scholarly journals Upaństwowienie przedszkoli żydowskich w Polsce „ludowej”

1970 ◽  
pp. 71-83
Author(s):  
Monika Wiśniewska
Keyword(s):  
Teacher Training ◽  
Children And Adolescents ◽  
Ethnic Minorities ◽  
Communist Party ◽  
Preschool Education ◽  
The Other ◽  
Training Institutions ◽  
Jewish Children

Educational and teacher training institutions for Jewish children and adolescents had a long and well-established tradition in Poland. Institutional forms of preschool education call for special attention, all the more so that the remaining national and ethnic minorities did not run their own kindergartens in Poland after WWII. In these circumstances, Jewish kindergartens were a striking exception. Ultimately, they suffered the same fate as the other educational and teacher training institutions managed by entities not welcomed by the Communist party and government in Poland, inspired by Marx’s and Lenin’s ideologies, whose guidelines from the communist headquarters in Moscow imposed a monopolistic vision of so-called socialist education and upbringing.

scholarly journals Danza en educación infantil: opinión de los docentes (Dance in preschool education: teachers' opinion)

Retos ◽  
2019 ◽  
pp. 239-244
Author(s):  
Vicente Juan Peña de Hornos ◽  
Gregorio Vicente Nicolás
Keyword(s):  
Teacher Training ◽  
Teaching Practices ◽  
Ad Hoc ◽  
Descriptive Analysis ◽  
Preschool Education ◽  
The Other ◽  
Other Hand ◽  
Integral Development ◽  
Development Of Students

El objetivo principal de esta investigación ha sido conocer y analizar la inclusión de actividades de danza en la práctica educativa del aula de Educación Infantil desde la perspectiva de los docentes. Los participantes (N=105) han sido maestras/os que imparten docencia en el segundo ciclo de Educación Infantil en centros educativos de la Región de Murcia (España). Para la recogida de datos se ha diseñado un cuestionario ad hoc y posteriormente se ha aplicado un análisis descriptivo a la información obtenida. Los resultados reflejan que los especialistas de Educación Infantil de la Región de Murcia incluyen en sus programaciones y en su práctica docente actividades de danza. Asimismo, las consideran fundamentales en el desarrollo integral del alumnado y que este responde de forma positiva y activa a este tipo de actividades. Por otro lado, alertan de la necesidad de mejorar la oferta formativa con respecto a estas materias y la calidad y cantidad de medios y recursos para llevarlas adecuadamente a la práctica. Abstract. The main objective of this research was to learn and analyze the inclusion of dance activities in Preschool teaching practices from the perspective of teachers. Participants (N=105) were teachers who teach at the second cycle of Preschool Education in schools from the Region of Murcia (Spain). An ad hoc questionnaire was designed for the collection of data, and descriptive analysis was subsequently applied. The results reflect that specialists of Preschool Education from the Region of Murcia include dance activities in their planning and teaching practices. Likewise, they consider them fundamental for the integral development of students, who respond in a positive and active way to this type of activities. On the other hand, they call the attention on the need to improve both teacher training with respect to these subjects and the quality and quantity of resources to carry them properly into practice.

scholarly journals TEACHER’S VOCATION AND STUDENTS’ ATTITUDES TOWARDS A CHOICE OF TEACHER’S VOCATION

2016 ◽  
Vol 1 ◽  
pp. 265 ◽  
Author(s):  
Sandra Zariņa ◽  
Elga Drelinga ◽  
Dzintra Iliško ◽  
Elfrīda Krastiņa
Keyword(s):  
Teacher Training ◽  
Learning Environment ◽  
Learning Process ◽  
Educational Programs ◽  
Teaching Profession ◽  
The Other ◽  
Training Institutions ◽  
Students Attitudes ◽  
High Standards ◽  
Very High

Research published by Eurydice in 2015„Teaching Profession in Europe: Practices, Perceptions, and Policies” indicates to the significance of teaching vocation in a sustainability-oriented learning environment, but at the same time there is an indication of a low prestige of teaching vocation in Latvia. The situation in Latvia reveals a significant problem teacher trainers need to deal with. There are very high standards set for teachers’ profession, on the other side, the politics of the country is oriented towards a motivation of young specialists to choose teacher’s vocation. In order to train competent teachers this is essential to explore a motivation of learners to acquire teaching profession and to make a decision to work at school and in the kindergarten. The aim of this study is to explore reasons why youth in Latvia choose to study in the educational programs and to explore changes in students’ attitudes during their learning process in teacher training institutions.  

scholarly journals Practices and strategies for enhancing learning through collaboration between vocational teacher training institutions and workplaces

2021 ◽  
Vol 13 (1) ◽  
Author(s):  
Dinavence Arinaitwe
Keyword(s):  
Teacher Training ◽  
Institutional Capacity ◽  
Government Support ◽  
Activity Systems ◽  
Vocational Teacher ◽  
Training Institutions ◽  
Group Interviews ◽  
Cultural Historical Activity ◽  
Collaborative Activities ◽  
The University

