Suchergebnisse

Is it possible to teach someone to become an entrepreneur? It is this question that motivated this field survey in a Brazilian entrepreneurial training high school. A quantitative survey was carried out with a population of 313 students of the chosen school, being that 175 students were freshmen and 138 graduates. It was possible to observe that the freshmen and the graduate students confirm that the education and training that they received in the school, did contribute to become entrepreneurs, although a few divergences were described. The students considered that innovating capacity, dealing with risks and gain professional maturity was important factors to achieve success within organizations or businesses. It was suggested new study comparing schools that do not have, as also to carry out studies in other countries with different cultural characteristics.

The growing scale of shadow education, particularly teacher-provided private supplementary tutoring, led to diverse implications for educational, social and economic areas during the last two decades in Azerbaijan. Nevertheless, it remained out of attention of the Azerbaijani government's policy for a long time. Using data from interviews with 16 representatives of major stakeholders (parents, teachers, principals, and policymakers) and analysis of policy documents, this study attempts to understand how the Azerbaijani government approaches the matter, what the challenges of regulation are, and how these stakeholders see the effective governmental response. The classification of basic policy scenarios suggested by M. Bray and O. Kwo is used for identification of present and preferred governmental response. The findings reveal that laissez faire is the government's present approach, yet the stakeholders would like to see shadow education regulated and controlled. ; published_or_final_version ; Education ; Master ; Master of Education

Introduction. At present, with the priority of education in the country's public policy, it is important to analyze existing approaches to the categories of methods and forms of education. Theoretical analysis allows us to see contradictions in the interpretation of these concepts. Comparative analysis makes it possible to identify significant guidelines for the teacher in choosing methods and forms of education in working with children, and to highlight the most significant positions. Consideration of the problem made it possible to identify various approaches to the definition of forms and methods of education, and the basis for their classification. Conclusion. The grounds for choosing methods and forms of upbringing are highlighted: the activity of the child himself, the manifestation of his subjective qualities in activities, communication in the definition and manifestation of an independent position; the interaction of a teacher with children should be of a value-semantic nature; communication with pupils and forms of interaction with them should stimulate the processes of self-education and self-development, self-awareness and selfattitude, self-realization and self-regulation; the use of methods and forms of education is important for collective formation, the formation of ties and relationships between pupils, the teacher and children, the manifestation of the common goal of joint life.

Each year the Education Oversight Committee writes a list of objectives for the following year. The 2005-2006 objectives include Continue the implementation of the Education Accountability Act of 1998 ; Build a common vision for student, school and system achievement ; Promote changes in policies that rapidly advance improvements in student achievement ; Build alliances for higher performance ; Fulfill the responsibilities assigned to the EOC by the General Assembly including those within the Teacher Quality Act, the Parental Involvement in Their Children's Education Act, the Education and Economic Development Act.

Hip hop music in the classroom: a motivational tool for African American student success in schools? / Felicia M. Gangloff-Bailey and Kimberly Edelin Freeman -- I code therefore I am: the sociotechnical narrative of a coding curriculum in Bangalore / Eric Byker -- Students' attitudes, teaching styles and methodologies and the impact they have on students' performance in CSEC geography / Charlene P. Stoddart -- Examining culturally relevant pedagogy through intentional internship placements within partnership and PDS schools / Christie Martin and Michele Myers -- Using cross-national education study tours to enhance global competent leadership: reframing study tours of urban schools / Veronica Holly, Phillip A. Smith, Sir Alasdair MacDonald, and Andrew Millin -- Alternative teacher certification: a case study on perceptions of preparedness to teach diverse populations / YaSheka Adams and Petra A. Robinson -- White teacher racism: its effects on African Caribbean male students in English secondary schools / Dennis G. Francis -- Urban islands: how social capital saves lives / Derrick Robinson -- Experience is a good teacher: using narratives as an employment intervention / Porscha Jackson -- Building and measuring youth career readiness in disadvantaged communities / Tracey Rizzuto, Anne Sang, and Carly Penn -- Critical solutions and charting a way forward / Paula Barbel -- Urban youth/international scholars: critical solutions in support of the UN sustainable development goals / Ayana Allen-Handy, Shawnna Thomas-El, Tahmidul Bhuiyan, Xavier Carroll, Eva Karlen, Isabel Medlock, and Imani Weeks.

