Educational Policy and Practice Regarding More Able Students in Spain: Some Research Results

2000 ◽  
Vol 14 (3) ◽  
pp. 264-276
Author(s):  
Candido Genovard Roselló ◽  
Lola Prieto Sánchez ◽  
Juan Luis Castejón Costa ◽  
Antonio Castelló Tarrida
Keyword(s):  
Teacher Training ◽  
Educational Policy ◽  
Current Situation ◽  
Legal Regulations ◽  
Ministry Of Education ◽  
Research Projects ◽  
Policy And Practice ◽  
Southeastern Spain ◽  
The University ◽  
Academic Year

In this study we shall analyze the current situation of identifying, evaluating, and educating more able students in Spain. We mention, in the first place, the lack of specific legislation normalizing the identification of and educational attention to more able students. We include the latest legal regulations in which a few measures are taken for the education of more able students, but they are still quite insufficient and do not take teacher training into account at all. Despite the lack of support and educational resources in the field of higher abilities, some universities have carried out research projects aimed at identifying and studying the characteristics of more able students. Additionally, we incorporate the first studies on the identification of more able students and the educative attention given to their diversity. These studies were undertaken at the Autonomous University of Barcelona (in northeastern Spain) under the supervision of Professor Genovard and at the University of Murcia (in southeastern Spain) under Professor Prieto. Finally, we shall present our program for teacher training, which we began at the University of Murcia in the academic year 1996–97 with support from the regional delegation in Murcia of the Ministry of Education and Culture.

scholarly journals La acción tutorial académica en pequeños grupos: Una experiencia educativa con estudiantes universitarios

2016 ◽  
Vol 20 (2) ◽  
pp. 1
Author(s):  
Vladimir Essau Martínez-Bello ◽  
Ángela Martínez.Rojas
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Ad Hoc ◽  
European Higher Education Area ◽  
Positive Assessment ◽  
Analysis Of Results ◽  
European Higher Education ◽  
The University ◽  
Academic Year

This study establishes three objectives. The first, describe the main characteristics of a tutorial action program developed within an academic subject in a Faculty of teacher training. The second, determine the level of appraisement of the degree of importance given by students to a group of transversal skills and the kowledge level related to the research methodology during the tutorial action. The third, discuss the role of the tutorial action at the university in the new European Higher Education Area. The experience was developed in the academic year 2014-2015. Thirty six students participated and constructed two ad-hoc questionnaires. Four elements can be highlighted from the analysis of results: the interaction between participants, the perceived organization and the tutorial action methodology, the positive assessment to the development of skills related to research, and the development of critical attitude. As conclusion, it is considered that showing the process of construction and development of the tutorial action as an alternative experience in higher education and teacher training subjects, can help to clarify alternative pedagogical mechanisms to facilitate communication and participatory processes consistent with the new European Higher Education Area.

scholarly journals Analysis of Courses and Teacher Training Programs on Playful Methodology in Andalusia (Spain)

2020 ◽  
Vol 10 (4) ◽  
pp. 105 ◽  
Author(s):  
Lina Higueras-Rodríguez ◽  
Marta Medina-García ◽  
Enriqueta Molina-Ruiz
Keyword(s):  
Teacher Training ◽  
Training Programs ◽  
Descriptive Analysis ◽  
Ministry Of Education ◽  
University Environment ◽  
Primary Teaching ◽  
Teacher Training Programs ◽  
Training Resources ◽  
The University ◽  
And Training

In this study we analyzed the primary teaching and training experiences that observe play as a didactic resource to facilitate learning, highlighting fundamental elements and characteristics. A descriptive analysis of the different programs and contents with respect to playful methodology proposed by the Ministry of Education of Andalusian Government (Spain) is presented. The purpose of this type of descriptive idiographic research is to define, classify, catalogue, or characterize the experiences of innovation and projects on ludic methodology. The results show a total of 217 experiences and programs that deal with the use of playful methodology in the classroom. The results conclude that there are training resources interested and involved in the training of teachers in relation to play as a didactic resource. This type of training is carried out outside the university environment and has the characteristics of permanent training.

scholarly journals «THE STATION OF DESTINATION IS SIMFEROPOL»: THE FIRST POST-WAR ACADEMIC YEAR AT THE M. V. FRUNZE CRIMEAN TEACHER TRAINING INSTITUTE

