Suchergebnisse

Sustainable development is promoted when the system of education provides the learners with an opportunity to equip themselves with moral values, skills, and competences that assist them in effecting personal and community positive changes. For this purpose, teachers play an important role as moral agents, and students consider the teacher a role model. Therefore, the understanding and beliefs of teachers regarding moral education play a pivotal role in grooming the personality of the learners. This comparative study aimed to assess the practices and beliefs of university teachers regarding moral education in China and Pakistan. A mixed-method approach was used and data analysis was performed by using an interactive model and ANOVA. Responses of twelve tertiary teachers were collected from Pakistan and China for qualitative analysis. Seven themes were constructed that categorized teachers' practice in the classroom and their beliefs regarding moral education. For quantitative analysis, 300 teachers' responses were collected using a validated questionnaire. The results showed that the majority of Pakistani teachers hold a conservative mindset. According to the Pakistani teachers' perspective, sovereignty of divine laws, loyalty to the constitution of the state, and a sense of serving society were the ultimate aims of moral education. Chinese teachers were promoting a political ideology that stressed collectivism in a socialist approach, with family and social values being most relevant. Not a single teacher reported using a theoretical or research-based approach while teaching in the class. In the light of the dearth of literature, this study has implications for future research in the field of English as a Foreign Language (EFL) and Islamic Studies in higher education, as it is a longitudinal study that provided insight into how teachers' beliefs and attitudes are shaped over time and from moral educational experiences

Professional development of teachers has been found to be a key initiative in raising standards in South African schools. The aim of this study was to establish the value of the continuous professional development programme on teachers' learning, learners' outcomes and whole school change in six special schools in South Africa. The focus was on the adaptation of 'Learn Not to Burn', a fire safety programme, and teacher and learner support materials for an inclusive classroom. The study proved that a staff development model based on collaborative networking in the specific context of special education can bring about significant social capital with gain particularly in teachers' professional capacity, learner outcomes and whole school improvement.

Sustainability, as a key concept in the education field, has submitted a relevant change during the last years. Thus, there is a growing debate about its meaning. It has undergone a crucial merging of significances from many fields: Ecology, environmental awareness, but also from politics, ethics or even spiritual approaches. All these fields have been co-involved in the building of such subject concept. In this sense, this article addresses the different ways of understanding sustainability as a polyhedral concept and how sustainability can be understood under the umbrella of the Sustainable Development Goals (SDGs). Furthermore, it is proposed a conceptual framework to teach this UN Program at Higher Education, contributing to the training of undergraduate and postgraduate students from both a professional and a personal point of view. This framework is applied in a case study&mdash ; in particular, in a course of Primary Teacher Degree called Didactics of Matter and Energy. This article finishes with practical consideration to build a change-maker University.

Propositions about the nature of expertise, in general, and expertise in pedagogy, in particular, are discussed. The time needed to develop expertise in teaching and the highly contextual nature of teachers' knowledge are also discussed. Four theories of teacher development are presented, with an elaboration on the heuristic value of the theory of Dreyfus and Dreyfus (1986). Examples from the pedagogical literature are used to illustrate this theory. The recent research establishing causal relationships between those identified as experts in teaching and their students' academic achievement is also presented. This research allows those who study expertise in teaching to have a more objective measure for identifying and studying expert pedagogues.

Aceh is one of the provinces in Indonesia which has had an important historical background. The conflict between the Aceh separatist movement (GAM) and the Indonesian government happened around 30 years ago and caused most Acehnese people to live with torture, suffering, and loss of their family members. Nowadays, children who lived through that situation are parents. The aim of this study was to investigate parental involvement related to students Indonesian language ability in the first and fourth grades at elementary level. The study took place in Sukma Bangsa Pidie Primary School by interviewing the parents of 10 students. The data was collected in August and September 2016 in Sukma Bangsa School and the participants houses. The participants were mothers, fathers, and an elder sister of the students, depending on who were more involved during learning at home. The results showed that parents involvement influences students Indonesian language ability and parents involvement, influenced by the community perspective, family decisions and parenting style, the parents historical background during the Aceh conflict, and the students characters. However, the parents educational background was not related to how parents were involved in their children s learning at home. Furthermore, religion was the dominant aspect influencing parenting style. All the participants put religious education above formal education. The parents who had an authoritative parenting style used Acehnese and Indonesian languages to help their children to construct knowledge and treated them based on the child s needs, had a fixed schedule and had been assisting their child during learning at home. However, the permissive parents lead their children without any demand and gave them freedom. They did not have fixed schedules for learning at home; they only monitored the child without assisting, and did less in practicing Indonesian language and using both of the languages during learning at home. On the other hand, the permissive parents still cared about religious education for their children; they lead their children to have religious education rather than formal education.

