scholarly journals Nauczyciele etyki o swoich kwalifikacjach, kształceniu i doskonaleniu zawodowym

2018 ◽  
pp. 73-94
Author(s):  
Joanna Madalińska-Michalak
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Future Development ◽  
School System ◽  
Teacher Education Programs ◽  
Teaching Ethics ◽  
National Program ◽  
Education Programs ◽  
School Subject ◽  
Formal Requirements

This paper considers teachers of ‘ethics’, which is a relatively new curriculum subject in school education in Poland. The paper focuses on the assessment of formal requirements for ethics teachers and on the evaluation of teacher education for teachers of ethics in Polish schools. The paper includes analysis of the perspectives of teachers of ethics concerning the future development of teacher education programs. The paper reports on a study of the place of ethics as a curriculum subject and on the practice of teaching ethics in schools in Poland.The study derives from a larger project completed between 2014-2016 and entitled ‘Ethics in the Systems of Education in Poland and Selected Western Countries (Germany, United Kingdom, Spain, Portugal, France, USA, Norway, Finland)’. The project was implemented under the National Program for the Development of Humanities of the Polish Ministry of Science and Higher Education. The project was conceived as a contribution to educational research and knowledge on the teaching of ethics in the school system and to the building of ethics as a school subject in the Polish school system.

scholarly journals Computational Thinking for All: What Does It Mean for Teacher Education in Brazil?

2021 ◽  
Author(s):  
Taciana Pontual Falcão
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Student Teachers ◽  
Higher Education Institutions ◽  
Computational Thinking ◽  
Service Development ◽  
Teacher Education Programs ◽  
Potential Contribution ◽  
Education Programs ◽  
National Policies

Integrating Computational Thinking (CT) and Computer Science (CS) concepts to childrens education is a hot topic nowadays. However, most research around this topic focuses on the students, how they learn and what they need to learn. Much less work has been done on the teachers needs to acquire and develop the necessary CT skills and knowledge to be teaching these students. Reflecting a general trend towards autonomous learning, many CT resources for educators are available, such as online courses for building capacity as well as activities and tools to be used in lessons. Nevertheless, little change is perceived in Brazilian schools, and knowledge about CT among schoolteachers is still incipient, indicating that, for teachers to integrate CT within their disciplines, in-service (and mostly autonomous) development might not be sufficient. Meanwhile, faculty from teacher education undergraduate programs have been mostly unresponsive to these new demands related to CT. In fact, instructors themselves need to develop this new competence, as they are not familiar with the concept of CT or how to apply it. Very particular to the Brazilian context, CS teacher education programs (Licenciatura em Computação) could be a key to solve this puzzle, as both faculty and student teachers are dealing with CS Education and CT. However, the CS student teachers remain isolated and often ignored by national policies, while most investment is made on in-service development for schoolteachers from all other disciplines. This paper presents CT research in Brazil related to teacher education, resources for in-service training, the potential contribution of the CS teacher education programs, and, within this context, discusses which directions could be followed to inform national policies and curricula adaptations in higher education institutions. In our opinion, more attention must be given to developing CT in higher education institutions, including both facultys CT abilities and knowledge, and curriculum redesign.

Propelling Professional Development Schools Forward

2018 ◽  
pp. 304-320
Author(s):  
Cynthia Benton ◽  
Stephanie Falls
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teacher Education ◽  
Student Learning ◽  
Professional Development School ◽  
Development Program ◽  
Teacher Candidate ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Candidate Performance

This program study used faculty, administrator and teacher candidate participant interviews to examine expanded field experiences and action research effects on a Professional Development School (PDS) partnership. Specifically, the roles and relationships between public school and higher education members were examined in light of the effectiveness of the program and teacher candidate performance. Implications for higher education practices in PDS development, program design, faculty development and student learning are described. The PDS model has been embraced as a means to collaboratively develop teacher education programs that benefit student learning as well as to effectively meet licensure and academic requirements.

Teachers Learning with Wiki

2010 ◽  
pp. 140-154 ◽  
Author(s):  
Yael Poyas
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teacher Education ◽  
Learning Process ◽  
Mother Tongue ◽  
Teaching Experience ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Main Factors ◽  
Democratic Norms

Wiki implementation in education has been thoroughly researched over the past few years, particularly due to the use of this technology in higher education institutions. One unique branch of this research is the influence of the Wiki environment on teachers who participate in teacher education programs. A multicultural group of teachers - younger and older, experienced and novices, Jews and Arabs – was examined while learning literature and its instruction with Wiki. Satisfaction with the learning process and its outcomes, as well as with relations among learners and between them and the lecturer, was high. Three main factors influenced the learning process and participants’ attitude toward the use of Wiki: (a) level of professional development and teaching experience, (b) culture and mother-tongue of the participants, and (c) discord between academic norms and the Wiki environment’s democratic norms.

scholarly journals Partnerships in Teacher Education – Going Beyond the Rhetoric, with Reference to the Norwegian Context

2016 ◽  
Vol 6 (3) ◽  
pp. 17-36
Author(s):  
Kari Smith
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Higher Education Institutions ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Central Argument

Teacher education plays a central role in education and relates to various stakeholders of education. Currently, teacher education is not perceived as the sole responsibility of higher education institutions, and they are expected to work closely together with other partners. In this paper, the concept of ‘partnership’ is defined and mutual benefits and challenges in partnerships with disciplines and institutions beyond teacher education programs are briefly discussed. Issues related to partnerships with students are addressed, and the last part of the paper discusses the partnership between teacher education and the practice field with examples from Norway. Three models illustrating such partnerships are described. The central argument of the paper is that partnerships in teacher education need to go beyond rhetoric.

