Training for sustainable development is an educational challenge of prime importance. Physical activity and sports in natural environments provide training committed to sustainability and environmental education. The objective of this study was to assess the effects of an undergraduate training program in Physical Activities and Sports in Natural Environments concerned with sustainable development. A total of 113 students from the Autonomous University of Madrid who are studying a Bachelor’s Degree in Physical Activity and Sports Sciences and a (...) Master’s Degree in Teacher Training for Secondary Education and High School were involved. Specifically, we aimed to assess the impact of this training program on three dimensions related to Environmental Education. Its effect was also examined bearing in mind students’ sex, age and educational profile. Mixed-methods were used: for the quantitative approach, data were collected with the Environmental Attitude in Physical Activities in Natural Environments validated scale; for the qualitative approach individual reflective diaries completed by students that attended the program were analyzed. The results show positive effects on the students regarding the three dimensions of Environmental Education, for both the sportive and educational training profiles. The quantitative results do not present significant differences concerning the gender variable, although the qualitative information shows that female students perceived a greater environmental sensitivity during their practices. Regarding the age variable, significant differences are found in the youngest students with an educational profile. To conclude, the study ratifies that the program carried out generated improvements in terms of knowledge, behaviors and attitudes toward the environment and sustainable development. Future research should use larger samples and consider other variables related to education for sustainability. (shrink)

We demonstrate the relationships between occupational demands in German vocational education and training (VET) teacher training, stress symptoms, and different behavioral resilience competencies. Taking into account interindividual differences in resilience competencies, we use a typological approach to identify different types of (trainee) teachers classified by their degrees and configurations of resilience competencies. Our empirical analysis is based on questionnaire data from 131 German vocational trainees and qualified teachers. The results reveal, among other things, that all three (...) resilience competencies—resistance, flexibility, and dynamism—are significantly negatively correlated with the demands of working conditions and workload. Via a latent class analysis, we were able to identify three groups of (trainee) teachers who differed in their resilience competencies to adapt appropriately to different situations and their requirements (“behavioral flexibility”), to recover rapidly from setbacks and to defy the expectations of others (“behavioral resistance”), and to initiate changes as soon as they are necessary or desirable (“behavioral dynamics”). More resilient (trainee) teachers show, among other things, lower values for anxiety as an emotional stress symptom and higher values for job engagement. The findings are discussed with regard to implications for VET teacher training and we stress the need for equilibration on a systemic perspective. (shrink)

La experiencia docente universitaria en los Grados en Maestro demuestra que existen obstáculos didácticos para la enseñanza y aprendizaje de las competencias asociadas a las funciones y prácticas docentes requeridas en la escuela. El objetivo es describir una propuesta didáctica diseñada ex profeso que permite superar estos obstáculos. Se demuestra que las metodologías activas que conceden mayor autonomía en el estudio y que fomentan la indagación son más propicias para el desarrollo de estos aprendizajes. El marco teórico se fundamenta en (...) tres teorías educativas: Teoría de las situaciones didácticas; Teoría del aprendizaje por descubrimiento y Teoría del liderazgo educativo. (shrink)

This paper investigated the variation in the multidimensional competencies and professional development needs of kindergarten teachers using a cross-sectional research design. It involved 54 purposively selected kindergarten teachers and collected the data using the self-assessment tool adopted by the Department of Education from the National Research Center for Teacher Quality in the Philippines. These data were analyzed using both descriptive and inferential statistics. As found, kindergarten teachers have a high level of competencies across dimensions. Also, they have a very (...) high extent of professional development needs in content knowledge and pedagogy and the learning environment and diversity of learners. Moreover, they have a high extent of professional needs in two dimensions. The reported high priorities for training imply more emphasis on providing them professional development activities. Results found no significant difference in the competencies of kindergarten teachers in terms of age, position, civil status, degree, and years of teaching. On the contrary, significant differences revealed in their competencies in content knowledge and pedagogy, learning environment and learners’ diversity, and curriculum and planning between those with masters and without a master’s degree. Lastly, results show no significant difference in their professional development needs. These results have implications for future research and planning for a more responsive and cost-effective professional development initiatives in the locale. (shrink)

Secondary school teachers, trained as empowered mentors, were asked about their new role 2 years after the introduction of school-based initial teacher training. Kelly's repertory grid encouraged the development of personal constructs. The mentors demonstrated deep structure constructs which would not have been easily recognised by university tutors making relatively brief school visits. It is concluded that the mentors have reached a stage where continued experience in the role will not, per se, lead to improved skills. A (...) number of tensions within the role were highlighted, most of which are inherent in the school-based model, but some of which attach specifically to empowerment. Support for mentors not recognising such ambiguities is important. Mentor empowerment does appear to be a viable model of mentoring in school-based ITT, but continued training and changes in the type of support available is necessary. The place of appropriate theory at all stages of professional development was recognised. (shrink)

After a sustained period of relative calm, initial teacher education and training (ITET) in Wales has seen much change in recent times since devolution and all the indications are that this change agenda is likely to escalate in both the short and long term. In order to understand what has been happening in the ITET field in Wales, our paper sets out to achieve three things: first, it has contextualised the changing ITET, political, social and economic climate (...) within Wales. Second, it has presented ITET data for Wales from the onset of devolution to the present time. Thereafter, these data have been compared and contrasted. Third, we have attempted to project our findings forward, albeit in an era which is increasingly difficult to predict given both the financial climate and ?cuts? agenda. These latter aspects may result in the longer term, at best, to ITET in Wales becoming even further fragmented or reduced in numbers to, at worst, being decimated or changed forever from the more traditional scene which was apparent in both Wales and the rest of the UK since the Robbins Report aftermath in the late 1960s. (shrink)

Summary Structured interviews were carried out with 176 secondary school teachers to elicit their views/opinions about their initial professional training and their later practical experience, with particular reference to classroom behaviour management. The results showed that the vast majority of teachers believe classroom management skills to be of major importance to them professionally. Nearly three?quarters of them were dissatisfied with the preparation in this area of professional skills provided by their initial training courses. Many thought that (...) their colleagues spent too much time on matters of order and control and 38% thought that they, themselves, did also. Generally, they showed an interest in attending training courses in classroom behaviour management. Many felt that such training could reduce stress among teachers and might help to reduce troublesome behaviour among their pupils. Nearly all of them thought that it would be of benefit to their younger colleagues who were just beginning their careers. (shrink)

Structured interviews were carried out with 176 secondary school teachers to elicit their views/opinions about their initial professional training and their later practical experience, with particular reference to classroom behaviour management. The results showed that the vast majority of teachers believe classroom management skills to be of major importance to them professionally. Nearly three‐quarters of them were dissatisfied with the preparation in this area of professional skills provided by their initial training courses. Many thought that their (...) colleagues spent too much time on matters of order and control and 38% thought that they, themselves, did also. Generally, they showed an interest in attending training courses in classroom behaviour management. Many felt that such training could reduce stress among teachers and might help to reduce troublesome behaviour among their pupils. Nearly all of them thought that it would be of benefit to their younger colleagues who were just beginning their careers. (shrink)

Kako bismo utvrdili značajke učinkovitog stručnog usavršavanja učitelja prirodoslovne grupe predmeta, na temelju sustavnog pregleda literature izabrali smo i proveli analizu devet učinkovitih eksperimentalnih i kvazi eksperimentalnih istraživanja. Utvrdili smo kako bi stručno usavršavanje bilo dobro započeti inicijalnim radionicama koje je potrebno nastaviti kroz susrete zajednica učenja za vrijeme ostvarivanja promjena. Uz to je važno osigurati potporu i vođenje učitelja te nastavne materijale za učitelje i učenike. Stručno usavršavanje može biti učinkovito samo ako doprinese boljim učeničkim rezultatima, a to je (...) moguće postići promjenama u nastavi koja bi trebala polaziti od jasno postavljenih ciljeva u skladu s kojima učitelji pripremaju nastavne aktivnosti koje učenike potiču na istraživanje, rješavanje životnih problema, aktivno i suradničko učenje te znanstveno i metakognitivno mišljenje. In order to affirm the characteristics of efficient professional training of teachers in the natural sciences, on the basis of a systematic overview of the literature, we chose and implemented an analysis of nine efficient experimental and quasi-experimental research designs. We affirmed that professional training should begin with initial workshops, which should continue through meetings of learning cummunities during these changes. Additionally, it is important to ensure support and guidance for teachers, as well as teaching materials for teachers and students. Professional training can be considered efficient only if it contributes to improved academic performance; this can be attained through changes in teaching, which should be founded on clearly established goals in accordance with which teachers may prepare teaching activities that inspire students to research, solve everyday problems, take part in active and cooperative learning, and think scientifically and metacognitively. (shrink)

