Suchergebnisse

En la historia reciente de la formación docente de nuestro país han sucedido diversos procesos que pretendieron generar y construir proyectos de formación diferenciados y con alto recupero pedagógico. En este artículo expondremos, las principales políticas públicas para el sector de la formación docente no universitario que a nuestro criterio merecen ser destacadas y recuperadas. Consideramos que el Magisterio de Educación Básica (MEB), el Programa de Transformación de la Formación Docente (PTFD), el Proyecto Polos de Desarrollo, el Programa de Renovación Pedagógica y la creación del Instituto Nacional de Formación Docente (INFOD), vertebran el esqueleto de políticas públicas más importante desde la restitución democrática en materia de formación docente y cuyas huellas hoy se reconocen sedimentadas de maneras diversas en las instituciones y en el subsistema formador argentino. Recuperaremos particularmente el proyecto "Polos de Desarrollo (2000-2001)" a partir de los testimonios de los propios actores y de referentes del campo de la formación docente ; In the recent history of teacher training in our country there have been several processes that sought to generate and build differentiated training projects with high pedagogical recovery. In this article, we will present the main public policies for the sector of non-university teacher education that in our view deserve to be highlighted and recovered. We believe that the Teaching of Basic Education (MEB), the Teaching Training Transformation Program (PTFD), the Polos de Desarrollo Project, the Pedagogical Renewal Program and the creation of the National Institute of Teacher Education (INFOD) of public policies more important since the democratic restitution in the matter of teacher training and whose traces today are recognized sedimented in different ways in the institutions and in the Argentine training subsystem. We will especially recover the project "Polos de Desarrollo (2000-2001)" from the testimonies of the actors themselves and from the field of teacher training

pt. 1. Ways of knowing in educational linguistics -- pt. 2. Advocacy in educational linguistics -- pt. 3. Contexts of multilingual education -- pt. 4. Critical pedagogy and language education -- pt. 5. Language teacher education -- pt. 6. Language instruction and assessment -- pt. 7. Ethics and politics in educational linguistics

This teaching note explores a possible use of George Takei's text They Called Us Enemy in a teacher education classroom.

IntroductionElizabeth Kirley and Deborah PorterPart I: HealthcareChapter 1- How Smart is COVID?Elizabeth Kirley and Deborah PorterChapter 2- Nothing About Me Without Me: Rationing and End-of-LifeDecision-Making During a PandemicSharyn Milnes, Lisa Mitchell, Neil Orford, Deborah Porter, and Nicholas Simpson Chapter 3- Decisions in the Maternity Unit: COntainment in Taiwan and CanadaLi-Yin Chien and Su-Chen Liao with Julie DoldersumPart II: LeadershipChapter 4: Designed for Disruption: Fractured Supply Chains and Politicised Global TradingStephen WilksChapter 5- Leadership vacuum and mask deniersElizabeth Kirley and Marilyn McMahonChapter 6- Hard Lessons: Long Term Care Homes as Hot Spots in AustraliaJoseph IbrahimPartIII: SecurityChapter 7- Intellectual Property Protections for Vaccines and PPEAna Santos RutschmanChapter 8- How Do You Self-Isolate with Nowhere to Live?Carolyn WhitzmanChapter 9- From Crisis to Sanctuary: Prisoners in Peril During COVIDMichael A. Crystal, Jacob Medvedev, and Peter Ketcheson Part IV: Education and Technology Chapter 10- Will Going Online Save or Sink the Traditional University System?William H. DuttonChapter 11- Chatbots can teach us to detect fake news during COVIDJacky Visser and Elena MusiChapter 12- Technology⁰́₉s Greatest Gift to the Voyeur: Webcams in the K-12 ClassroomDavid GuidaConclusion: What COVID Can Teach Elizabeth Kirley and Deborah Porter

The purpose of this article is to present the experience of trainee teachers in implementing professional activities in the context of Industry 4.0, and developing the education model 4.0, which provides a change in technologies, forms and teaching aids focused on new requirements for educational results, and implementation of a lifelong educational trajectory. The subject of the study is digital competency, which is the basic competency of Teacher 4.0, which allows teachers to systematically implement professional activities in a digital society, integrate knowledge and interdisciplinary skills. The development of ICT competence is described in the process of training tutors (Bachelor degree in Education) at the Institute of Education, Psychology and Sociology of Siberian Federal University by means of electronic portfolio. The article substantiates methodological approaches and methodological solutions for the development of ICT competency, describes the levels of its formation in the electronic educational environment of a federal university by means of electronic portfolios. The described experimental work discloses assessment of the effectiveness of the presented method for developing ICT competency of trainee tutors within mastering the systemically important IT disciplines. The article presents diagnostic tools, including a list of valid techniques for the component-wise assessment of the ICT competence level of trainee tutors. The main results of the study can serve the basis for further developments in the field of effective training in different teaching specializations, taking into account the requirements of academic and professional standards in the context of digitalization of education and the development of electronic information educational environment

During his lifetime, President Ho Chi Minh was not only a true Teacher but also a creator of democratic education in Vietnam according to the right educational philosophy. In this writing, the author wants to demonstrate the modern vision in some of Ho Chi Minh's educational viewpoints by pointing out the pioneering and compatibility of those viewpoints with modern educational theory and requirements of current practices.

