scholarly journals Research on home economics teacher training curriculum that approaches general-purpose skills by focusing on the essence of the subjects

Impact ◽  
2020 ◽  
Vol 2020 (8) ◽  
pp. 15-17
Author(s):  
Akiko Suzuki
Keyword(s):  
Social Sciences ◽  
Teacher Training ◽  
Graduate School ◽  
Family Life ◽  
General Purpose ◽  
Home Economics ◽  
Training Curriculum ◽  
The Subject ◽  
The University ◽  
Japanese Schools

Home Economics is a mandatory subject in Japanese schools. While the subject teaches valuable life skills, few understand the significance and the science behind this important topic. Professor Akiko Suzuki from the Graduate School of Our Humanities and Social Sciences at Hiroshima University, believes in the value of developing and teaching Home Economics in schools to prepare the children of today for the challenges of tomorrow. Akiko has been working on the curriculum for training Home Economics teachers at the University. In such an uncertain global environment, with the home becoming the centre of not only family life, but also work life, Home Economics is even more important than ever before. Suzuki believes that, through this work, her team can have a big impact on improving and supporting teacher training to provide students with lifelong skills and competencies.

scholarly journals Teacher training does a epistemological question?

Perspectiva ◽  
2017 ◽  
Vol 35 (1) ◽  
pp. 33-48
Author(s):  
Diana Estela Pipkin
Keyword(s):  
Social Sciences ◽  
Teacher Training ◽  
Secondary School ◽  
Classroom Practices ◽  
Buenos Aires ◽  
Epistemological Question ◽  
Teaching Careers ◽  
The University

What does the learning of social sciences to the trajectories of young citizens? What to teach social sciences in secondary school? Why curricular changes in Argentina did not change classroom practices? We believe that the answers to these questions involve, though not exclusively, in the field of teacher training. Precisely, this paper aims to reflect on the characteristics of the training of teachers of History and Sociology at the University of Buenos Aires, taking account both the disciplinary aspects of the pedagogical-comment- from our students and our experience as teachers of these teaching careers. We are concerned to analyze, in particular, the presence / absence of epistemological contained in the careers of these faculties and their implications when thinking teaching.

scholarly journals Practical Theology as part of the landscape of Social Sciences and Humanities – A transversal perspective

2013 ◽  
Vol 69 (2) ◽  
Author(s):  
Julian C. Müller
Keyword(s):  
Social Sciences ◽  
Best Practices ◽  
Practical Theology ◽  
Social Sciences And Humanities ◽  
Interdisciplinary Dialogue ◽  
University Of Pretoria ◽  
The Subject ◽  
Practical Theological ◽  
The University ◽  
Interdisciplinary Process

At the University of Pretoria the author, a practical theologian, experiences a fruitful soil for the development of an interdisciplinary process. He referred to concrete examples of cooperation, but used the article to reflect on best practices for the interdisciplinary dialogue. He came to the conclusion that it probably made more sense to talk of Practical-theological alternatives rather than to describe the subject in a single fixed manner of understanding and action. Our goal should rather be to open up the boundaries between Practical Theology, Human, Social and Natural Sciences.

scholarly journals Documentation

2014 ◽  
Vol 4 (7) ◽  
pp. 67-69 ◽  
Keyword(s):  
Social Sciences ◽  
Social Studies ◽  
Industrial Relations ◽  
Central Council ◽  
Assistant Director ◽  
The Subject ◽  
The University ◽  
Legislative Assembly

