Initial Teacher Education in Primary Education (Canada)

2019 ◽  
Author(s):  
Susan Ibdah ◽  
Rachel Heydon
Keyword(s):  
Teacher Education ◽  
Primary Education ◽  
Initial Teacher Education

scholarly journals Novos papéis e responsabilidade docente à luz das políticas educacionais e de formação de professores primários em Moçambique

2019 ◽  
Vol 5 (8) ◽  
pp. 177
Author(s):  
Santa Mónica Julião MUGIME ◽  
Carlinda LEITE ◽  
Feliciano M MAHALAMBE
Keyword(s):  
Teacher Education ◽  
Primary Education ◽  
Primary Teachers ◽  
School Curriculum ◽  
Teaching Profession ◽  
Initial Teacher Education ◽  
Educational Policies ◽  
Education Policies ◽  
Teacher Responsibility ◽  
Primary School Curriculum

O artigo, apoiado numa pesquisa documental da legislação sobre políticas educacionais e curriculares e de formação inicial de professores em Moçambique, discute os papéis e responsabilidades docentes à luz dessas políticas estabelecendo uma ponte com o que o currículo do ensino primário perspetiva. Sustentamos que a complexidade que atravessa o exercício da profissão docente, associada à responsabilidade da educação contribuir para o desenvolvimento positivo da sociedade, exigem do professor primário a capacidade de saber adaptar-se e lidar com os aspetos da recontextualização curricular (BERNSTEIN, 1993; LEITE; FERNANDES; FIGUEIREDO, 2018, 2019) e de reconfiguração do currículo (ALMEIDA; LEITE; SANTIAGO, 2013). A análise do discurso veiculado pelas políticas educacionais e curriculares aponta para a redefinição dos papéis dos professores e das responsabilidades a assumir, sobretudo, na forma de concretizar a educação. Papéis dos professores. Responsabilidade docente. Políticas de educação. Formação de professores primários. Moçambique. New roles and teacher responsibility by education policies and primary teachers education in Mozambique ABSTRACT The article, supported by documentary research focused on legislation about educational and curricular policies and initial teacher education in Mozambique, discusses the teacher’s roles and their responsibilities related with these policies, establishing a bridge with the primary school curriculum perspectives. It is argued that the complexity of the teaching profession, associated with the education responsibility to contribute to a positive society development, requires the primary teachers to be able to adapt and deal with the curricular recontextualization (BERNSTEIN, 1993; FERNANDES; FIGUEIREDO, 2018, 2019) and the curriculum reconfiguration (ALMEIDA; LEITE; SANTIAGO, 2013). The discourse analysis conveyed by the educational and curricular policies points to the redefinition of the teacher’s roles and the responsibilities that they need to assume, above all, in the way of carrying out the education. Teachers roles. Teaching responsibility. Educational policies. Teachers primary education. Mozambique.

scholarly journals La lingua letteraria di non nativi in un itinerario didattico multimodale Cosa resta della formazione nella pratica di insegnamento?

2021 ◽  
Author(s):  
Yahis Martari
Keyword(s):  
Teacher Education ◽  
Primary Education ◽  
Language Teaching ◽  
Italian Literature ◽  
Initial Teacher Education ◽  
Multimodal Approach ◽  
Teaching Context

In the initial sections of this paper I describe a course addressed to a group of teachers, during the time when they were at university following an initial teacher education course in primary education. These becoming-teachers were asked to read Scontro di civiltà per un ascensore a Piazza Vittorio (Lakhous 2006) using a multimodal approach. Five years after this course was concluded, a survey was carried out in order to evaluate the effectiveness of its long term goals: subjects (currently teachers) were asked whether they have used multimodal approaches in their reading classes and whether they use Italian literature written by non-native Italian speakers in a language teaching context.

Geographical Education in Northern Ireland: past, present and… future?

2018 ◽  
Vol 12 ◽  
pp. 115-129
Author(s):  
Tracey McKay
Keyword(s):  
Teacher Education ◽  
Northern Ireland ◽  
Primary Education ◽  
Initial Teacher Education ◽  
Geographical Education ◽  
School Sector ◽  
Recent Trends ◽  
The Subject ◽  
Compulsory Subject

In Northern Ireland geography is taught in primary and post-primary education, where it is a compulsory subject to age 14. Thereafter, students decide if they wish to continue to GCSE (age 16) and to A-level by age 18. Mirroring geography in the school sector, geographical education also features within initial teacher education programmes in Northern Ireland. However, the configuration of the subject, its place within the local educational landscape and its popularity with students has changed in significant and profound ways. This paper reflects on recent trends and considers the implications for geography and geographical education in the years ahead.

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