scholarly journals Communicative Competence and Cultural Emancipation: reviewing the rationale for educational studies in teacher education

1988 ◽  
Vol 14 (2) ◽  
pp. 187-199 ◽  
Author(s):  
Pádraig Hogan
Keyword(s):  
Teacher Education ◽  
Communicative Competence ◽  
Educational Studies

Educational Policy and Curriculum Studies

2021 ◽  
Author(s):  
Pamela J. Konkol ◽  
Peter C. Renn ◽  
Sophia Rodriguez
Keyword(s):  
Teacher Education ◽  
Educational Policy ◽  
Curriculum Policy ◽  
Policy Document ◽  
Education Foundations ◽  
Foundations Of Education ◽  
Policy Tool ◽  
Improvement Measures ◽  
Education Administrators ◽  
Educational Studies

Since 1978, the Committee on Academic Standards and Accreditation (CASA, a standing committee of the American Educational Studies Association) has maintained the Standards for Academic and Professional Instruction in Foundations of Education, Educational Studies, and Educational Policy Studies. The Standards are a policy document intended as a powerful curriculum policy tool for faculty and higher education administrators across North America to use to develop foundations and educator preparation programming with disciplinary integrity and to maintain said programs with fidelity. As pressures to provide accountability and improvement measures or attach outcomes to disciplines in education increase, especially teacher education, foundations faculty and programs are challenged in their efforts to both build strong foundations programming and resist the push to dilute or otherwise embed the intellectual and practical work of the discipline into other, mostly unrelated, courses. The Standards provide language and support for foundations scholars housed in teacher education departments to hone their craft, generate good programming, and develop good scholars and P–12 practitioners.

scholarly journals Contents and Foreword of MIMBAR PENDIDIKAN Journal for March 2020's Edition

2020 ◽  
Vol 5 (1) ◽  
pp. i-ii
Author(s):  
Editor Journal MIMBAR PENDIDIKAN
Keyword(s):  
Teacher Education ◽  
Southeast Asian ◽  
Asian Countries ◽  
West Java ◽  
The World ◽  
Normal University ◽  
E Mail ◽  
Southeast Asian Countries ◽  
Educational Studies

MIMBAR PENDIDIKAN: Jurnal Indonesia untuk Kajian Pendidikan (Indonesian Journal for Educational Studies). This journal, with ISSN 2527-3868 (print) and 2503-457X (online), was firstly published on March 11, 2016, by UPI (Indonesia University of Education) Press in Bandung and orgnized by the Lecturers of UPI Journal Developer Team. The MIMBAR PENDIDIKAN is a new version journal from the old journal with the similar name that was published since 1995 to 2005. This journal is dedicated not only for Indonesian scholars who concern about educational studies, but also welcome to the scholars of Southeast Asian countries and around the world who care and share related to the educational studies in general. The MIMBAR PENDIDIKAN journal is published twice a year i.e. every March and September.Manila, Philippines: March 30, 2020.Bert Jazmin Tuga, Ph.D.Guest Editor of MIMBAR PENDIDIKAN Journal for March 2020's Edition in Bandung, West Java, Indonesia; and President of PNU (Philippine Normal University), the National Center for Teacher Education, 1000 Taft Avenue, Manila 1000, Philippines. E-mail: [email protected] 

scholarly journals Using Book Clubs to Support Inquiry in Teacher Education

2021 ◽  
Vol 21 (2) ◽  
Author(s):  
Patrick Dean Hales ◽  
Laura Hasselquist ◽  
Tony Durr
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Information Processing ◽  
Communicative Competence ◽  
Interpersonal Relationship ◽  
Book Clubs ◽  
Relationship Skills ◽  
Critical Elements ◽  
Undergraduate Teacher Education ◽  
Education Courses

The bombardment of information on students in higher education has created a need for not only information processing skills but improved communicative competence and interpersonal relationship skills. In an attempt to address this, we have implemented book clubs in our undergraduate teacher education courses. In these book clubs, we facilitate students in both critique and analysis of perspectives at difference with one another as well as the process of communicating on a professional level. The results have been students who feel more confident in evaluating literature and hosting conversations with critical elements.