Recent years have seen a concerted and systematic move towards a school-led system of initial teacher training in England. The role of universities, and particularly their part in engaging new teachers with educational theory, has been radically challenged. Only around half of new entrants to the profession now follow university-based training routes. These seismic changes to teacher education have been driven through with a minimum of formal consultation or public debate. In this urgent and compelling (...) pamphlet, Janet Orchard and Christopher Winch argue for a conception of teachers as professionals who require a deep understanding of the conceptual, empirical and normative dimensions of educational practice. They explain why university education departments are better placed than schools to help beginning teachers acquire that understanding. And they propose a significant expansion of initial teacher education, with full licensure contingent on completion of both a preliminary teaching qualification and a higher grade apprenticeship in the first two years of employment. Teachers need educational theory because they must understand what they are doing and why they are doing it, and must be able to think intelligently about how to do it better. At present, universities have the capacity and the expertise to meet this need. But they may not have it for much longer if the shift to school-based teacher education continues unabated. (shrink)

Qur’ān Recitation (qirā’āt) activities constitute a good part of the Qur’ān education history starting with the revealation of the Qur’ān. In Prophet Muḥammad’s era and after his death, education and teaching activities for spreading the Qur’ān recitations were maintained by muslims. Several institutions were built for this purpose, and many works are written for qirā’ātscience education and methods developed made a big contribution to the spreading of qur’ān recitation science. An Interregnum period for qirā’ātscience has happened at the last period (...) of Ottomans and first years of Republic of Turkey. Qirā’ātScience, under the state supervision and by formal institutions for many years, were sustained in an informal way after the law on unification of education were introduced. With the decrease of teachers, the education of the Qur’ān recitation faced a difficult time and almost nearly ceased. In our country, increasing of the expertness courses and number of men who trained in this places in recent years deserve a separate study, particularly on this subject. SummaryThere are many scholars who have studied the recitation of the Qur’ān (qirā’āt), and many papers that have been written on this subject analysing it by means of practice. Some institutions are founded with the purpose of teaching qirā’ātand a number of different methods have been developed in the historical process of qirā’āt.It is not clear when the knowledge of qur’ānic recitation first emerged in the region of Anatolia. In the Ottoman Empire, Khaṭīb ‘Abdulmu’min Rūmī who was tutee of Ibn al-Cezerī started to accept students for teaching qirā’ātin Bursa. Since then, qirā’ātbecame an official discipline of Islamic sciences. Evidently, the time Turks learned qirā’ātshould be before Ibn al-Cezerī’s arrival to Bursa.The brightest era of the qirā’ātand its institutionalisation was between XI-XIII centuries during the reign of the Ottoman Empire. Not only did training and teaching activities took place as seven and ten recitations, but authors also wrote books as supplementary references by depending on the works of the scholars such as Dānī, Shāṭıbī and Ibn al-Cezerī. Thus, the scholars made education practical and started to teach it as part of certain methods. The end of the 13th century was the time when sab‘a(seven) method based on seven recitations was superseded by ‘ashara(ten) method based on ten recitations. That is, the sab‘amethod was replaced by the ‘asharamethod in the country.The education of qirā’ātwhich were taught in expert institutions known as dār al-qurrāuntill the closure of madrasas was officially interrupted with the the law on unification of education on 3rd March 1924 in Turkey. The education of qirā’ātwas not officially given from the Republic of Turkey to 1968, but it was taught by self-abnegating scholars with their own efforts. The teaching of qirā’ātalmost disappeared due to some reasons such as education which wasn’t officially given by the state and the lack of encouragement for people interested in qirā’ātuntil 1968. The education of qirā’ātlater became official with the initiation of Tayyar Altıkulaç who was the vice president of religious affairs under the presidency of Mehmed Rüşdü Aşıkkutlu in 1968. At that time, a number of staffs were sent to the town Çifaruksa/Uğurlu in Of /Trabzon for the job training with the appointment of the presidency of religious affairs in order to get education from Aşıkkutlu. The specialized training course named as ‘Ashera-Taqrīb-Ṭayyibah’ was the first course about qirā’ātwith the opening of Istanbul Haseki Training Center by the presidency of religious affairs in 1976. The education of qirā’ātwas carried out by Aşıkkutlu who used Egypt method and Gürses used Istanbul method. These specialized training courses were made as periods of 3 years and trainees were begun to be admitted by taking an exam. The first students graduated who learned both methods at the end of the first period which was between 1976 and 1979. The presidency of religious affairs held the exam at a predetermined time for issuing in-service training certification to people, who have worked within its own institution, other institutions and in the private sector, and completed the education on ‘asharamethod with their own efforts and got a degree. This certification has been given to people who succeeded in the written and oral examinations. 184 people got the certification after taking the exam entitled as ‘the exam for external students in the ‘ashara-taqrībcourse’ which was taken place biennially and for the first time in 2010. When students have learned the fundamental principles of ‘ashara method, the first five-ten pages of the Qur’ān were read and indited with regard to distinguish narratives from each other with infirād method. ‘Asheraanalysis of the Qur’ān was indited and read with indirāc method for each student after being taught about certain issues such as the concepts of qirā’āt, its principles, and the grading of the imāmand rāvito students who get education with infirād method in qirā’āteducation in the country. Sources and methods used by scholars who are engaged in qirā’āteducation have become widespread in regions; and these methods have gone under the name of those regions.In this context, the science of qirā’ātwas taught with Istanbul and Egypt methods in the Ottoman Empire. These methods have still been valid in today’s Turkey. Sūfī profession stands for Istanbul method and qirā’āteducation is given with regard to this profession in notably Istanbul and several centers. The education of this profession is given in Pendik, Müftü Yusuf Karali and Haseki Abdurrahman Gürses training centers. Mehmed Rüşdü Aşıkkutlu who was one of the latest period scholars and Gönenli Mehmed are representatives of Egypt method. At the present time, Egypt method is represented as Atāullah profession by reason of the fact that it is commonly followed, adopted and conducted in the country.Nowadays, the edāmethod is used especially at the beginning of qirā’āteducation. Thus, student hears what instructor reads and gives a presentation. Instructors concentrate on the practice arzin the ongoing process and ease off on practice samʿaafter student implemented the lesson. At the present time, the curriculum followed in the qirā’āteducation is the same as the classic method in the country. The ‘Ashera, Taqrīb and Ṭayyibah’ methods were used in education. On the other hand, the person who recites should be a decent ḥāfiẓand know the science of tajweedwell in compliance with Hafs narrative of Asım and implement it. Notwithstanding that, there is the tajweedlesson in curriculum in order to strengthen implementations of the science of tajweed. (shrink)

In connection with the European orientations, the teachers’ training in France follows deep reforms since 2005. The stake in which is a strengthening of the professional skills and knowledge which is leaning back against the research. On the base of longitudinal data collected with 3 generations of students, which are registered to the new Master›s degree «enseigner, éduquer, apprendre (to teach, to educate, to learn) « opened at the university of Burgundy in 2010, this research ponders over the way (...) the students (preparing themselves to become teachers) perceive the quality of their professionalization. In spite of the feeling not to be prepared enough for the exercise of their job, the speech of the students reveals an appropriation of the institutional logics of professionalization. In the current context of creation of the ESPE, this paradoxical speech invites to query the capacity of the institution to make legible its training’s processes in front of public, which remain determined by a vocational ideal. (shrink)

Taking Wittgenstein's love of music as my impetus, I approach aporetic problems of epistemic relativity through a round of three overlapping (canonical) inquiries delivered in contrapuntal (higher and lower) registers. I first take up the question of scepticism surrounding ‘groundless knowledge’ and contending paradigms in On Certainty (physics versus oracular divination, or realism versus idealism) with attention given to the role of ‘bedrock’ certainties in providing stability amidst the Heraclitean flux. I then look into the formation of sedimented bedrock knowledge, (...) or practices of knowing, by comparing Wittgenstein's remarks on animal habituation and initiate training into human forms of life. In the latter case, mastery of techniques—our common education—secures agreement in judgment. Finally, I entertain Wittgenstein's obscure references to Einstein's Relativity in Zettel, showing initiate training as a way of ‘setting the clocks’ with variable degrees of certainty, relative to the language‐games played. Together, these three approaches help us to stop the ‘endless circling’ when philosophers try to address knowledge questions through the logic of object and designation, or verification of correspondence between propositions and things. Instead, attention moves to the way we educate our children and how we employ agreements and bedrock certainties in practices. (shrink)

