A Retrospective on Educational Policies and Their Implementation in the Vocational Teacher Education Provision / Osvrt na obrazovne politike i njihovu provedbu u obrazovanju strukovnih nastavnika

Education for Sustainable Development (ESD) and Entrepreneurial Education (EE) are quite abstract and demanding concepts for teacher students. Yet, Key Sustainability Competences and Entrepreneurial Competences entail important qualities of future citizens and workers, and teacher students should become prepared to accommodate education for these competencies in their teaching practice. This paper explores teacher students’ process of sense-making of sustainable development and how becoming a teacher who practices ESD connects with entrepreneurship. EE serves as a good mirroring surface to ESD as they both have their roots in Transformative Learning (TL) but pursue transformation towards different goals. The case study follows the vocational teacher education (VTE) students’ sensemaking of Sustainable Development as a part of teacher’s work during one semester which included integrated Thematic Studies of Sustainable Development. The qualitative content analysis of students’ texts focused on signs of transformative learning and was guided by the dimensions of sustainable development and learning goals set for teacher’s sustainability competences in the VTE curriculum. The results indicate that transformative learning is possible. Furthermore, they address the importance of certain entrepreneurial capabilities in the actualization of change agency.

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ANALISANDO AS CONCEPÇÕES TRABALHO E FORMAÇÃO DOCENTE NOS GOVERNOS LULA E DILMA ATRAVÉS DO PIBID

Revista de Administração Educacional ◽

10.51359/2359-1382.2019.242648 ◽

2019 ◽

Vol 10 (1) ◽

pp. 4

Author(s):

Everaldo José da Silva Lima ◽

Jamerson Antônio de Almeida da Silva

Keyword(s):

Teacher Education ◽

Content Analysis ◽

Teacher Training ◽

Training Evaluation ◽

Educational Policies ◽

Learning To Learn ◽

Conceptions Of Teaching ◽

Historical Materialist ◽

Teacher Work ◽

Methodological Strategy

O presente artigo tem por objetivo analisar as concepções de trabalho docente e formação de professores nos documentos oficiais do Programa Institucional de Bolsas de Iniciação à Docência – PIBID, entre o segundo governo Lula (2007-2010) e os governos Dilma (2011-2016). Utilizamos como estratégia teórico-metodológica o enfoque da dialética materialista histórica e a abordagem qualitativa hermenêutica-dialética. Através da análise de conteúdo concluímos que as concepções de trabalho docente e formação de professores expressas nos relatórios do PIBID são orientadas pelas teorias “do profissionalismo”, “produtivista” e “da responsabilização” e pelas pedagogias “do professor reflexivo”, “das competências” e “do aprender a aprender”. AbstractThe objective of this article is to analyze the conceptions of teacher work and teacher training in the official documents of the Institutional Program of Initiatives for Teaching - PIBID, between the second Lula government (2007-2010) and the Dilma governments (2011-2016) . We use as theoretical methodological strategy the approach of the historical materialist dialectic and the qualitative hermeneutic-dialectic approach. Through content analysis, we conclude that the conceptions of teacher work and teacher education expressed in the PIBID reports are guided by the theories of “professionalism”, “productivist”, “accountability” and pedagogies “reflective teacher” and “learning to learn”. KeywordsIntroduction to Teaching - PIBID; Conceptions of Teaching Work and Teacher Training; Evaluation of Educational Policies.

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TRANSNATIONAL DIALOGUE ON LANGUAGE EDUCATION IN CANADA AND BRAZIL: HOW DO WE MOVE FORWARD IN THE FACE OF NEOCONSERVATIVE/NEOLIBERAL TIMES?

Trabalhos em Linguística Aplicada ◽

10.1590/010318138654861490091 ◽

2019 ◽

Vol 58 (1) ◽

pp. 195-218

Author(s):

Daniel de Mello Ferraz ◽

Brian Morgan

Keyword(s):

Teacher Education ◽

Cultural Studies ◽

Philosophy Of Language ◽

Teaching Practices ◽

Language Education ◽

Pedagogical Practices ◽

Educational Policies ◽

Critical Spaces ◽

The Face ◽

The Relationship

ABSTRACT This interview with Prof. Dr. Brian Morgan from York University presents some of Dr. Morgan and Dr. Ferraz's perspectives in relation to language education in Canada and Brazil. The conversation plunges into essential topics to be problematized by language educators from both countries: neoconservative politics, neoliberalism, plurilingualism, philosophy of language (Derrida, Bakhtin, Foucault, Deleuze), cultural studies, teacher education, teaching practices. Brian Morgan invites us to go through a process of further thinking in terms of: 1. The Neoliberal agenda within educational policies and actions, 2. The relationship between theories (philosophies of language, cultural studies) and practices (how such theories impact - or not - public teachers' pedagogical practices), 3. The design of pedagogical projects (e.g., the Get Involved Project, MONTE MOR; MORGAN, 2014) that provide critical spaces for working within and against neoliberal agendas.

