The article is devoted to the issue of organization and activity of the faculty of history of Ivan Franko Drohobych State Pedagogical University in the 1940s – first half of the 1950s. Today in Ukraine an educational reform is being carried out. Historical reflections and objective analysis of the past will help to identify important aspects of development not only of separate branches of education and science, but also the functioning of separate educational institutions, and to take them into account in modern realities.The main idea of the article is to show the organization and activity of the historic faculty of Drohobych Teachers' Institute (as the present-day Drohobych University was called) in the 1940s and early 1950s; to describe the student and teacher staff of the faculty, the content of training and education of youth, some aspects of the then everyday life; to trace the influence of the socio-political situation in the region on the work of a higher educational establishment and its subdivisions.The formation in Drohobych of a higher pedagogical institution was associated with the processes of Sovietization on the western lands of Ukraine. Higher education, especially pedagogical, was an important ideological tool for the Stalinist system, a source of the formation of a new Soviet intelligentsia. The first post-occupational entree plan for students at the Faculty of History was 60 students. It went through difficulties and scored two-thirds of the plan. A small number of secondary school graduates was the reason for the shortage. The youth had 6-7 years of school education after the German occupation. In 1952, the faculty enrolled already 50 students. In the postwar years, Ukrainians prevailed among the students. However, the share of local youth was insignificant due to political reasons. From the mid-40's to the mid-50's of the twentieth century only 830 teachers-historians were trained at the faculty.In 1946, the staff of the Department of History, which provided teaching at the Faculty of History, comprised 2 teachers. In the first post-war years P. Kozik, V. Tychyna, V. Tryhub, O. Zaichenko, I. Kosharnyi, P. Marunya, O. Dybenko, I. Lisinchuk worked at the department. At the beginning of the work, none of the members of the department staff had a degree or an academic rank. In 1950 P. Kozik defended his Ph. D. thesis.Initially, in the content of education the communist party ideology was prevalent, which was implemented into curricula, programs, and manuals. The students were subjected to ideological treatment, the selection was held in respect of political confidence.The conditions of life and work in the first postwar years were complicated. The situation slowly improved.The Historical Faculty had began its work in 1940 and renewed its activities after the German occupation. During the first postwar years, students and departments of the faculty were gradually formed and the everyday life became settled. The communist party ideology of education and training, neglect of national-spiritual traditions, repressive measures of the power regarding students and teachers negatively affected the training of teachers. ; У статті показано організацію та діяльність історичного факультету Дрогобицького державного педагогічного університету імені Івана Франка в 40-і та на початку 50-х рр. ХХ ст. Характеризується студентський та викладацький склад факультету, зміст навчання і виховання молоді, деякі аспекти тодішнього повсякдення. Простежується вплив суспільно-політичної ситуації у регіоні на роботу вищого навчального закладу та його підрозділу.
In: Publičnoe administrirovanie i nacional'naja bezopasnost': Publične adminіstruvannja ta nacional'na bezpeka = Public Administration and National Security, Heft 10(40)
In the last two decades of the 19th century, the leadership of the Orthodox Diocese of Arad took a series of measures aimed at equipping schools with teaching materials, so that they correspond to the legislation imposed by the Budapest authorities. Measures were taken by which Arad teachers were determined to write textbooks and at the same time the old textbooks were abandoned, especially since some were brought from Romania. Analyzing the titles and authors of the textbooks we can see that at the beginning of the century there was a generation of teachers with didactic-pedagogical interests, among which we mention Ioan Tuducescu, Ioan Roman, Iosif Moldovan, Nicolae Ștefu, Iuliu Grofșoreanu, Petru Vancu or Iuliu Vuia. Through the textbooks they compiled and through their activity they contributed to the enrichment of the Romanian didactic literature, but also to the defense of the Romanian culture, during the period when the magyarization policy intensified.