The project of the Labour Code presented to the Quebec Legislature with the Bill No. 5 is now history. As this legislative project had considerable scope, various opinions on the subject were expressed and it was withdrawn. We are therefore publishing, as a matter of record, the declaration of the Honourable Antonio Barrette, Minister of Labour, at the time Bill No. 5 was withdrawn, as well as that of the Canadian and Catholic Confederation of Labour and of the Ecclesiastical Commission of Social Studies. It will be noticed that the text of the Ecclesiastical Commission of Social Studies was not sent to the newspapers but to the Members of the Legislative Assembly. The Members of this Commission are: the Revd. Paul Emile Bolté, p.s.s., Professor of Social Sciences in the Faculty of Theology at the University of Montreal; the Revd. Father Emile Bouvier, s.j., Director of the Industrial Relations Section of the University of Montreal and moral adviser of the « Association Professionnelle des Industriels »; the Revd. Father Jacques Cousineau, s.j., moral adviser of the Central Council of the National Syndicates of Montreal and of various Federations affiliated to the Canadian and Catholic Confederation of Labour; the Revd. Gérard Dion, Assistant-Director of the Department of Industrial Relations of Laval University, moral adviser of the employers' associations of the Diocese of Quebec; the Revd. Omer Genest, moral adviser of the National Catholic Syndicates, Diocese of Chicoutimi and the Revd. Henri Pichette, general moral adviser of the Canadian and Catholic Confederation of Labour.

Women Experiment with Theatre: Magdalena 86

1987 ◽  
Vol 3 (11) ◽  
pp. 224-234 ◽  
Author(s):  
Susan Bassnett
Keyword(s):  
Comparative Literature ◽  
Graduate School ◽  
International School ◽  
Female Role ◽  
The Core ◽  
The Subject ◽  
Experimental Theatre ◽  
The University

In the autumn of last year, two events took place which marked in very different ways the recognition that feminist thinking has affected theatre more profoundly than through the necessary logistics of job and role redistribution. In August, the first-ever festival of women in experimental theatre, known as Magdalena 86, took place in Cardiff. Then, in the following month, the International School of Theatre Anthropology devoted its congress in Holstebro, Denmark, to the subject of ‘The Female Role’ – a title we borrow for this short feature, in which Susan Bassnett. who teaches in the Graduate School of Comparative Literature at the University of Warwick, and has been a regular contributor both to NTQ and its predecessor, analyzes and evaluates these occasions in successive reports. The core paper presented at Holstebro by ISTA director Eugenio Barba, which discusses the balance between the qualities of ‘animus’ and ‘anima’ necessary to the actor's energy, ‘completes’ a feature which, in the questions it raises for further discussion, remains necessarily inconclusive.

scholarly journals O campo de saber artístico nos currículos de formação de pedagogos e seu eco nas escolas

2021 ◽  
Vol 33 (69) ◽  
pp. 1373-1400
Author(s):  
Ana Cristina Moraes ◽  
Luis Távora Furtado Ribeiro
Keyword(s):  
Teacher Training ◽  
Theoretical Basis ◽  
Public University ◽  
Training Curriculum ◽  
Initial Formation ◽  
Initial Teacher Training ◽  
The Arts ◽  
The University ◽  
E Mail ◽  
Bibliographic Study