AbstractThe study aimed to identify and understand practices and strategies for enhancing learning through collaboration among a master’s degree in vocational pedagogy (MVP) program, vocational teacher training institutions (VTIs), and workplaces. Using in-depth semi-structured individual and focus group interviews, data were obtained from administrators, mentors, supervisors, students, teachers, officers/managers of the MVP, two VTIs, and four workplaces from central and eastern parts of Uganda. The data analysis was based on Engestrom’s cultural-historical activity theory (CHAT) particularly the concept of expansive learning for resolving contradictions within human activity systems. The findings revealed a need for involving actors in timely planning and disseminating the activity plans, increasing duration for collaborative activities as well as involving the students in the tracking of MVP activity record in fostering the institutional capacity to plan and implement collaborative activities. To strengthen the institutional capacity to supervise learning under collaborative activities, findings indicated a need to engaging workplace mentors and facilitators in learning at the MVP as well as joint supervision and collaborative development of supervision guidelines. To foster the communication between partners, the findings revealed a need to institute a collaboration focal person, providing feedback to collaborating actors and government support on a policy encouraging workplaces’ involvement in vocational training. Relationship issues revealed a need to initiate collaboration based on a signed memorandum of understanding as well as organising workshops and symposiums to equip and orient actors to MVP work methods and practices. Due to contradicting learning cultures and traditions amongst the activity systems, some of the suggested strategies required renegotiating the system especially the university before being implemented to minimise further challenges.

‘There shall be no musical servitude’: Towards a Multitudinous Shostakovich in the West

2020 ◽  
Vol 145 (2) ◽  
pp. 495-505
Author(s):  
EIRINI DIAMANTOULI
Keyword(s):  
Cold War ◽  
Communist Party ◽  
The Other ◽  
The Political ◽  
Musical Style ◽  
The West ◽  
Political Views ◽  
Political Interests ◽  
The One ◽  
The Cold War

Ideologically motivated attempts to elucidate Shostakovich’s political views and to determine whether and how they may be coded into his compositions have come to characterize the Western reception of the composer’s works since his death in 1975. Fuelled by the political oppositions of the cold war, Shostakovich’s posthumous reputation in the West has been largely shaped by two conflicting perspectives. These have positioned him on the one hand as a secret dissident, bent and broken under the unbearable strain of totalitarianism, made heroic through his veiled musical resistance to Communism; and on the other hand as a composer compromised by his capitulation to the regime – represented in an anachronistic musical style. Both perspectives surrender Shostakovich and his music to a crude oversimplification driven by vested political interests. Western listeners thus conditioned are primed to hear either the coded dissidence of a tragic victim of Communist brutality or the sinister submission of a ‘loyal son of the Communist Party’.1 For those prepared to accept Shostakovich as a ‘tragic victim’, the publication of his purported memoirs in 1979, ‘as related to and edited by’ the author Solomon Volkov, presents a tantalizing conclusion: bitterly yet discreetly scornful of the Stalinist regime, Shostakovich was indeed a secret dissident and this dissidence was made tangible in his music.

scholarly journals Bone marrow transplantation for peripheral T-cell lymphoma in children and adolescents

Blood ◽  
1992 ◽  
Vol 80 (11) ◽  
pp. 2938-2942 ◽  
Author(s):  
BG Gordon ◽  
PI Warkentin ◽  
DD Weisenburger ◽  
JM Vose ◽  
WG Sanger ◽  
...  
Keyword(s):  
Bone Marrow ◽  
Bone Marrow Transplantation ◽  
T Cell ◽  
Phase I ◽  
Children And Adolescents ◽  
Marrow Transplantation ◽  
Cell Lymphoma ◽  
T Cell Lymphoma ◽  
The Other ◽  
Peripheral T Cell Lymphoma

Abstract We report nine children with relapsed (n = 8) or high-risk (n = 1) peripheral T-cell lymphoma (PTCL) who underwent autologous (n = 6) or allogeneic (n = 3) bone marrow transplantation (BMT). These children received transplants as part of a prospective phase I/II study of thioTEPA (TT) and total body irradiation (TBI) with escalating doses of VP-16. The median age of these patients at time of BMT was 6.5 years (range 2.5 years to 14 years). Three were transplanted with active disease after failing salvage chemotherapy. Of the other six, one was transplanted in first complete remission (CR) and five in second or subsequent CR. Of these nine patients, eight are free of disease a median of 25 months after BMT (range, 6 to 48 months), with an estimated 2-year relapse-free survival (RFS) of 89%. Six of these eight patients have been followed for 12 or more months after BMT, and in each their current remission exceeds their longest previous remission duration. The toxicity of the TT/TBI +/- VP-16 regimens was significant but manageable, predominantly consisting of severe mucositis. For a comparison, we reviewed retrospective data on the six additional children and adolescents with PTCL who underwent BMT during the 3-year period preceding this phase I/II study. The median age at BMT of these six patients was 19 years (range 15.5 years to 20 years). These patients were prepared for BMT with a variety of other regimens. One had no response to BMT and the other five relapsed at 1.5 to 5 months after BMT (median, 3 months) with an RFS of 0%. Our data suggest that thioTEPA plus TBI, with or without VP-16, is an effective preparative regimen for BMT for young patients with relapsed or high-stage PTCL and leads to prolonged RFS.

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