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 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 An Examination of the Congruency between the University Teacher Training Contents and Secondary School Contents in Tanzania: The Case of Sokoine University of Agriculture

2016 ◽  
Vol 5 (2) ◽  
pp. 100
Author(s):  
Sotco Claudius Komba ◽  
Sarah Vincent Chiwamba
Keyword(s):  
Teacher Training ◽  
Secondary School ◽  
Secondary Schools ◽  
Student Teachers ◽  
Teaching Profession ◽  
Cross Sectional ◽  
Training Programmes ◽  
The University ◽  
University Teacher Training ◽  
Education Courses

<p>It is ideally expected that after student teachers have gone through comprehensive curricula contents, they should possess the necessary competences and skills to enable them deliver effectively as teachers. However, some student teachers in Tanzania have expressed their concerns that some of the contents found in the curricula for teacher training programmes do not link with the contents taught in secondary schools. Therefore, this study was designed to examine the congruency between the contents student teachers cover during their studies at Sokoine University of Agriculture (SUA), one of the Tanzanian teacher training institutions, and contents taught in Tanzanian secondary schools. The study involved a randomly obtained sample of 181 third year students, pursuing various teacher education degree programmes. The study adopted a cross-sectional research design in which a set of questionnaire, which consisted of both open and closed-ended questions, was administered to the sampled respondents. The collected data were analyzed using SPSS in which frequencies and percentages of responses to the questions presented in the questionnaire were computed to answer research questions advanced for this study. The findings were as follows: First, the majority (66.9%) of student teachers felt that there was a congruency between the University contents and secondary school contents and about one third (33.1%) of student teachers felt that the congruency did not exist. Secondly, the majority (95%) of student teachers felt that the contents of education courses taught at the University were applicable in real school situations and the minority (5%) did not feel so. Third, the majority (91.7%) of student teachers felt that the teacher training programmes offered at SUA had enabled them to acquire sufficient classroom teaching skills and basic theories in education. Fourth, some challenges facing teacher training programmes offered at SUA, as reported by the respondents, included irrelevant contents in some university courses, inadequate infrastructures, and lack of opportunities for practice, to mention but a few. Based on these findings, it is recommended that whenever an opportunity to review the existing teacher training programmes comes, the exercise should be preceded with needs analysis to help determine if the existing programmes adequately address the needs of the teaching profession for which the student teachers are being prepared.</p>

scholarly journals Frente a nuevos tipos de «absolutismos». Lecturas sobre los autoritarismos europeos de entreguerras desde la mirada de juristas argentinos (1920-1940) = In Face of New Types of «Absolutisms». Readings on European Authoritarianisms from Argentine Lawyers (1920s-1940s)

2019 ◽  
pp. 83
Author(s):  
Ignacio Alejandro López
Keyword(s):  
Social Sciences ◽  
Political Institutions ◽  
Buenos Aires ◽  
Law School ◽  
The Body ◽  
La Plata ◽  
European Context ◽  
National University ◽  
Local Perspective ◽  
The University

Este artículo tiene por objeto reflexionar acerca de las lecturas que juristas argentinos realizaron sobre la emergencia de instituciones políticas en algunos europeos en el contexto de entreguerras. El cuerpo de profesores y académicos aquí trabajados alternaron sus clases en la universidad con intervenciones intelectuales más amplias, mediante artículos y libros académicos de circulación especializada.Mediante un corpus de fuentes poco exploradas, como las revistas de la Facultad de Derecho y Ciencias Sociales de la Universidad de Buenos Aires y de la Universidad de La Plata, y del Boletín de la Biblioteca del Congreso, el artículo pretende primero demarcar cierta agenda de producción académica que estos juristas desarrollaron en el período 1920-1940, y luego, dilucidar cómo estas intervenciones sobre el contexto europeo fueron clave para desarrollar nuevos vocabularios y modelar conceptos nuevos. En la ponderación de un enfoque jurídico-científico, estos profesores y juristas complejizaron los lenguajes jurídico-políticos sobre los fenómenos que estaban percibiendo.AbstractThis article aims to reflect on readings that Argentine lawyers made about the emergence of political institutions in some Interwar Europeans countries. The body of professors and scholars analyzed in this article delivered classes in the Law School of the University of Buenos Aires, in the National University of La Plata and in the National University of Córdoba. Through an unexplored corpus of sources, such as the Journal of the University of Buenos Aires’ School of Law, the Annals of the University of La Plata’ School of Legal and Social Sciences and the Bulletin of the Library of Congress, the article intends to describe the existence of an academic agenda that these scholars developed during 1920 and 1940, and then, to elucidate how these intellectual interventions on the European context sought to be read with a local perspective. In the formation and translation of a scientific and legal approach, these professors assessed the necessity to adapt these new European mechanisms to the local reality and to form more complex vocabularies and concepts about the phenomena they were perceiving.

scholarly journals Does the University-Industry Link Affect Solving Challenges of the Job Market? Lessons From Teacher Education and the Ministry of Education in Malawi