The purpose of the research is to clarify the current problems of education in terms of education management and to work out the ways of solving them within the framework of the humanistic paradigm, that is, “management for human education”, presenting these solutions as implementing the required model of teachers’ training. Methodology. The author implements the approaches of education anthropology, the basis for which was provided by monitoring in action, textual records and research letters, as well as general philosophical (...) methods. Scientific novelty of the research lies in the anthropological view of the education problems, including the sphere of management. The perspective of the modern situation under study, that is, the neoliberal and managerial context add to the degree of scientific novelty. Results. Different conceptions of education management are revealed and the corresponding management models are considered, the difference of which is explained by opposing the humanistic and managerial paradigms. In a number of problems of education management, beyond the usual ones that appear for the collectives of educational organizations, it became obvious that new problems have emerged due to introducing “new management”, which has a noticeable impact on the goals and values themselves, distorting “human education”. As a response required from management to the needs of education in line with the humanistic paradigm, a “synergetic model of management” and “democratic management of education” are proposed. Conclusions. On the basis of analyzing the problems and education management models required for education, the author draws conclusions for teachers’ training: highlights the ideas that make up its guidelines, and outlines possible approaches to the content and methods of teaching education managers and teachers in line with the model “Creative, autonomous, reflective teacher” corresponding to the humanistic paradigm. (shrink)

In the main body of colleges and universities, the effect of college teaching psychology management is an important standard to test the quality of college teaching psychology management and its effects on the development of college teaching psychology management. However, the psychology management system used by traditional colleges and universities is challenging to meet the needs of the innovation of the new talent training model of higher vocational education. The construction of the new micro-level teaching organization inevitably requires the (...) psychology management practice, structure, process, and technology at the medium and macro-levels to adapt to it. However, there are many mismatches in Higher Vocational Colleges’ internal and external administrative systems in China, such as low administrative efficiency, generalization of administrative power, low degree of specialization in administrative psychology management, and unreasonable administrative and organizational structure. This paper innovates the psychology management of colleges and universities reforms in combination with the characteristics of the digital age. Based on the collaborative innovation theory of colleges and universities, this paper puts forward the collaborative psychology management innovation network model of colleges and universities. The model combines the psychology management theory with the practical research of collaborative innovation in colleges and universities, expands the application and research field of innovation network theory, constructs the evaluation index system of students’ satisfaction in teaching psychology management in colleges and universities, and discusses it through reading and consulting materials and communication with teachers and students. A questionnaire of college teaching psychology management based on student satisfaction is formed. The experiment shows that teaching satisfaction is improved by nearly 31% compared with before innovation and reform. It can initially get the effect of innovation and reform, meet students’ needs, and promote the improvement of teaching psychology management quality. (shrink)

Students from four different institutions were interviewed at the end of their secondary postgraduate certificate in education year to obtain their views about various aspects of their training including their perceptions of the support given to them during school placements. Their responses are analysed in the context of changing requirements for courses of initial teacher training and of an increase in the variety of training routes available. These students received support of variable quality from both (...) higher education tutors and school teachers. At best both teachers and tutors were valued for the complementary roles which they were able to play. While there appears to be scope for some interchangeability of role, other aspects would not be easily assumed by the other partner. Students valued school‐based work enormously but provided little evidence of support for wholly school‐based courses. Implications of these findings are discussed for future initial teacher training provision including issues of quality control. (shrink)

This article describes the development and validation of a diagnostic test of German and its integration in a programme of formative assessment during a one-year initial teacher-training course. The test focuses on linguistic aspects that cause difficulty for trainee teachers of German as a foreign language and assesses implicit and explicit grammatical knowledge as well as students' confidence in this knowledge. Administration of the test to 57 German speakers in four groups (first-year undergraduates, fourth-year undergraduates, postgraduate trainees, (...) and native speakers) provided evidence of its reliability and validity. (shrink)

This article examines some of the similarities in the legitimation and structure of two national curricula in England: that for schools in the '80s; and that for initial teacher training in the '90s. The emphasis is on the latter, with reference to the former where relevant.

Se presentan los resultados obtenidos en la tesis de maestría Sistema de talleres de trabajo educativo para la capacitación del profesor guía de Medicina en Nuevitas con el objetivo de demostrar el impacto a partir de su implementación en la brigada estudiantil. Se exponen las definiciones elaboradas y las contextualizaciones. Se concluye que el sistema contribuyó al adecuado desempeño del profesor guía y al desarrollo del modo de actuación de los estudiantes. La rapidez y la calidad que implicó en la (...) praxis educativa constituyó el resultado más importante en el contexto de la carrera de Medicina en la Filial. Results achieved through the master's thesis "Educational work workshops system for the Medicine degree guiding teacher training" in Nuevitas are presented, aimed at demonstrating its impact starting from its implementation on a class. Elaborate definitions and contexts are exposed. The conclusionreached through it was that the system contributed to the adequate guiding teacher's performance and to the development of students' behavior. The speed and quality it involved in educational praxis constituted the most important result in the context of the Medicine degree in La Filial town. (shrink)

This article examines the implications of the change from competences to standards for initial teacher training. It analyses the implicit interpretation of quality and standards of practice in Teacher Training Agency (TTA) documentation and compares it to that of the Management Charter Initiative in their new management standards. The TTA approach is challenged as incomplete.

Cooperative learning (CL) is one of the pedagogical models that has had more application in the area of Physical Education (PE) in recent years, being highly worked in the initial training of teachers. The aim of the study is to check to what extent future PE teachers are able to apply in the classroom the PE training they have received at university, deepening their fears, insecurities and problems when carrying it out. Thirteen future PE teachers (7 girls (...) and 6 boys) aged 20.87±1.43 participated and, after having been trained in CL in various subjects, applied it in the classroom during their internship. A qualitative methodology was used, being the interviews, the teaching diaries and the seminars with the tutor the instruments of data collection used. Three categories of analysis were used: a) initial expectations in the application of the CL; b) problems encountered in its implementation; c) reflection about its application in the future. The results showed how the future teachers did not see their expectations of success fulfilled, encountering resistance from both students and teachers in PE. Furthermore, they reflect the need to continue training in a model that has infinite nuances so that it can be implemented satisfactorily. It is necessary to continue researching a pedagogical model with so many possibilities in the area of PE and with so much transversality on a social level. (shrink)

The fascination with brain research is widespread, and school teachers are no exception. This growing interest, usually noticed by the increased supply of short-term training or books on how to turn the brain more efficient, leads us to think about their basic training and outreach resources available. Little is known about what the official Initial Teacher Training offers concerning the brain literature and if it meets scientific standards. Also, what are the science communication materials that (...) teachers can access to learn about the developing brain remain undiscussed. First, we examined the ITT courses taught in Portuguese Higher Education, both in public and private institutions, to identify the syllabus with updated neuroscientific knowledge. Second, we searched for the neuroscience-related books published in the last 6 years through the National Library of Portugal database. Thirty ITT courses and 35 outreach publications were reviewed through a rapid review methodology. Our results showed an absence of curricular units indicating in their programs that brain research, and its relationship with learning, would be taught in a representative and updated way. In contrast, the number of brain-related books for educators increased in Portugal, corroborating the demand for this field of study by these professionals. Based on the literature that shows how misunderstandings about the brain have increased in school contexts, our discussion recognizes that science outreach could be a way to increase the scientific literacy of school teachers with the research community working more in this direction, but, since a previous problem seems to be unsolved, there is an urgent need for specialized attention to the development of training curricula for future kindergarten and elementary school teachers. (shrink)

The purpose of this paper is twofold: firstly, to explore the emotional aspects underlying classroom conflict management, and secondly, to apply these notions to the contrasted analysis of two case studies. Our findings underscore the importance of examining teachers’ emotional regulation to better understand their performance when dealing with conflicts that affect classroom climate. In the final section, we make suggestions for introducing this perspective into initial teacher training through the use of Virtual Reality, a scenario that (...) would allow pre-service teachers to experiment, record and reflect on affective and attitudinal issues that are decisive for effective classroom conflict management. (shrink)

