scholarly journals Dilemmas in Development Raised by a Teacher Training Project in Cambodia

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Maggie Gravelle
Keyword(s):  
Teacher Training ◽  
Early Literacy ◽  
Basic Education ◽  
Development Project ◽  
Technical Cooperation ◽  
Ministry Of Education ◽  
Literacy Programme ◽  
Training Project

The Cambodian Basic Education and Teacher Training Project (BETT) funded by the Belgian Technical Cooperation (BTC) programme and jointly implemented by BTC and the Cambodian Ministry of Education, Youth and Sport (MoEYS) includes an Early Literacy Programme (ELP). Being involved, as a consultant, in this development project has raised a number of issues, many of which are common to all such projects and some of which are specific to teacher training.

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.

scholarly journals Editorial. Yes, Please - Both Crafts and Digital Tools in Basic Education

2014 ◽  
Vol 7 (5) ◽  
Author(s):  
Liv Merete Nielsen ◽  
Janne Beate Reitan
Keyword(s):  
Personal Development ◽  
Basic Education ◽  
Compulsory Education ◽  
Arts And Crafts ◽  
Ministry Of Education ◽  
Qualified Teachers ◽  
Hands On ◽  
The Future ◽  
Important Challenge ◽  
Near Future

The Ludvigsen Committee (Ludvigsen-utvalget), which aims to assess primary and secondary educational subjects in terms of the competence Norwegian society and its working life will need in the future, has published an interim report entitled Pupils’ Learning in the School of the Future – A Knowledge Foundation (Norwegian Ministry of Education and Research, 2014). The committee wrote the following about arts and crafts: “That subject will contribute to personal development and simultaneously strengthen opportunities to participate in a democratic society, which can be seen as a desire to protect both individual-oriented and community-oriented training. The breadth of the subject can restrict the ability to delve into individual topics” (NOU 2014: 7, 2014, p. 89, our translation from Norwegian). This will be an important challenge for the team in the near future. The committee shall submit their principal report by June 2015.Practical work with materials must not be removed from primary school. It should be required that qualified teachers are employed on the lower grades. Practical/hands-on work can give the trades a boost, encourage students to choose vocations and prevent dropouts in vocational education programmes. We need skilled craftsmen in the future, and good teaching in Arts & Crafts in compulsory education could provide an important basis for both future craftsmen and customers of good craftsmen.

scholarly journals Literacy lessons learnt from parents in a community programme

2016 ◽  
Vol 6 (1) ◽  
pp. 10
Author(s):  
Dawn Cozett ◽  
Janet Condy
Keyword(s):  
Early Literacy ◽  
Cultural Values ◽  
Low Income ◽  
Case Study Research ◽  
Paulo Freire ◽  
Literacy Skills ◽  
Literacy Programme ◽  
Group Interviews ◽  
Home School Partnership

<p>The purpose of this study was to find out how parents can contribute to the early reading development of children in a Grade R class. The research was conducted in a low-income area in the Cape Flats. To gain a deeper understanding of the parents’ cultural values and aspirations when interacting with the Home-School Partnership Programme (HSPP) literacy programme, I elected to frame my study within the work of Paulo Freire, who argued that the purpose of education, at the time of his writing, was to make oppressed people passive. Qualitative data were gathered in a case study research design, utilising focus group interviews and semistructured questionnaire tools, as well as footage from a local broadcasting studio. The findings show that the parents, who were previously unable to assist their children with literacy skills at home, were keen to change and to be active partners in their children’s early literacy learning. This research is a descriptive example of how the home, the school and the community can collaborate in a meaningful and sustained way, especially in poverty-stricken areas where unemployment is rife.</p><p><strong>Keywords: </strong>case study, Grade R, literacy, parents; Paulo Freire; poverty; qualitative</p>

scholarly journals Learner Autonomy as an element in Chinese Education Reform: A Case of English Language Subject

2016 ◽  
Vol 9 (3) ◽  
pp. 33
Author(s):  
Jinjin Lu ◽  
Yingliang Liu
Keyword(s):  
Education Reform ◽  
Language Learning ◽  
English Language ◽  
Basic Education ◽  
Compulsory Education ◽  
Learner Autonomy ◽  
Ministry Of Education ◽  
English Curriculum ◽  
Autonomy Development ◽  
New Guidelines

<p>Enhancing students’ learning autonomy has been emphasized in the current round of English curriculum reforms by the Ministry of Education (MOE) in China. The initial aim of the new guidelines was developed to enhance students’ English proficiency to better fulfil their basic education (Nine-year compulsory education). However, up until now, very little is known about the quality of students’ basic education and their learner autonomy development. This paper uses the English language subject as a case to examine the relationship between the different locations of students’ attendance of their basic education and their learner autonomy development at university level. The result shows that secondary schools’ locations play a more important role in students’ learner autonomy development at university. A ‘Have A Go’ model is proposed to improve students’ transition between high schools and universities in the English language learning process.</p>

scholarly journals A ABORDAGEM PIKLER E A ORGANIZAÇÃO DO ESPAÇO PARA BEBÊS NA EDUCAÇÃO INFANTIL