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Vocational Teacher Education in Central Asia

10.1007/978-3-319-73093-6 ◽

2018 ◽

Cited By ~ 1

Keyword(s):

Teacher Education ◽

Central Asia ◽

Vocational Teacher

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The Quality of Vocational Teachers: Teacher Education, Institutional Roles and Professional Reality

European Educational Research Journal ◽

10.2304/eerj.2008.7.4.535 ◽

2008 ◽

Vol 7 (4) ◽

pp. 535-547 ◽

Cited By ~ 30

Author(s):

Philipp Grollmann

Keyword(s):

Teacher Education ◽

Vocational Education ◽

Institutional Environment ◽

Vocational Education And Training ◽

Teaching Staff ◽

Vocational Teachers ◽

Or Practice ◽

Vocational Teacher ◽

And Performance

What are quality vocational teachers? This article analyzes the different factors exerting an influence on the professional knowledge, practices and performance of teaching staff involved in technical and vocational education and training (TVET). The international variety of vocational teacher education patterns, profiles and recruitment practices is presented. Any assessment of the quality of teachers' work, be it in theory or practice, needs to be considered against the background of the institutional environment in which they practise. Hence, some common trends of institutional change within vocational education are introduced. Most particularly here, the author focuses on the professional reality of vocational teachers as made manifest in the conjoined elements of the knowledge of teachers and professional cultures. In doing so, the author draws on some empirical exemplars. The author shows how closely teacher education and the institutional contexts are entwined in the minds of teachers as well as in professional cultures. Finally, some conclusions are drawn as to what this implies for high-quality vocational teacher education and recruitment.

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LEARNING TO BE ENTREPRENEURIAL IN VOCATIONAL TEACHER EDUCATION

Egitania Sciencia ◽

10.46691/es.v1i0.37 ◽

2013 ◽

Vol 1 (13) ◽

Author(s):

Heikki Hannula ◽

Taru Dorra

Keyword(s):

Teacher Education ◽

Prospective Teachers ◽

Teacher Educators ◽

Early Stage ◽

Vocational Teachers ◽

Implementation Phase ◽

Vocational Teacher ◽

Entrepreneurial Activities ◽

In The Beginning ◽

Taking Action

Being entrepreneurial is a concept which has evoked interest in the context of entrepreneurship education. It is a desirable quality not only among people already in working life but also among students, teachers and learning organizations. Teachers are a group who by their own example can serve as a model for others. Through their own entrepreneurial example teachers can encourage their own students to be entrepreneurial. Therefore, it is appropriate that the entrepreneurial activities will be learned already during the teacher education. Observations of the entrepreneurial approach of two groups who began their studies at HAMK were initiated in August 2011. Instead of the normal teacher-led training the groups of students were divided according to the tenets of Problem-Based Learning into small groups. Each group was assigned the responsibility for the independent planning, implementation and assessment of studies pertaining to vocational teacher education. The task of the instructors was to monitor the activities and to intervene only when necessary. In the reactions and development of the students the phases of the risk pedagogy model proposed by Paula Kyrö could be discerned- confusion, taking action and learning to take risk. The students in the groups responded twice to questionnaires addressed to them. The first questionnaire was implemented in the beginning of studies and the second at the end of studies. The observations of the teacher educators and students were also analyzed. It can be concluded/stated as a conclusion that in the early stage the students were confused, and partly also angry. Taking action, however, yielded results and the prospective teachers realized that they had coped with the challenges. Eventually in the course of implementation there actually emerged competition in regards to which group had achieved the highest quality implementation. Thus through experiences of being teachers, the prospective teachers also learned the matters pertaining being entrepreneurial, such as responsibility and risk-taking. The purpose of this article is to describe the story of the growth of prospective vocational teachers. First we present the key concepts used in the research. Thereafter we describe the studies of the prospective teachers as a whole. Next we introduce the prospective teachers’ and instructors’ experiences of the implementation phase. Finally we both draw conclusions about the implementation and endeavor to stimulate discussion on the further development of entrepreneurial education.

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