2021 ◽  
Vol 7 (73) (2) ◽  
pp. 94-111
Author(s):  
D. A. Lomakin
Keyword(s):  
Educational Institution ◽  
Ministry Of Education ◽  
State Pedagogical ◽  
Pedagogical Institute ◽  
The Crimea ◽  
State Pedagogical Institute ◽  
Post War ◽  
State Archives ◽  
The University ◽  
Academic Year

On the basis of extensive archival material from the fund of People’s Commissariat of Education of the RSFSR (file A-2306 «People’s Commissariat of Education of the RSFSR: 1917–1945, Ministry of Education of the RSFSR: 1946–1988») of the State Archives of the Russian Federation (SARF, Moscow), the history of M. V. Frunze Crimean State Pedagogical Institute after its return to Simferopol in 1944 has been restored. Various groups of documents have been widely used: correspondence of the director of the institute V. M. Borovsky with numerous authorities on the functioning of the university; directives, decisions of state institutions, reflected in the activities of the CSPI; reporting and planning documentation of the Institute; materials of inspections of the educational institution by the supervising bodies for its readiness to conduct training sessions during the period under review. The stage of restoration of the activity of the university after its re-evacuation to Simferopol has been examined in detail; the measures for preparing for the beginning of the first academic year in the Crimea have been examined. The unrealized project on restoration of the university on the peninsula on the basis of M. V. Frunze Crimean State Pedagogical Institute is analyzed.

scholarly journals Level of English in Colombian Higher Education: A Decade of Stagnation

2021 ◽  
Vol 23 (1) ◽  
pp. 57-73
Author(s):  
Jorge Eliecer Benavides
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Educational Policy ◽  
English Language ◽  
Historical Context ◽  
The State ◽  
Ministry Of Education ◽  
Bottom Up ◽  
Training Methodology

This article analyzes the results of the Saber Pro, the state exam for students completing higher education, during 2007–2017 concerning the English language section. This analysis uses the reports and databases from the Instituto Colombiano para la Evaluación de la Educación (ICFES) repository and explains the policy in its historical context. The results warn of a quite worrying picture between the goals established by the Ministry of Education and the final achievements. The level of English of future Colombian professionals is not only very low but also without improvement from its beginnings in 2007 to 2017. As a conclusion, it would be necessary to review, from the universities’ perspective, the language educational policy and propose bottom-up structural alternatives that allow a sustained impulse in teacher training, methodology, and curricular and pedagogical organization.

scholarly journals POLÍTICAS EDUCACIONAIS NO BRASIL: análise sobre as diretrizes curriculares para cursos de educação física

2019 ◽  
Vol 26 (2) ◽  
pp. 47
Author(s):  
Rodrigo de Oliveira Gomes ◽  
Admir Soares de Almeida Junior
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Physical Education ◽  
Educational Policy ◽  
Basic Education ◽  
Research Approach ◽  
National Council ◽  
Ministry Of Education ◽  
Politica Educativa ◽  
The Right