The Troops to Teachers (TTT) program was created in 1994 to provide funds to recruit and support former members of the military as teachers in high-poverty schools. Most of the research on TTT participants has been positive, and leadership is often mentioned as an important factor in participants' successes. A number of these military veterans have moved from the classroom into school administrative positions. Initial research on these administrators based on the ISLLC standards has been positive. This multiple case study drew from interviews and surveys with 15 former military veterans currently administrating in K-12 schools to increase our understanding of the experiences and values that they bring to the classroom. It relied on Stake's (YEAR) case study methodology to surface findings. The five findings, presented in order of strength of evidence, include: 1) Participants' overarching leadership philosophy was taking care of the people. 2) The leadership that participants had witnessed in both the military and in education influenced their own leadership. 3) Not all of the participants utilized TTT. 4) Participants had classroom experiences that were consistent with previous research on new teachers. 5) The veterans' values as they relate to trust, delegating responsibility, accountability, and beliefs in service, merit future inquiry. These values, along with "taking care of their people", appear to be the commonality between the two seemingly incongruent cultures of the military and education. This study has implications for future research and educational leadership training both at the university and district levels. ; Ed. D.
As a teacher educator and a sociologist of education, I have been struggling for some years now to bring the insights developed by the latter field to bear on my work within universities and on that of my students, teachers-to-be. This has not been an easy task for a number of inter-related reasons. In the first place, the brand of sociology and educational theory which inspires much of my work, namely critical theory, is notorious for the level of abstraction at which it works, and the often convoluted and obscure language in which it is expressed. Student-teachers trying to make connections between theory and practice find many of the readings available on the subject hard to understand, let alone to apply to the challenging situations they encounter in the classrooms. In the second place, critical theory and education often address a metaphysical level in their insistence on the emancipatory potential of engaging with the world as it is, in order to imagine and bring about a world as it could and should be. The normative dimension to the task of teaching is of course crucial if one is to challenge the increasingly technocratic view that is being promoted for schooling world-wide. It does, however, raise important questions such as 'Are schools the best places to promote emancipatory rationality?' and, even more centrally in terms of the concerns of this book, 'Can teachers be expected to participate in this emancipatory venture, given their social class location and the constraints of the cultural terrain in which they must carry out their work?' In other words, how can a teacher-educator ask student-teachers to consider schools as sites for liberation, when changes in the social and bureaucratic status quo may ultimately work against the interests of this particular group of professionals? In the third place, much that has emerged from the critical theory tradition has appealed to the individual level of consciousness-raising, and hence depends on the notion of 'conversion' to points of views which, while leading to a disposition to act truly and rightly (phronesis), nevertheless are short on a consideration of strategies for the mobilization of resources and people so that the desired state of affairs does in fact come about. Quite a number of students following my courses on critical education are seduced by the invitation to become reflective practitioners with a commitment to promoting justice and equality, but even the most dedicated among them are culturally, if not ideologically, incorporated in the centralized, exam-oriented bureaucratic school system that is to be found in Malta as in many other countries. The heightened consciousness that critical teachers have of their role in the perpetration of symbolic violence in schools can in fact lead to an even deeper sense of frustration and despair, rather than to the transformation of people, situations and structures. This paper will give a brief overview of the curricular, theoretical and political ways in which I have attempted to tackle the three challenges posed by critical theory to teacher educators as outlined above. In other words, the question this article will address -:- though, of course, not fully answer - is the following: How can critical education be taught in such a way that it is understandable, theoretically and practically appealing, and politically effective? ; peer-reviewed
