scholarly journals The Institutionalization of Inclusive Migration Pedagogy as an Academic Discipline in the Context of Austrian Teacher Training

2018 ◽  
Vol 5 (1) ◽  
Author(s):  
Manfred Oberlechner
Keyword(s):  
Teacher Training ◽  
Critical Reflection ◽  
Academic Discipline ◽  
National Council ◽  
Legal Basis ◽  
Ethnic Stereotypes ◽  
Diversity And Inclusion ◽  
Upper Austria ◽  
Teachers And Students ◽  
Sexual Orientation Beliefs

Since the 2016-17 winter semester, migration has become an essential component of the theoretical and practical teacher training in the central region (Upper Austria, Salzburg) as part of the interdisciplinary unit on diversity and inclusion. Reflective and inclusive migration pedagogy requires therefore extensive self-critical reflection work by teachers and students on recognizing difference and plurality, critically examining structures of discrimination and privilege, such as age, class, education, place of residence, physical and mental disabilities, giftedness, sexual orientation, beliefs, religion, and also racially-motivated dehumanization and ethnic stereotypes. In 2013 the “Federal Framework Law Introducing New Training for Educationalists” was passed in the Austrian National Council, thereby creating the legal basis for the education policy project PädagogInnenbildung NEU (see URL: https://www.bmb.gv.at/schulen/lehr/labneu/index.html; retrieved August 10, 2016).

Selected Issues in Didactics of Technical Subjects: Didactic Approaches to Defining and Structuring Technical Subjects As a Scientific and Academic Discipline

2014 ◽  
Vol 4 (1) ◽  
pp. 23-44
Author(s):  
Pavel Pecina ◽  
Ivo Svoboda
Keyword(s):  
Teacher Training ◽  
Critical Analysis ◽  
Technical Education ◽  
Academic Discipline ◽  
Survey Study ◽  
Vocational Schools ◽  
Present Survey ◽  
Current State

The present survey study aims to present the results of the authors’ work and own research in the area of ​​defining and structuring didactic of technical courses with a focus on secondary technical education. The overall objective is to contribute to the issue of didactics of technical courses in the area. After defining the problem we will deal with the current state of the problem, the wider context of the issue and the concept of didactics of technical courses while implying of our own conclusions and opinions. The result can serve to specialized didacticians of technical and science subjects in this area as inspiration for their work. However, it can also serve to specialized didacticians of other subjects as well as to students of teacher training for vocational and practical subjects in secondary vocational schools. A critical analysis of resources and studies in this area has brought us to our own conclusions in the area of defining this specialized didactics, and we present them in the study.

The Ambivalent Relationship of Japan's Soft Power Diplomacy andPrincess Mononoke: Tosaka Jun's philosophy of culture as moral reflection

2014 ◽  
Vol 15 (4) ◽  
pp. 683-698 ◽  
Author(s):  
KOSUKE SHIMIZU
Keyword(s):  
International Relations ◽  
Soft Power ◽  
Critical Reflection ◽  
Academic Discipline ◽  
Point Of View ◽  
Current Debate ◽  
Left Wing ◽  
Moral Reflection ◽  
The West ◽  
Soft Power Diplomacy

AbstractCulture is a demanding word, particularly when it is used in the context of the contemporary academic discipline of international relations (IR). It is often employed in order to distinguish one identity from another, allegedly illuminating idiosyncrasies embedded in a particular society or group of people. The essentialized understanding of culture is also detectable in the case of the current debate on the non-Western international relations theories (IRT). Non-Western politicians and scholars often employ the term culture in order to distinguish their values from alleged Western values. However, culture has another important function mainly advanced by a left-wing Kyoto School philosopher Tosaka Jun, that is, culture as a mirror for critical reflection for morality (Tosaka, 1966). This article is based on Tosaka's argument that culture has an important function for moral reflection beyond that of a mere means to identify one's distinctiveness from the West, and it criticizes Japan's soft power diplomacy or the total absence of it from that point of view. It also argues that this absence is the result of the soft power discourse's over-simplified interpretation of culture that results in confrontation between the West and the rest, particularly when it is employed in non-Western IRT discourses. Towards the end, I examine Miyazaki Hayao's films,Princes Mononokein particular, as examples of cultural works facilitating a moment of critical reflection, and I extract embedded messages of relevance to critical reflection on contemporary IR literature, particularly non-Western literature.

