Suchergebnisse

This article is part of the publication of contributions delivered at the 24th annual conference of the Association for Teacher Education in Europe (ATEE), held at the University of Leipzig, 30.08.-05.09.1999. "A change of perspective has taken place in teacher education: It is no longer seen as the problem-solving agent of education but rather as just another source of educational problems. In this article, the author tries to trace the roots of such a negative image. The most obvious approach is a historical one. An enormous number of attempts have been made to reform teacher education. The most important and positive among these attempts has been the academic orientation of teacher education. Yet, seen from the educationalists' perspective, there have appeared a number of traps and false conclusions, possibly due to a misinterpretation of what the role of science in education should be. The reorientation of teacher education, i. e. the turn from purely didactical and practice-oriented courses at educational colleges to mainly academically oriented courses at universities, have brought up new problems that urgently need to be solved. The author discovers major problems in the fact that the great variety of research interests have to be brought in order to make them accessible to students. Didactics which are said to be the most important of all professional disciplines for teachers need to be applied to the structure of the educational discipline as a whole. An agreement on a fundamental canon of topics, methods and knowledge is necessary. This demand is, however, not meant to minimize the range of areas of study; instead, it should rather be considered to broaden specific fields of interest in order to avoid one sided academic points of view. The still unsolved problem of theory and practice is another point to be discussed. The author's question here is: "Where should educational knowledge be grounded - in the discipline or in the profession?" As it is not possible to make a clear distinction between theory and practice but rather to distinguish between the production and the application of knowledge, a curriculum is needed where those two aspects can be put together interactively. This seems to be a solution to many unsolved problems, as it would lead to a more specified target of academic teacher education. In Germany, the academic foundations for the teaching profession are laid in the initial phase of training at university. One should be careful not to ascribe tasks to academic studies that can realistically only be part of the probational second phase of teacher education. Yet, as education needs to be perceived as an action-oriented system of reflection, a significantly stronger combination of practical school experience and theoretical reflection is needed. Ideally, there would be greater stress on the combination of observation and analysis of school work which could be a means to reflect on professional practice. Also, the didactical aspects of teacher training, which are constantly being claimed as being of major importance to teachers, need to be rethought on the level of university teaching. This is a demand going with professionality on the side of academic teachers but it is also meant as a kind of compensation for the lack of practice-related teaching. Seminars and lectures would then be turned into didactical workshops. Another field of possible improvement is seen in an intensified form of investigative learning where school research is seen as a task for both students and teachers. For matters of quality ensurance university teachers need to be willing to co-operate and start to develop ideals and criteria which can later be evaluated. But as the great day of general consent on the national level can not be expected and as new regulations only will not bring real change, innovation can alone be expected by people bearing responsibility at the basis of different universities. The financial crisis of public households should not focus an saddening thoughts an economic efficiency that keep real innovation in the minds of idealists without being ever put to practice." (DIPF/Orig.).

Presenta una proyección de la situación de los maestros y estudiantes que existirán en aproximadamente una década. Muestra las reformas, las condiciones de enseñanza de los maestros y el desarrollo profesional a través de la historia del Perú.

An examination of the life, teachings, & legacy of Tsunesaburo Makiguchi, a Japanese educational reformer & founder of the Soka Gakkai Buddhist movement, who promoted more holistic approaches to the learning process. The meaning of "value-creating education" is discussed, along with Makiguchi's struggle against the dominant voices of the time, in an attempt to find more humane ways to teach young people. His philosophy was rooted in traditional wisdom & a sense of place, & centered on education as a means to nurture self-discovery, a sense of purpose, appreciation for work, & a love of life. Makiguchi's legacy for the 21st century highlights the need for community; the imperative that humans understand & care for the earth; & the value of character-nurturing education. Intimate ties with the earth, & feelings of responsibility toward it, were basic to Makiguchi's conceptions because he feared a global environmental crisis resulting from the disappearance of inhabitants rooted in communities & appreciative of their habitat. He believed education was meant to encourage students to become "joyful, self-directing, self-actualizing, socially conscious members of society.". J. Lindroth

Nearly all teachers in the eastern Laender received their academic education and training and their professional socialisation and work-place experiences in the former GDR. The author is interested in how they coped with the fundamental changes in the school system, be it the restructuring of the educational establishments, the change of working conditions, retraining requirements or the renewal of content, didactics and teaching methods. His study is based on comparison of developments of teacher training and teaching and of empirical findings on teachers in the western and eastern Laender. His results provide no indications that teachers, apart from individual cases and in certain subjects (e.g. civic education), experienced an identity threatening process of upheaval during the transformation of the East German school system. His findings speak clearly in favour of a relatively quick adaption to the changed conditions. Most East German teachers achieved a rather professional performance of adaption for which the deliberately vocational and practical teacher education and in-service training in the GDR seemingly prepared them to a great extent. (DIPF/Orig.).

