scholarly journals From ‘Prevent’ to ‘Enable’

2019 ◽  
pp. 246-273
Author(s):  
Kay Sidebottom ◽  
Kay Sidebottom
Keyword(s):  
Adult Education ◽  
Teacher Training ◽  
Education Policy ◽  
Transformative Learning ◽  
Ethical Challenges ◽  
Learning Spaces ◽  
Trainee Teachers ◽  
The North ◽  
Training Programmes

Given the increasing pressures on teachers in Further and Adult Education across a range of economic, political and managerial factors, this article argues that inquiry-based approaches to education can open up much-needed transformative learning spaces to the benefit of tutors, students and wider communities. Through the presentation of a case study, this article suggests that the inclusion of such ‘pro-social pedagogies’ in teacher training programmes will both equip teachers with tools to facilitate dialogue, and provide reflective spaces in which they can consider their own positions regarding challenging education policy. The case study, a ‘community philosophy enquiry’ into Prevent and Fundamental British Values involving trainee teachers in the North of England, is outlined and the ethical challenges considered.  The approach taken is based on a posthuman ‘ethics of affirmation’ (Braidotti, 2012) and a nomadic ontology which facilitates change through the joining together of agents for transformation, across a series of on- and off-line rhizomatic assemblages.  The article concludes with recommendations for the further implementation of democratic educational practices such as community philosophy, which allow space and time for discussion and dissent.

A Case Study of Radical Adult Education and Transformative Learning through a Diverse Adult Learning Workshop

2012 ◽  
Vol 10 (2) ◽  
pp. 108-134 ◽  
Author(s):  
Michelle Glowacki-Dudka ◽  
Darolyn “Lyn” Jones ◽  
Diane Brooks ◽  
Tory Flynn ◽  
William Frankenberger ◽  
...  
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Transformative Learning

scholarly journals How Do Plurilingual Teacher Trainees View the CLIL Challenge? A Case Study

2021 ◽  
Vol 63 ◽  
pp. 33-56
Author(s):  
Enrique Cerezo Herrero ◽  
Rosario García-Bellido
Keyword(s):  
Teacher Training ◽  
Education System ◽  
Main Idea ◽  
Point Of View ◽  
Trainee Teachers ◽  
Training Methodology ◽  
Teacher Trainees ◽  
Flow Charts ◽  
Valencian Region

The Valencian region is a Spanish autonomous community with a long-standing tradition in bilingual education. However, as opposed to some other Spanish regions, attention towards the linguistic education system from the point of view of research has been scarce. On this basis, the present investigation seeks to analyze the plurilingual education system of the Valencian region currently in force from the perspective of trainee teachers. To this end, a study has been conducted with three focus groups. The narrative produced by the participants has been analyzed taking into consideration four major dimensions, namely plurilingual programs, teacher training, methodology, and resources and materials. In this analysis, the main idea underlying each dimension has been identified and then the information has been synthesized in flow charts that broadly represent the information conveyed by the groups. The results obtained evince a lack of initial and continuous teacher training in plurilingual issues, a reality which translates into a low level of linguistic competence and methodological lacunae, as well as a lack of tailored-made teaching materials. There is thus an urgent need to revisit major aspects of the plurilingual programs and bring about certain changes that could contribute to their improvement and consolidation.

scholarly journals Collaboration and Networking in Adult Education and Training. A Case Study

2020 ◽  
Vol 10 (1) ◽  
pp. 139-157
Author(s):  
Adél Kiss
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Education And Training ◽  
Active Network ◽  
Limited Resources ◽  
Network Member ◽  
Economic Potential ◽  
Training Programmes ◽  
And Training

AbstractThe article discusses the analysis of the available resources in the Pro Educatione Network of Adult Education and Training. The study unveils the provided human resources, economic potential, organizational capacities and relationships as well as the surplus by the network of the 15 adult education organizations. The results show that networking brings access to different resources for network members. Half of the network member organizations affirm intense relationships, i.e. they often call for the collaboration of network member organizations for their adult education and training programmes, and significant co-creation activities are taking place. Despite the fact that several network member organizations have limited resources for the operation of adult education, they achieve significant efficiency; in other words, they can reach out to a considerable number of adult learners through their education and training programmes. The analysis identified passive, moderately active, and very active network members. It also identified areas with deficits in networking.