Philosophy for Children (P4C) is a movement that teaches reasoning and argumentative skills to children of all ages. This book looks at the progress that P4C has made in the UK in addressing issues of literacy, critical thinking, PSHE, education for sustainable development and wider issues such as bullying. Chapters identify the different theories and practices that have emerged and discuss the necessity for a reflective approach that P4C brings to education. The book highlights how this movement can fit into (...) the early years, primary and secondary curriculum and the challenges and rewards that come with it. Chapters include: The Evolution of Philosophy for Children in the UK Pedagogical Judgement Negotiating meaning in classrooms: P4C as an exemplar of dialogic pedagogy The impact of P4C on teacher educators Being and becoming a philosophical teacher This will be an invaluable guide for all those interested in P4C and studying courses on Early Childhood Studies, Education Studies and Initial Teacher Training courses. (shrink)

Families have a right to privacy, but we know little about how the public–private boundary is negotiated at the micro level in educational settings. Adopting ethnomethodology, the paper examines how talk about the home situation was occasioned and managed in ten parent–teacher conferences in early childhood education and care (ECEC), with a special focus on the ECEC teacher’s strategies for eliciting family information. The paper demonstrates a continuum of interactional practices which, in various degrees, make parents accountable (...) for providing family information. The analysis shows that parents both volunteer and provide the pursued information, thus actively orienting to the norm of visibility in child rearing. However, although both parties orient to questioning and fishing as business as usual, the parents’ accounts sometimes had an excusing quality or they adopted a reserved communication style, suggesting a certain ambivalence as well. The paper outlines different ways of understanding the present partnership ideal in parent–teacher teacher cooperation with implications for the negotiation of privacy. The paper also addresses training, which can contribute to staff and student reflections on the management of the public–private boundary. (shrink)

This book is designed to challenge dominant educational discourses on the underachievement of Black children and to engender new understandings in initial teacher education (ITE) about Black children's education and achievement. Based in empirical case study work and theoretical insights drawn from Bourdieu, hooks, Freire, and Giroux, Maylor calls for Black children's underachievement to be (re)theorised and (re)conceptualised within teacher education, and for students and teachers to become more "race"- and "difference"-minded in their practice.

The new contexts of literary education allow for the creation of digital reading and writing practices related to what specialised literature calls digital literature. Among these practices and with an eminently theoretical content and with an example of this content, in this paper, we want to focus our gaze on cyberpoetry, conceived as an exercise in literary creativity that firstly involves use of technology and specific software for the digital creation of poetic texts and, last but not least, knowledge and (...) mastery of poetic language and the literary conventions linked thereto. From this point of view, in initial teacher training, we work with future teachers to create cyberpoems with a dual purpose: on the one hand, to reflect on what literary reading in digital format entails and to rehearse reading mediation processes that can be carried out with this type of literature, and, on the other, to begin in the digital creation of cyberpoems that, later, may be presented and worked in a real context of the school classroom. In this paper, we present digital practices of literary reading that have been created by student teachers in initial training. The creation of these practices has been carried out with the Genially tool. For data collection, the URL of each creation is accessed in order to analyse them. The analysis of the data follows the parameters of the qualitative methodology, specifically based on three categories of analysis for each digital creation: multimodality, hypertextuality and the interaction of each digital reading proposal. The conclusions of all this allow us to affirm that the creation of cyberpoems is an exercise in literary creativity that has to take into account the digital dimension of the literary text and its reading comprehension in a multimodal environment. Thus, the teacher in initial training carries out a digital literary mediation exercise, of a creative type, which he will later carry out in his pedagogical practice. (shrink)

The publication of Circular 14/93 'Initial Training of Primary School Teachers' sees yet another attempt to redefine and control the objectives, methods, outcomes and location of initial teacher education. It implies changes in the role of subject studies in initial teacher education, although its prescriptions in this regard are elusive. The interpretation and implications of these changes for subject studies are the focus of this paper. It reviews the current role of subject studies in (...) primary initial teacher education and outlines those elements of the Circular which will impact upon those roles. Inconsistencies in the Circular are identified. Critiques of the current role of subject studies are used to suggest how the generalised statements about levels of competence in the Circular can be expanded to redefine subject studies. The paper sets out the criteria subject studies will have to adopt to enact the expanded and more clearly defined roles required if they are to meet the objectives of the Circular. The paper specifically addresses the implications for subject studies courses of differentiated subject training for specialist and generalist primary school teachers. (shrink)

The publication of Circular 14/93 'Initial Training of Primary School Teachers' (DfE 1993) sees yet another attempt to redefine and control the objectives, methods, outcomes and location of initial teacher education. It implies changes in the role of subject studies in initial teacher education, although its prescriptions in this regard are elusive. The interpretation and implications of these changes for subject studies are the focus of this paper. It reviews the current role of subject (...) studies in primary initial teacher education and outlines those elements of the Circular which will impact upon those roles. Inconsistencies in the Circular are identified. Critiques of the current role of subject studies are used to suggest how the generalised statements about levels of competence in the Circular can be expanded to redefine subject studies. The paper sets out the criteria subject studies will have to adopt to enact the expanded and more clearly defined roles required if they are to meet the objectives of the Circular. The paper specifically addresses the implications for subject studies courses of differentiated subject training for specialist and generalist primary school teachers. (shrink)