Examines the experiences of Haitian teachers in Montreal, Quebec, where the large Haitian population has created unique challenges for public schools. Arguments for & against culturally congruent education are discussed, & two programs designed to provide a Haitian-focused learning environment by emphasizing the role of Haitian teachers are described. In-depth interviews conducted in 1995 with 13 Haitian-origin teachers, well informed about issues related to improving the educational experience of Haitian students, indicate that, although these teachers pointed out the harm that can result from misunderstandings of Haitian culture, they did not see mainstream schooling as a racist barrier to minority students. In fact, most respondents favored a universalistic approach to education, but viewed culturally appropriate teaching methods as an integral part of it. They perceived their role with Haitian students as primarily a motivational one aimed at helping students achieve success in mainstream institutions. Struggles involved in trying to balance a sense of communal obligation with a personal identity as a professional educator are examined. 42 References. J. Lindroth

Analiza las estrategias de enseñanza que implementa el o la docente de aulas multigrado y escuelas unidocentes. La autora encontró que estas escuelas son mucho más complejas de lo que se refleja en la literatura existente y que, si bien comparten gran parte de la problemática general de la escuela primaria peruana, presentan algunas singularidades. Además de su caracterización a partir del número de grados a cargo de un o una docente, se suman otras variables que la configuran, sobre todo en el caso de la escuela unidocente: la ausencia de niños en algunos grados; la composición desigual de los grados al haber concentración de matrícula en algunos y muy poca o ninguna en otros; el agrupamiento de los grados en función de la "carga docente", donde al parecer no intervienen criterios pedagógicos; la presencia de niños con rezago que son rechazados en otras escuelas. Es decir, la definición de la escuela multigrado se amplía y se hace más compleja.

Die Europäische Union ist seit langem Gegenstand des Politikunterrichts. Politikwissenschaftliche Überlegungen zum Mehrebenensystem lassen es als obsolet erscheinen, die Europäische Union als außenpolitischen Gegenstand zu betrachten. Es ist nicht mehr gerechtfertigt, die Institutionen und Politikfelder der Bundesrepublik und der EU im Politikunterricht nur nebeneinander zu behandeln. Die Europäische Union ist eine Teilmenge vieler "nationaler" Gegenstände. Das Konzept einer europazentrierten Politikdidaktik setzt hier an und verlagert den unterrichtlich bisher nur isoliert betrachteten Gegenstand Europa in alle relevanten Gegenstände. Hierzu wird zunächst erläutert, wie sich die Schüler/innen vom nationalstaatlichen auf den europäischen Handlungsrahmen mit andersartigen Funktionsweisen durch die Herausbildung neuer Vorstellungen über die europäischen Politikprozesse umorientieren können. Abschließend wird untersucht, ob die Schulbücher diese Sichtweise unterstützen oder behindern.

Reports personal & professional experiences drawn from the High/Scope Perry Preschool Project, a longitudinal classroom-based program supplemented by weekly home visits begun in 1962 in Ypsilanti, MI, to enhance the intellectual & academic abilities of disadvantaged, African American children, ages 3-4. Early stages in program planning & development are recounted, citing problems with funding & staffing. Preliminary results from the project were positive: there were significant gains in achievement test scores & teacher ratings from grades 1-3, & IQ scores initially climbed (though then returned to the level of the control group). Related studies that built on these findings are described, along with follow-up data from the High Scope/Perry participants at age 27, which demonstrate the long-term benefits of interventions such as the preschool project for disadvantaged children. 11 References. K. Hyatt Stewart

