The Recruitment, Training and Conflicts surrounding “Native teachers” in the Moravian Mission in the Danish West Indies in the Nineteenth Century

Itinerario ◽  
2016 ◽  
Vol 40 (3) ◽  
pp. 451-465 ◽  
Author(s):  
Jan Hüsgen
Keyword(s):  
Nineteenth Century ◽  
Teacher Training ◽  
Professional Education ◽  
School System ◽  
West Indies ◽  
Day Schools ◽  
Native Teachers ◽  
Danish West Indies ◽  
And Training

This article studies the role of indigenous teachers within the school system run by the Moravian mission in the Danish West Indies. The mission opened its first day schools for enslaved children in 1841 a few years before the abolition of slavery. The missionaries were reliant on the support of teachers of Afro-Caribbean origin, which were trained in one of the teacher training institutes run by the Mico-Charity Society. This article proposes that the recruitment of Afro-Caribbean teachers with different denominational backgrounds and professional education challenged the mission hierarchy. This will be pointed out by focusing on the recruitment and training of the teachers and by an analysis of their position within the mission society.

scholarly journals FORMACIÓN EN TIC DEL PROFESORADO UNIVERSITARIO. FACTORES QUE INFLUYEN EN LA TRANSFERENCIA A LA FUNCIÓN DOCENTE

2018 ◽  
Vol 22 (3) ◽  
Author(s):  
Roberto Cejas-León ◽  
Antonio Navío Gámez
Keyword(s):  
Teacher Training ◽  
Transfer Of Training ◽  
Influential Factor ◽  
Training Design ◽  
Cross Sectional ◽  
Technological Competence ◽  
Integrate Technology ◽  
Design Factors ◽  
And Training

Resumen:La transferencia de la formación, junto a los factores que la facilitan o la inhiben, forma parte de los retos a los que se enfrentan las instituciones universitarias. Teniendo como foco la formación en TIC que recibe el profesorado universitario, en este trabajo se analiza la influencia que tienen los factores relativos a la formación y al propio participante en la posterior transferencia al puesto de trabajo. Se ha llevado a cabo una investigación transeccional de corte correlacional en la que han participado 155 docentes de tres universidades catalanas que habían pasado por un proceso formativo en TIC. En cuanto al diseño de la formación, los resultados apuntan a que una formación diseñada según el contexto real de participante influye significativamente en la posterior puesta en práctica de lo aprendido. En cuanto al participante, los resultados sugieren que lo que influye en la transferencia es la capacidad de integrar tecnología, pedagogía y disciplina (TPACK). Se concluye el artículo con una serie de recomendaciones con ánimo de facilitar la transferencia de las formaciones en TIC que se ofertan al profesorado universitario. Abstract:The transfer of training is, together with the factors involved, one of the challenges that universities have to face. Focusing on the teacher training in ICT, in this work we analyse the role of individual and training design factors on transfer. A cross-sectional correlation investigation was performed, participating 155 teachers from three Catalan universities who had been trained in ICT. As far as the training design, the results show that a training designed according to the real context of the participant is the biggest influential factor on transfer. Also, the results suggests that the capacity of the participant to integrate technology, pedagogy and content (TPACK) is an influential factor on transfer. The technological competence, which is similar to instrumental ability, obtained the 4th position in the correlation analysis. This paper concludes with recommendations in order to facilitate the transfer of teacher training in ICT.

scholarly journals “Continuing Library and Information Education” – the Conference inspired by Valentina A. Minkina, or On the role of the individual in history

2021 ◽  
Vol 1 (2) ◽  
pp. 41-48
Author(s):  
V. V. Brezhneva ◽  
Yu. V. Babushkina ◽  
I. E. Paramonova
Keyword(s):  
Professional Education ◽  
Library Science ◽  
Scientific School ◽  
State Institute ◽  
Saint Petersburg ◽  
Prominent Scientist ◽  
The Individual ◽  
Library And Information Education ◽  
And Training