Tyfu i Fyny/Growing Up interactive bi-lingual resources to support the delivery of sex and relationships education for students aged 5 to 12 years

2015 ◽  
Vol 115 (1) ◽  
pp. 38-55 ◽  
Author(s):  
Judith Roberts
Keyword(s):  
Teacher Training ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Learning Experiences ◽  
Initial Evaluation ◽  
Growing Up ◽  
Web Based ◽  
Content Type ◽  
Teachers And Students

Purpose – The purpose of this paper is to describe the development of new interactive, bi-lingual Sex and Relationships Education (SRE) resources called Tyfu i Fyny/Growing Up, suitable for students aged between five and 12 years. It also discusses the evidence used to support the development of the resources, the support provided for teachers and parents and an initial evaluation following their use. Design/methodology/approach – Tyfu i Fyny/Growing Up are interactive bi-lingual (Welsh and English) SRE teaching resources for primary schools suitable for students aged five to 12 years. These resources comprise of two components, an interactive electronic web-based programme and a floor mat illustrating a naked boy and girl. The electronic web-based programme is used to introduce puberty changes, loving relationships, conception, pregnancy and birth and is suitable for students aged nine to 12 years. The floor mat is suitable to be used with students aged between five and 12 years. Teaching activities can include naming body parts, discussing gender differences, personal safety, distinguishing between appropriate and inappropriate touching, discussing puberty changes and other health promotion activities as well as delivering aspects of the National Curriculum for Wales. Findings – The results from the initial evaluation undertaken with year six students and teachers demonstrates how the resources have impacted on the teaching and learning experiences of primary teachers and students. It also demonstrates how the teacher training sessions and using the Tyfu i Fyny/Growing Up resources have increased teachers’ confidence in delivering SRE. Practical implications – The learning experiences of students and their enjoyment of using the Tyfu i Fyny/Growing Up resources were significantly high. The implementation of teacher training improved teaching practice and increased teachers’ confidence in the subject. The resources have facilitated the delivery of effective whole school comprehensive SRE programmes for primary schools. These factors confirm the value of the investment given to their development. The resources could easily be customised in line with diverse ethnic, cultural, linguistic and religious requirements. Originality/value – This paper demonstrates how the Tyfu i Fyny/Growing Up interactive SRE resources have influenced the teaching and learning experiences of primary school teachers and students.

scholarly journals Problems in Creating Conducive Classroom Environment in Teacher Training Institutes

2017 ◽  
pp. 52-62
Author(s):  
Nadeem Khan Et al.,
Keyword(s):  
Teacher Training ◽  
Classroom Environment ◽  
Group Work ◽  
Research University ◽  
Good Relationship ◽  
Related Literature ◽  
Organization And Management ◽  
Teachers And Students ◽  
Strongly Agree ◽  
Good Organization

The present study was designed to investigate the problems in creating a conducive classroom environment in teacher training institutes. The main objective of the study was to pinpoint the perceptions of teachers and students in creating conducive classroom environment. Teachers and students of the Institute of Education and Research, University of Peshawar were taken as population for conducting the research. Ten students each from different semesters and M.Ed were selected randomly as a sample. Similarly, 10 teachers teaching at the institute were also selected as a sample. So, 50 students and ten teachers constituted the sample size of the study. The questionnaire was prepared by a thorough study of the review of the related literature and mutual discussion among the experts. The strongly agree and agree were converted into agreeing, whereas, disagree and strongly disagree were changed into disagreeing. The data were tabulated and then analyzed through percentages. The main conclusions of the study are: Disrespect in the classroom leads to frustration, the climate of the classroom needs to be conducive, there should be no noise and interference, and teacher should value the language in the classroom and that there should be a proper methodology and use of A.V Aids in the classroom. The study recommended that the classroom can be made free of emotional frustration for the students as well as the teachers, good organization and management in the classroom is necessary for conducive learning environment, the classroom may be suitable for group work and activities, workshops and seminars can be arranged for the teachers and that there may be good relationship among the teachers and students.

Teacher Training and Digital Competence

2017 ◽  
pp. 897-907
Author(s):  
Rosanna Tammaro ◽  
Anna D'Alessio
Keyword(s):  
Teacher Training ◽  
Knowledge Society ◽  
Digital Competence ◽  
Learning Tool ◽  
Skill Area ◽  
Initial Teacher Training ◽  
Teachers And Students ◽  
Service Training ◽  
User Skills

Teacher training in all fields should include advanced digital competence for teachers and their teaching, not concentrating only on ICT user skills of teachers. These issues should be part of both initial teacher training and in-service training. The training should consider aspects of using ICT both as a learning tool within subject teaching and as a tool used by learners for their homework and learning-related actions outside school sceneries. Recently, digital competence has become a key conception in debates on the kind of skills and understanding learners need in the Knowledge Society. The wide meaning of digital competence offers the necessary framework (i.e. the knowledge, skills and attitudes) for working, living and learning in the knowledge society. In this paper the focus is on how pedagogically the skill area can be addressed and what tools there are available to help the teachers and students.