This essay analyzes the recent Law on Teacher Professional Development in Chile, considering two profesional perspectives: organic and technological. The document covers the long and complex process that culminates in a law that regulates teacher training and practice all around the country, developing an analytical exercise about the rationality of the history of systematic precariousness of the teaching profession that precedes this law and the possible extent of its impact on the orientation of the professionalization of teachers, from the achievements, progress, silences and remaining challenges of the new law, in the context of social, economic, political and educational scenario of the nation. ; Ensayo que analiza la ley de desarrollo profesional docente recientemente promulgada en Chile, a la luz de dos perspectivas profesionales: orgánica y tecnológica. El documento recorre el largo y complejo proceso que culmina en una ley que regula la formación y ejercicio docente en el país, desarrollando un ejercicio analítico respecto de la racionalidad de la historia de sistemática precarización de la profesión docente que antecede a esta ley y de los eventuales alcances de su impacto en la orientación de la profesionalización del profesorado, a partir de los logros, avances, silencios y desafíos pendientes de la nueva ley, en el contexto del escenario social, económico, político y educativo de la nación.

Due to the COVID-19 pandemic, the Philippine educational landscape is greatly affected. This education issue concerns the country's curriculum and instruction (CIN), covering students' learning, delivery modalities, competencies, teachers' characteristics, and community involvement. Nonetheless, the CIN must be developed, considering the students, teachers, community, and the pressing challenges in the teaching-learning process, promoting quality education while considering the pandemic, by looking into teachers' perspectives. This qualitative research used content analysis to derive insights from the critical reflections of sixteen (16) teacher participants. It aims to present the participants' reflections on the New Normal education issues, leading to curriculum and instruction development inputs. Furthermore, the emerging themes are (a) essentiality and feasibility in choosing learning competencies; (b) good quality, flexibility, sustainability, and safety in choosing learning modalities; (c) learning materials' alignment, sufficiency, and proper distribution; (d) devotion, adaptability, and helpfulness of teachers; (e) reaching out students and task individualization; and (f) leadership and involvement needed to achieve success in education. Moreover, the findings suggest that the New Normal classroom requires a curriculum and instruction, teacher, leadership, and involvement adaptive and flexible of the changing and multifaceted educational landscape brought by the persisting disease.

У статті розкрито специфіку формування громадянської культури майбутніх учителів іноземної мови з психолого-педагогічних позицій. Встановлено, що цей процес здійснюється шляхом цілеспрямованого розвитку складної цілісної (соціокультурної) динамічної системи професійної підготовки, яка включає створення сприятливих умов для формування громадянської культури майбутнього фахівця і сприяє набуттю соціальної зрілості і громадянського досвіду, формуванню його професійної позиції і громадянського становлення як свідомо активної особистості, що є суб'єктом і головним елементом даної системи. ; The article reveals the specifics of the formation of civic culture of future foreign language teachers from a psychological and pedagogical standpoint. It is established that this process is carried out by purposeful development of a complex holistic (sociocultural) dynamic system of professional training, which includes the creation of favorable conditions for the formation of civic culture of the future specialist and promotes social maturity and civic experience, formation of his professional position and civic development as a consciously active person, which is the subject and the main element of this system. It is revealed that this process includes: personality (socially) oriented development of social and value qualities, attitudes and value orientations of the future teacher, necessary for a full life in society – patriotism, national consciousness, tolerance, sense of duty and responsibility, civic position, obedience to the law and law-making, social and political activity, etc. of the future teacher-citizen. It is proved that the professional training of future foreign language teachers has the following specific characteristics: it is based on the basic culture of the individual; involves the development of «language personality» and the formation of the future teacher of civic culture. And, therefore, a foreign language can be considered as an effective condition for the formation of civic culture. It is established that the process of formation of civic culture of future foreign language teachers involves: the translation of unconscious civic and patriotic actions into conscious, filled with civic knowledge and beliefs; orientation of students on constant development and renewal of civic qualities; development of students as high-class specialists, active citizens, able to live in modern conditions. The application of language, intuitive, conscious, culturological, communicative, sociocultural, anthropocentric, activity approaches is revealed from the point of view of the way of language learning. It is proved that the ultimate goal of foreign language teacher training is not only to form competent specialists, but also to instill in them a sense of citizenship and patriotism.

