Suchergebnisse

The future teacher is an investigating one when educated at Fontys University of Applied Sciences
The future teacher is an investigating one when educated at Fontys University of Applied Sciences
The Fontys University of Applied Sciences educates teachers for primary schools. Increasingly, teachers need a critical and reflective attitude towards scientific research to be able to work evidence-based. The article describes how the curriculum at Fontys has been changed to educate extended professionals who can put innovative educational insights into practice.

How to break the identification of 'scientific' with quantitative? Introduction
How to break the identification of 'scientific' with quantitative? Introduction
Teachers in qualitative methods feel that their courses do not break students' quantitative idea of scientific research and scientific knowledge. Why is that? And what can be done to break this misidentification? Three prominent lecturers in qualitative methods give their opinion. With a comment by Fijgje de Boer.

This contribution consists of two interviews with experts from the Dutch educational
publishing field. The first interviewee, Rivka Mooren, works as project
editor Higher Education at Pearson Benelux. She explains how handbooks and
digital learning platforms develop from the conceptual stage to publication. In
light of international developments in higher education publishing, Mooren
expects that the market will become fully digital, although in Europe more
slowly than in the United States. Secondly, Regine Reincke considers the larger
trends and developments in Dutch educational publishing. She works as Head
of Product for ParnasSys, an administrative system for students that is widely
used in Dutch primary schools. She arrived at this position after a career in
educational publishing. This allows her to reflect on the role of technology in the
classroom, and how it may enhance, but not replace, traditional classes and books.

L'article descriu, recapitula i valora alguns aspectes i facetes de la incorporació dels educadors socials als centres escolars, un procés limitat i incomplet en algunes comunitats autònomes, i excessivament ambiciós i ràpid en d'altres. Fa especial èmfasi en: el sentit de la presència de l'Educació Social a l'escola; la descripció d'alguns espais privilegiats per intervenció dels educadors, i els elements de desacord o les situacions pendents d'aclarir que resulten del procés d'incorporació. Unes sinergies que poden representar un risc per al desenvolupament i la promoció de la professió en l'àmbit escolar. Una cooperació que contingui la capacitat tant d'integrar i afrontar les necessitats derivades dels canvis i transformacions del context social, com de planejar un projecte educatiu i de ciutadania més compromès amb una societat democràtica i participativa. ; El artículo describe, recapitula y valora algunos aspectos y facetas de la incorporación de los educadores sociales en los centros escolares, un proceso limitado e incompleto en algunas Comunidades Autónomas, y excesivamente ambicioso y rápido en otras. Hace especial hincapié en: el sentido de la presencia de la Educación Social en la escuela; la descripción de algunos espacios privilegiados por intervención de los educadores; y los elementos de desencuentro o las situaciones pendientes de aclarar que resultan del proceso de incorporación. Unas sinergias que pueden representar un riesgo para el desarrollo y la promoción de la profesión en el ámbito escolar. Una cooperación que contenga la capacidad tanto de integrar y afrontar las necesidades derivadas de los cambios y transformaciones del contexto social, como de planear un proyecto educativo y de ciudadanía más comprometido con una sociedad democrática y participativa ; The article describes, recaps and assesses some aspects of the incorporation of social educators into schools; it has been a limited and incomplete process in some autonomous regions of Spain, and too ambitious and fast in others. It, in particular, emphasizes: the im portance and sense of the presence of social education in school; some privileged spaces for the educator's intervention; and the disagreements or situations that need to be worked out as a result of the incorporation process. Those synergies can be dangerous for the development and the promotion of social education in school. Cooperation needs to be able to integrate and to face the needs resulting from the changes in the social context; but, at the same time, it needs to project a more committed education and citizenship project in democratic and participatory society.

The gender, profession, & age of local elected Flemish politicians (N = 23,465), 1946-1988, are analyzed with respect to the composition of the population as a whole, & changes in it, drawing on data from the Belgian National Instit for Statistics. It is found that women have been underrepresented in Flemish local politics throughout the era, although slight improvements are observed from 1970 onward, especially after implementation of a representation law in 1994. Higher socioeconomic strata tend to be overrepresented, especially in larger communities; whereas the number of blue-collar workers, agrarians, & employers decreased significantly, the number of intellectuals, employees, & teachers increased. Few representatives under age 35 & over age 60 tended to be elected, but a decrease of average age around 1970 is observed. Differences between representatives of the various political parties are also discussed. 2 Tables. Adapted from the source document.