This work is defined in a break between a mestizo, modern and individualist ethos and a liberal, technocratic and progressive legislation. It focusses on the education in ethics and the paper that rules it: the curricular guidelines for the teaching of ethics of the Colombian National Education Ministry. Its theoretical reference is the curriculum theories, and its objective is to reflect on the question of the teaching of morality, with the above focus, through the defense of the figure of the teacher as a transformative intellectual, taken from Henry Giroux. The idea is to show that the teacher as a transformative intellectual is the most appropriate figure to carry out the ideal of moral education from Esperanza Guisán. Therefore, teacher can overcome the break between two sets of discordant values, thanks to the appropriation of some ideas that appear in the curricular guidelines for the teaching of ethics. Thus, a transforming practice can be achieved without having to move away from the colombian legal framework. ; Este trabajo se enmarca en ese hiato entre un ethos mestizo, moderno e individualista y una legislación liberal, tecnocrática y progresista. Su foco es la educación en ética y el documento que la reglamenta: los lineamientos curriculares para la enseñanza de la ética del Ministerio de Educación Nacional (MEN). Su referente teórico son las teorías del currículum, y su objetivo es reflexionar sobre la cuestión de la enseñanza de la moral con el foco ya mencionado, a través de la defensa de la figura del maestro como intelectual transformativo tomada de Henry Giroux. La idea, entonces, es mostrar que esta figura es la más adecuada para llevar a cabo el ideal de educación moral de Esperanza Guisán y, por tanto, sortear el quiebre entre dos conjuntos de valores discordantes, gracias a la apropiación de algunas ideas que aparecen en los lineamientos curriculares para la enseñanza de la ética, de tal suerte que se logre hacer una práctica transformadora sin tener que alejarse del marco legal colombiano.

In Shanghai, the government requires the public schools to conduct schoolbased teacher appraisal for the use of improving teacher development and school development. In Hong Kong, according to the Education Commission Report No.7, aided schools have to establish self-management and conduct teacher appraisal annually for strengthening teacher development and school development, which is as same as in Shanghai. However, since the different education systems and culture backgrounds exist in these two areas, there must be differences of the teacher appraisal systems the schools conduct between Hong Kong and Shanghai. The study will be taken place in two secondary schools in Hong Kong and Shanghai respectively. It focuses on the comparison of the teacher appraisal systems at school, including the appraisal contents, appraisal methods, teachers' perspectives and effectiveness corresponding. In this study, the current teacher appraisal systems that two schools have will be introduced for comparison. In addition, through the comparative study, I intend to figure out the importance and necessity of teacher appraisal to be carried out at school, to investigate if it is beneficial for the teacher development and school development, to see if it is possible to be refined for the two appraisal systems depending on comparing between each other. ; published_or_final_version ; Education ; Master ; Master of Education

Purpose
– After almost three centuries of employing western educational approaches, many African societies are still characterized by low western literacy rates, civil conflicts, and underdevelopment. It is obvious that these western educational paradigms, which are not indigenous to Africans, have done relatively little good for Africans. Thus, the purpose of this paper is to argue that the salvation for Africans hinges upon employing indigenous African educational paradigms which can be subsumed under the rubric of ubuntugogy, which the authors define as the art and science of teaching and learning undergirded by humanity toward others.


Design/methodology/approach
– Therefore, ubuntugogy transcends pedagogy (the art and science of teaching), andragogy (the art and science of helping adults learn), ergonagy (the art and science of helping people learn to work), and heutagogy (the study of self-determined learning). That many great African minds, realizing the debilitating effects of the western educational systems that have been forced upon Africans, have called for different approaches.


Findings
– One of the biggest challenges for studying and teaching about Africa in Africa at the higher education level, however, is the paucity of published material. Automated generation of metadata is one way of mining massive data sets to compensate for this shortcoming.


Originality/value
– Thus, the authors address the following major research question in this paper: What is automated generation of metadata and how can the technique be employed from an African-centered perspective? After addressing this question, conclusions and recommendations are offered.

This research paper is framed by concerns about recent UK Government policy regarding the training of Mathematics and Science Teachers in England and discusses how two cohorts of pre-service teachers negotiated the development of a professional identity while undertaking subject specific training. The data reported upon was garnered in two ways; through an evaluation survey that received quantitative and qualitative responses from 159 teacher trainees and through focus groups conducted with 40 trainees. In the paper the authors take Lave and Wenger's (1991) concept of 'participation in communities of practice' as a departure point to explore how trainees demonstrate their development of professional identities as Chemistry, Maths or Physics teachers. In the conclusion the authors consider the implications of the findings for pre-service teachers and teacher trainers given the current education climate of financial austerity being experienced across Europe.

Inclusion remains a key political agenda for education internationally and is a matter that teachers across subject communities and phases of education are challenged to respond to. In physical education specifically, research continues to highlight that current practice often reaffirms rather than challenges established inequities. This paper critically explores the understandings of inclusion that contribute to this situation and addresses the challenge of advancing inclusion in physical education from conceptual and pedagogical viewpoints. DeLuca's [(2013). "Toward an Interdisciplinary Framework for Educational Inclusivity." Canadian Journal of Education 36 (1): 305–348] conceptualisation of normative, integrative, dialogical and transgressive approaches to inclusion is employed as a basis for critical analysis of current practice and for thinking afresh about inclusive practice in physical education in relation to curriculum, pedagogy and assessment. Analysis informs the presentation of a set of principles that are designed to assist teachers and teacher educators to transform inclusive practice in physical education and in doing so, realise visions for physical education that are articulated in international policy guidelines and contemporary curriculum developments.