In March, 2021, Valentina A. Minkina would turn eighty. Valentina A. Minkina is a prominent scientist, doctor of pedagogy, Professor of Information Management Department that she headed from 1991 to 2004. In memory of Valentina Minkina, the Library and Information Faculty of Saint-Petersburg State Institute of Culture holds the annual International Scientific and Methodological Conference “Continuing LIS Education”. Due to the COVID-19 pandemic, many professional events had to move to online or were deferred to a later date, and this conference, too. It is hard to overestimate the contribution of Valentina Minkina made to the library science. The authors review in brief her research efforts as the leader of the library scientific school and a wonderful mentor. The authors also review the origins and development of the conference. Among other library professional forums, the conference is unique as it focuses on professional education and training staff for libraries and information organizations, which is due not in no small way to Minkina’s ideas and the faculty’s traditions. The most significant publications in the periodicals on the conference are listed.

scholarly journals Pesantren and Re-creation of Islamic Knowledge through Qur’anic School System Focusing on Teacher Training Education

2016 ◽  
Vol 3 (2) ◽  
pp. 131-139
Author(s):  
Wiji Astuti ◽  
Tatsuya KUSAKABE
Keyword(s):  
Teacher Training ◽  
Education System ◽  
School System ◽  
Islamic Education ◽  
School Teachers ◽  
Education Practice ◽  
Central Java ◽  
Almost Everywhere ◽  
Urban Rural

Abstract Pesantren and Qur’anic school are prominent educational pioneers in the largest Muslim populated country, Indonesia. Qur’anic school is the oldest education system, which later inspired the birth of traditional Islamic boarding schools or pesantren that have been growing so rapidly and giving unique characteristics of Islamic education practice throughout of the country. Nowadays Qur’anic schools are almost everywhere in cities and villages, providing Qur’anic reading lesson for Muslim children and educating them to be pious generation based on Qur’an and Hadist. At present, Pesantren has reformed its roles not only serving Islamic education for ordinary villagers, the sons of the middle-class Muslims, and aspiring religious scholars, but also functioning as center of trainings for Qur’anic schools teachers. Although Qur’anic schools and Pesantren are always popular, researches about them remain few. This study uncovered the role of Pesantren at semi-urban rural area of Banjarnegara Regency in Central Java in Qiro’ati and Iqro Qur’anic teacher training education as well as described the process of reconstruction of Islamic knowledge by Qur’anic school teachers. It was found out that there were three steps of reconstruction of knowledge, namely filtering, adaptation, and implementation. Abstrak Pesantren dan sekolah berlandaskan Al-Qur’an adalah pionir utama dalam dunia pendidikan di negara dengan populasi muslim terbesar, Indonesia. Sekolah berlandaskan Al-Qur’an adalah sistem pendidikan tertua, dikemudian hari menginspirasi lahirnya Pesantren tradisional yang kemudian tumbuh pesat dan memberikan warna yang khas dalam pendidikan Islam di seluruh negeri. Saat ini sekolah berbasi Al-Qur’an dapat ditemukan di hampir seluruh kota dan desa, memberikan pembelajaran Al-Qur’an bagi anak-anak muslim dan mendidik mereka untuk menjadi generasi yang taat berlandaskan Al-Qur’an dan Hadits. Saat ini, Pesantren telah mereformasi peran mereka tidak hanya melayani pendidikan Islam bagi masyarakat awam di pedesaan, kaum muslim kelas menengah, dan menghasilkan cendekiawan muslim, tapi juga berfungsi sebagai pusat pelatihan guru-guru Al-Qur’an di sekolah. Walauapun sekolah berbasis Al-Qur’an dan pesantren selalu popular, penelitian mengenai hal tersebut masih tergolong sedikit. Penelitian ini memaparkan peran pesantren di daerah semi-urban di daerah Banjarnegara Jawa tengah di dalam pelatihan guru di Qiro’ati dan Iqro Quranic dan juga menjelaskan proses rekonstruksi keilmuan Islam oleh para pengajar di sekolah berlandaskan Al-Qur’an. Diketahui bahwa ada tiga tahapan rekonstruksi keilmuan Islam, antara lain penyaringan, adaptasi dan implementasi. How to Cite : Astuti, W. Kusakabe, T. (2016). Pesantren and Re-Creation of Islamic Knowledge Through Qur’anic School System Focusing on Teacher Training Education. TARBIYA: Journal Of Education In Muslim Society, 3(2), 1-9. doi:10.15408/tjems.v3i2.3223. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v3i2.3223