Arthur Kaufmann is one of the most prominent figures among the contemporary philosophers of law in German speaking countries. For many years he was a director of the Institute of Philosophy of Law and Computer Sciences for Law at the University in Munich. Presently, he is a retired professor of this university. Rare in the contemporary legal thought, Arthur Kaufmann's philosophy of law is one with the highest ambitions — it aspires to pinpoint the ultimate foundations of law by explicitly (...) proposing an ontology, a general theory of knowledge and concept of a person. Kaufmann's work derives, first of all, from the thinking of Gustav Radburch, his teacher, and then from ideas of Karl Engish and Hans-Georg Gadamer. The philosophy undertakes to pursue the ultimate foundation of law, law which is understood by Kaufmann, first of all, as a "concrete judgement" that is, what is right in a concrete situation. Justice belongs to the essence of law and "unjust law" is contradictio in adiectio. Kaufmann opposes all those theories, which as the only foundation for establishing just law (Recht) adopt legal norms (Gesetz). In Kaufmann's opinion , such theories are powerless in the face of all types of distortions of law rendered by political forces. He suggests that the basic phenomenon which needs to be explained and which cannot be disregarded by a philosopher of law is so-called "legal lawlessness" ("Gestzliches Unrecht"). "Legal lawlessness" which forms a part of life experience for the people of twentieth century totalitarian states. It proved "with the accuracy of scientific experiment" that the reality of law consists of something more than bare conformity with legal norms. The existence of lex corrupta indicates that law contains something "non-dispositive" which requires acknowledgment of both law-maker and judge. Kaufmann, accepting the convergent concept of truth and cognition, assumes that "non-dispositive" content, emerging as the conformity of a number of cognitive acts of different subjects (inter-subjective communicativeness and verifiability), indicates the presence of being in this cognition. The questions "What is law?" and "What are the principles of a just solution?" lead straight to the ontology of law, to the question about the ontological foundations of law. Kaufmann discerns the ontological foundations of law in the specifically understood "nature of things" and, ultimately, in a "person". He proposes a procedural theory of justice, founded on a "person". In my work, I undertake to reconstruct the train of thought which led Kaufmann to the recognition of a "person" as the ontological foundation of law. In the first part, the conception of philosophy adopted by Kaufmann, initial characteristics of law — of reality which is the subject of analysis, as well as, the requirements for proper philosophical explanation of law posed by Kaufmann are introduced. In the second, Kaufmann's reconstruction of the process of the realisation of law is presented. Next, the conception of analogy which Kaufmann uses when explaining law is analyzed. In the fourth part, Kaufmann's conception of ontological foundations of law is discussed. A critical analysis is carried out in which I demonstrate that the theory of the ontological foundation of law proposed by Kaufmann and the concept of a person included in it do not allow a satisfac¬tory explanation of the phenomenon of "legal lawlessness" and lead to a number of difficulties in the philosophical explanation of law. Finally, the perspectives of a proper formulation of the issue of the ontological foundations of law are drafted in the context of the analyzed theory. My interest is centered on the conception of philosophy adopted by Kaufmann, according to which the existence of the reality is inferred on the basis of a certain configuration of the content of consciousness, whereas at the point of departure of philosophy of law, the data to be explained is a certain process, which is, basically, a process of cognition, while the reality appears only as a condition for the possibility of the occurrence of the process. I wish to argue that the difficulties which appear in the explanation of law are a consequence of the assumed fundamental philosophical solu¬tions, which seem to be characteristic, though usually not assumed explicitly, in philoso¬phy and theory of law dominant at present in continental Europe. Thereby, I wish to show the significance of ontological and epistemological solutions to the possibility of a proper formulation of the problems posed by philosophy and theory of law. Kaufmann proclaims himself in favour of a philosophy which poses questions about the ultimate foundations of understanding of the reality. In epistemology, he assumes that answers to the questions "What is reality like?" and ultimately "What is real?" are inferred on the basis of uniformity of a cognitive acts of different subjects. Cognition of the reality is accomplished exclusively through the content of conceptual material. The two fundamental questions posed by philosophy of law are "What is just law?" and "How is the just law enacted?" The latter is a question about the process of achieving a solution to a concrete case. Since, in Kaufmann's opinion, law does not exist apart from the process of its realisation, an answer to the question about the manner of realisation of law is of fundamental significance to answering the question: "What is law?" and to the explanation of the question about the ontological grounding of law, which is, as well, the foundation of justice. The proper solution has to take into account the moment of "non-dispositive" content of law; its positiveness understood as the reality and, at the same time, it has to point to the principles of the historical transformation of the content. Law, in the primary meaning of the word, always pertains, in Kaufmann's opinion, to a concrete case. A legal norm is solely the "possibility" of law and the entirely real law is ipsa res iusta, that which is just in a given situation. Determination of what is just takes place in a certain type of process performed by a judge (or by man confronted with a choice). Kaufmann aims to reconstruct this process. A question about the ontological foundation of law is a question about the ontological foundations of this process. In the analyzed theory it is formulated as a question about the transcendental conditions, necessary for the possibility of the occurrence of the process: how the reality should be thought to make possible the reconstructed process of the realisation of law. Kaufmann rejects the model for finding a concrete solution based on simple subsump¬tion and proposes a model in which concrete law ensues, based on inference by analogy, through the process of "bringing to conformity" that which is normative with that which is factual. Kaufmann distinguishes three levels in the process of the realisation of law. On the highest level, there are the fundamental legal principles, on the second legal norms, on the third — concrete solutions. The fundamental principles of law are general inasmuch as they cannot be "applied" directly to concrete conditions of life, however, they play an important part in establishing norms. A judge encounters a concrete situation and a system of legal norms. A life situation and norms are situated on inherently different levels of factuality and normativeness. In order to acquire a definite law both a norm (system of norms) and a life situation (Lebenssachverhalt) should undergo a kind of "treatment" which would allow a mutual conformity to be brought to them. Legal norms and definite conditions of life come together in the process of analogical inference in which the "factual state" ("Tatbestand") — which represents a norm, and in the "state of things" ("Sachverhalt") — which represents a specific situation are constructed. A "factual state" is a sense interpreted from a norm with respect to specific conditions of life. The "state of things" is a sense constructed on the basis of concrete conditions of life with respect to norms (system of norms). Legal norms and concrete conditions of life meet in one common sense established during the process of realisation of law. Mutatis mutandis the same refers to the process of composition of legal norms: as the acquisition of concrete law consists in a mutual "synchronization" of norms and concrete conditions of life, so acquisition of legal norms consists of bringing to conformity fundamental principles and possible conditions of life. According to Kaufmann, both of these processes are based on inference through analogy. As this inference is the heart of these processes it is simultaneously a foundation finding just law and justice. How does Kaufmann understand such an inference? As the basis for all justice he assumes a specifically interpreted distributive justice grounded on proportionality. Equality of relations is required between life conditions and their normative qualification. Concrete conditions of life are ascribed normative qualification not through simple application of a general norm. More likely, when we look for a solution we go from one concrete normative qualified case to another, through already known "applications" of norms to a new "application". The relation between life conditions and their normative qualifica¬tion has to be proportional to other, earlier or possible (thought of) assignments of that which is factual to that which is normative. Law as a whole does not consist of a set of norms, but only of a unity of relations. Since law is a, based on proportion, relative unity of a norm and conditions of life, in order to explain law in philosophical manner, the question about ontological base of this unity has to be asked. What is it that makes the relation between a norm and conditions of life "non-dispositive"? What is the basis for such an interpretation of a norm and case which makes it possible to bring a norm and conditions of life into mutual "conformity"? This is a question about a third thing (next to norms and conditions of life), with respect to which the relative identity between a norm and conditions of life occurs, about the intermediary between that which is normative and that which is factual and which provides for the process of establishing of norms, as well as, finding solutions. It is the "sense" in which the idea of law or legal norm and conditions of life have to be identical to be brought to mutual "conformity". In Kaufmann's opinion such a sense is nothing else but the "nature of things" which determines the normative qualification of the reality. Since establishment of this "sense" appears to be "non-dispositive" and controlled inter-subjectively (namely, other subjects will reach a similar result) so, in conformity with the convergent concept of truth, the "nature of things" must be assigned a certain ontological status. According to Kaufmann this is a real relation which occurs between being and obligation, between the conditions of life and normative quality. However, it should be underlined that from the point of view of the analyzed system the "nature of things" is a correlate of constructed sense, a result of a construction which is based on the principle of consistent understanding of senses ("non-normative" and "normative") and is not a reality which is transcendent against the arrangement of senses. In Kaufmann's theory, inference from analogy appears to be a process of reshaping the concepts (senses) governed by tendency to understand the contents appearing in relations between that which is factual and that which is normative in a consistent way. The analogical structure of language (concepts) and recognition of being as composed of an essence and existence is an indispensable requirement for the possibility of the realisation of law, based on specifically understood inference from analogy. It is necessary to assume a moment of existence without content which ensures unity of cognition. Existence emerges thus as a condition of the possibility of cognition. According to Kaufmann, the "nature of things" is the heart of inference through analogy and the basis for establishment of finding of law. Inference from the "state of things" to a norm or from a norm to the "state of things" always means inference through the "nature of things". The "nature of things" is the proper medium of objective legal sense sought in every cognition of law. In Kaufmann's view, the question whether the "nature of things" is ultima ratio of interpretation of law or is only a means of supplement gaps in law or whether it is one of the sources of law, is posed wrongly. The "nature of things" serves neither to supplement the gaps nor is it a source of law as, for example, a legal norm may be. It is a certain kind of "catalyst" necessary in every act of making law and solving a concrete case. Owing to "nature of things" it is possible to bring to a mutual conformity the idea of law and possible conditions of life or legal norms and concrete conditions of life. In Kaufmann's conception the "nature of things" is not yet the ultimate basis for understanding the "non-dispositiveness" of law. The relation between obligation and being is determined in the process of the realisation of law. Both the process itself and that which is transformed in this process are given. A question about the ontological bases of "material" contents undergoing "treatment" in the process of the realisation of law and about being which is the basis of regularity of the occurrence of the process arises. Only this will allow an explanation that the result of the process is not optional. Thus, a question about reality to which law refers and about the subject realising the law has to be formed. To this, Kaufmann gives the following answer: that which is missing is man but not "empirical man" but man as a "person". A "person" understood as a set of relations between man and other people and things. A "person" is the intermediary between those things which are different — norm and case are brought to conformity. A "person" is that which is given and permanent in the process of the realisation of law. It determines the content of law, is "subject" of law; this aspect is described by Kaufmann as the "what" of the process of realisation of law. A "person" consists of precisely just these relations which undergo "treatment" in the process. On the other hand, a "person" is "a place" in which the processes of realisation of law occur, it is the "how" of normative discourse, a "person" is that which determines the procedure of the process, being "outside" of it. This aspect of a "person" is connected with the formal moment of law. A "person" being, at the same time, the "how" and the "what" of the process of the realisation of law, is also, to put it differently, a structural unity of relation and that which constitutes this relation (unity of relatio and relata). According to this approach a "person" is neither an object nor a subject. It exists only "in between". It is not substance. Law is the relation between being and obligation. That which is obligatory is connected with that which is general. That which is general does not exist on its own, it is not completely real. Accordingly, a "person" as such is also not real. It is relational, dynamic and historical. A "person" is not a state but an event. In Kaufmann's opinion, such a concept of a "person" helps to avoid the difficulties connected with the fungibility of law in classical legal positivism. A "person" is that which is given, which is not at free disposal and secures the moment of "non-dispositiveness" of law. Kaufmann concludes: "The idea (»nature«) of law is either the idea of a personal man or is nothing". Theory points at the structure of realising law and explains the process of adoption of general legal norms for a concrete situation. The analysis has shown however, that in this theory a satisfactory answer to the question about the ultimate foundations of law is not given. It seems that in the analyzed theory the understanding of human being takes place through understanding of law. What is good for man as a "person", what is just, what a "person" deserves may be determined only against the existing system of law. A "per¬son" adopted as a basis of law is the reality postulated in the analysis of the process of the realisation of law. It is a condition of possibility of this process ( explaining, on one hand, its unity and, on the other hand, the non-dispositive moments stated in this process). A "person" in the discussed theory is entirely defined by the structure of law, it can be nothing more than that which is given in law, what law refers to, what law is about. Being, which is a "person", is constituted by relations between people and objects, the relations which are based on fundamental links between norms and conditions of life established in a process of bringing them to conformity. It has to be assumed that man as a "person" is a subject of law only as far as realising law "treats" given senses according to their current configuration. The system of law is a starting point and it describes in content what man is as a "person". Moreover, being a "person" is the condition for entering legal relations. Consistently, Kaufmann writes that "empirical man" is not the subject of law, man is not "out of nature" a "person". People become "persons" due to the fact that they acknowledge each other as "persons" — acknowledging, at the same time, law. This acknowledgement is a con¬dition of existence, of the possibility of the occurrence of process of realisation of law and of constituting legal relations which ultimately constitute a "person". Kaufmann assumes, that law tends towards a moral aim: it may and must create an external freedom, without which the internal freedom to fulfil moral obligations cannot develop. However, this postulate is not based on the necessary structure of human being. From the point of view of his system, it is nothing more than only a condition for the possibility of the occurrence of the process of the realisation of law — lack of freedom would destroy the "how" of this process. Thus, the postulate to protect the freedom of personal acts has to be interpreted, in accordance with the analyzed theory, as a postulate, the fulfilment of which aims ultimately at the accomplishment of the very same process of realisation of law itself and not the realisation of a given man. Kaufmann considers a "person" to be an element which unites the system of law as a whole. Law is a structure of relations, which are interdependent and inter-contingent. Consequently, a "person" which is to form the ontological basis of law has to be entity consisting of all relations. Being also the "how" of the process of realisation of law, if a "person" is to warrant its unity, it has to be a common source for all procedures. Hence, a single "person" would constitute a subject of law. Man appears to be only a moment of a certain entirety, realisation of which should be an aim of his actions. Law, creating a "person" as an object and subject of law becomes a primary entity. In the analyzed theory, the basis for determination of aims which law sets to man is not the allocation of man-subject to something which improves him but rather, such relation is only just constituted by law. A question appears, why should aims set in law also be the aims of "empirical man"? Why is this "empirical man" to be punished in the name of a "person" understood in such a way? If, however, it is assumed that what is man is determined by a system which is superior to him, then man has to be understood only as a part of a whole and there are no grounds to prohibit istrumental treatment of man and so the road to all aspects of totalitarianism might be opened. A problem of the application of created theory to the reality arises, the reality which the theory pretends to explain. Ultimately in his theory Kaufmann does not give any systemic grounds for a radical questioning of the validity of any legal norms. Every new norm becomes an equal part of system of norms. It is only its interpretation and application to given conditions of life that may be disputable, however, this refers to all norms without exception. Cohesive inter-pretation of norms and applications is necessary and sufficient for the acquisition of just law. New norms have to be interpreted in the light of others, correspondingly, the other norms require reinterpretation in the light of the new ones. Contradiction in interpretation of a norm does not form a basis for questioning norms but may serve only to question the manner of their interpretation (understanding). Therefore, no grounds exist to assume any legal norm as criminal or unjust, and in consequence, to question any consistently realised system based on formally, properly established norms, as "legal lawlessness". As law and a "person" do not exist without the process of realisation of law, the role of legal safety becomes crucial as the condition for the possibility of the occurrence of the process of realisation of law. Denying legal safety would be tantamount to negation of law in general (also of moral law) as negation of safety takes away, at the same time, the basis for occurrence of the process of realisation of law. Moreover, any lack of legal safety would also mean lack of a basis for the existence of man as a "person". Kaufmann's thesis, that civil disobedience is legalized only when it has a chance to lead to success, consistent with his concept of the foundations of law, seems to point directly to conclusions which deny the facts taken under consideration and doubtlessly Kaufmann's own intentions, since it would have to be assumed that accordingly there are no grounds to question a legal system in force based on violence which secures its operation. Force finally seems to determine which one of the mutually irreconcilable normative systems constitute law and which does not. A legitimate position is one which leads to success, it is the weaker system which is negated. If so, then basically violent imposition of law is not an act directed against the law in force but, to the contrary, realisation of law. In the context of the new system the former system of law may be talked about as unjust solely in the sense of being incapable of being consistently united with the new. However, at the base, ultimately, lies force which reaffirms differences and excludes from the process of realisation of law certain norms and their interpretations. Kaufmann was aiming at grounding of that which is "non-dispositive" in a certain given framework of interpretation. Nevertheless, he does not provide foundations for the understanding of phenomena, which he undertakes to explain at a point of departure. Instead of explaining them the theory negates the possibility of their existence. The reality postulated in regard to "non-dispositive" moments of the reconstructed process of acquiring law consist of a specifically understood "person", which appears in Kaufmann's conceptions as a condition of the possibility of the realisation of law. According to this approach understanding of a "person" may be only a function of law. To understand "legal lawlessness" and foundations of justice it is necessary to look for such theory of law in which understanding of man as a "person" and being is not a function of understanding of law (in which a "person" is not only a condition for possibility of reconstructed process of realisation of law; for possibility of cognition processes). It seems necessary to start from theory of being and a "person" based on broader experience than the one assumed by Kaufmann and reconstruct the ontological foundations of the process of realisation of law only in such perspective. Kaufmann points out that that to which law refers is ipsa res iusta a concrete relation of man to other people and things. This relation, in his theory, appears to be basically only just constituted by law (normative senses "applied" to conditions of life). Therefore, understanding the relation between a given man and other people and things which constitute the aim of his actions, that is understanding of good, is enacted against the background of constitution of senses; constitution which is a result of a process aiming towards consistent understanding of particular contents (of nor¬mative and non-normative senses). "Being" is secondary towards constructed senses it is only their correlate. The primary relation consists of relation of a man to law (system of norms), while the secondary relation is one of man to something which is the aim of his action (relation between man and good). Considering such approach it is difficult to envision a satisfying answer to the fundamental question: why does law put concrete man under any obligation to obey it? The source of this problem can be seen in reduction of the base for understanding good to content of obligation formulated in auto-reflection. Such reduction seems to be a consequence of Kaufmann's adoption of "convergent concept of truth" and in con¬sequence his recognition of indirect, essentialistic grasp of reality formulated in concepts as the basic and only foundation of theory of being and of law. In view of such an approach, analogy of law, concepts and being is the condition for the possibility of the process of transformation of senses which aims at consistent interpretation of all law. Existence is postulated with respect to the possibility of unity of experience and cognition. However, also a different approach to understanding of the problem of being and good is possible. In spontaneous cognition being is affirmed, first of all, not as a certain, non-contradictory, determined content, but as something existing. Together with a cer¬tain content (passed indirectly through notions) existence of being is co-given. The basis for unity of being is not formed by the consistence of content, as it is in the case of the theories departing from the analysis of cognition processes, but by an act of existence realising content (essence). Such an approach makes it also possible to go beyond the convergent concept of truth. It is worth mentioning that allocation of an agent to good is realised not only by the content of duty. A statement that something is good is primary with respect to determination of this good in content. The recognised good always bears some content, however, there are no reasons to base the concept of good exclusively on indirect, formulated in concepts cognition. As primary, can be adopted the relation of man to good and not of man to law. Determination in content appears to be only an articulation of aspectual cognition of being, as an object of action. In such a case the basis for relative unity of norm and conditions of life is not the "nature of things" understood as correlate of sense but it is relation to good based on internal constitution of man as potential, not self-sufficient being. It does not mean, that the moments of the process of realisation of law singled out by Kaufmann are not important to determination of what is just. He, quite rightly, points to significant role played by norms in the evaluation of concrete situations, in man's search for closer specification in content of good innate to him. The structure of process of determining law for a concrete situation, to a great degree corresponds to the processes of determining law which take place not only in the legal sciences. Kaufmann's analyses of the process of realisation of law show the complexity of the structure of these processes and point towards important moments allowing a better understanding of law and man. Nevertheless, these analyses cannot be a basis for construction of philosophical theory of law, theory which hopes to point out the ultimate, ontological foundations for understanding law. Kaufmann's results may become fully valid only in a more general perspective including broader experience at the point of departure. (shrink)