2018 ◽  
Vol 15 (Especial 2) ◽  
pp. 01-07
Author(s):  
Renata Pavesi Cocito
Keyword(s):  
Teacher Training ◽  
Day Care ◽  
Basic Education ◽  
Care Center ◽  
Day Care Center ◽  
The World ◽  
Space Organization ◽  
Education And Care ◽  
Age Range ◽  
Institutional Space

The article comes from the studies carried out on the Pikler approach to promote teacher training and improvement of the work developed in a university day care center, focusing on the organization of spaces for babies. The objective is to present piklerian contributions for the organization of the institutional space for infants (children up to 1 year and 6 months of age). As methodology, we adopted bibliographic research. The Pikler approach originated in Budapest with the Hungarian physician Emmi Pikler who conducted the education and care of orphaned children from 1946. In studying the Pikler approach we understand space as a support to support babies in their motor acquisitions and their insertion in the world. The ample space, with little but adequate furniture and materials thought and selected for the specifics of the age range, allows the baby to experience the space with his body and, in this way, can gradually perceive and insert himself in the world that surrounds him . The actions of space organization, in the light of the Pikler approach, place the baby at the center of the pedagogical process and suppress the evidence and protagonism of the adult, still so present in this stage of Basic Education. The baby, powerful, capable and active, needs a context that supports him and allows him to experience his childhood with freedom and care.

scholarly journals Is Specialized Training a Basic Necessity for Special Students Teaching?

2020 ◽  
Vol 15 (9) ◽  
pp. 85
Author(s):  
Samuel Chege Kinuthia ◽  
Anne Christine Wanjiru Kabui
Keyword(s):  
Teacher Training ◽  
Basic Education ◽  
Special Schools ◽  
Cross Sectional ◽  
Overt Behavior ◽  
Empirical Inquiry ◽  
National Examination ◽  
Descriptive Survey ◽  
Behaviorist Theory ◽  
Structured Questionnaire

Every individual irrespective of their profession, requires requisite training to enable them to do a particular job with reasonable accuracy, achieving desired results. Mid-school is the stage between primary basic education and the tertiary level and in Kenya it is referred to as secondary education that is evaluated with a national examination (KCSE) at the end of the four years. Teachers&rsquo; role in a students&rsquo; performance cannot be underestimated where students with or without disabilities are subjected to the same national examinations. Performance in the national special schools in Kenya does not compare favorably with that of ordinary national schools irrespective of same caliber of teachers in both. This necessitated an empirical inquiry into whether there is need for extra training for teachers in special schools. The study sought to establish the influence of teacher training on the performance of special schools in Kenya. The performance of a school is measured based on the overall mean attained in KSCE examinations. The study focused on the national schools that are in the category of special schools in Kenya. The study is anchored on Behaviorist theory which states that learning is a function of change in overt behavior. A cross-sectional descriptive survey was carried out where data was collected using a self-administered semi structured questionnaire. Study findings indicate that 76.6% of variation in performance is predicted by training implying that relevant training of teachers in special schools is critical in achieving the expected learning outcomes with quality grades in KCSE that are pivotal in determining learners&rsquo; career paths. The study recommends creating an enabling environment and support to teachers willing to pursue training in special education. Further research should be done to determine how the subsector can be adequately funded both for initial and on-the-job special teacher training for special needs schools.

scholarly journals A inserção da prática como Componente Curricular em um curso de Licenciatura em Matemática: um estudo de caso em cálculo diferencial e integral

2019 ◽  
Vol 41 ◽  
pp. 4
Author(s):  
Paulo Roberto Barbosa ◽  
Livia Carolina Vieira ◽  
Graziela Marchi Tiago
Keyword(s):  
Teacher Training ◽  
Basic Education ◽  
Science And Technology ◽  
Academic Work ◽  
Integral Calculus ◽  
Initial Teacher Training ◽  
Federal Institute ◽  
Reflective Teachers ◽  
Education Science

This work aims to discuss the insertion of the Practice as a Curricular Component (PCC) in a Mathematics Undergraduate course of one Federal Institute of Education, Science and Technology, addressing some works developed and planned more specifically for the discipline of Differential and Integral Calculus. Nowadays, the legislation for initial teacher training at undergraduate courses is established by Resolution no. 2/2015 of the CNE / CP of July 1, 2015, which in article 13, among others, establishes that these courses must have at least 3,200 hours of effective academic work, these being at least 400 hours of PCC. In this way, studies focused on the training practices that are being offered are essential for understanding and improving these PCC applied to undergraduate courses developed at the Federal Institutes. Among the perspectives reached are the possibility of applying these activities in basic education and the training of reflective teachers, concerned with properly aligning practice and theory.

Sign in / Sign up

Export Citation Format

Share Document