METHOD OF PROFESSIONAL SELF-DEVELOPMENT OF THE TEACHER

10.12737/1996 ◽  
2013 ◽  
Vol 1 (6) ◽  
pp. 57-59
Author(s):  
����� ◽  
Marina Kunash ◽  
������� ◽  
V. Mironov
Keyword(s):  
Professional Education ◽  
Competence Development ◽  
Cognitive Competence ◽  
Self Development ◽  
Preceding Case ◽  
Professional Self ◽  
Higher Professional Education ◽  
And Training

In the article the problem of readiness of teacher from student�s cognitive competence development is considered. The authors substantiates the term of form cognitive competence. The special attention is given to the analysis of characteristic an educational space. Attention is focused on the problem of forming of teacher�s personality in the conditions of continuous education, from student�s cognitive competence development is considered. In the perspective of learning there is an increasing need for customized education and training. In a preceding case study, a process-focused demand-driven approach for organizing flexible educational programmers in higher professional education was developed. The authors offers his view at the role of selfeducation in the process of the personality, that is able and has great wish for self-realization. Methods of professional self-development of teacher are suggested. The adapted methodses �The self-appraisal level of forming teacher�s professional skill�, �The plan of teacher�s self-education�, �Graph of Gunnt�

scholarly journals Naturaleza de las ciencias y formación de profesores de física. El caso de la experimentación

2016 ◽  
pp. 75-98
Author(s):  
Dr. Ángel Romero Chacón ◽  
Mtro. Yirsen Aguilar Mosquera ◽  
Dra. Luz Stella Mejía
Keyword(s):  
Teacher Training ◽  
Nature Of Science ◽  
Science Teachers ◽  
Physics Teacher ◽  
Documentary Analysis ◽  
The University ◽  
And Training ◽  
Estudios Culturales

Se presentan algunos fundamentos y resultados de la investigación titulada "La experimentación y los procesos de formación de profesores de ciencias naturales", desarrollada por el Grupo de Estudios Culturales sobre las Ciencias y su Enseñanza de la Universidad de Antioquia, Medellín, Colombia. La investigación tuvo como propósito fundamentar una propuesta de formación de profesores de física, que aborde la experimentación en estrecha relación con reflexiones surgidas de la Naturaleza de las ciencias. Se adelantó tanto un análisis documental como un estudio de caso de tipo cualitativo–interpretativo, de los enunciados de un grupo de profesores de física a propósito de temáticas relacionadas con la experimentación. Los análisis adelantados permitieron caracterizar formas de asumir el rol de la experimentación en la clase de ciencias, que sirvieron de base para diseñar una propuesta de enseñanza de las ciencias en torno a la experimentación, dirigida a la formación de profesores de física y contextualizada con aportes de la Naturaleza de las ciencias. AbstractSome foundations and results of the research entitled "The experimentation and training processes of science teachers", developed by the Group Estudios Culturales sobre las Ciencias y su Enseñanza at the University of Antioquia, Medellín, Colombia, are presented. The research was aimed to support a physics teacher training proposal, addressing experimentation and closely with reflections that comes from the Nature of Science. A documentary analysis was developed both as a case study of qualitative–interpretative type of statements of a group of physics teachers about issues related to experimentation. The developed analyzes allowed to characterize ways to assume the role of experimentation in science class, which formed the basis for designing a proposal for science teaching around experimentation, aimed at physics teacher training and contextualized with contributions from the Nature of Science. Recibido: 25 de septiembre de 2015 Aceptado: 29 de febrero de 2016

scholarly journals Rethinking savagery: Slavery experiences and the role of emotions in Oldendorp’s mission ethnography

2019 ◽  
Vol 32 (4) ◽  
pp. 28-42
Author(s):  
Jacqueline Van Gent
Keyword(s):  
Great Britain ◽  
West Indies ◽  
18Th Century ◽  
Scottish Enlightenment ◽  
The People ◽  
Late 18Th Century ◽  
Philosophy Of Love ◽  
Danish West Indies ◽  
Colonial Contact