O artigo objetiva refletir acerca dos embates vivenciados pelos acadêmicos do curso de Pedagogia, durante o momento de Estágio Supervisionado na Educação Infantil, buscando identificar a contribuição desta disciplina no curso de Pedagogia para a formação dos futuros profissionais. Para isso, partimos da importância do estágio supervisionado na formação inicial de professores e sustentamos a reflexão a partir da análise documental do plano de ensino da disciplina e de dezenove relatórios de estágio, no contexto de uma instituição pública de Ensino (...) Superior. As análises estão respaldadas em autores como Kishimoto, Pimenta, dentre outros que contribuem para pensarmos a relevância do estágio, como elemento formador. Dadas as necessidades e o franco desenvolvimento vivido pelas crianças na faixa etária da Educação Infantil, torna-se necessária uma formação inicial consistente em que os futuros docentes sejam capacitados a trabalhar fomentando nas crianças habilidades sociais, intelectuais, físicas e afetivas. Os dados evidenciaram um distanciamento entre o contexto estudado na universidade e o cotidiano nas instituições de Educação Infantil, condição que torna menos qualificada a experiência do estágio supervisionado, mas não reduz sua importância como momento de reflexão e aproximação com o campo de trabalho. Embora exista uma relação entre o plano de ensino da disciplina e os relatórios analisados, ainda persiste uma grande distância entre a formação oferecida no âmbito acadêmico e a prática das instituições. Isso, ao contrário de oferecer um descrédito à formação, demonstra uma necessidade de melhor preparo e espaço para as discussões acerca da Educação Infantil, nos cursos de formação de docentes. (shrink)