For a long time, the war in Indonesia and the extreme violence used by the Dutch troops were not a subject that was much discussed or written about in the Netherlands. After the end of the war, the government made great efforts to avoid discussions about it or even to nip them in the bud. The revelations by East Indies veteran Joop Hueting in 1969 initially led to great commotion, resulting in the 'Excessennota' and the government position that the armed forces had behaved correctly, apart from a number of 'excesses'. That was it, until in recent decades more and more indications emerged that the armed forces had used extreme violence on a larger scale. Not only politicians but also journalists, historians and history teachers struggled with the violent decolonisation of Indonesia. The groups most affected, such as veterans, Moluccans and Indo-Europeans, were also reluctant for a long time to talk about their often bitter experiences in public. Finally, Indonesia also did not seem very interested in reviving this history of mutual violence. As a result, it was only very late, very cautiously and jerkily, that the war gained a place in the Dutch culture of remembrance.

Following some general observations on the growing secularization of Western societies & after producing statistical data documenting the percentages of Muslim populations in Belgium & the Netherlands, three major issues are addressed from a Belgian perspective: (1) Islam bashing in the context of the recognition of freedom of religions & worldviews in a modern democratic society, (2) policies & attitudes toward visible religious symbols worn in public places; the banning of the hijab (the headscarf worn by Muslim females) in Antwerp public schools, & (3) the degree of separation between state & religion in Belgium. It is argued that the Islamic religion should not be associated with violence, terrorism, or oppression of women; Islam should be integrated on equal rights with other religions into the Belgian society, while emancipative & liberal movements within it should be actively supported. The banning of head scarves for Muslim teachers & students in Flanders is assessed from the broader perspective of similar policies, either implemented or planned, in France, Germany, & other European countries. Articles from the Belgian constitution are quoted to illustrate that the separation between state & religion in this country is incomplete; although the government adopts a neutral stance toward all worldviews, the state recognizes six official religions whose practice is partially supported with tax-payer's money & their clergy receive state pension; the favoring of the Catholic Church in this arrangement is pointed out. It is concluded on a general note that despite the secularization of the society, religious issues figure prominently in the public sphere. Z. Dubiel

Although in recent years more and more attention has been paid to the clitoris,
often little attention to the attitude towards her existence in the past.
This article takes a look at the clitter's history and focuses on her
appear in Dutch publications by (and for) doctors and teachers in the
last 400 years. The conclusion is that the clitoris has never been completely forgotten or
ignored, but that the ignorance about this female organ is due
is due to cultural and social factors: a lack of attention to sexuality
in general and for the female genitalia in particular. pass
in the last decade this has been slowly changing: attention to
the full anatomy of the clitoris is widely used for the first time
combined with attention to the sexual experience of women within
a framework in which she is equal to the man. - Hoewel er de laatste jaren steeds meer aandacht wordt besteed aan de clitoris, is
vaak maar weinig oog voor de houding tegenover haar bestaan in het verleden.
Dit artikel gaat in op de geschiedenis van de kittelaar en richt zich op haar
voorkomen in Nederlandse publicaties van (en voor) medici en docenten in de
laatste 400 jaar. De conclusie luidt dat de clitoris nooit volledig is vergeten of
genegeerd, maar dat de onwetendheid over dit vrouwelijke orgaan te wijten
is aan culturele en sociale factoren: een gebrek aan aandacht voor seksualiteit
in het algemeen en voor de vrouwelijke geslachtsorganen in het bijzonder. Pas
in het laatste decennium is dit langzaam aan het veranderen: aandacht voor
de volledige anatomie van de clitoris wordt voor het eerst op grote schaal
gecombineerd met aandacht voor de seksuele beleving van de vrouw binnen
een kader waarin ze gelijkwaardig is aan de man.

Aquesta tesi es contextualitza en la realitat xilena i en l'educació privada sense aportacions estatals, orientant-se i analitzant la formació permanent del professorat centrada en l'escola. L'estudi analitza els fonaments i la viabilitat de la formació en centres, amb l'ànim i l'interès de millorar qualitativament les accions formatives del professorat. El seu desenvolupament considera un marc teòric que proporciona tant visions, idees i coneixements d'un conjunt d'experts en l'àmbit de la formació permanent del professorat com les aportacions d'especialistes i estudiosos del món de l'organització educativa en general, i escolar en particular. ; La presente tesis se contextualiza en la realidad chilena y en la educación privada sin financiación estatal, orientándose y analizando la formación permanente del profesorado centrada en la escuela. El estudio analiza los fundamentos y la viabilidad de la formación en centros con el ánimo e interés de mejorar cualitativamente las acciones formativas del profesorado. Su desarrollo considera un marco teórico que proporciona tanto visiones, ideas y conocimientos de un conjunto de expertos en el ámbito de la formación permanente del profesorado como los aportes de especialistas y estudiosos del mundo de la organización educativa en general y escolar en particular. ; This doctoral thesis, based on the reality of the Chilean situation and on the state of private education without government subsidies, aims to analyse ongoing training of faculty members focused on schools. The main objective is to examine the theoretical basis and the feasibility of training in educational establishments with the interest and aim of qualitatively improving teachers' training courses. Its development involves a theoretical framework that provides not only experts' viewpoints, ideas and knowledge as a body in the field of ongoing faculty training, but also the contributions of specialists in the sphere of educational organization on the whole and scholar in particular.