For the third time in three decades world leaders reaffirmed their promise of "Education For All" when adopting Sustainable Development Goal 4 in 2015. It is the most far-reaching commitment to quality and equity in education so far, yet, there is no consensus on what the agenda means in practice. With a decade left until the 2030 deadline, Grading Goal Four calls upon the education community to engage more thoughtfully and critically with SDG 4 and related efforts. As an ever-growing number of actors and initiatives claim to contribute to its achievement, it is becoming clear that the ambitious but broad priorities within the goal are vulnerable to cherry-picking and misrepresentation, placing it at the heart of tensions between instrumentalist and rights-based approaches to education. This text, a critical analysis of SDG 4, provides a framework for examining trends and developments in education globally. As the first volume that examines early implementation efforts under SDG 4, Grading Goal Four formulates a critique along with strategies for moving forward. By scrutinising the challenges, tensions and power dynamics shaping SDG 4, it advances rights-based perspectives and strategies for effective implementation and builds capacity for strengthened monitoring and analysis of the goal.

International development programs strive not only to alleviate poverty but to transform people, aid workers and recipients alike. Becoming One grapples with this process by exploring the work of OISCA*, a prominent Japanese NGO in central Myanmar. OISCA's postwar origins at the intersection of Shinto, secularism, and rightwing politics, and its vision of inter-Asian solidarity and a sustainable future helped shape the organization's ideology and activities. By delving into the world of its aid workers—their everyday practices, discourses, and aspirations—author Chika Watanabe seeks to understand the NGO's political, social, and ethical effects. At OISCA training centers, Japanese and local staff teach sustainable agricultural skills and organic farming methods to rural youth. Much of the teaching involves laboring in the fields, harvesting produce, and caring for livestock: what they can't use themselves is sold at nearby markets. Watanabe's detailed and multi-sited ethnography shows how Japanese and Burmese actors mobilize around the idea of "becoming one" with Mother Earth and their human counterparts within a shared communal lifestyle. By exploring the tension between intentions and political effects—spanning environmentalism, cultural-nationalist ideologies of "Japaneseness," and aspirations to make the world a better place—Watanabe highlights fascinating questions and both positive and negative outcomes. Becoming One weaves together vivid descriptions of the intensive, intimate, and "muddy labor" of "making persons" (hitozukuri) with the wider historical resonances of these efforts, decentering common understandings of development, NGOs, and their moral and political promises. This engaging and thought-provoking book combines insights from anthropology, development studies, and religious studies to add to our understanding of modern Japan.

Justifications for the change of model supporting national reading instruction in England reveal the influence of international 'Reading Wars' divisions. Replacement of the 'Searchlights' diagram by an illustration of the 'Simple View of Reading' (SVR) generated an opportunity for the implementation of stable policy and balanced reading instruction in a conflicted environment. However, a one-dimensional emphasis in government policy since that time has not taken full advantage of the SVR's two-dimensional conceptualisation of reading. Measures taken to reinforce national systematic synthetic phonics instruction have ensured that effective instruction is directed to the 'word recognition processes' dimension of the SVR, but equal emphasis on measures supporting the development of the 'language comprehension processes' dimension is not so evident. This inequality risks the successful achievement of the SVR 'reading product' that results from the integration of both knowledge-rich dimensions that the diagram illustrates. A revised version, The Simple View of Meaningful Reading (SVMR), is therefore argued and presented in this paper. This aims to not only clarify and re-illustrate the significance of instructional interactions that incorporate both SVR dimensions in achieving meaningful reading outcomes, but also to afford an instrument for the professional development of teachers that further supports their agency in the alignment of effective reading policy and pedagogy.

