The meanings of ‘child participation’ in international and European policies on children(’s rights): A content analysis

The purpose of this paper is to explore the meanings of ‘child participation’ in international and European policy agendas on children(’s rights). The premise here is that policy agendas informed by children’s rights principles have the power to shape what a child can (learn) to do and be in a given society. Furthermore, the policy agendas analysed in this study are underpinned by pedagogical assumptions concerning the socio-cultural construction of childhood as a category and the spaces of participation that are dedicated and/or conceded to flesh-and-blood children. It is crucially important to explore the meanings of the ‘child-participation’ duo of terms as they are used in policy documents, because the values and principles thus conveyed constitute the political framework within which micro-pedagogical learning experiences, involving both children and adults, are constructed.

Cultivating Asset-, Equity-, and Justice-Oriented Identities: Urban Field Experiences of Elementary Preservice Teachers of Color

I examine how three elementary-level preservice teachers of Color cultivated their asset-, equity-, and justice-oriented pedagogical learning and identities through multilayered community-engaged tasks. Systemic and structured support from multiple stakeholders played a critical role in helping the preservice teachers of Color to promote and sustain their asset-, equity-, and justice-oriented pedagogical learning and identities. This study demonstrates that giving students tasks with multiple modalities (e.g., individual and collaborative work, face-to-face meetings, online reflections) can cultivate their pedagogical learning and identity construction. This work has implications for creating asset-, equity-, and justice-oriented pedagogical spaces in both the classroom and the field.

MULTILEVEL MODEL OF TSPU’S LIFELONG PEDAGOGICAL LEARNING AS A CONDITION OF ENSURING COMPLIANCE OF TEACHER’S DEGREE OF TRAINING TO QUALIFYING REQUIREMENTS OF A STANDARD

Введение. Реагирование системы образования на требования профессионального стандарта педагога сдерживается трудностями переходного периода, обусловленными отсутствием принципиально нового организационно-методического механизма самой образовательной сферы. Анализ научных публикаций, нормативноправовых документов по данной проблеме свидетельствует о том, что требования к профессиональной подготовке педагогов формируются в логике идей непрерывного образования. Цель – на основе выявленных закономерностей и принципов формирования системы непрерывного образования разработать и обосновать систему непрерывного педагогического образования с учетом современных требований к профессиональным квалификациям педагога и определить организационно-педагогические условия ее реализации. Материал и методы. Для решения исследовательских задач были использованы методы теоретического анализа научной, дидактической отечественной и зарубежной литературы по исследуемой проблеме, методы психолого-педагогического и социологического анализа состояния и потребностей в педагогических кадрах, систематизация процесса организации непрерывного педагогического образования. Результаты и обсуждение. Основу и новизну разработанной системы непрерывного педагогического образования составляет совокупность принципов профессиональной направленности с учетом требований к профессиональным квалификациям в соответствии с профессиональным стандартом педагога. Данная система – развивающаяся, открытая педагогическая, представляющая собой синергетическую целостность подсистем уровня общего образования, профессионального образования и постпрофессионального образования. Заключение. Результат реализации разработанной системы непрерывного педагогического образования – готовность и способность выпускника педагогического вуза соответствовать современным требованиям к профессиональным квалификациям педагога. Системным эффектом реализации данной модели является потребность педагогов в непрерывном педагогическом образовании для решения различных уровней профессиональных задач. Introduction. Response of the system of education to the requirements of a professional standard of a teacher is constrained by the difficulties of a transitional period, caused by the lack of fundamentally new organizationalmethodical mechanism of the educational system. The analysis of scientific publications, regulatory documents connected with that problem indicates that the requirements for professional training of teachers are formed in the logic of a lifelong learning. Material and methods. To solve research problems, the methods of theoretical analysis of scientific and didactic domestic and foreign literature on the problem under study, methods of psychological, pedagogical and sociological analysis of the state and the needs for teaching staff, systematization of the process of organizing continuous pedagogical education were used. Results and discussion. On the basis of the revealed regularities and principles of formation of the system of a lifelong learning the model of a lifelong pedagogical learning has been developed and substantiated taking into account modern requirements to professional teacher’s qualifications and organizational and pedagogical conditions of its realization have been defined. The presented system of continuous pedagogical education is developing, which is a synergistic integrity of subsystems of the level of general education, vocational education and post-vocational education. Conclusion. The result of the implementation of the developed system of lifelong pedagogical education is the readiness and ability of a graduate of a pedagogical university to meet modern requirements for the professional qualifications of a teacher. The systemic effect of the realization of that model is the teachers’ need for a lifelong pedagogical learning to solve various levels of professional problems.

Percurso Pedagógico de Aprendizagem:Quebrando paradigmas / Pedagogical Learning Course: Breaking Paradigms

O relatório do Percurso Formativo no Curso de Especialização em Libras tem por objetivo contribuir para a reflexão sobre a formação teórica e preparação profissional com o intuito de atuar como Intérprete, Tradutor e/ou Docente da Língua Brasileira de Sinais. Os dados para a elaboração do relatório foram baseados em pesquisas bibliográficas e análises das experiências pessoais vivenciadas no Curso. De acordo com a Lei 10436/2002, que reconhece a Libras como Língua Materna do surdo, nós, profissionais qualificados pela Unintese, de fato, não podemos mais permitir a presença de estereótipos relacionados à pessoa surda, promovendo, assim, a sua inclusão na escola e na sociedade. Esta formação proporciona a investigação na área de Libras visando não apenas receber um certificado, mas à qualificação para o mercado de trabalho. Ademais, instiga a busca da formação continuada, pois é uma área, uma Língua que se inova constantemente, havendo, portanto, a necessidade de nos aperfeiçoarmos.

Strategi Belajar Mahasiswa Tingkat Satu Program Studi Kedokteran Fakultas Kedokteran Universitas Sebelas Maret

Universities and lecturers had been applying pedagogical approach for a very long time before it was decided that medical education should use the adult-learning approach a few decades ago. Applying adult-learning approach in medical school comes with a consequence: students must adapt to the new learning methods because they had only experienced pedagogical learning in elementary, middle school, and high school. This is a task for the educators – to help students’ transition from pedagogical learning to adult learning. To accomplish this task, the educators must know what are the students’ preferred learning strategies. This research aims to determine students’ most preferred learning strategies so that the educators can choose the right teaching methods to help the transition.

The evolution of learning: Post-pedagogical lessons for the future university

This article offers a post-pedagogical image of universities. We explore two main purposes of university education: creating an educated public and preparing learners for their future careers. This exploration draws on philosophers Barnett, MacIntyre and Nussbaum. We then utilise a series of reports from The Foundation for Young Australians to offer insights into the changing nature of society, technology, and worklife. The evolution of models or theories of learning sets the scene for the framework for how to structure the future university—a post-pedagogical learning institution in which educators are learning specialists, learners are engaged in meaningful and critical thinking, learning and acting.