scholarly journals BILINGUAL INTERCULTURAL EDUCATION AS AN IMPORTANT PRECONDITION OF PROVIDING THE EFFECTIVE INTERCULTURAL INTERACTION IN THE AMERICAN MULTINATIONAL SOCIETY

2021 ◽  
pp. 29-32
Author(s):  
Olena Bartosh
Keyword(s):  
Multicultural Education ◽  
Teaching And Learning ◽  
Teaching Experience ◽  
Traditional Education ◽  
Intercultural Education ◽  
American Experience ◽  
Intercultural Interaction ◽  
The World ◽  
Object Of Study ◽  
Bilingual Intercultural Education

American scientists see the introduction of multicultural education, in particular bilingual intercultural education, as one of the promising ways of ensuring the effective intercultural interaction. The purpose of the paper is to analyse and summarise the ideas of the American experience of bilingual education as a means of ensuring the effective intercultural interaction in a multinational state. Methods of the research used: analysis and systematization of pedagogical works, which made it possible to identify conceptual considerations on the bilingual intercultural education as an important precondition of effective intercultural interaction; observations and practice of author’s teaching experience used to reveal the main aspects of the issue under consideration. Scientific novelty lies in the substantiation of essential characteristics of bilingual intercultural education and its role in ensuring of intercultural interaction in a multinational society. Bilingial intercultural education is a deliberate process of engaging in the world culture by means of native and foreign languages, when a foreign language acts as a means of knowing the world, acquiring of special knowledge, mastering the cultural, historical and social experience of different countries and peoples. For domestic science and practice, it is advisable to use the ideas of foreign experience of bilingual intercultural education. We consider bilingual intercultural education as such an education organisation when it becomes possible to use more than one language as a language of teaching. The second language is thus not only an object of study, but also a means of communication and a language of teaching. The main difference between bilingual intercultural education and traditional education is that the language of teaching itself is not only a tool for teaching and learning, but also its purpose.

scholarly journals Designing Number Learning Applications and Early Childhood Mathematics Calculations

SinkrOn ◽  
2019 ◽  
Vol 3 (2) ◽  
pp. 212
Author(s):  
Nofri Wandi Al Hafiz ◽  
Helpi Nopriandi
Keyword(s):  
Early Childhood ◽  
Learning Process ◽  
Teaching And Learning ◽  
Technological Development ◽  
Teaching Experience ◽  
Early Childhood Mathematics ◽  
Teaching Process ◽  
Learning And Teaching ◽  
Learning Mathematics ◽  
The World

The progress of technological development in the current era is very fast and fast, it is seen from how people use the technology, even now technology has entered the world of education in terms of the teaching and learning process, with the process of learning and teaching that is still focusing teachers as a material giver, it will make the learning and teaching experience monotonous and less attractive so that students become bored and lack enthusiasm especially with math lessons that use a lot of thoughts, unless the teacher can bring the class atmosphere to be interesting it will make the classroom atmosphere become enthusiasm, to help teachers in the teaching process, it is necessary to make an application that can help teachers to make students interested in learning mathematics.

Designing Multicultural Teaching and Learning Environments in Science Education

2020 ◽  
pp. 207-228
Author(s):  
İlke Çalışkan ◽  
Kaan Batı
Keyword(s):  
Science Education ◽  
Cooperative Learning ◽  
Multicultural Education ◽  
Learning Environments ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Opportunities ◽  
Multicultural Science Education ◽  
The World ◽  
Shed Light

This chapter starts by focusing on the multicultural education needs in Turkey and tries to define and discuss these needs. Then the features of multicultural science education are described using examples from practices given in the literature. In this context, multicultural science education is discussed under the headings of learning strategies, learning opportunities, and cooperative learning, followed by presenting examples of multicultural science education. As a result, the framework of multicultural science education presented in this chapter aims to shed light on multicultural education practices in Turkey and other countries around the world.

Alignment

2016 ◽  
pp. 33-50
Author(s):  
Pier Giuseppe Rossi
Keyword(s):  
Teaching And Learning ◽  
Enactive Approach ◽  
The World ◽  
Strategic Role ◽  
Education Today ◽  
Current Context ◽  
The Subject

The subject of alignment is not new to the world of education. Today however, it has come to mean different things and to have a heuristic value in education according to research in different areas, not least for neuroscience, and to attention to skills and to the alternation framework.This paper, after looking at the classic references that already attributed an important role to alignment in education processes, looks at the strategic role of alignment in the current context, outlining the shared construction processes and focusing on some of the ways in which this is put into effect.Alignment is part of a participatory, enactive approach that gives a central role to the interaction between teaching and learning, avoiding the limits of behaviourism, which has a greater bias towards teaching, and cognitivism/constructivism, which focus their attention on learning and in any case, on that which separates a teacher preparing the environment and a student working in it.