* Doutora em Educação pela Universidade Estadual de Campinas (UNICAMP). Professora na Universidade Estadual do Ceará (UECE). E-mail: [email protected]. ** Doutor em Sociologia pela Universidade Federal do Ceará (UFC). Professor titular da Faculdade de Educação da Universidade Federal do Ceará (UECE). Professor-pesquisador do convênio de colaboração entre a l’Université Paris I Panthéon-Sorbonne (Laboratoire Phare - Philosophie, Histoire et analyse des representations économiques), a linha de pesquisa Marxismo, educação e luta de classes (e-luta) do Programa de Pós-Graduação em Educação Brasileira da Universidade Federal do Ceará (UFC) e o Mestrado Acadêmico Intercampi em Educação e Ensino (MAIE), da Universidade Estadual do Ceará. Professor-pesquisador do Convênio de Colaboração entre o Programa de Mestrado em Antropologia de Iberoamérica da Universidade de Salamanca (MAI) e Linha de Pesquisa Marxismo, Educação e Luta de Classes (E-Luta) do Programa de Pós-Graduação em Educação Brasileira da Universidade Federal do Ceará (UFC). E-mail: [email protected]. Resumo: O texto problematiza a legitimação das Artes como campo de saber nos currículos de cursos de Pedagogia. Reflete, pois, sobre formação inicial de pedagogos e o repertório artístico-cultural desses profissionais para atenderem às demandas escolares referentes ao ensino de Artes. Tomamos como base de fundamentação teórica, principalmente, a noção de campo de Bourdieu (2006; 2004; 1983) e sua idéia de consagração desse campo como um processo constituído relacionalmente. O trabalho traduz um estudo bibliográfico imerso no campo da Educação, guiado, entretanto, por reflexões sustentadas em observações e vivências estético-pedagógicas no âmbito da formação inicial docente, numa universidade pública estadual brasileira. Com o estudo, infere-se que à universidade cabe a responsabilidade estratégica de garantir a ampliação de componentes curriculares que abranjam saberes em Artes.Palavras-chave: Campo de saber. Artes. Formação de pedagogos.  The field of artistic knowledge in the training curriculum of pedagogos and its echo in schools Abstract: The text problematizes the legitimization of the Arts as a field of knowledge in the curricula of Pedagogy courses. It reflects, therefore, on the initial formation of pedagogues and the artistic-cultural repertoire of these professionals to attend to the school demands related to the teaching of Arts. We take as theoretical basis mainly the notion of Bourdieu's field (2006, 2004, 1983) and his idea of ​​consecration of this field as a process constituted relationally. The work translates a bibliographic study immersed in the field of Education, guided, however, by reflections sustained in observations and aesthetic-pedagogical experiences in the scope of initial teacher training, in a Brazilian state public university. With the study, it is inferred that the university has the strategic responsibility to guarantee the expansion of curricular components that cover knowledge in Arts.Keywords: Field of knowledge. Arts. Formation of pedagogues.  El campo de saber artístico en los curriculos de formación de pedagogos y su eco en las escuelas Resumen: El texto problematiza la legitimación de las Artes como campo de saber en los currículos de cursos de Pedagogía. Refleja, pues, sobre formación inicial de pedagogos y el repertorio artístico-cultural de esos profesionales para atender a las demandas escolares referentes a la enseñanza de Artes. Tomamos como base de fundamentación teórica principalmente la noción de campo de Bourdieu (2006; 2004; 1983) y su idea de consagración de ese campo como un proceso constituido relacionalmente. El trabajo traduce un estudio bibliográfico inmerso en el campo de la Educación, guiado, sin embargo, por reflexiones sostenidas en observaciones y vivencias estético-pedagógicas en el ámbito de la formación inicial docente, en una universidad pública estatal brasileña. Con el estudio, se infiere que a la universidad cabe la responsabilidad estratégica de garantizar la ampliación de componentes curriculares que abarquen saberes en Artes.Palabras Clave: Campo de saber. Artes. Formación de pedagogos. Data de registro: 15/02/2019Data de aceite: 23/04/2020

scholarly journals Movilidad Internacional Brasil-Colombia: La Química Verde en la formación de profesores de Química

2019 ◽  
Vol 3 (1) ◽  
Author(s):  
Junfanlee Oliveira Felciano Manoel ◽  
Leidy Gabriela Ariza Ariza
Keyword(s):  
Teacher Training ◽  
Green Chemistry ◽  
Paulo Freire ◽  
Training Curriculum ◽  
International Mobility ◽  
Training Process ◽  
Chemistry Teachers ◽  
Undergraduate Chemistry ◽  
The University