2018 ◽  
Vol 5 ◽  
pp. 238212051773877
Author(s):  
Matthews Tiwaone Mkandawire ◽  
Zubing Luo ◽  
Felix Kondwani Maulidi
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Secondary School ◽  
Secondary School Teachers ◽  
School Teacher ◽  
Secondary School Teacher ◽  
Ministry Of Education ◽  
Factors Affecting ◽  
Teacher Training Colleges ◽  
The University

About half of the secondary school teachers in Malawi are professionally unqualified. Furthermore, the net enrolment of eligible pupils in secondary schools is at 36% per year. Hence, this study sought to establish factors affecting access to quality and relevant secondary education in Malawi with reference to coordination, collaboration, and feedback between secondary school teacher education institutions and the Ministry of Education. Officials from the Ministry of Education and secondary school teacher training colleges participated in the study. Findings suggest that there is weak collaboration, coordination, and feedback between teacher training institutions and the Ministry of Education which is affecting the quality and relevance of education in Malawi. The study has also established that the weak linkage has resulted into perceived mismatches between expectations of the ministry and those of the education institutions about the problem in question. Theoretical and practical implications of this study are discussed in this article.

Critical self-reflection: A performative act 批判的自己内省 ―パフォーマティヴな実践―

2010 ◽  
Vol 34 (4) ◽  
pp. 49
Author(s):  
Misako Tajima
Keyword(s):  
Social Sciences ◽  
Secondary School ◽  
School Teacher ◽  
Theory And Practice ◽  
English Learner ◽  
Academic Journal ◽  
Self Reflection ◽  
Academic Fields ◽  
Global Spread ◽  
The Relationship

Autobiographic and narrative research has recently grown in stature in the field of social sciences. Inspired by Asian TESOL researchers’ critical analyses of self-stories, this paper attempts to reflect upon the author’s personal history in relation to English and discuss ways in which she can position herself as both an English learner and a non-native English speaker (NNES) teacher. The self-reflection and discussion is followed by an argument for performativity, a notion drawing on poststructuralism to understand language itself and the global spread of English. This paper, itself a performative act conducted by a secondary school teacher, exemplifies the concept. The non-academic schoolteacher’s very act of writing in an academic journal aims to contribute to questioning assumptions underlying the relationship between theory and practice and to reconstituting the academic fields of applied linguistics and TESOL. 近年、自伝的かつ語りを含む研究が社会科学の分野で活発になってきている。本稿では、TESOLを専門とする、あるアジア人研究者が彼女たち自身の物語を素材として実施した批判的分析に着想を得て、英語にまつわる自己の歴史を振り返り、英語学習者としての、またNNESの英語教師としてのポジショナリティをどこに位置づけるのかという問題について議論する。さらに、この批判的自己内省を経て、言語そのもの、あるいは英語という言語の地球規模的広がりを理解するために、ポスト構造主義の概念であるパフォーマティヴィティについて検証する。なお、本稿これ自体がある高校教師によるパフォーマティヴな実践であることに言及しておきたい。研究者ではなく、一高校教師が学術雑誌に投稿することを通じ、理論と実践の関係性の背後にある前提に疑問を投げかけ、その結果、応用言語学やTESOLという学問分野の再構築に貢献できることを希望している。

Environmental engineering education in conjunction with or as Part of social sciences curricula

2000 ◽  
Vol 41 (2) ◽  
pp. 47-54 ◽  
Author(s):  
H.H. Hahn
Keyword(s):  
Social Sciences ◽  
Engineering Education ◽  
Business Administration ◽  
Natural Sciences ◽  
Environmental Engineering ◽  
Basic Question ◽  
Basic Training ◽  
The University ◽  
Engineering Programme ◽  
Environmental Infrastructure

Traditionally in Germany environmental engineering education took place within the context of a civil engineering programme. There were reasons for this: the beginning of much of what we understand today to be environmental works fell within the parameters of city engineering. There were and are advantages mostly in view of the necessary planning, construction and operation of environmental infrastructure. There are also disadvantages which become more and more pronounced as the field of environmental protection expands: the civil engineer frequently lacks basic training in disciplines such as biology and chemistry and carries a large and sometimes burdensome knowledge of other less relevant subjects. Thus, educators begin to look for alternatives. This paper deals with an alternative that was developed some ten years ago and therefore has proven viable and successful: at the University of Karlsruhe students may choose to major in environmental engineering within the context or on the basis of an economics and business administration curriculum. The basic question here is as to what extent the student masters the field of environmental engineering if he or she has predominantly a solid background in social sciences and very little in natural sciences. The paper will describe the curriculum in structure and intensity and evaluate the accumulated knowledge and suitability of these students in terms of actual environmental problems. This will be done in terms of examination performance parallel and/or relative to traditionally trained civil environmental engineers as well as in terms of topics successfully treated in Masters' theses. In conclusion, it is argued that such combination of curricula should not be confined to economic sciences and environmental engineering but also be planned for legal sciences and environmental engineering.

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