Selective intercultural sensitivity to different sources of cultural identity

2018 ◽  
Vol 12 (1) ◽  
pp. 35-49 ◽  
Author(s):  
Shalva Tabatadze ◽  
Natia Gorgadze
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Cultural Identity ◽  
Intercultural Sensitivity ◽  
Higher Education Institutions ◽  
Educational Programs ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Content Type ◽  
Different Sources

Purpose The purpose of this paper is to assess the intercultural sensitivity of students in teacher educational programs at higher education institutes (HEIs) in Georgia. Design/methodology/approach This research explored the intercultural sensitivity among 355 randomly selected students in teacher education programs at higher education institutions in Georgia. A questionnaire based on the Development Model of Intercultural Sensitivity (DMIS) and Cushner et al. (2006) model of sources of cultural identity was developed as a research instrument and adjusted to the Georgian context to measure the students’ intercultural sensitivity. Findings The results showed that a majority of the students were in the ethnocentric phase of intercultural sensitivity, as defined by Bennett (1993); students in teachers’ educational programs were selectively sensitive to different sources of cultural identity; students were selectively tolerant to different groups in the population with the same source of cultural identity and the level of educational attainment, as well as the location of the higher education institution affected students’ level of intercultural sensitivity. Practical implications The findings of this study carry valuable practical importance as they can be used to improve teacher education programs at higher education institutions in Georgia. Originality/value The study has scientific value in that the instrument used to assess intercultural sensitivity was developed for the Georgian context, and students’ intercultural sensitivity to 12 different sources of cultural identity was investigated.

scholarly journals Children as Next of Kin in Higher Education: An Exploratory Cross-Sectional Study Among Health, Social Care, and Teacher Education Programs

2021 ◽  
Vol Volume 14 ◽  
pp. 3295-3308
Author(s):  
Kari Almendingen ◽  
Anne Kristine Bergem ◽  
Bente Sparboe-Nilsen ◽  
Lisbeth Gravdal Kvarme ◽  
Jūratė Šaltytė Benth
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Social Care ◽  
Cross Sectional Study ◽  
Teacher Education Programs ◽  
Sectional Study ◽  
Next Of Kin ◽  
Education Programs ◽  
Cross Sectional

Social Studies Teacher Education in the Early Twentieth Century: A Historical Inquiry into the Relationship Between Teacher Preparation and Curriculum Reform

2013 ◽  
Vol 115 (12) ◽  
pp. 1-33
Author(s):  
Benjamin M. Jacobs
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Social Studies ◽  
Teacher Education Programs ◽  
Education Programs ◽  
School Subject ◽  
The Social ◽  
Social Studies Teacher ◽  
The Subject ◽  
Social Studies Teacher Education

Background/Context The field of social studies education is hardly lacking in historical investigation. The historiography includes sweeping chronicles of longtime struggles over the curriculum as well as case studies of momentous eras, events, policies, trends, and people, with emphases on aims, subject matter, method, and much more. Curiously, scant attention has been paid to the history of social studies teacher education. This study fills a gap in the literature by considering what effect, if any, teacher education in the social studies has had on the development of the field over time. Specifically, the study focuses on history/social studies teacher education in the decades immediately preceding and following the National Education Association's landmark report, The Social Studies in Secondary Education, which commonly is credited with establishing social studies as a school subject. Purpose A basic premise underlying this study is that stability and change in social studies curriculum and instruction may be someway related to stability and change in social studies teacher education. Because the enterprise of social studies teacher education exists in large part for the sake of supporting the enterprise of social studies in the schools, changes in social studies in the schools may well affect the preparation of teachers to teach the subject, and changes in social studies teacher preparation may well affect the teaching of the subject in schools. This study interrogates how teacher education programs contributed and/or responded (or not) to the emergence of social studies as a school subject in the early part of the twentieth century. Research Design This document-based historical study looks back nearly a century to the origins of the social studies field and considers the interrelationship between social studies as it was envisioned in the schools and social studies as it was configured in teacher education programs. The study is based on published monographs, reports, and articles on the status of history (pre-1916) and social studies (post-1916) teacher preparation programs that largely have been overlooked by social studies historians to date. Findings/Conclusions The story that emerges reinforces some longstanding assumptions about the development of the field: For example, there was little agreement among subject matter and education specialists regarding what constituted the social studies curriculum, so there was little agreement on what social studies teachers and students needed to know. But, it also suggests that disarray in the social studies field may have been as much a function of disorder in the realm of teacher education as it was of conflict among curriculum-makers about the nature of social studies in the schools.

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