Suchergebnisse

This article presents the results of a questionnaire on Europe. 150 students in six different countries in Northern (Norway and Sweden), Western (Belgium and The Netherlands) and Central Europe (Czech Republic and Germany) completed this questionnaire (25 per country). All students are teacher trainees; by completing the questionnaire they revealed their opinion on their teacher training study programme, the possible role of Europe in the classroom and displayed their knowledge about the European Union. - First a subjective description of the positive and negative aspect of the different teacher training programmes within the six countries is presented. Thereupon the interest of teacher training students in participating and organising European projects at school is revealed. Subsequently their possibilities of introducing Europe into the classroom are discussed. Finally their results of the exam on Europe are displayed. (DIPF/Orig.).

The chapter discusses the relation of Chinese masculine identity to representations of Confucius, the wen deity. The origins of the role of Confucius in constructions of gender identity are examined, followed by a demonstration of the linkage between historical shifts in paradigms of masculinity & refigurations of Confucius. If previous historical figurations of Confucius have signified icons synthesizing the political & moral, & physical & cerebral ideals, the Confucius of the 1980s & 1990s strikingly breaks with this tradition to embody the values of late-capitalist, technology-savvy entrepreneurship. 50 References. K. Coddon

This contribution is part of a publication on the TEMPUS symposium to the European Conference on Educational Research (ECER) held in Edinburgh in September 2000. It was intended as a reflective, post- project evaluation of the development programme to prepare teachers to meet special educational needs (SEN) in Perm (a city of one million inhabitants 2000 km north-east from Moscow), and its continuation, extension, dissemination and effects on new related international work, including a follow-on TEMPUS-TACIS project.... The article is part of the second part of the publication, which relates the TEMPUS project to wider conditions for change in schools. It is too often assumed that such development projects involve partners in stable situations, offering possible models for a target beneficiary in transitional need and search of new anchorage.... East Germany, [ however], brings to the project its own dramatic experience of collapse and reconstruction. This chapter ... itself a collaboration between academics drawn from two formerly confronting German societies, explores key elements of teacher experience before and after the German "Wende", and illustrates the importance of teacher commitment to new approaches." What interested the authors was, "to discover how those teachers already in service in the GDR times dealt with the "Wende" and, in that context, with the transition to a new school system with changed ideological foundations; what were the effects of the "Wende" on their concepts, or more specifically, on their models of interpretation and action; and what, in the new circumstances, has been their readiness to participate in school development?" The authors took two methodological approaches: they "used the teachers' observations when confronted with their own video- recorded lessons, together with descriptive career biography interviews". (DIPF/Orig./Kr.).

The author looks at how the institutions of family & kinship were deformed by the policies & programs of South Africa's apartheid regime. Based on research in New Crossroads, a township established for Africans in 1982, she explores apartheid's ruinous consequences for local communities, for relations between the sexes, & for intergenerational connections. She finds that apartheid fostered a high prevalence of sexual abuse & that the definition of childhood was forcefully reshaped by the experience of ongoing violence. Although there was pro forma adherence to traditional norms of male initiation, the affirmation of maleness through intergenerational connections within the community completely broke down under apartheid. The author's research demonstrates why living with violence makes it difficult to fulfill life projects enjoined by tradition. 15 References. A. Funderburg

The importance of social networks in the determination of life opportunities is discussed in a case study, drawing on interview & structured diary data from Lida, a middle-aged female teacher from St. Petersburg, Russia. The most important components of Lida's social network are her mother & children, but neither her extended family nor absent husband plays a significant role in her social life. Lida is strongly committed to school, with the vast majority of her social relations occupied by teachers & school-related individuals. This commitment has led to a blurring of the boundaries between her work & family life. Although she is devoted to her work, she feels that teaching was forced on her during her education. Further, she cannot explore other possibilities since her social network is teacher-dominated. It is concluded that the closed nature of her social network & her upbringing in socialist culture have contributed to a general feeling of lack of control over her own life. 3 Figures. T. Sevier

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

"Within the framework of the Socrates Comenius project, 'Teacher Empowerment to Educate Students to Become Active European Citizens' (TEESAEC), Webquest-based instructional material about the EU was developed by a research group of the School for Teacher Education at the University of Applied Sciences Northwestern Switzerland (FHNW) and the University of Teacher Education Central Switzerland. In addition to evaluating the effectiveness of the teaching module, a supplementary survey was carried out. With the additional survey, statements and ratings of the teachers and their pupils on the content of the teaching module as well as the Webquest itself were recorded. This paper first presents the theoretical background of this survey and hereafter illustrates and discusses selected results." (publisher's description).

"Within the framework of the Socrates Comenius project, 'Teacher Empowerment to Educate Students to Become Active European Citizens' (TEESAEC), Webquest-based instructional material about the EU was developed by a research group of the School for Teacher Education at the University of Applied Sciences Northwestern Switzerland (FHNW) and the University of Teacher Education Central Switzerland. In addition to evaluating the effectiveness of the teaching module, a supplementary survey was carried out. With the additional survey, statements and ratings of the teachers and their pupils on the content of the teaching module as well as the Webquest itself were recorded. This paper first presents the theoretical background of this survey and hereafter illustrates and discusses selected results." (publisher's description)