This report of experience has as main objective to make approximations of the contributions of the Green Chemistry (QV) to the formative process of graduates in Chemistry, bringing experiences of the International Mobility Paulo Freire realized in the National Pedagogical University (UPN) in a Brazil-Colombia relation about the activities developed in the classroom and in the field. We intend with this work to broaden the discussions about the need for QV in the initial and continuing training curriculum of undergraduate chemistry teachers. This way it is presented some of the areas visited that correspond to the departments of Cundinamarca, Caldas and Antioquia held in the discipline of QV and from this perspective we seek to relate the different spaces mentioned here with the importance of the experiences for the teacher training process and for their practice professional, making a parallel with the training curriculum of Chemistry teachers of the University of origin Federal University of the Triângulo Mineiro (UFTM).

scholarly journals Ser dos en el aula: las parejas pedagógicas como estrategia de co-enseñanza inclusiva en una experiencia de formación inicial del profesorado de secundaria

Aula Abierta ◽  
2017 ◽  
Vol 46 (2) ◽  
pp. 57
Author(s):  
Manuel Cotrina García ◽  
Mayka García García ◽  
Ester Caparrós Martín
Keyword(s):  
Preservice Teachers ◽  
Teacher Training ◽  
Inclusive Education ◽  
Collaborative Teaching ◽  
Secondary Teacher ◽  
Teaching Innovation ◽  
Innovation Project ◽  
Teacher Professional ◽  
The Subject ◽  
The University

RESUMENEste trabajo aborda la “pareja pedagógica” como estrategia didáctica innovadora de corte inclusivo, que caracteriza una modalidad de enseñanza colaborativa (co-enseñanza). Esta estrategia requiere la implicación, intencional y voluntaria de dos profesores en todos los aspectos vinculados a la docencia: planificación, evaluación y, singularmente, durante el desarrollo de las sesiones de clases. Inicialmente se revisa la literatura sobre el tema de estudio, de cara a documentar su potencial en la mejora del proceso didáctico, e ilustrar sus implicaciones para el desarrollo profesional docente; asimismo, se centra el eje de análisis en la educación inclusiva. En un segundo momento, se presentan los resultados de un proyecto de innovación docente cuyo eje central es la puesta en acción de esta estrategia por un grupo de docentes de la Universidad de Cádiz, en diversas titulaciones vinculadas a la formación inicial del profesorado. En concreto, se presenta la visión particular del alumnado de la asignatura “Procesos y Contextos Educativos”, del Máster en Formación del Profesorado de Secundaria. Es a través de la voz del alumnado que el modelo de co-enseñanza, llevado a cabo en esta experiencia con las “parejas pedagógicas”, adquiere valor pedagógico y se sitúa como motor para la proyección hacia su práctica futura.Palabras Clave: co-enseñanza, pareja pedagógica, educación inclusiva, formación inicial del profesorado.ABSTRACTThis work approaches the “pedagogical partnerns” as an innovative didactic strategy of inclusive orientation, which characterizes a modality of collaborative teaching (co-teaching). This strategy requires the intentional and voluntary involvement of two teachers in all aspects related to teaching: planning, assessment and, in particular, during the development of class sessions. Initially the literatura on the subject of study is reviewed, in order to documents its potential in improving the didactic process, and to illustrate its implications for teacher professional development; likewise, the analysis focuses on inclusive education. Secondly, we presents the results of a teaching innovation project whose central axis is the implementation of this strategy by a group of teachers of the University of Cadiz, in various degrees related to the preservice teachers. Specifically, we present the students’ particular view on the subject “Processes and Educational Contexts” of the Master in Secondary Teacher Training. It is through the voice of the students that the co-teaching model, carried out in this experience with the “pedagogical partners” , get its pedagogical value and is placed as a motor so that the students can project it towards its future practice.Keywords: co-teaching, pedagogical pair, inclusive education, initial teacher training.

scholarly journals Representaciones del currículo social en el futuro profesorado de Educación Infantil. Una investigación cualitativa

2021 ◽  
Vol 24 (1) ◽  
Author(s):  
María del Mar Felices de la Fuente ◽  
Álvaro Chaparro Sainz
Keyword(s):  
Social Sciences ◽  
Teaching And Learning ◽  
Social Issues ◽  
Methodological Approach ◽  
Preschool Education ◽  
Social Content ◽  
The Social ◽  
The Subject ◽  
Investigación Cualitativa ◽  
The University