L'educació, la salut i la protecció són els drets més coneguts i respectats pels adults, pero hi ha un clar dèficit en relació amb els drets relacionats amb l'exercici de la participació i l'expressió. El coneixement dels drets d'expressió i participació de la infància es dóna més entre els polítics i educadors socials que entre els pares i professors, el que seria un indicador d'una manca greu de polítiques institucionals i culturals. Les polítiques de família reforcen la institució familiar i, per tant, poden incloure els infants sense donar-los protagonisme. Per contra, les polítiques específicament adreçades a la infància i adolescència afavoreixen el procés d'autonomització i responsabilització en el desenvolupament dels infants i joves. ; La educación, la salud y la protección son los derechos más conocidos y respetados por los adultos, pero existe un claro déficit en relación con los derechos relacionados con el ejercicio de la participación y la expresión. El conocimiento de los derechos de expresión y participación de la infancia se da más entre los políticos y educadores sociales que entre los padres y profesores, lo que sería un indicador de una carencia grave de políticas institucionales y culturales. Las políticas de familia refuerzan la institución familiar y, por consiguiente, pueden incluir a los niños sin darles protagonismo. Por el contrario, las políticas específicamente dirigidas a la infancia y adolescencia favorecen el proceso de autonomización y responsabilización en el desarrollo de los niños y jóvenes. ; While education, heallh and protection are the children 's righls mosl widely-known and respected by adults, there is a marked deficit when it comes to the rigihts of participation and expression. Awareness of childhood rights to expression and participation is conmoner among politicians and social educators than among parents and teachers, indicating serious shortfalls in institucional and cullural policies. Family policies reilnforce the family as an institution and so may include children without allowing them protagonism,. Conversely, policies specifically directed al childhood and adolescence favour attainment of autonomy and responsibility as parl of children 's and young people's development.

The impact of the EU on everyday life is huge, but not always visible. Educating young people to become informed and empowered EU citizens requires a strategy of active learning to prepare them for civic responsibility and democratic participation. This book is a practical guide for secondary or higher education teachers aiming to train their students to be critical citizens through a variety of different subjects and courses. Stories based on cases dealt with by the Court of Justice of the European Union stimulate students to think critically. These stories illustrate the impact of the EU on numerous aspects of the daily lives of its citizens: from the internal market and the free movement of goods and persons, to issues relating to democracy, equality, privacy, social rights, consumer protection, the environment and migration. Through various learning activities and teaching methods the book provides insight into the DNA of the EU and EU citizenship. European citizenship in the classroom is therefore a must-read for anyone who wants to understand European citizenship better or who wants to stimulate young people to reflect on it critically. This manual originated from the Erasmus+ project Case4EU and was written by a multidisciplinary team of authors (law, philosophy, political and social sciences). - De impact van de EU op het dagelijkse leven is enorm, maar niet altijd zichtbaar. Jongeren vormen tot geïnformeerde en mondige EU-burgers vraagt actief leren om hen voor te bereiden op maatschappelijke verantwoordelijkheid en democratische inspraak. Dit boek biedt een praktische handleiding voor alle leerkrachten in het secundair onderwijs en docenten in het hoger onderwijs die hun leerlingen en studenten kritisch burgerschap willen bijbrengen binnen verschillende vakken en opleidingen. Concrete casussen op basis van rechtszaken behandeld door het Hof van Justitie van de Europese Unie stimuleren studenten tot kritisch nadenken. De casussen illustreren treffend de impact van de EU in het dagelijkse leven van haar burgers op tal van maatschappelijke domeinen: van de interne markt en het vrije verkeer van goederen en personen, over thema's als democratie, gelijkheid, privacy, sociale rechten, tot consumentenbescherming, milieu en migratie. Via een ruim aanbod van lesactiviteiten en werkvormen verleent het boek op een laagdrempelige wijze inzicht in het DNA van de EU en EU-burgerschap. Europees burgerschap in de klas is daarom een must-read voor iedereen die zelf Europees burgerschap beter wil begrijpen of jongeren wil stimuleren tot kritische reflectie hierover.

Deze handleiding is ontstaan vanuit het Erasmus+project Case4EU en is geschreven door een multidisciplinair team van auteurs (recht, filosofie, politieke en sociale wetenschappen).