Este estudo tem por objetivo analisar as Diretrizes Curriculares Nacionais para os cursos de graduação em Educação Física e as Diretrizes Curriculares Nacionais para os Cursos de Formação de Professores para a Educação Básica, na expectativa por compreender as lógicas de formulação e implementação destes instrumentos políticos e seus impactos na dicotomização da oferta das modalidades: licenciatura e bacharelado. Foram combinadas as pesquisas: bibliográfica e documental em uma abordagem qualitativa de investigação. Os documentos utilizados na análise foram os pareceres e resoluções do Conselho Nacional de Educação (CNE) via Câmara de Educação Superior (CES) do Ministério da Educação (MEC) que tratam sobre as particularidades da formação profissional em nível superior de professores de Educação Física (Bacharéis e licenciados). Para o tratamento dos dados foi utilizada a técnica de análise de conteúdo. Foi possível constatar que a política educacional de formação superior em Educação Física está forjada por atos decisórios contraditórios. De um lado, estabelece a garantia do direito à educação com característica humanística e generalista dando autonomia às instituições inovarem seus currículos, mas de outro, permite condicionantes mercadológicos que segmentam a formação em licenciatura e bacharelado, o que gerou insegurança jurídica para os estagiários e egressos dos cursos, desvalorização da licenciatura e enaltecimento do bacharelado.Palavras-chave: Política educacional. Formação profissional. Formação de professores. Educação física.EDUCATIONAL POLICIES IN BRAZIL: analysis of the curricular guidelines for physical education coursesAbstractThis study aims to analyze the National Curricular Guidelines for undergraduate courses in Physical Education and the National Curricular Guidelines for Teacher Education Courses for Basic Education, in the hope of understanding the logic of formulation and implementation of these political instruments and their impacts on the dichotomization of the offer of the modalities: teacher training and bachelor courses. The researches were: bibliographical and documentary in a qualitative research approach. The documents used in the analysis were the opinions and instructions of the National Council of Education (CNE) through the Higher Education Board (CES) of the Ministry of Education (MEC), which deal with the particularities of higher education of teachers of Physical Education (Bachelor and Teachers formed).  It was possible to record that the educational policy of higher education in Physical Education is forged by contradictory decisions. On the one hand it establishes the guarantee of the right to education with a humanistic and generalist characteristic, giving autonomy to the institutions to innovate their curricula, but on the other, it allows market conditions that segment the training in teacher courses and baccalaureate, generating legal uncertainty for the trainees and the graduates of the courses, devaluation of the degree and extolling in bachelor degree.Keywords: Educational policy. Vocational training. Teacher training. Physical education.POLÍTICAS EDUCACIONALES EN BRASIL: análisis sobre las directrices curriculares para los cursos en educación físicaResumenEsta investigación tiene por objetivo analizar las Directrices Curriculares Nacionales para los cursos universitarios en Educación Física y las Directrices Curriculares Nacionales para los Cursos de Formación de Profesores para la Educación Básica, por comprender las lógicas de formulación e implementación de estos instrumentos políticos y sus impactos en la división de la oferta de las modalidades: licenciatura y bachillerato. Se combinaron las investigaciones: bibliográfica y documental en un abordaje cualitativo de investigación. Los documentos utilizados en el análisis fueron los dictámenes y resoluciones del Consejo Nacional de Educación (CNE) vía Cámara de Educación Superior (CES) del Ministerio de Educación (MEC) que tratan sobre las particularidades de la formación profesional a nivel superior de profesores de Educación Física (bachilleres y licenciados). Para el tratamiento de los datos se utilizó la técnica de análisis de contenido descriptivo. Fue posible constatar que la política educativa de formación superior en Educación Física está forjada por actos decisorios contradictorios. De un lado establece la garantía del derecho a la educación con característica humanística y generalista dando autonomía a las instituciones a innovar sus currículos, pero de otro, permite condicionantes mercadológicos que segmentan la formación en licenciatura y bachillerato, lo que generó inseguridad jurídica para los becantes y los egresos de los cursos, depreciación de la licenciatura y engrandecimiento del bachillerato.Palabras clave: Política educativa. Formación profesional. Formación de profesores. Educación física.

What's Going On…

1984 ◽  
Vol 31 (5) ◽  
pp. 33
Keyword(s):  
Elementary Schools ◽  
Teacher Training ◽  
Staff Development ◽  
Educational Policy ◽  
Mathematics Teachers ◽  
Development Programs ◽  
The University

Study Of In-Service Teacher Training. Researchers at the Center for Educational Policy and Management (CEPM) at the University of Oregon are working with fifteen elementary schools to improve staff-development programs for mathematics teachers.

Changing Policy and Practice in Chinese Rural Education

1983 ◽  
Vol 93 ◽  
pp. 138-148 ◽  
Author(s):  
Peter Mauger
Keyword(s):  
Rural Education ◽  
Educational Policy ◽  
Colleges And Universities ◽  
Educational Institutions ◽  
Ministry Of Education ◽  
Policy And Practice ◽  
British Council ◽  
Foreign Countries ◽  
Travel Grant

During April and May 1981, at the invitation of the Chinese People's Association for Friendship with Foreign Countries, and with the help of a British Council travel grant, I visited educational institutions at all levels in Beijing and in the provinces of Anhui, Yunnan, Guangxi and Guangdong to discuss the changes in educational policy since the fall of the “gang of four” in 1976. In addition to visiting schools, colleges and universities I was given extensive interviews with leading officials at the Ministry of Education in Beijing and at the Education Bureaus of Yunnan, Guangxi and Guangdong.