Esta investigación tiene por objeto evaluar las competencias curriculares del alumnado del Grado en Educación Infantil, tras cursar las asignaturas de Didáctica de las Ciencias Sociales. Para ello, nos centramos en examinar dos indicadores principales: si emplea de forma apropiada el principio de globalidad que debe presidir los procesos de enseñanza y aprendizaje de esta etapa, y si reconoce e identifica el contenido social curricular. Siguiendo una metodología cualitativa y empleando los programas informáticos Nvivo 11 y Pajek 5.07, se han analizado contenidos textuales generados por 224 alumnos y alumnas, procedentes de ISEN (Universidad de Murcia) y de la Universidad de Málaga, a quienes se les pidió que, a partir de la elección de un contenido social del currículo, propusieran una situación de aprendizaje integrado. Los resultados nos muestran dificultades tanto en la identificación de las temáticas específicamente sociales, como en la conexión entre contenidos de las distintas áreas del currículo. En consecuencia, se revela necesario un tratamiento más exhaustivo de estos aspectos desde el ámbito de la Didáctica de las Ciencias Sociales, que implique un mejor conocimiento y delimitación de lo “social” por parte del futuro profesorado de Educación Infantil.   The objective of this research is to evaluate the curricular competences of the students of the Degree in Preschool Education, after having completed the subject of Social Sciences Education. In order to achieve this purpose, we focus on examining two indicators: if the students adequately use the principle of globality that should preside over the teaching and learning processes of the preschool stage; and if they recognizes and identifies the curricular social content. For this, from a qualitative methodological approach, we have used the software Nvivo 11 and Pajek64 5.07, to analyze the textual contents generated by 224 students from ISEN (University of Murcia) and the University of Málaga. All of them were asked to choose a social content of the curriculum and to propose an integrated learning situation based on it. The research results show us difficulties in the identification of specifically social issues, and in the connection between contents of the different areas of the curriculum. Consequently, it is evident that a more exhaustive treatment of these aspects is necessary from the scope of the Social Sciences Education, which implies a better knowledge and delimitation of the social content by the future preschool teachers.

scholarly journals Pierre Bourdieu and politics

2021 ◽  
Vol 32 (4) ◽  
pp. 567-586
Author(s):  
Philip Golub ◽  
Frédéric Lebaron ◽  
Ivica Mladenovic ◽  
Franck Poupeau ◽  
Gisèle Sapiro ◽  
...  
Keyword(s):  
Social Sciences ◽  
Social Theory ◽  
Jacques Derrida ◽  
Pierre Bourdieu ◽  
Public Affairs ◽  
Roundtable Discussion ◽  
The World ◽  
Specific Meaning ◽  
The Subject ◽  
The University

This paper is the product of a roundtable discussion held at the international conference Horizons of Engagement: Eternalizing Bourdieu, organized by the Institute for Philosophy and Social Theory of Belgrade, Serbia, the Centre for Advanced Studies of The University of Rijeka, Croatia, the ?cole Normale Sup?rieure of Paris, France, and the French Institute in Serbia. The event was planned on the occasion of the ninetieth anniversary of the birth of one of the world?s leading sociologists - Pierre Bourdieu (1930-2002). The greatest indicator of the scope of Bourdieu?s influence is the fact that he has become the world?s most cited sociologist, ahead of ?mile Durkheim, and the world?s second most cited author in social sciences and the humanities, after Michel Foucault and ahead of Jacques Derrida. As part of this discussion, we address the subject of ?Bourdieu and Politics?, politics - broadly constructed. We evoke Pierre Bourdieu?s involvement in public affairs during the 1990s, while taking into account the concept of the collective intellectual that Bourdieu introduced into social sciences by giving it a specific meaning.

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