Das klassische Modernisierungsparadigma, welches in der Lehrerinnen- und Lehrerausbildung zu einer kontinuierlichen Steigerung des zeitlichen, administrativen und wissenschaftlichen Aufwandes geführt hat, ist an sein Ende gekommen. Ein Mehr an Ausbildungszeit, Ausbildungsadministration und Wissenschaft in der Ausbildung vermag keine zusätzlichen Gewinne mehr zu versprechen. Heute steht das klassische Modernisierungsparadigma, welches für die Lehrerbildungspolitik in den Industrienationen leitend gewesen ist, in der Kritik, weil seine Grenzen überdeutlich geworden sind: Administrative Übersteuerung, extrem hoher Zeitaufwand, begründete Zweifel an der Tragfähigkeit von Wissenschaft, ausbleibende Wirkungskontrolle des gesamten Systems. Die transklassischen Vorstellungen von Lehrerausbildung beruhen auf einer Mischung aus neoliberalen Administrationskonzepten und alt-neuen reformpädagogischen Ideen. Als Reaktionsformen auf diesen Konflikt lassen sich die drei Strategien (1) des 'Mehr vom Gleichen', (2) der nachholenden Modernisierung und (3) des einfachen Rückbaus unterscheiden. Der Autor plädiert für eine evolutionär-kumulative Form des Weiterschreibens der klassischen Lehrerbildungskonzeption.

Die Reform der Lehrerinnen- und Lehrerbildung, die in den meisten Kantonen der Schweiz eingeleitet worden ist, impliziert eine stärkere Ausrichtung der zukünftigen Ausbildung von Lehrerinnen und Lehrern an der Wissenschaft. Die Erwartungen an eine solche 'Verwissenschaflichung' sind hoch, die Rahmenbedingungen, die sich für Wissenschaft und Forschung in der Lehrerinnen- und Lehrerbildung abzeichnen, eher schlecht und die Vorstellungen über die Zielsetzungen, die Art und Weise dieser Forschung sowie über das forschende Personal different. Der folgende Beitrag versucht, einige Probleme, die sich für die Forschung in der Lehrerinnen- und Lehrerbildung abzeichnen, zu benennen und Bedingungen aufzuzeigen, welche zu schaffen wären, um die Startchancen für diese Forschung zu verbessern.

The article analyzes technologies for teachers' professional development to work online in education for sustainable development. The authors emphasize that education for sustainable development (ESD) promotes developing the knowledge, skills, understanding, values and actions required to create a sustainable world, which ensures environmental protection and conservation, promotes social equity and encourages economic sustainability. ESD must engage a wide range of stakeholders from government, private sector, civil society, non-governmental organizations and the general public. The authors note that educational institutions should provide teachers with opportunities to improve their qualifications according to the extraordinary time and the need to have many processes online. The differences between traditional and distance learning systems are revealed. The authors suggest a structure of competencies (technical, professional and methodological) for a distance learning teacher. A promising model of distance learning technologies for teachers' training is presented in the article.

In the profuse challenges of the contemporary context marked by the tensions and uncertainties of a time that devours everything, we aim to reflect on the need to (re) think the formative meaning of the teaching work for early childhood education with a view to humanizing the child. This text is linked to the post-doctoral research proposal presented to the Postgraduate Program in Education at the Universidade do Extremo Sul Catarinense, UNESC, Criciúma, Santa Catarina, and that is being carried out from May to December 2021 with a CNPq scholarship - Senior Post-doctorate - 2020. Through the bibliographical survey about the interlocution among Childhood, Teacher Education, and Critical Theory of Society, it is necessary to welcome and minimize, through teacher formation, the social and educational inequalities in defense of a childhood education that is attentive to the conditions of each educational community and that guarantees the democratic and humanizing processes of teaching. ; En los profusos desafíos que se imponen en el contexto contemporáneo marcado por las tensiones e incertidumbres de una época que todo lo devora, el objetivo es reflexionar sobre la necesidad de (re) pensar el sentido formativo del trabajo docente para la educación infantil con miras a la humanización de los niños. Este texto está vinculado a la propuesta de investigación postdoctoral presentada al Programa de Posgrado en Educación de la Universidad Extremo Sul Catarinense, UNESC, Criciúma, Santa Catarina y, que se encuentra en curso de mayo a diciembre de 2021 con beca CNPq - Postdoctoral Superior - 2020. Mediante un relevamiento bibliográfico sobre el diálogo entre Infancia, Formación Docente y Teoría Crítica de la Sociedad, se hace necesario acoger y minimizar, a través de la formación docente, social y educativa en defensa de la educación infantil atenta a las condiciones de cada educativa. comunidad y que garantice procesos de enseñanza democráticos y humanizantes. ; Nos profusos desafios que se impõem no contexto contemporâneo ...

