderangeboten und der Übergangsentscheidung untersucht. Dazu wurden Eltern von Viertklässlern, Lehrer von Viertklässlern, pädagogisches Personal, Viertklässler sowie Schulleiter an Grundschulen mit offenem Ganztagsangebot in NRW befragt.
Pro Befragtengruppe gibt es drei teilweise unterschiedliche Fragebögen: Welle 1, Welle2: Bestand, Welle 2: neu hinzugekommen. Innerhalb einer Befragtengruppe variiert teilweise die Anzahl der Items pro Frage.
Inhalt:
1. Elternbefragung: Demografie der ausfüllenden Person und des Partners/der Partnerin: Geschlecht, Alter, Beziehung zum Schulkind, Herkunftsland, Schulabschluss, Ausbildung, Berufstätigkeit. Angaben zum Angebot der Schule des Kindes: Teilnahme des Kindes an dem Ganztagsangebot, ggf. Gründe für Teilnahme, Zufriedenheit mit Aspekten der Schule, Schulempfehlung des Kindes. Leistungen und Haushalt des Kindes: Gewünschter und erwarteter Abschluss des Kindes, Schulnoten des Kindes, Ergebnis des Kindes bei letzter Lernstandserhebung, Anzahl Bücher und Lexika im Haushalt, Anzahl verschiedener Geräte im Haushalt, Häufigkeit verschiedener Aktivitäten.
2. Lehrerbefragung: (Anzahl der Items pro Frage unterscheidet sich teilweise zwischen erster und zweiter Welle) Demografie: Geschlecht, Alter, Berufserfahrung, Berufserfahrung an jetziger Schule, Beschäftigungsumfang. Angaben zur Tätigkeit: Klassenlehrer einer vierten Klasse, gesamte Anzahl vierter Klassen in Berufszeit, bisherige Übergangsempfehlungen in vierten Klassen, Zusammenarbeit mit pädagogischem Personal. Kooperation unter Lehrkräften: Angaben zum sozialen Klima im Lehrerkollegium, Häufigkeit von Kooperation mit Lehrkräften bei Förderangeboten/Übergangsempfehlungen. Kooperation mit pädagogischem Personal: Anlässe für Kooperation mit pädagogischem Personal, Kooperation und soziales Klima zwischen Lehrkräften und pädagogischem Personal, Häufigkeit von Kooperation bei Förderangeboten/Übergangsempfehlungen/Hausaufgabenbetreuung, Häufigkeit verschiedener Kommunikationsformen mit pädagogischem Personal, Einschätzung der richtigen Aufgabenverteilung zwischen pädagogischem Personal und Lehrkräften, aktueller eigener Zeitaufwand für verschiedene Aufgaben. Angaben zur Erstellung von Übergangsempfehlungen: Art der Erstellung von Übergangsempfehlungen, Berücksichtigung verschiedener Aspekte für Übergangsempfehlungen. (Nur Welle 2: Umgang mit Übergangsempfehlungen an Schule: Angebote der Schule und des Kollegiums zur Unterstützung bei Übergangsempfehlungen, Kommunikation an Schule zu Übergangsempfehlungen.)
3. Befragung des pädagogischen Personals: Demografie: Geschlecht, Alter, Angaben zur pädagogischen Ausbildung, Berufserfahrung, Berufserfahrung an jetziger Schule, Beschäftigungsumfang. Angaben zur Tätigkeit: Kooperation mit Lehrkräften, Betreuung von Viertklässlern, Tätigkeit im offenen Ganztag, Tätigkeit im Vormittagsunterricht. Kooperation mit Lehrkräften: Anlässe für Kooperation mit Lehrkräften, Kooperation und soziales Klima zwischen Lehrkräften und pädagogischem Personal, Häufigkeit der Kooperation bei Förderangeboten/Übergangsempfehlungen/Hausaufgabenbetreuung, Häufigkeit verschiedener Kommunikationsformen mit Lehrkräften, Einschätzung der richtigen Aufgabenverteilung zwischen Lehrkräften und pädagogischem Personal, aktueller eigener Zeitaufwand für verschiedene Aufgaben. Kooperation unter pädagogischem Personal: Angaben zum sozialen Klima unter dem pädagogischen Personal, Häufigkeit von Kooperation mit pädagogischem Personal bei Förderangeboten.
4. Schülerbefragung: Demografie: Geschlecht, Alter. Einschätzung des Unterrichtsklimas und der Unterstützung durch Lehrer. (Nur Welle 2: im Haushalt gesprochene Sprache, besuchte Schulform im nächsten Jahr, Name der zukünftigen Schule.) Angaben zur Nachmittagsbetreuung: Teilnahme an Nachmittagsbetreuung; bei Zustimmung: Zufriedenheit mit Betreuern, Einschätzung des Klimas der Nachmittagsbetreuung und der Unterstützung durch Betreuer. Angaben zum Unterricht: Noten auf letztem Zeugnis, (Nur Welle 1 und neue Befragte der Welle 2: Interesse am Unterricht, Interesse am Fach Mathematik/Deutsch, Freude am Unterricht und Streben nach guten Leistungen,) Häufigkeit von negativen Gefühlen/Verhalten gegenüber der Schule und Unterstützung durch Eltern, Einstellungen gegenüber dem Lernen in der Schule, Gründe für Lernen in der Schule. (Nur Welle 1 und neue Befragte Welle2: Ergebnisse des Leistungstests.)