As professional voice users, teachers are particularly at risk of abusing their voices and developing voice disorders during their career. In spite of this, attention paid to voice care in the initial training and further professional development of teachers is unevenly spread and insufficient. This article describes a questionnaire survey of 171 trainee teachers at the end of their Postgraduate Certificate in Education year that included the Voice Handicap Index . The survey aimed to identify the prevalence and (...) types of voice problems experienced by students during their teaching practice and to relate these to previous history and to the area of the curriculum they were teaching. The analysis suggests that over a third of trainees suffer from voice difficulties on teaching practice and that one student in 12 was classified as having a moderate handicap as defined by the VHI. Trends of symptoms particular to individual curricular areas appear to be a fruitful area for further study. (shrink)

The Philosophy for Children in Schools Project is an ongoing research project to explore the impact of philosophy for children on classroom practice. This paper reports on the responses of head teachers, teachers and local educational authority officers in South Wales, UK, to the initial training programme in Philosophy for Children carried out by the University School of Education. Achieving change in schools through the embedding of new practices is an important challenge for head teachers. Interviews and qualitative (...) questionnaires were used to explore perceptions of and attitudes towards the dialogic practice of P4C and the related challenges for school leaders. The results provide an insight into how head teachers planned to embed the new practice of P4C in their schools. Results from the interviews and questionnaires have been subject to iterative analysis and categories derived under which to discuss the findings. There are many similarities in the ways in which different head teachers go about planning change n their schools as well as differences. The results provide insight into the role of initial continuing professional development in school development and the processes by which individual heads plan to embed change in practice across the whole school. (shrink)

Summary Criticism of the traditional institution?based system of teacher training for primary schools is reviewed and recent responses to GATE requirements summarised. It is argued that such criticisms, and any radical reforms involving the transfer of training responsibility to the schools, should take account of client opinion of its likely effects. Clients here are taken to refer to students in training and school teachers including headteachers. For this study an open?ended questionnaire on the advantages and disadvantages (...) of traditional institution?based and radical school?based systems was administered to all students at the end of a PGCE course, and to a part?opportunity and part?random sample of teachers and headteachers in local schools. Their responses are tabulated and discussed. The vast majority of these clients foresaw considerable problems with a radically reformed system and, balancing the gains and losses that such a reform might bring, they demonstrated a clear preference for the existing system. (shrink)

Vocational Education and Training programs are fuelled by technical and practical educational modules. The teaching staff adopts both traditional and innovative pedagogical frameworks to increase the generalization and maintenance of practical skills. At the same time, VET teachers and trainers have a few occasions to promote and include disciplines and educational programs for enhancing students' soft skills, e.g., critical thinking skills and media literacy. Following the European VET framework and literature of the field, CT and ML represent a social (...) challenge that requires even more efforts by academics, practitioners, and policymakers. Thisstudy situates into this context with the aim of introducing a novel educational approach for supporting the teaching staff in the promotion of students' CT and ML. This educational approach has been realized by the team of researchers and trainers of the NERDVET project, an Erasmus+ KA3 project devoted to the promotion of new tools and policies for enhancing CT and ML in VET. To pursue this aim, the team has employed the self-nudging model which regards the individuals' set of cognitive and behavioral strategies that individuals can develop to target a specific objective. By framing pedagogical strategies into this perspective, the team realized an initial approach for educational activities and teaching strategies to promote students' CT and ML. (shrink)

When trying to help teachers cope with the critical situations they face in classrooms, public policies are mainly concerned with improving initial teacher training. I claim in this article that the role of lifelong learning should no longer be undermined and that the design of teachers' training should be supported by a thorough examination of the cognitive processes involved. A faulty view of cognition may explain both our emphasis on initial training and most of (...) the difficulties faced in designing teachers' training. Searching existing alternative metaphors of cognition and investigating new ones constitutes a way of coping with these problems: first to design new forms of training, second to understand the processes involved in innovative training methods that have already been implemented. My focus in this article is precisely the ‘metaphor of cognition’ that underlies innovative teacher training methods. This metaphor is based on Peirce's pragmaticism, and it describes teachers' training as a process of taking and changing habits. This article mainly investigates the links between Peirce's later semiotics, Merleau-Ponty's Phenomenology of Perception and Varela's theory of enaction, in order to propose a threefold definition of ‘habit’ and define the notion of ‘educational gesture’, which constitutes a translation of the concept of habit in the field of education and training. (shrink)

This paper discusses findings from a study funded by the Equality Commission for Northern Ireland (NI) to explore the promotion of gender equity in the classroom and the extent to which initial teacher training and in-service courses address gender issues. Data from a questionnaire survey of 344 teachers and the qualitative dimensions of the study suggest that teachers are generally aware of gender stereotypes in the classroom and that, despite their lack of training in gender issues, (...) where appropriate, most attempt to challenge this type of behaviour. Concern was expressed with the role of teachers in unconsciously perpetuating stereotypes and the extent to which equality issues are directed more towards girls than boys. (shrink)

In this research, the Author attempts to deepen and analyze the first results that emerged from an exploratory survey of a descriptive nature aimed at students / teachers of the Specialization Course for didactic support activities for pupils with disabilities of the University of Catania. in the academic year 2021/2022 with the aim of investigating the quality and professional skills of the inclusive teacher. Along this direction, 663 teachers / students of the secondary school of I and II degree (...) were reached, currently engaged in specialization. This contribution presents the theoretical and methodological framework of the research and an initial description and analysis of some of the data collected. (shrink)

The question of whether the entrepreneur is born or made, forces us to respond that the entrepreneurial culture clearly breaks with the myth that entrepreneurs are born. Currently, it is considered that entrepreneurial skills can be acquired like any other discipline and that is why it should be taught. Their teaching and learning are key to the well-being of the teacher and to the positive achievement of the students. The entrepreneurial culture is an educational objective of developed societies and (...) has its origin in the business culture. There are two current models, American and European. The one that develops in the Extremadura region, based on the European model, tries to create a vital state in the participating students that enhances competences such as creativity, personal initiative or self-confidence, elements that try to generate a true motivation to undertake. The motivated, accomplished and positive teacher contributes to that achievement and achieving it favors the well-being of teachers. It’s a round trip. It is a “do ut des.” In our research, we evaluated four entrepreneurial culture programs in the classroom: “Junioremprende,” “Teenemprende,” “Experemprende,” and “Youthemprende.” The teachers involved in the programs are 356, and the valid questionnaires are 154. The students enrolled in the programs are 4800, and the questionnaires valid 1198. In the questionnaire, one of the key questions is “general teacher satisfaction,” with 17 common questions for all the programs. An essential question posed is: “I am satisfied with the achievements obtained by my students to participate in the program” The results of our research, according to a seven-point Likert scale, gives a very high degree of teachers’ satisfaction. Their satisfaction was centered on the perception of their teachings are conducive to the achievement of his students. The degree of teacher satisfaction for each of the programs and significantly means differences were found with Junior program resulted the more satisfied for teachers. For students, participation in the programs resulted in high development of entrepreneurial competencies. Similarly to teachers results, Junior program was found more significant in developing students’ entrepreneurial competencies indicating that entrepreneurial education is very appropriate for children. Findings of this study suggest that entrepreneurial education should be encouraged for students at every stage of education. (shrink)