Creating Cultural Relevance in Teaching and Learning Mathematics

2002 ◽  
Vol 9 (2) ◽  
pp. 114-118
Author(s):  
Jacqueline Leonard ◽  
Smita Guha
Keyword(s):  
Teaching And Learning ◽  
National Council ◽  
Mathematics Problems ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Community Ties ◽  
Teachers And Students ◽  
Values And Beliefs ◽  
Current Reform ◽  
Subway Train

Current reform in mathematics education, spurred by the National Council of Teachers of Mathematics (NCTM), emphasizes the importance of making connections to the realworld experiences of children. Even in such activities as riding a bus, subway train, or bicycle to school, the cultural experiences of children from diverse backgrounds provide teachers and students with a plethora of mathematics problems. Culture is meaning that is shared by a group of people who hold common values and beliefs (Malloy and Malloy 1998). Members of the group may have racial, ethnic, political, or community ties, which can be used as springboards for culturally relevant teaching.

Reflexões acerca do uso das tecnologias digitais e as juventudes do campo / Reflections on the use of digital technologies...

2018 ◽  
Vol 8 (1) ◽  
pp. 156
Author(s):  
Adilson Cristiano Habowski ◽  
Elaine Conte ◽  
Hildegard Susana Jung
Keyword(s):  
Young People ◽  
Rural Schools ◽  
Rural Areas ◽  
Critical Reflection ◽  
Digital Technologies ◽  
Contemporary Society ◽  
The World ◽  
Teachers And Students ◽  
Young Students ◽  
Access To Knowledge

O presente estudo versa sobre as possibilidades das tecnologias digitais para a sociabilidade de jovens estudantes nas escolas do campo no Brasil. Trata-se de uma pesquisa hermenêutica adorniana que pensa a partir dos jovens do campo que vivem nas zonas rurais, na tentativa de buscar melhores condições de vida e de acesso aos bens culturais para que as juventudes possam se manifestar e recriar coletivamente. Refletimos sobre a oportunidade de a educação em convergência com as tecnologias digitais superar a lógica colonialista de mercado e de ciência predominante na sociedade contemporânea, como condição de formar e promover o exercício da autocrítica e da cidadania dos jovens estudantes do campo. Nesse sentido, evidencia-se a importância de uma educação que proporcione aos professores e estudantes momentos de conhecimento e reflexão crítica sobre as tecnologias digitais, para que se reconheçam e sejam reconhecidos enquanto atores em seus contextos, tornando as escolas do campo um espaço privilegiado para reflexões pedagógicas, ao tencionar formas hegemônicas de pensar e agir no mundo. Concluímos que é importante problematizar o formato e a ideologia das propostas de inserção de tecnologias digitais nas escolas do campo, considerando-as não somente como mais uma ferramenta programada para uma população supostamente carente de saberes, mas que, além de proporcionar o acesso ao conhecimento produzido pela humanidade, possam impulsionar a comunicação e a criação de redes que fortaleçam as reivindicações dos sujeitos do campo.Palavras-chave: Tecnologias digitais; Escolas do Campo; Juventudes. ABSTRACT: This study deals with the possibilities of digital technologies for the sociability of young students in rural schools in Brazil. It is an Advenian hermeneutic research that thinks from the young people of the countryside who live in rural areas, in an attempt to seek better living conditions and access to cultural assets so that youths can manifest and recreate collectively. We reflect on the opportunity for education in convergence with digital technologies to overcome the colonialist logic of market and science prevalent in contemporary society, as a condition to form and promote the exercise of self-criticism and citizenship of young students of the field. In this sense, it is evident the importance of an education that provides teachers and students with moments of knowledge and critical reflection on digital technologies, so that they recognize themselves and are recognized as actors in their contexts, making the countryside schools a privileged space for pedagogical reflections, in the hegemonic ways of thinking and acting in the world. We conclude that it is important to problematize the format and the ideology of the proposals of insertion of digital technologies in the rural schools, considering them not only as another programmed tool for a population supposedly lacking in knowledge, but which, besides providing access to knowledge produced by humanity, can boost communication and the creation of networks that strengthen the claims of the subjects of the countryside.Keywords: Digital technologies; Countryside schools; Youth.