In the context of globalization citizenship education issues are re-emerging in the international scope, including the discussion of the citizenship education concept and the role and goal formulations of citizenship education. The problem of political education has recently become increasingly important. For example, against the background of difficult political events in Ukraine over the past two decades, it becomes clear that maintaining and developing democracy requires critical citizens of society who understand the prospects of a democratic system for the country. In order to understand current socio-political problems, it is first necessary to analyze a critical analysis of historical, political and socio-cultural developments in a society. The article was created as a part of the research project "Implications of global developments on job-related ideas of teacher training students in Austria and Ukraine" of the University College of Teacher Education Vienna, the TNPU and WUNU. The contribution of this article to the aim of the research project is therefore to compare the citizenship education system in Ukraine and Austria and their respective historical development in order to draw the conclusions for teacher training. This contribution is closely connected with an international current discourse on central concepts of citizenship education. The article deals with the history of the citizenship education in Ukraine and Austria, shows the current state of development of this educational area and presents the results of the curriculum analysis of the pedagogical universities with regard to the implementation of political education in the context of globalization. The results of the work can help theorists and practitioners to understand the challenges of citizenship education in times of globalization. ; Світові процеси глобалізації вимагають нового підходу до розгляду питання громадянської освіти в міжнародному контексті, включаючи обговорення концепції, формулювання ролі і мети громадянської освіти. На ...

Intro -- Preface -- Acknowledgements -- Contents -- List of Figures -- List of Tables -- Chapter 1: Governmentality and Education: Vulnerable Triumphalism as a Technology -- 1.1 Introduction -- 1.1.1 Background and Context: Fears and Desires -- 1.2 Assembling the Theoretical Framework -- 1.2.1 Neoliberalism -- 1.2.2 Governmentality -- 1.2.3 Affect and Emotions -- 1.2.4 Affect, Governmentality, and Neoliberalism -- 1.2.5 Vulnerable Triumphalism -- 1.3 Significance -- 1.3.1 Research Focus and Questions -- 1.4 Delineation of Chapters -- References -- Chapter 2: Pastoral Power and Governmental Subjectivities: An Analysis of a Teacher Recruitment Advertisement -- 2.1 Introduction -- 2.1.1 The Research Data -- 2.1.2 Operationalising Neoliberal, Governmental, and Affective Education -- 2.1.3 Government Policies in the Popular and Mass Media -- 2.1.4 The Romanticisation of the Heartlander -- 2.1.5 The Pedagogy of Care -- 2.2 Methods -- 2.3 Analyses and Findings -- 2.3.1 Portrayals of Poverty -- 2.3.2 Portrayals of Femininity -- 2.4 Discussion -- 2.5 Concluding Remarks -- References -- Chapter 3: Governmentality and Mediatisation: An Analysis of a Teacher Recruitment Advertising Campaign -- 3.1 Introduction -- 3.2 Review of Mediatisation and Resistance -- 3.2.1 Mediatisation -- 3.2.2 Resistance -- 3.3 Methods -- 3.4 Mediatisation Analyses -- 3.4.1 Iremembermyteacher.com: Mrs. Chong -- 3.4.2 Mdm. Ang: Video -- 3.4.3 Mr. Kumar: Video -- 3.4.4 "The Teachers We Remember": Magazine Article -- 3.4.5 Social Media Comments -- 3.5 Concluding Remarks -- References -- Chapter 4: Governmentality, Geosemiotics, and the Visual Culture of School Banner Advertisements -- 4.1 Introduction -- 4.2 Literature Review -- 4.2.1 Neoliberalism -- 4.3 Methods: The Governmental-Geosemiotic Approach -- 4.4 Findings -- 4.4.1 School Advertisements -- 4.4.2 Logos and Awards.