scholarly journals The Relationship Between Childhood Experiences and Pre-School Education Teacher’s Choice of Profession

Pedagogika ◽  
2021 ◽  
Vol 140 (4) ◽  
pp. 34-54
Author(s):  
Asta Lapėnienė ◽  
Deimantė Kvedaravičienė
Keyword(s):  
General Education ◽  
Collective Memory ◽  
School Education ◽  
Childhood Experiences ◽  
Education Teacher ◽  
General Education Teacher ◽  
Memory Work ◽  
The Status ◽  
The Relationship ◽  
Collective Memory Work

Nowadays teachers preparation context is actual, when government nationwide develops a system of external motivation to choose the profession of pre-school education teacher (paid scholarships, raised salaries, the status of pre-school teachers is equated to the status of a general education teacher). It becomes important to recognize and understand the internal value motives of choosing a pre-school pedagogue’s profession. So that after choosing such studies, they would not doubt their choice, and after graduating, they would join the educational community.In the article is used the collective memory-work method and it is a way to discover the relationship between past events and the present. Past events influence the current experiences of individuals. The profession of pre-school educator often is chosen by those whose learning process has been related to interacting with adults through play. The childhood experiences of teachers allow educational management professionals to learn more about a teacher’s strengths, evaluate them, and utilize them to achieve the goals of the educational organization. During the collective memory-work sessions, the relationship between childhood games and current pedagogical activities became apparent. Teachers tend to realize their childhood games and creative experiences in the current pre-school educational activities. Childhood experiences directly influence the pre-school educator’s choice of educational methods, transfer of values, and the creation of an educational environment.

Barriers With Implementing a Universal Design for Learning Framework

Inclusion ◽  
2018 ◽  
Vol 6 (4) ◽  
pp. 274-286 ◽  
Author(s):  
LaRon A. Scott
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Administrative Support ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Future Research ◽  
Education Teacher ◽  
General Education Teacher ◽  
Design For Learning ◽  
Service Training

Abstract Inclusion of students with disabilities in general education settings is often contingent on teachers' liberties to use inclusive instructional strategies. The current qualitative investigation used focus group, observation, and interviews of 9 special education teachers to understand their attitudes and beliefs concerning challenges with implementing the universal design for learning (UDL) framework to meet the needs of students with and without disabilities. A constant comparative analysis method was used to categorize the data into the following themes that emerged as barriers for implementing the UDL framework: (a) general education teacher support for inclusion, (b) need for administrative support, (c) need for improving general education teacher knowledge of UDL, (d) additional preservice field-based training on UDL, and (e) additional in-service training on UDL. Although the teachers in the study continued to indicate a passion for implementing the UDL framework, the need to address the barriers faced by teachers, and future research and implications significant to moving UDL forward as an inclusive teaching framework are underlined for discussion in the study.

scholarly journals Historical Dialogues, Collective Memory Work, and the (Dis)continuation of Conflicts

2021 ◽  
Vol 0 (33/34) ◽  
pp. 702-728
Author(s):  
Sara Dybris McQuaid ◽  
Henrik Sonne Petersen ◽  
Sara Dybris McQuaid
Keyword(s):  
Collective Memory ◽  
Memory Work ◽  
Collective Memory Work

scholarly journals Co-Teaching: A Simple Solution That Isn't Simple After All

2008 ◽  
pp. 9-19
Author(s):  
Marilyn Friend
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Administrative Support ◽  
Special Education Teacher ◽  
Common Planning Time ◽  
Education Teacher ◽  
General Education Teacher ◽  
Professional Educators ◽  
Common Planning ◽  
The Many

Among the many programs that professional educators are developing to better help their increasingly diverse students reach their potential, co-teaching is emerging as an innovative and potentially effective approach. As a way to ensure that students with disabilities or other special needs have access to the same curriculum as other students and the opportunity to succeed in the general education setting, co-teaching occurs when two professionals, typically a general education teacher and a special education teacher or another specialist, partner in delivering instruction. Although the research base on co-teaching is still emerging, it suggests that co-teaching is far more complex to effectively implement than it might seem at first consideration. Challenges to co-teaching that have been identified and must be addressed include: arranging time for co-planning, building positive working relationships between co-teaching partners, clarifying roles and responsibilities, and ensuring administrative support. When creative strategies for arranging common planning time, building understanding and collaboration between co-teachers, planning and delivering instruction, and enlisting principal and other administrative supports are implemented, the potential of co-teaching for improving student outcomes is significant.

Collective Memory and Journalism

2019 ◽  
Author(s):  
Tanja Bosch
Keyword(s):  
New Media ◽  
Collective Memory ◽  
Visual Memory ◽  
Memory Studies ◽  
The Past ◽  
Memory Work ◽  
Interdisciplinary Field ◽  
Cultural Sites ◽  
The Relationship ◽  
Journalistic Practice

The relationship between the practice and field of journalism and the interdisciplinary field of memory studies is complex and multifaceted. There is a strong link between collective memory production and journalistic practice, based on the proposition that journalists produce first drafts of history by using the past in their reportage. Moreover, the practice of journalism is a key agent of memory work because it serves as one of society’s main mechanisms for recording and remembering, and in doing so helps shape collective memory. Journalism can be seen as a memory text, with journalists constructing news within cultural-interpretive frames according to the cultural environment. Journalism also plays a key role in the production of visual memory and new media, including social media. Journalism is thus a key agent of memory work, providing a space for commentary on institutional and cultural sites of memory construction.

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