Many Indigenous communities living on traditional lands have not contributed significantly to harmful climate change. Yet, they are the most likely to be impacted by climate change. This article discusses environmental stewardship in relation to Indigenous experiences and worldviews. Indigenous knowledge teaches us about environmental stewardship. It speaks of reducing the severity of climate change and of continued sustainable development. The methodology that directs this research is premised on the notion that the wisdom of the Elders holds much significance for addressing the harmful impacts of climate change in the present day. This article's fundamental assumption is that Indigenous knowledge offers practical and theoretical recommendations to current approaches to human activity and environmental issues. We share findings from interviews with Cree Elders who discussed their worldviews and knowledge systems. Findings revealed that Indigenous knowledge offers a philosophy and practice that serve to reduce the severity of climate change.

The Polytechnics in Ghana were established and given the mandate enshrined in the Constitution of Ghana under the Act of Parliament of the Republic of Ghana (Act 745) to train students in the fields of Science, Technology, Applied Social Science and Applied Art to serve the middle-manpower management needs of the country. In addition, the polytechnics are to provide skills development, conduct and publish industry driven research findings. Polytechnic graduate are expected by employers and captains of industry to be more practical-skilled and biased by virtue of their training. However, over the years, it appears the polytechnic graduate training is becoming more of theoretical rather than what was initially intended. Commentaries of stakeholders reveal that the polytechnics are gradually losing their focus vis-à -vis the practical training of students as they are fast comparing themselves to the universities. This paper uses observation of the polytechnics educational system, interviews with stakeholders and other secondary data as the bases to critically examine and identify the conditions that hamper the practical training of the polytechnic students – practical content of syllabi; teacher – student ratio in the face of high student intake; qualification of lecturers in terms of practical training. It thus recommends ways by which the polytechnics can improve upon the practical training of its student via mobilizing and utilizing its resources to create industries to facilitate the training of its students as well as reducing graduate unemployment. This thus will serve as lynch-pin to drive the country's industrialization process.

In the article the essence of the concept «interaction with combatants' families» is exposed and characterized it as the process of bilateral activity, mutual (joint) activities of preschool teachers and members of their families, who are the participants of military operations for the purpose of harmonious development of personality of child. The main problems, the disclosure of which the research of process interaction of preschool teacher with combatants' families provides, are determined. The main forms of work of preschool teacher of children of preschool age with combatants' families are described. Key words: interaction, interaction with families, interaction with combatants' families, interaction forms, interaction methods. ; У статті розкрито сутність поняття "взаємодія з родинами учасників бойових дій" та характеризовано його як процес двосторонньої діяльності, взаємної (спільної) діяльності вихователів дітей дошкільного віку та членів їх родин, котрі є учасниками бойових дій з метою гармонійного розвитку особистості вихованця. Визначено основні проблеми, розкриття яких передбачає дослідження процесу взаємодії вихователя з родинами учасників бойових дій. Описано основні форми роботи вихователя дітей дошкільного віку з родинами учасників бойових дій. Ключові слова: взаємодія, взаємодія з родинами, взаємодія з родинами учасників бойових дій, форми взаємодії, методи взаємодії.

AbstractThe aim of this qualitative study was 2-fold: to explore, in the context of young people's civic engagement in Sweden, (i) how adult leaders perceive social factors of youth mental health and (ii) how adult leaders handle such social factors within their organizations. Interviews were conducted with leaders engaged in various civic organizations that provide leisure activities for young people. Using thematic analysis, three themes were constructed. Firstly, the social landscape of youth mental health described how adult leaders perceived the social factors of youth mental health within the context of civic engagement. Secondly, the organizational structures developed by adult leaders illustrated the organizing forms that leaders created for young people's civic engagement. Thirdly, adult leaders' strategies for addressing the social factors of youth mental health reflected the strategies developed to handle e.g. stress and achievement pressure. The adult leaders recognized the importance of their organizations and their huge potential to have a positive impact on youth mental health. However, some participants also saw limitations in terms of their own resources and competence. They found themselves having to address the complex issue of social factors of youth mental health regardless of whether they felt competent and prepared to do this or not. Our findings contribute to the existing knowledge on youth and community development via the role of adult leaders in promoting young people's mental health by highlighting the organizational structures and leadership strategies developed by them.