In view of a return to an increasing number of primary school teachers of Burkina Faso in permanent adult training at the university, our research was aiming at questioning this individual procedure and highlight its foundations. Secondly, it was to question the systems of permanent adult training generaly in force and as far as the universities are mainly concerned, to understand the mecanisms settled to accompany the request of the teachers.At the end at our investigations, we essentially understand that the motivations of those who have been questioned are many.In the whole, some reasons of professional promotion, of competence reinforcement as well as some economic motives are at the origine of this commitment. If a difference appears between the different excuses, we should however mention the persistance of the identitary motive through the others, which may lead us to think that next to the recalled reasons to justify the return in universitary permanent adult training, the social recorgnition presides over the approach of the concerned primary school teachers.In addition, if the univesities in Burkina Faso predict some systems to take in charge the permanent training, our research reveals that these systems are not yet suffisciently able to face the request of the primary school teachers. ; Face à un retour en effectifs croissants des enseignants du primaire du Burkina Faso en formation continue à l'université, notre recherche visait à questionner cette démarche individuelle et à en dégager les fondements. En second point, il s'est agi d'interroger les dispositifs de formation continue en vigueur en général et, en ce qui concerne notamment les universités, de comprendre les mécanismes mis en place pour accompagner la demande des instituteurs. Au terme de nos investigations, nous retenons pour l'essentiel que les motivations des enquêtés sont multiples. Dans l'ensemble, des raisons de promotion professionnelle, de renforcement de compétences ainsi que des mobiles économiques sont à l'origine de cet engagement. S'il apparait un glissement entre les différents prétextes, il convient de mentionner toutefois la persistance du motif identitaire au travers des autres motifs laissant ainsi penser qu'aux côtés des raisons évoquées pour justifier le retour en formation continue universitaire, la reconnaissance sociale préside la démarche des enseignants du primaire concernés.En outre, si les universités burkinabè prévoient des dispositifs pour prendre en charge la formation continue, notre recherche révèle que ces dispositifs ne sont pas encore suffisamment outillés pour faire face à la demande des enseignants du primaire.
Bill introduced by the Texas Senate relating to training for public school teachers in the detection and education of students at risk for suicide or with other mental or emotional disorders and the inclusion of mental health concerns in coordinated school health efforts.
A review essay covering books by 1) Sandford Borins, Governing Fables. Learning from Public Sector Narratives (2011) and 2) Steven Maynard-Moody and Michael Musheno, Cops, Teachers, Counselors: Stories from the Front Lines of Public Service (2003).
El presente artículo aborda la temática de la evaluación del aprendizaje a partir de las concepciones sobre dicho proceso que tiene el profesorado de Geografía e Historia de Educación Secundaria Obligatoria (ESO), en 31 centros educativos de la Región de Murcia de 22 localidades diferentes. Para llevar a cabo dicha investigación, desarrollada en la Región de Murcia (España), se empleó un cuestionario al que contestaron 103 profesores, más de una cuarta parte del conjunto del profesorado de Geografía e Historia de la Región de Murcia. Los resultados nos indican que para los docentes la finalidad de la evaluación de los aprendizajes de los alumnos se centra los objetivos de la institución escolar o centro educativo de secundaria en el que trabajan y como un servicio social, atendiendo a la comunidad educativa y al alumnado al que enseñan. Como conclusión, y a la luz de algunas de las respuestas halladas, sostenemos que es necesaria una mejora en la formación docente que permita implementar en el aula otras estrategias metodológicas e instrumentos de evaluación que acerquen a esta hacia posiciones más acordes a los últimos cambios legislativos.
The American Political Science Association (APSA) connects scholars from varying fields, perspectives, backgrounds, and educational institutions. A microcosm of this diversity can be found on the APSA Council of which I currently have the privilege of being a member. At a recent council meeting, discussion turned to APSA's Teaching and Learning Conference. The conference serves as a venue in which many political scientists define their professional communities, yet, it regularly operates at a financial loss for APSA. Thus the question is what APSA can/should do to continue the conference without suffering a financial loss. The conversation proceeded with a variety of intriguing suggestions, although a solution was not reached. Through much of the discussion, an unstated reality clearly loomed in people's minds. Eventually one of the council members-who is an acclaimed teacher and scholar-stated what I imagine was on everyone's mind: there is a two-tiered system such that most professors at major research universities have scant incentive to invest in undergraduate teaching, and professors at many colleges have reason to excel in the classroom. The disparity manifests itself in a number of trends including the growth of nontenure track faculty at research universities and the anecdotal, but evident, fact that undergraduate course releases constitute an invaluable commodity that regularly becomes part of negotiations for those at research universities. Adapted from the source document.