scholarly journals Syllabus: structure, content and significance for the educational process in higher education institutions

2020 ◽  
Vol 2020 (3 (132)) ◽  
pp. 133-141
Author(s):  
Mykhailo Yatsura ◽  
Anna Gamarnyk ◽  
Olga Tadeush ◽  
Darya Yemelyanova
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Academic Discipline ◽  
Educational Process ◽  
Assessment System ◽  
Modular System ◽  
General Physics ◽  
Teachers And Students ◽  
Academic Calendar ◽  
Rules Of The Game

The article is devoted to topical issues related to the elaboration of modular educational programs, syllabi being their necessary components. The purpose of the article is to draw the attention of teachers and students in higher education institutions (HEI) to the problem of educational and methodological support of the educational process focusing on the content and meaning of a syllabus as one of the important educational and methodological instructional documents. The phenomenon “syllabus” is defined, its essence and objectives within the system of methodological support for teaching an academic discipline are revealed. A syllabus to the section of General Physics "Optics" intended for the specialty 104 (Physics and Astronomy) has been developed and introduced into the educational process, its most important elements have been singled out. Since, according to the authors’ viewpoints, the development of a separate syllabus for the laboratory workshop is inexpedient, one joint syllabus covering the theoretical part of the course "Optics", involving laboratory workshops within the study of this discipline, has been elaborated. The syllabus of optics consists of 16 sections as follows: title page; the contents of the syllabus; general characteristics of the discipline; prerequisites; post-requisites; discipline abstract; the purpose and objectives of the discipline; the results of the study; the organisation of training; course topics; academic calendar of discipline studies; knowledge assessment system; course policy ("Rules of the game"); policy of academic behaviour and ethics; recommended literature (references) for mastering the course. The syllabus is supplemented with a glossary of terms in the form of an appendix, which will undoubtedly be of service to the syllabus applicants. The results of the study revealed the content and importance of the syllabus for the educational process; its structure for the section of General Physics "Optics" was proposed which, in the authors’ opinion, fully meets the requirements of the credit-modular system of educational process. The authors hope that the designated syllabus will serve as an example for other sections of General Physics and some other disciplines. One of the authors has applied the structure of the developed syllabus with corresponding changes in its content for developing a syllabus of the discipline "Profession-targeted Foreign Language (English)".

scholarly journals Virtual Education in Chile: An Example of a New Space for Learning

2021 ◽  
Vol 5 (3) ◽  
pp. 1
Author(s):  
Jose Manuel Salum Tome
Keyword(s):  
Teacher Training ◽  
New Technologies ◽  
Educational Opportunities ◽  
Virtual Education ◽  
Curricular Integration ◽  
Joint Project ◽  
Teachers And Students ◽  
Information And Communication ◽  
New Space ◽  
Pedagogical Research

The Virtual Education was born in 2002 from a joint project between the Center for Improvement, Experimentation and Pedagogical Research CPEIP and the Center for Education and Technology Links.CPEIP has developed a line of distance teacher training through the Internet running several courses since 2002, and Links during the last 15 years has dedicated its efforts to provide the access of teachers and students to educational opportunities associated with new technologies of Information and communication. Both institutions decided to combine their efforts and develop a joint project that integrates the CPEIP distance teacher training line, up to now aimed at curriculum updating, different strategies to support the appropriation of ICTs and their curricular integration.

scholarly journals Developing student teachers experience through critical reflection on placement

2019 ◽  
Vol 15 (5b) ◽  
pp. 31
Author(s):  
Bui Tran Quynh Ngoc
Keyword(s):  
Teacher Training ◽  
Student Teachers ◽  
Reflective Practice ◽  
Professional Practice ◽  
Critical Reflection ◽  
Ho Chi Minh City ◽  
Training And Research ◽  
Training Courses ◽  
Vital Component ◽  
Education Courses

Critical reflection shows a great potential in enhancing professional practice and can be considered as a vital  component of teacher training courses.  In the context of teaching placements, critical reflection can act as an important lens through which students can interrogate, share and compare their experiences. In agreement with Stephen Brookfield’s works (1995; 2005) which valued reflective practice as a mean of learning, this study applies critical reflection process to identify and analyse the ways student teachers have dealt with the incidents during their placement. This data, combining with assessment of students after placement collected by Department of Training and research of other lectures at  Ho Chi Minh City  University of Education, can produce an informative resource about placement for teacher training program.  The findings of this study might contribute to a better understanding of students’ placement experiences and then inform future curriculum improvement in teacher education courses of Ho Chi Minh City University of Education.

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