5. Schulleiterbefragung: Demografie: Geschlecht, Alter, Anzahl Jahre aktueller Tätigkeit Kooperation zwischen pädagogischem Personal und Lehrkräften: Anzahl an pädagogischem Personal, Verknüpfung von Unterricht und erweiterten Angeboten, Zeitlicher Umfang des Austauschs zwischen pädagogischem Personal und Lehrkräften, Verankerung der Kooperation von pädagogischem Personal und Lehrkräften im Schulkonzept, Verknüpfung von Unterricht und Ganztagsbetreuung, Bereiche der Kooperation. (Nur Welle 2: Unterstützungsangebote der Schule/des Kollegiums bei Übergangsempfehlungen, Kommunikation an Schule zu Übergangsempfehlungen.)
"Der kubanische Staatschef Fidel Castro definierte Kuba 1975 als eine 'lateinamerikanisch-afrikanische Nation'. Diese Ankündigung war überraschend, denn seit dem Verbot des Rassismus nach der Revolution waren Diskussionen über die afrikanische Herkunft eines großen Teils der kubanischen Bevölkerung Tabu. Castro benötigte jedoch einerseits Tausende von Freiwilligen für die militärische und zivile Kooperation mit dem unabhängigen Angola, andererseits musste er den größten transatlantischen Auslandseinsatz in der Geschichte Kubas politisch rechtfertigen. Diese damit implizierte Annahme einer gemeinsam-geteilten Identität von Kubanern und Angolanern ist der Ausgangspunkt für neue Überlegungen zur Bedeutung des Konzepts des 'Black Atlantic'. Sie basieren auf meinem kürzlich beendeten Postdoc-Forschungsprojekt über die kubanisch-angolanischen Kooperation im Bildungsbereich: Kubaner in Angola. Süd-Süd-Kooperation und Bildungstransfer 1976-1991." (Autorenreferat)
The aim of this article was to determine and consider the attitudes of parents towards cooperation with teachers during the SARS-CoV2 pandemic. The sample included 110 parents of primary school students from the territory of the Republic of Serbia. We used a descriptive-analytical method. We also used surveying and scaling techniques, and we created a special instrument based on tangential literature for the purposes of this research. The research was conducted electronically, and the data was processed in the SPSS program. The obtained results show that mothers cooperated with teachers more often than fathers, and that the most common forms of cooperation were telephone conversations, and messaging via mobile applications. Unlike fathers, mothers believe that frequent cooperation is very important during the process of children's formal education. The obstacles to cooperation during the pandemic cited by parents are: the impossibility of visiting schools and teachers; the lack of face-to-face communication, as well as the lack of advisory conversations with the teacher; the lack of adequate technological equipment and appropriate applications mediating the communication between parents and teachers; and insufficiently developed technological skills. The findings of this empirical research can motivate scholars to embark on future research that could more thoroughly consider the different forms of cooperation and communication between parents and teachers during unstable circumstances and conditions.
The topic of this paper is the relationship between teachers and parents. Seen from teachers' point of view, relating with parents can sometimes be difficult, demanding and stressful. Relating with parents may therefore affect teachers' understanding and experiences of their own profession and may consequently affect teacher supply. The paper starts by exploring what has characterized the parent-teacher or parent-school relationship over time. As schools have opened up towards the surroundings and increasingly consumer oriented and demanding parents are setting the standards for the parent-teacher relation, this increases the pressure on the teaching professions. This leads us to ask how teachers experience the encounters with parents in school, and in this article, the relationship between teachers and parents is pursued, as viewed from the perspective of the teachers. How do teachers relate to home-school cooperation and how do they experience the interaction with parents? The analyses are based on data collected through qualitative interviews of contact teachers in lower secondary schools in Norway. Forty contact teachers (27 women and 13 men) from seven lower secondary schools in Norway were interviewed. A main result is that even though teachers acknowledge the importance of parental involvement and home-school cooperation, this part of their job is often deprioritized due to lack of time and resources.
