Suchergebnisse

The article examines the problem of studying, generalization and implementation of the advanced teaching experience of the 2nd half of the 20th century. Particularly on the basis of normative and legislative documents (orders, regulations), transcripts, instructional and methodical materials, reports the main tendencies and state of organizational work concerning that issue at the district, regional and all-Ukrainian levelsare reflected. The author describes the organizational forms of studying, generalization and implementation of the advanced teaching experience as well as during the training preparation at the Teachers'Training Institutes, and inter-course period (schools of advanced teaching experience, teacher's days, catalogue of advanced teaching experience, etc.). ; У статті розглянуто джерельну базу проблеми вивчення, узагальнення і впровадження передового педагогічного досвіду ІІ половини ХХ століття. Зокрема на основі нормативно-правових документів (наказів, Положень), стенограм, інструктивно-методичних матеріалів, звітів висвітлено основні тенденції та стан організаціїї роботи з цього питання на районному, обласному та всеукраїнському рівнях. Автором описано організаційні форми вивчення, узагальнення і впровадження передового педагогічного досвіду як під час курсової підготовки в інститутах удосконалення вчителів, так і в міжкурсовий період (школи передового педагогічного досвіду, дні вчителя, картотека передового педагогічного досвіду та ін).

Front Cover -- Experiences in Teaching Business Ethics -- A volume in -- Contemporary Human Resource Management: Issues, Challenges, and Opportunities -- Series Editor: Ronald R. Sims, College of William and Mary -- CONTENTS -- 1. Too Bad for Kant: Lessons of Experience With the Three Questions Foundational to Teaching Business Ethics -- 2. Business Ethics Curriculum Development: Balancing Idealism and Realism -- 3. Business Ethics Teaching: Working to Develop an Effective Learning Climate -- 4. Putting Career Morality on the Agenda of Business Students: How One Could Use a Play and Survey Results for Triggering Moral Reflection -- 5. Teaching Business Ethics via Dialogue and Conversation -- 6. Once More With Feeling: Integrating Emotion in Teaching Business Ethics-Educational Implications from Cognitive Neuroscience and Social Psychology -- 7. Using Writing to Teach Business Ethics: One Approach -- 8. Reflection Through Debriefing in Teaching Business Ethics: Completing the Learning Process in Experiential Learning Exercises -- 9. Auburn University's Management Ethics Program -- 10. Teaching Business Ethics at a Distance to Executive MBA Students -- 11. Rethinking Ethics Training: New Approaches to Enhance Effectiveness -- 12. Beyond the Classroom: Business Ethics Training Programs for Professionals -- Contemporary Human Resource Management: Issues, Challenges, and Opportunities -- Ronald R. Sims, Series Editor -- Experiences in Teaching Business Ethics -- edited by -- Ronald R. Sims -- College of William and Mary -- and -- William I. Sauser, Jr. Auburn University -- Information Age Publishing, Inc. -- Charlotte, North Carolina www.infoagepub.com -- Preface -- REFERENCE -- ACKNOWLEDGMENTS -- Too Bad for Kant -- Lessons of Experience With the Three Questions Foundational to Teaching Business Ethics -- STEVEN OLSON -- Introduction.

Abstract
The study is focussed on perception of teaching practices by pre-service teachers in preschool and primary education university programmes. Further, the study analysed the reality shock that occurred in these students during teaching practice. The sample consisted of 41 students in preschool education programmes, while 54 students followed the primary-level education programme. The data collection methods were student portfolios and student diaries from teaching practice. In the portfolios it was possible to analyse the activities, opinions, attitudes and products of student practice. Diaries reported students' feelings and everyday experience in the schools. Qualitative content analysis was used to analyse the data. Two significant findings were obtained, i.e., supervising teachers' frequent unprofessional behaviour towards student teachers, and the somatic and emotional exhaustion of students.

The article discusses an upper division capstone class in Sociology focused on the adjunct experience, premised on the idea that students and their families could be important allies in adjunct struggles if they knew more about the conditions and remuneration of this new faculty majority. Students carried out survey research with other students in order to ascertain their knowledge about adjuncts and interviews with adjunct volunteers. The article discusses the class and results.