Science Teachers’ Beliefs about Teaching and Learning Implementing Inquiery-based Learning - A Case in Qatar Government Primary Schools

2020 ◽  
Author(s):  
Alshaima Saleh Alyafei
Keyword(s):  
Science Teachers ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Traditional Approach ◽  
Teaching Experience ◽  
Web Based ◽  
Years Of Teaching Experience ◽  
Teachers Beliefs ◽  
Beliefs About Teaching ◽  
Voluntary Basis

The current study investigates the beliefs held by science teachers on constructivism and a traditional approach in Qatar government primary schools. More specifically, it aims to investigate the challenges that science teachers experience during inquiry-based learning implementation. A web-based survey was conducted in order to collect data from grades 4 to 6 science teachers. A total of 112 science teachers responded and completed the survey on a voluntary basis. The results indicate that science teachers hold a higher beliefs in constructivism than traditional approach. A T-test and ANOVA analysis have showed that there is no significant differences between the beliefs of science teachers’ and their gender, level of education, and years of teaching experience. In addition, science teachers faced challenges in lesson planning, assessment, and teacher support.

LA EDUCACIÓN SUPERIOR EN EL SIGLO XXI: MAS PEDAGOGÍA1 O MAS ADMINISTRACIÓN2 EN LAS INSTITUCIONES ? UNAS APROXIMACIONES ACASO ATREVIDAS, PERO INEVITABLES / UNIVERSITY AND COLLEGE EDUCATION IN THE 21ST CENTURY : MORE PEDAGOGY 1 OR MORE ADMINISTRATION 2 IN T

LOGOS ◽  
2014 ◽  
Vol 3 (1) ◽  
Author(s):  
Mg. Gilmer Cacho Cuba
Keyword(s):  
Latin America ◽  
Teaching And Learning ◽  
Administrative Support ◽  
Local Development ◽  
College Education ◽  
Public University ◽  
Redes Sociales ◽  
University System ◽  
The World ◽  
Global University

RESUMEN Cuando se leen las mediciones que se hacen en el mundo sobre las performances universitarias admira, cuestiona y/o desagrada que solo una universidad nacional merodee el puesto 900 a nivel mundial y el puesto 30 a nivel latinoamericano, las siguientes no figuran ni en el puesto 1500 a nivel mundial ni en el 75 a nivel latinoamericano. Algo le está pasando al sistema universitario peruano que no resiste ninguna comparación con sus similares de la región y menos del mundo.Ante la realidad que nos presentan repetidamente los rankings, no será inmoderado aceptar que ahora se exige a la universidad mundial variables y afanes rigurosos: • Contenidos de alta calidad que impactan en la vida diaria.• Flexibilidad para seleccionar y profundizar el conocimiento.• Acceso fácil e ilimitado de la información.• Mucha simulación e interactividad con el entorno real.• Profesores de reconocimiento y amplio prestigio.• Promoción de emprendimiento y visualización creativa.• Amplias redes sociales en todo el mundo.• Significativo apoyo de la tecnología de información y comunicación.• Esforzada dedicación y tutoría al alumno.• Investigación ligada al desarrollo nacional y local.• Mecanismos de vinculación permanente con los egresados.• Existencia de un órgano consultivo del mundo productivo.• Respaldo administrativo consistente.• Acreditación de la calidad de sus resultados. En ese escenario, el sistema universitario nacional tiene que cambiar y en la nueva forma de actuación que se le demanda, de asumir algunos cambios y guardar una real armonía entre la pedagogía y la administración, surgirá el éxito que le corresponde, pues ambas tendrán que empezar a nutrirse y soportarse en favor de la enseñanza-aprendizaje. Palabra clave: Pedagogía, Administración, Éxito universitarioABSTRACT When reading the measurements made in the world of college performances, it is remarkable, questionable and unpleasant that only a Public University ranks 900 in the world and 30th in Latin America, the others are listed neither the post 1500 globally nor 75 in Latin America. Something is happening to the Peruvian university system that does not stand any comparison with its counterparts in the region or the world. Facing the reality that rankings show repeatedly, it will not be intemperate to accept that   global university requires rigorous  effort and variables: • High quality contents that impact daily life.• Flexibility to select and deepen knowledge.• Easy and unlimited access to information.• Many simulation and interactivity with the real environment.• Well recognized and prestigious teachers.• Entrepreneurship promotion and creative view.• Widespread social networks worldwide.• Significant support of information technology and communication.• Endeavour and tutoring to student.• Research linked to national and local development.• Permanent linking mechanisms with graduated students.• Existence of an advisory body of the productive world.•  Consistent administrative support.• Quality of  the results accreditation. In that scenario, the Public University System must change and, in the new form of performance that is demanded, assuming some changes and having a real harmony between pedagogy and administration, will emerge the success it deserves, as both have to start nurturing and supporting for the teaching and learning process . Keyword: Pedagogy, Management,  College Success