Even smaller Western countries receive immigrants from remote areas with poorer living conditions. As stated in the U.N. Child Convention, immigrant children should be given equal opportunities in education. Parents are always interested in their children's future, and education may gain from stronger cooperation between school and parents. Some research shows that even illiterate parents may support their children's training in a second language (Cummins, 1986/2001, p. 665). Dialogues between teachers and parents promote mutual understanding and increase parents' knowledge of school and society. This might make the parents trust society more, enhance their acculturation and reduce future intergenerational conflicts (Portes & Rumbaut, 2001). A professional teacher needs cultural knowledge and understanding in order to give her/his students an education adapted to their needs. Migrant students especially should feel that there is coherence in their education, because cultural conflicts sap their energy and may also cause identity problems and lead to lack of motivation. For teachers it is important that education policy provides for equal opportunities. Norway has an inclusive policy concerning immigrant children. The students have language support to a certain degree both in their mother tongue and in Norwegian when needed. Parents and schools are obliged to cooperate in education, and some support is therefore given to translation. Cooperation is required by conferences and meetings. There are gains for all parties in cooperation between school and migrant parents, but it is difficult to develop mutual cultural understanding for all students and equal opportunities for migrant students. This requires a clear school policy, the means to implement it, and teacher competence. It takes a process to learn how to cooperate and give adequate support. The Norwegian policy shows a will to cooperation, but the implementation of the policy can still be improved. (DIPF/Orig.)
Im Unterricht der Schweizer Regelschule sind vermehrt pädagogisch nicht ausgebildete Assistenzen tätig. Im Gegensatz zur sonst im schulischen Kontext üblichen Kooperation zwischen professionellen Fachpersonen besteht zwischen Assistenz und Lehrperson ein strukturelles Qualifikationsgefälle. In diesem Artikel stelle ich Ergebnisse aus einer qualitativ-rekonstruktiven Studie zur Kooperation von Assistenzen und Lehrpersonen vor. Erkenntnistheoretisch verorte ich die Studie in der praxeologischen Unterrichtsforschung (STURM 2016). Um die Zusammenarbeitsverhältnisse und die Orientierungen, die das Handeln konstituieren zu rekonstruieren, führte ich problemzentrierte Einzelinterviews (WITZEL 2000) durch und analysierte sie mit der dokumentarischen Methode (BOHNSACK 2014a; NOHL 2017). Es zeigten sich vier relationale Typen, wie die Assistenzen und die Lehrpersonen zusammenarbeiten: das mitarbeitende, das zuarbeitende, das eigenarbeitende und das substitutiv arbeitende Verhältnis der Zusammenarbeit. Diese vier Typen werden im Artikel dargestellt und es wird diskutiert, wie mittels der rekonstruierten Zusammenarbeit der Einsatz von nicht ausgebildetem Personal in einem professionalisierungsbedürftigen Praxisfeld bearbeitet wird. In der Reflexion der Ergebnisse beziehe ich professionstheoretische Überlegungen sowie die im Schulkontext gängigen Konzepte von Führung und Kooperation als theoretische Grundlage ein.
This evaluation compares evidence from the literature with Australia's experience in supporting teacher development in a range of developing countries. It uses case studies to good effect in explaining choices made, the extent to which expectations were or were not met, and the lessons for future Australian assistance for teacher development. The evaluation found mixed results. In cooperation with governments and other donors, Australia has made positive contributions, such as improving teacher frameworks and curriculums, and training teachers through a range of interventions. However, there is room to improve—for example, in enhancing policy, strengthening analysis and negotiating new investments—so teacher education and training will result in better teaching and learning in schools. A significant limitation, acknowledged in this evaluation report, is insufficient attention to measuring learning outcomes. Follow-on evaluations involving the Office of Development Effectiveness are expected to help fill this gap.
According to Oevermann, there is a working bond between both teacher and individual student and between teacher and the entire class. Parents are depicted as a 'third party' involved in the process of constituting and shaping this working bond. An account of such a teacher-student bond with its innate antinomy and paradox can for instance be found in the work of Helsper. Our article aims at examining more closely the bond between teacher and parents from a parents' point of view. For this purpose, guided interviews have been conducted with 27 parents. Following grounded theory methodology, we develop a theory about parents' views on mutual expectations, in particular with regard to the respective competence of teachers and parents. This underlines how the parent-teacher relationship is characterized by contradictions and expectations that form upon those attributions. The analyses offer a basis for a possible professionalization focus in teacher education.
The article discusses the author's forms and methods of work in the course of teaching disciplines of the hu-manities cycle, aimed at activating students in cognition of the studied material, developing their skills in con-ducting scientific discussion. Methodologically, the study is based on empirical work, which involved general scientific methods and techniques (observation, analysis, generalization), as well as special (heuristic, reverse link method, survey, peer-to-peer dialogue). The aim of the study is to represent the general idea of selecting an intensive direction of conducting classes due to the strict time limit. To achieve it a number of tasks were accomplished, including: definition of modern role functionality for teacher and student, characterization of the educational process from the point of view of its restructuring in the direction of cognitive activity activation of students through the introduction of innovative forms and methods of work, identification of key points of the author's methodology of lecture and seminar classes, effectively tested in Kuban universities, recommenda-tions formulation. Conclusion dwells upon the fact that the position of a teacher in higher education should be active, then the solution to the task of improving the quality of education will become real.