The Reconstruction of Knowledge and Educational Studies

1986 ◽  
Vol 168 (2) ◽  
pp. 113-135 ◽  
Author(s):  
Landon E. Beyer
Keyword(s):  
Teacher Education ◽  
Educational Reform ◽  
Social Theory ◽  
Educational Theory ◽  
Social Contexts ◽  
Theory And Practice ◽  
Political Climate ◽  
Educational Studies

The current social and political climate presents the possibility of substantial reform in educational theory and practice. At the same time, continuing developments in epistemology and social theory are bringing into question some of our most basic and cherished assumptions about knowledge, certainty, and the legitimacy of social contexts within debates over claims to knowledge. These latter critiques offer the potential of wide-ranging transformations in education. This article explores these epistemological inquiries and their relevance for curriculum and teacher education, pointing out how it may be possible to take advantage of the current clamor for educational reform to revitalize both of these aspects of educational studies.

scholarly journals A evolução da leitura e da escrita de um grupo de professores: estudo de caso

2019 ◽  
Vol 80 (195) ◽  
Author(s):  
Euzi Moraes
Keyword(s):  
Teacher Education ◽  
Communicative Competence ◽  
Writing Skills ◽  
Capital City ◽  
Interdisciplinary Education ◽  
Public School Teachers ◽  
School Teachers ◽  
Education Network ◽  
Text Content ◽  
Interdisciplinary Courses

Focaliza os relatórios de estudo produzidos de setembro de 1997 a outubro de 1998 por um grupo de 11 professores de escola pública que aderiram voluntariamente ao Projeto Formar, de formação continuada de professores no trabalho patrocinado pela Aracruz Celulose S.A., em parceria com cinco municípios do Espírito Santo e a Rede Interdisciplinar de Educação, com sede em Vitória. O objetivo do Projeto é examinar o desenvolvimento da competência dos professores na condição de leitores e escritores durante o período, como resultado de atividades teóricopráticas presenciais e a distância. O desempenho do grupo mostra uma variação ao longo de uma hierarquia que começa em ø, isto é, um texto que copia literalmente o original, e aproxima-se da escrita autônoma com uma compreensão mais clara do material lido. Esse movimento é marcado por avanços e retrocessos, revelando uma correlação entre melhoria do conteúdo do relatório e emergência de problemas gramaticais o que, aparentemente, é um estágio obrigatório no desenvolvimento da competência comunicativa, via escrita. Palavras-chave: educação presencial e a distância; formação continuada dos professores no trabalho; competência leitora e escritora; interdisciplinaridade; integração entre teoria e prática. Abstract This study focusses on 10 reports produced from September 1997 to October 1998 by a group of 11 public school teachers who voluntarily joined Formar, a continuous in-service teacher education project funded by Aracruz Celulose S. A., in partnership with five municipalities and the Interdisciplinary Education Network, in Vitória, the capital city. Its aim is to examine the improvement of the teachers' competence as readers and writers, along that period, as a result of distance and in praesentia theoretical and practical teaching activities. The Group's written performance shows a variation along a hierarchy that starts at Ø, that is, a text which is a literal copy of the original, and proceeds until it reaches the stage of near-autonomous writing with a clearer comprehension of the material read. This movement is marked by advances and setbacks, unveiling a correlation between improved text content and the emergence of grammatical problems which, apparently, is a necessary path to the development of communicative competence via writing. Keywords: distance and in praesentia education; continuous in-service teacher education; reading and writing skills; interdisciplinary courses; integration between theory and praxis.

scholarly journals La interculturalidad y la enseñanza de lenguas en Colombia: Caso de tres programas de formación docente

2019 ◽  
Vol 37 (73) ◽  
Author(s):  
Deyanira S. Moya Chaves ◽  
Nohora Patricia Moreno García ◽  
Vladimir Núñez Camacho
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Functional Model ◽  
Quantitative Information ◽  
Teacher Education Programs ◽  
Intercultural Communicative Competence ◽  
Undergraduate Programs ◽  
The City

Research on interculturality and initial foreign language (FL) teacher education has focused mainly on the development of intercultural communicative competence (ICC) and few studies address said topic from a critical standpoint that might allow us to think about other ways of teaching and learning (T&L) a language. This article describes a research that sought to understand what intercultural perspective is included in three initial FL teacher education programs in the city of Bogotá, Colombia. The study is framed within a qualitative research logic, with a mixed focus and a multilevel concurrent nested design, which is characterized by the simultaneous gathering and analysis of qualitative and quantitative information. From the study, it is evident that the three undergraduate programs promote a reflexive and functional model, which establishes teacher education objectives, knowledge, and specific strategies, but also challenges to be undertaken.

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