Introduction

2018 ◽  
Author(s):  
Jane Kotzmann
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Historical Perspectives ◽  
Law And Policy ◽  
Political Events ◽  
Educational Disadvantage ◽  
The World ◽  
Higher Education Teaching

The Introduction highlights the importance of higher education and the existence of educational disadvantage in society, contextualised within current political events and discussions. It describes the intrinsic importance of education in allowing people to learn about themselves and the world they live in. It details the significant instrumental importance of education in the likelihood people will obtain employment and command higher incomes. It also provides a brief outline of different historical perspectives in relation to how best to provide higher education teaching and learning. The importance of law and policy for higher education is discussed, and the purpose and limitations of the research identified.

Assessment and Critical Pedagogy

2019 ◽  
pp. 306-324
Author(s):  
Frank Abrahams
Keyword(s):  
United States ◽  
Critical Theory ◽  
Critical Pedagogy ◽  
Teaching And Learning ◽  
Teacher Performance ◽  
Learning Experience ◽  
The United States ◽  
Summative Assessments ◽  
The World ◽  
Integrative Assessment

This chapter aligns the tenets of critical pedagogy with current practices of assessment in the United States. The author posits that critical pedagogy is an appropriate lens through which to view assessment, and argues against the hegemonic practices that support marginalization of students. Grounded in critical theory and based on Marxist ideals, the content supports the notion of teaching and learning as a partnership where the desire to empower and transform the learner, and open possibilities for the learner to view the world and themselves in that world, are primary goals. Political mandates to evaluate teacher performance and student learning are presented and discussed. In addition to the formative and summative assessments that teachers routinely do to students, the author suggests integrative assessment, where students with the teacher reflect together on the learning experience and its outcomes. The chapter includes specific examples from the author’s own teaching that operationalize the ideas presented.

scholarly journals Knowledge, authority, and positionality in Asian immigrant female faculty teaching diversity classes

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Jung-ah Choi ◽  
Jae Hoon Lim
Keyword(s):  
Multicultural Education ◽  
Professional Knowledge ◽  
Teaching Experience ◽  
Faculty Of Color ◽  
The Body ◽  
Power Dynamics ◽  
Safe Environment ◽  
Faculty Teaching ◽  
The One ◽  
Body Knowledge

AbstractThis paper is a self-reflective narrative of our teaching experience as two immigrant Asian female professors who teach Multicultural Education. Employing collaborative autoethnography (CAE), the study addresses the issues of authority, positionality, and legitimacy of knowledge claims in critical feminist pedagogy. Two research questions guided our inquiry: 1. How does a teacher’s racial positionality play out in exercising professional knowledge, and conversely, 2. How does seemingly neutral professional knowledge become racialized in the discussions of race? Major findings demonstrate the double-edged contradictions in the body/knowledge nexus manifested in our everyday teaching contexts. On the one hand, the bodily dimension of teacher knowledge is de-racialized because of institutional norms and cultures. On the other hand, there are times professional knowledge becomes racialized through the teacher’s body. Understanding the body/knowledge nexus that invites precarious power dynamics in racial discussions and even blatantly dismisses our professional knowledge, we, as an immigrant faculty of color, find it impossible to create a safe environment for participatory, critical discourse. Acknowledging our triple marginality, we put forth the concept of “pedagogy of fear” (Leonardo, Z., & Porter, R. K. (2010). Pedagogy of fear: Toward a Fanonian theory of ‘safety’ in race dialogue. Race, Ethnicity and Education, 13(2), 139–157) which squarely disrupts the idea of a safe environment in race dialog and urges teachers to confront their own/their students’ fear and create a space of teaching vulnerably.

Democratization in Unlikely Places: Comparative Lessons from the Latin American Experience

2018 ◽  
Vol 10 (3) ◽  
pp. 402-419
Author(s):  
Kenneth M. Roberts
Keyword(s):  
Latin American ◽  
Economic Prosperity ◽  
American Experience ◽  
Democratic Regimes ◽  
Starting Point ◽  
The World ◽  
Political Consensus

The Latin American experience at the end of the 20th century demonstrates that democratic regimes can be established and stabilized in “unlikely” places that would not appear to have the requisite “preconditions” for democracy as conventionally theorized. The region may thus provide insights into the prospects for democracy in other parts of the world, such as the MENA region, that also lack the traditional correlates of democracy. An understanding of democracy’s institutional roots in deep societal conflicts, rather than political consensus, civic cultures, or economic prosperity, is an essential starting point for such cross-regional perspectives.

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