Consideration of citizenship education in the UK requires an exploration of three areas: curriculum context, mode of teaching, & teaching context. The 1998 Crick Report Citizenship and the Teaching of Democracy in Schools will make citizenship a compulsory part of the curriculum at Key Stages 3 & 4. Critics assert that a body of research & knowledge on citizenship education is lacking, making it no more than the controversial opinions of individual teachers. However, some refinement of the recommendations could tie citizenship into the humanities, currently neglected, but meant to teach students of their humanness & create institutions, which respect that humanity. The author argues for attention to the skills, the procedural values, the virtues & dispositions to instill in young people; a respect for the right of teachers to participate & deliberate about the values that are taught; & a context where opinions are allowed & encouraged in a developmental process of criticism & evidence. L. A. Hoffman

Muestra que el incremento del número de maestros en el Perú no se ha dado manteniendo la calidad del maestro promedio, lo cual es consistente con la percepción generalizada de una desvalorización de la profesión. Analiza la posición relativa de la carrera docente con relación a otras profesiones y ocupaciones técnicas en las últimas décadas. Trata de responder a la pregunta: ¿Existen beneficios y condiciones no salariales favorables para los docentes respecto de otras ocupaciones?

Es werden in deutscher Übersetzung die erhaltenen Fragmente eines Briefwechsels abgedruckt, den Makarenko "von August 1938 bis März 1939 mit Tat'jana Vasil'evna Turcaninova geführt hat, einer 48jährigen Lehrerin aus Stalino (Donezk) in der Ukraine. ... [Die Publikation der Briefe erscheint gerechtfertigt, denn] zum einen erweitern sie unsere Kenntnisse von A.S. Makarenkos Persönlichkeit und vor allem von seiner Situation als Mensch, Pädagoge und Schriftsteller im letzten Lebensjahr. Und zum anderen erlauben sie Einblicke in die schwierige Lage einer alleinstehenden berufstätigen Frau in der damaligen Sowjetunion." (DIPF/Orig./Bi.).;;;This paper includes a German translation of the correspondence between the famous Soviet educator A.S. Makarenko (1888-1939) and a female teacher, one of the readers of his well-known book "Road to Life". The educator's letters have previously been published in the USSR only as extracts, while those of the teacher were completely unknown. The material presented here has come to light as a result of collaborative work between Marburg and Moscow researchers. This correspondence provides insights into Makarenko's personal and political situation during the last years of life. At this time he lived in Moscow as a writer, separated from the juvenile delinquents in the labour colonies with whose re-education he had been occupied for the previous 15 years. Additionally, these letters throw light on the life of divorced Soviet women in the late nineteen thirties who had professional careers and were politically aware of current events. (DIPF/Orig.).

The experiences we have, the knowledge as well as the relationships through which we find recognition and expression influence not only who we are but how we see others as well as how others see us. Our personal and collective understandings can influence how and what we teach. This paper represents a brief look at how we can go about understanding and addressing multiculturalism as an expression of one's identity and as a marker of being European in the 21st century. Furthermore it looks at the issue of pre-service teacher's understandings of this issue. The pre-service teachers who were involved in this project and whose experiences are described in the latter part of this paper were fourth year Greek undergraduate students majoring in elementary education at a Greek State university and a group of Erasmus undergraduate major students from several other European nations. (DIPF/Orig.).

Seit PISA, TIMSS und IGLU ist bekannt, dass wir mit den Ergebnissen schulischen Lernens, auch des Politikunterrichts, nicht zufrieden sein können. In den Blick kommt der Output des Lernens und damit auch des Lehrens. Der Beitrag diskutiert zunächst die Ergebnisse der allgemeinen Jugendforschung im Hinblick auf den Output. Anschließend wird dargelegt, warum diese Ergebnisse wenig zur Beschreibung der Probleme im Politikunterricht beitragen und die politikdidaktischen Programme ihrerseits das Lernergebnis nicht beachten. Danach wird die Entwicklung hin zu domänenspezifischen Kompetenzen und Kompetenztests nachgezeichnet. Die Möglichkeiten solcher Tests werden im Unterschied zu denen einer Lehrkraft beschrieben. Abschließend wird diskutiert, wie die Lehrkräfte dazu beitragen können die Unterrichtsqualität zu verbessern.