By the late 18th century, the Moravian mission project had grown into a global enterprise. Moravian missionaries’ personal and emotional engagements with the people they sought to convert impacted not only on their understanding of Christianity, but also caused them to rethink the nature of civilization and humanity in light of their frontier experiences. In this article I discuss the construction of ‘savagery’ in the mission ethnography of C. G. A. Oldendorp (1721–87). Oldendorp’s journey to slave-holding societies in the Danish West Indies, where Moravian missions had been established in the 1730s, and his own experiences of the violence of these societies had such an impact on him that his proto-ethnographic descriptions of all the inhabitants of the Danish West Indies – from slaves to slaveholders – broke with traditional representations of savagery. He suggested two different paths for emotional transformation: one for slaves, and another for slaveholders. His views aligned with those of the later abolitionists, yet he was writing sixty years before those movements first gained public momentum in Great Britain. In many ways, therefore, this early mission ethnography reshaped contemporary understandings of ‘savagery’. I consider how Oldendorp did this in relation to a Moravian theology of the heart and love of Christ, the emerging Scottish Enlightenment philosophy of ‘love of humanity’ and its use in colonial encounters between missionaries and local people, and especially the emotions that were provoked by the extreme violence of the slavery system in this colonial contact zone.

Non-European Teachers in Mission Schools: Introduction

Itinerario ◽  
2016 ◽  
Vol 40 (3) ◽  
pp. 389-403 ◽  
Author(s):  
Felicity Jensz
Keyword(s):  
Case Studies ◽  
West Indies ◽  
Mission Schools ◽  
Nineteenth And Twentieth Centuries ◽  
Danish West Indies ◽  
Mission Education ◽  
And Training ◽  
Forms Of Knowledge

This dossier focusses on non-European teachers within mission schools in the nineteenth and twentieth centuries, especially in the period of colonial control. These teachers were central to the missionary project and helped to disseminate both Christianity and Western knowledge across the globe. Local teachers, alongside other mission assistants and helpers, also helped translate, transmit, and transform both Western and local forms of knowledge and contributed to broader discourse about knowledge, yet the importance of their work has often been overshadowed by the work undertaken in examining missionary elites. This dossier, with its extended introduction and three case studies from Africa, the Danish West Indies, and Bolivia, sheds light on the roles of non-European mission teachers as well as their recruitment and training, their self-representations, and methodological as well as conceptual issues about how information on these often inconspicuous intermediaries of mission education can be retrieved from disparate sources.

School Counselors' Role in Working With Students Living With Chronic Illness

2021 ◽  
pp. 377-388
Author(s):  
Carol Seehusen
Keyword(s):  
United States ◽  
Chronic Illness ◽  
School Counselors ◽  
School System ◽  
School Counselor ◽  
The United States ◽  
Chronic Illnesses ◽  
Social Emotional ◽  
And Training

Approximately 10-20 million children within the United States lives with a chronic illness. School counselors, by nature of their education and training, are in a prime position to work with and advocate for this population. Students with chronic illnesses struggle with reentry into the school system, as well as a myriad of obstacles related to social, emotional, academic, environmental, or familial factors. School counselors may use their positions within the school system to proactively ensure positive and proactive reentry for students with a chronic illness. The purpose of this chapter is to examine the academic obstacles of children living with a chronic illness. The examination includes discussion of the role of the school counselor to help navigate these obstacles. Finally, the end of the chapter briefly discusses possible areas of growth in knowledge regarding school counselors working with students with chronic illnesses.

scholarly journals Public libraries, museums and physical convergence: Context, issues, opportunities: A literature review Part 2

2018 ◽  
Vol 52 (1) ◽  
pp. 54-66 ◽  
Author(s):  
Emily Warren ◽  
Graham Matthews
Keyword(s):  
Thematic Analysis ◽  
Professional Education ◽  
Public Libraries ◽  
Organisational Culture ◽  
Ethical Challenges ◽  
Critical Note ◽  
The World ◽  
Strategic Complexity ◽  
And Training

There has recently been a growth in physical convergence in cultural heritage domains. The second of a two-part article that considers this trend with particular regard to public libraries and museums provides an overview of factors to be considered by those planning or developing physically converged services. This has been achieved through thematic analysis of a review of international literature from both domains. It begins with consideration of obstacles to convergence, ethical challenges, organisational and strategic complexity, organisational culture and resistance. It moves on to discuss factors, general and physical, that can lead to success in convergence: vision, strategy and planning, communication and trust, for example, and, how these can be led and managed. It also considers the role of professional education and training, the benefits of convergence, for example improved cultural offer and visibility, financial savings, with viewpoints from around the world. Part 2 ends with a critical note on the ‘convergence narrative’, and a conclusion that focuses on physical convergence which draws on both Parts.

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