Blended Teacher Training Program

2021 ◽  
pp. 337-358
Author(s):  
Marcos Andrei Ota ◽  
Andreia Cristina Nagata ◽  
Tatiane Carvalho Ferreira
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Teaching Practices ◽  
Basic Education ◽  
Training Programs ◽  
Digital Learning ◽  
Learning Spaces ◽  
Teaching Methodologies ◽  
Teacher Training Program

Nowadays information is processed quickly, and it provides new ways of interaction between the students and the teachers. The digital learning process has entered in our schools and has also brought a great discussion: how to teach in the digital age. To answer it, the authors aim to present a case study about the teacher training program developed in a blended model. Its purpose was to support the teaching practices and to rethink the learning spaces as well as to generate reflections on the issues of how to evaluate the application of active methodologies which are used in the basic education. A total of 20 teachers from four private schools in São Paulo have completed the training program. Thus, it enabled considerable advances in the planning of active classes. It was noticed, according to the results, that the teaching methodologies represent a challenge to be overcome in new training programs.

Non-Native Teachers Investigating New Englishes

Aula Abierta ◽  
2021 ◽  
Vol 50 (2) ◽  
pp. 585-592
Author(s):  
Jaroslaw Krajka
Keyword(s):  
Teacher Training ◽  
Student Teachers ◽  
Digital Literacy ◽  
Data Retrieval ◽  
Training Programme ◽  
Language Analysis ◽  
Native Teachers ◽  
Do It Yourself ◽  
Training Programmes

While teacher-as-methodology-researcher paradigm in the area of methodology is quite firmly established, teacher-as-language-researcher is less common, especially in teacher training programmes. Much less emphasis is placed on equipping teachers (especially non-natives) with skills of language analysis, hypothesis posing, data retrieval and analysis. The use of ready-made language corpora in preparing classroom data and creating materials is still inadequately covered in teacher training programmes, let alone putting future teachers in the shoes of linguistic researchers observing the changing face of English. The purpose of this paper is to present a case for promoting teacher-as-language-researcher attitudes in the graduate teacher training programme. A case study is presented, in which student teachers were gradually introduced into New Englishes, through existing corpora, text retrieval and compilation, and — finally — do-it-yourself concordancing. The data from questionnaires and teacher diaries will illuminate upon the viability of self-made corpus compilations as a part of 21st century digital literacy.

scholarly journals Content Analysis of Technology Teacher Training Programmes of Some European Countries

Pedagogika ◽  
2014 ◽  
Vol 113 (1) ◽  
pp. 112-122
Author(s):  
Ariana Numgaudienė ◽  
Birutė Žygaitienė
Keyword(s):  
Content Analysis ◽  
Teacher Training ◽  
Education Policy ◽  
Point Of View ◽  
European Universities ◽  
Study Programme ◽  
Technology Teacher ◽  
Training Programmes ◽  
The University ◽  
Technology Teacher Training

The article deals with the problems of designing and updating study programmes during the integration process of the Lithuanian education system into the European education space. After the substantial change of general programmes of Basic education(2008) and Secondary education (2011) and seeking to fully involve self-development of general cultural, subject specific, generic and specific competencies which are necessary for teachers, it is important to update the study programmes.The problem of the research: what content of technology teacher training programme should be from the innovations point of view in order to meet the expectations of the changing society.The object of the research: the innovative content of the technology teacher training programme.The aim of the research: to highlight the innovative aspects of the content of technology teacher training programmes, having performed content analysis of technology teacher training programmes of the universities of Lithuania and some European countries.Research methods:analysis of scientific literature, analysis of the programmes of universities of some European countries which provide training for technology teachers as well as the analysis of the legal acts and strategic education policy documents of the European Union and the Republic of Lithuania.Updating of the study programme of technological education is a permanent process, which is conditioned by the following factors: market economy and the needs of information society, the fact that higher education is becoming mass, penetration of humanistic ideas into the content of education as well as the valid unified study quality assessment policy in the European Union.Taking into account the recommendations of the international experts’ group and considering international changes of analogous study programmes, the Committee of Technology Pedagogics Study Programmes of Lithuanian University of Educational Sciences in cooperation with the social partners carried out a research of opinions of students, graduates, university lecturers and employers on the study quality.They also performed a comprehensive analysis of the Bachelor’s degree study programmes of some Western European universities. The analysis revealed that theoretical models of study programmes design of different European universities have similarities and differences, which are determined by the philosophical aspect, humanistic ideas and the context of the national education policy. In the research the experience of five universities from the innovations point of view was used: the University of Helsinki (Finland), Queen Margaret University, Edinburgh (Great Britain), the Polytechnic Institute of Tomar (Portugal), and the University of Iceland.The following elective subjects have been included in the study programme of technology pedagogics: pedagogical ethics, sustainable development and social welfare, educational creative projects, family health education, health promoting nutrition education, visualization of technology education, eco creations, national and global food culture, interior design, technology education for special needs students, art therapy, development of leadership competencies, formation of study archives. The hidden curriculum of the study programme of technology pedagogics is ethnic culture, ecology, project activities.

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