Business enterprises are increasingly regarded as key actors of sustainable development. The development towards sustainable business is even more fostered by the spreading of business rankings based on corporate sustainability indexes, which assess the overall sustainable performance. But despite these trends the awareness of the necessary sustainability shift within business enterprises is rather moderate. At least to some extent this can be explained by the lack of instruments to teach sustainable development in business schools and in advanced business training. This holds especially true for the ethical questions of sustainability. This is amazing since the concept of sustainable development is strongly bound to moral principles (e.g. social justice, dignity of man, human rights, ethical concepts of a good life and of solidarity). Relying on these implicit principles sustainability indexes demand for sustainable products and services, for ecological management, for social reporting, for codes of conduct for suppliers, for equal rights and non-discrimination etc. Consequently some business enterprises have started to establish corporate value management to cope with theses challenges. Taking the ethical demands for sustainable corporate performance serious practising and teaching sustainability has to comprise ethical reflections on the relevant moral ideas for sustainable development, too. Thus this paper wants to put forward neo-Socratic dialogue (NSD) as a didactic method to teach fundamental ethical questions of sustainable development for business enterprises. A NSD is an inquiry into ideas, originally meant to find consensus on some topic through a joint deliberation and weighing-up of arguments. The dialogue aims at visioning, explaining values and clarifying fundamental concepts. It implies a systematic investigation of our assumptions, reasons and viewpoints, and a cooperative testing of their validity. In the dialogue participants attempt to formulate legitimate principles and develop a shared and inspiring perspective. A second aim of the NSD is to learn to have a dialogue instead of a discussion. This requires adequate command of a number of dialogical roles, skills and attitudes, especially suspending judgements and keeping a balance between taking position and resigning. Both aims are intimately connected to the development of strategy, organisational learning and knowledge management. The NSD has been successfully applied so far in medical ethics, university teaching, organisational learning, business ethics, as well as in primary education. A NSD is focussed on a single fundamental ethical question. A NSD is applied to a concrete experience of one of the participants that is accessible to all other participants. Systematic reflection upon this experience is accompanied by a search for shared judgments and underlying reasons for these. In the case of sustainable development examples for such fundamental questions are the following: What does it mean to conduct a good life? Is luxury unnecessary? What does participation in the context of business enterprises mean? How can business enterprises realize solidarity? What is basically Socratic in the NSD is the method of rigorous inquiry into the thoughts, concepts and values we hold as true. The NSD is a joint investigation into the assumptions we make when we formulate our thoughts. The proposed paper will give an overview on this method and its application for teaching ethical questions of sustainable development. The article will elaborate especially the business applications of NSD to teach sustainability. Besides describing the more theoretical background of NSD, the paper will present a case study of a NSD held with an interdisciplinary group of students studying sustainable development at the University of Vienna.

"Die Reform der Lehrerinnen- und Lehrerbildung im Kanton Bern (Schweiz) wurde zum Anlass genommen, um die berufliche Karriere von Absolventinnen und Absolventen der in Auflösung begriffenen Seminare für Grund- und Hauptschullehrkräfte zu untersuchen. Im Mittelpunkt dieses Forschungsprojekt (Laufzeit: 2002-2005) steht der Vergleich zwischen Personen, die a) ohne nennenswerten Unterbruch im Lehrerberuf tätig sind, b) den Lehrerberuf verlassen haben, aber zum Zeitpunkt der Befragung wieder als Lehrperson tätig sind, c) trotz erfolgreich abgeschlossener Ausbildung nie in den Lehrerberuf eingestiegen sind und d) im Lehrerberuf tätig gewesen waren, ihn aber zu einem bestimmten Zeitpunkt verlassen haben. Das Design erlaubt eine Erweiterung der bisherigen, zumeist auf 'Überlebendendaten' beruhenden Analysen und Modelle zur Karriere von Lehrkräften. Im Rahmen des vierten Workshops 'Qualitative Inhaltsanalyse' werden das zweistufige Vorgehen der methodischen Umsetzung, bestehend aus einer schriftlichen und einer nachgeordneten mündlichen Befragung, sowie vor allem die Strategie zur Auswertung der Interviewdaten vorgestellt. Ergebnisse der Studie werden an dieser Stelle nicht referiert. Vielmehr wird ein in Anlehnung an Mayring (2003) erstelltes maßgeschneidertes Auswertungskonzept zur Analyse der 171 Interviews sowie seine Umsetzung präsentiert. Hierbei werden die Datenaufbereitung, die Generierung und Überprüfung von Forschungsfragen sowie die Entwicklung des Kategoriensystems expliziert und - im Sinne eines Erfahrungsberichts - der Diskussion zugeführt." (Autorenreferat)