scholarly journals Digital Competences for Teachers - The Digi.Kompp Model in an International Comparison and in the Practice of Austrian Teacher Training

2020 ◽  
Vol 8 (4) ◽  
pp. 55-69
Author(s):  
Gerhard Brandhofer ◽  
Marlene Miglbauer
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Training ◽  
International Comparison ◽  
Education System ◽  
Continuous Professional Development ◽  
Ministry Of Education ◽  
Self Assessment ◽  
Theoretical Contribution ◽  
The University

The digital competences of teachers have not yet been given sufficient attention in Austria. In order to meet this need, the digi.kompP model has been developed on behalf of the Federal Ministry of Education and Women's Affairs, led by the University College of Virtual Teacher Education. Based on national and international framework models, the competency model is to serve as an instrument for self-assessment and continuous professional development as well as for (higher) school development. The following is a brief overview of international models that were relevant for the development of the competence grid. After that the competence grid itself and its categories are presented. The article concludes with a discussion of the integration of the competence grid into the international framework and its benefits in the Austrian education system. This article aims to make a theoretical contribution to the categorization of teachers' competencies

scholarly journals ‘Not yet Uhuru’: Interpreting the Education System in Post-Independence South Sudan

2019 ◽  
Vol 9 (3) ◽  
pp. 82
Author(s):  
Kuyok Abol Kuyok
Keyword(s):  
Teacher Training ◽  
Educational Policy ◽  
Education System ◽  
National Curriculum ◽  
South Sudan ◽  
Colonial Education ◽  
Policy And Practice ◽  
African Countries ◽  
Post Conflict ◽  
Foreign Education

South Sudan’s independence in July 2011 came with a euphoric promise to break with the Sudan’s culturaldomination, epitomised by the latter’s education system. Yet, despite the introduction of the national curriculum,South Sudan, as a part of the modern Sudan for decades, is struggling to rid itself of the colonial education system.This article examines the persistence of foreign education in post-independence South Sudan. The complexities ofthe foreign education are intertwined with the concurrent political and economic upheavals that have bedevilled theworld’s youngest nation. The national curriculum is encumbered by government underfunding ofeducation-associated with a poorly performing economy exacerbated by conflict. Underinvestment in education haswider implications for the provision of learning resources and teacher training. South Sudan’s continuous reliance onforeign schooling curricula implies that its education system is not yet ‘free’ and independent. Most importantly, inthe context of the renewed conflict, the lack of the national curriculum is critical for South Sudan’s nation-buildingagenda. The evidence in this article has implications for improving educational policy and practice in South Sudanand other similar post-conflict African countries.

scholarly journals Does the University-Industry Link Affect Solving Challenges of the Job Market? Lessons From Teacher Education and the Ministry of Education in Malawi

2018 ◽  
Vol 5 ◽  
pp. 238212051773877
Author(s):  
Matthews Tiwaone Mkandawire ◽  
Zubing Luo ◽  
Felix Kondwani Maulidi
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Secondary School ◽  
Secondary School Teachers ◽  
School Teacher ◽  
Secondary School Teacher ◽  
Ministry Of Education ◽  
Factors Affecting ◽  
Teacher Training Colleges ◽  
The University

About half of the secondary school teachers in Malawi are professionally unqualified. Furthermore, the net enrolment of eligible pupils in secondary schools is at 36% per year. Hence, this study sought to establish factors affecting access to quality and relevant secondary education in Malawi with reference to coordination, collaboration, and feedback between secondary school teacher education institutions and the Ministry of Education. Officials from the Ministry of Education and secondary school teacher training colleges participated in the study. Findings suggest that there is weak collaboration, coordination, and feedback between teacher training institutions and the Ministry of Education which is affecting the quality and relevance of education in Malawi. The study has also established that the weak linkage has resulted into perceived mismatches between expectations of the ministry and those of the education institutions about the problem in question. Theoretical and practical implications of this study are discussed in this article.

Sign in / Sign up

Export Citation Format

Share Document