Four year initial teacher education courses have recently undergone radical reform, in particular in relation to the time that students spend in schools. Through the introduction of mentorship programmes, teachers have become very much more involved in training the students whilst they are in school. How do teachers view the changes that have been introduced? Do they agree with the principles and models that guided the developments? Headteachers and class teachers who acted as mentors for students from (...) the University of Reading have supplied some answers. They are very committed to the model of student learning upon which the mentorship programme is built, the belief that schools and the university must work in partnership to implement and further develop the mentorship programme and the view that schools need to adopt a whole school approach to their involvement in initial teacher education. These findings indicate that the teachers agree with the underlying principles that guided the development of the mentorship programme in which they are involved and they are supportive of the resulting changes to school experience. (shrink)

Educated Papua New Guineans’ conceptual ecologies need to accommodate competing and conflicting traditional ethnoscientific, Western religious and modern scientific paradigms. Papua New Guinea is a constitutionally self-declared ‘Christian country’ and evolution is a controversial issue. The upper secondary school biology syllabus contains a terminating unit on evolution but the curriculum is of expatriate design and the rapid localisation of senior educational positions makes the views of indigenous teaching personnel a high research priority, particularly in the light of the current upgrading (...) of secondary teacher training to degree level. This paper presents data arising from a study of trainee primary and secondary science teachers’ views towards evolution education. Primary science trainees were found to exhibit a poor awareness of the centrality of evolution to modern biology. For secondary science trainees, it was found that exposure to upper secondary school biology, in spite of adding little to students’ knowledge about evolution, was associated with their increasingly positive attitudes towards evolution education, as was the dual acceptance of evolution and religious belief. (shrink)

This paper traces the dramatic proliferation of leadership roles in English primary and secondar schools, due mainly to central government education policy of the past two decades. This has transformed schools from relatively simple to highly complex organizations and has impacted on the working conditions of, and demands on, teachers, together with many aspects of schooling. These changes are illustrated with typical examples of schools' leadership structures and their functioning. Interview data provide teachers' views on, and reactions to, the changes (...) in school leadership. The paper also reviews the ways in which teacher education institutions have responded in terms of providing initial and in-service education and training to equip the profession for this new and developing challenge. It examines the reception of such programmes by teachers and the reported impact on schools' management and the role of leadership within it. (shrink)

O presente artigo partiu do questionamento: como os alunos do Curso de Pedagogia de uma Instituição de Ensino Superior (IES) de Curitiba são instigados para trabalhar na prática educacional a partir da perspectiva da diversidade cultural e de forma integrada entre as disciplinas História, Geografia e Ensino Religioso? Para tanto, utilizou-se a metodologia bibliográfica e documental. Analisou-se 712 planos de aula, elaborados pelos alunos das turmas de 2006 a 2010 na disciplina Metodologia de História, Geografia e Ensino Religioso, ofertada no (...) 3º ano do Curso de Pedagogia em uma IES de Curitiba. Os resultados apontam que o Curso atende o que preconiza a legislação educacional brasileira, formando docentes capazes de considerar a diversidade cultural na prática escolar. Esse é o primeiro passo para a construção do reconhecimento das diferentes culturas presentes no espaço escolar, potencialmente rico para se desenvolver relações democráticas, de respeito pelas diferenças, de ética e de garantia de direitos sociais e humanos. Palavras-Chave: Diversidade Cultural. Formação de Professores. Interdisciplinaridade.This article came from the question, as the students of the education of a Higher Education Institution-HEI of Curitiba, are instigated to work in educational practice from the perspective of cultural diversity, and interdisciplinary way between the three subject areas: History, Geography and Religious Education? To answer this question, the 712 lesson plans developed by students in the classes from 2006 to 2010 in the subject "Methodology of History, Geography and Religious Education, offered in the 3rd year of the Course of Pedagogy in a HEI of Curitiba, were analyzed. The results show that the course realize what the Brazilian Educational Documents appoint, trainee teachers to able consider the Brazilian cultural diversity in educational practice. This is the first step in building recognition of the different cultures present in school, potentially rich in order to develop democratic relations, respect for differences, ethics and ensuring social and human rights. Keywords : Cultural Diversity. Teacher education. Interdisciplinary. (shrink)

Usporednom analizom odabranih povijesnih i suvremenih pedagoških dokumenata stručno usavršavanje se prepoznaje kao trajna i neodvojiva komponenta nastavničke profesije. Trajno usavršavanje odgojnoobrazovnih djelatnika nepravedno se pripisuje tek vremenu paradigme cjeloživotnog obrazovanja. Pedagoški teoretičari nastavničkoj profesiji od njezinih početaka i pokušaja zakonske regulative te njezina društvenog etabliranja propisuju trajnu potrebu stručnog usavršavanja u svrhu profesionalnog razvitka i karijernog napredovanja, kao i obvezu neprestanog učenja. Već u prvom zakonskom dokumentu iz 1874. godine propisano je individualno i produžno obrazovanje svih učitelja. Time stručno (...) usavršavanje postaje ključna sastavnica učiteljske profesije, a kasnije i svih odgojno obrazovnih djelatnika. Analizom povijesnih dokumenata utvrđena je sto pedeset godišnja zakonska i propisima regulirana trajna obveza stručnog usavršavanja nastavnika koja u praksi često nije ostvarena. Nakon dosegnute sveučilišne razine inicijalnog obrazovanja svih nastavnika i učitelja, potrebno je stvoriti uvjete za njihovo sustavno i učinkovito stručno usavršavanje. By comparative analysis of selected historical and contemporary pedagogical documents, professional development is recognized as a permanent and inseparable component of the teaching profession. Continuous training of educators is unfairly attributed only to the time of the lifelong education paradigm. Since its beginnings and attempts at legislation and its social establishment, pedagogical theorists have prescribed the continuing need for professional development for the purpose of professional development and career advancement, as well as the obligation of continuous learning. Already in the first legal document of 1874, individual and extended education of all teachers was prescribed. In this way, professional development becomes a key component of the teaching profession and later of all educational staff. The analysis of historical documents has determined the one hundred and fifty-year legal and statutory regulation of a permanent obligation for the professional development of teachers, which is often not achieved in practice. After reaching the university level of initial education of all teachers, it is necessary to create the conditions for their systematic and effective professional development. (shrink)

The ‘Practicum-3’ preservice teachers are those who are in their 3rd year of their degree studies and have prior teaching experience. The intent of this qualitative paper is to assess the challenges experienced by the preservice teachers and the tactics used by them to manage these challenges, during their first week of teaching practice. The challenges reported herein were thematically analysed after extrapolating from the participants’ narratives and presented within the context of the Gibbs’ Reflective Cycle. Findings from this study (...) reveal that there are several factors within and outside the control of the student teacher that affect the practicum experience. Further, the preservice teacher’s preparedness and emotional disposition significantly influence discharge of the duty. In the same vein, the mentor-mentee relations contribute a lot in making or breaking the practicum experience for student teachers in the UAE. The findings recommend further explorative assessments of the situation and necessary policy corrections in the preservice teacher education. (shrink)

The present study aims to apply a program based on Hellison’s Teaching Personal and Social Responsibility Model (TPSR), traditionally used in Physical Education, to other educational subjects and examine the assessment of the teachers who carried it out during the 2018-2019 school year. The program was applied over eight months of one academic year and during at least 60% of the weekly class hours. Initially, 586 students participated, 429 being experimental subjects with 30 teachers, of whom 16 participated in the (...) interviews carried out, all of them being Secondary Education teachers. We used qualitative methodology through content analysis carried out with ATLAS.ti 7.1.3. The instruments used to collect information were semi-structured recorded group interviews. The conclusion is that the Personal and Social Responsibility Model can be applied to all subjects in the curriculum and is adaptable to any content and type of student body. As a basis for future research, we suggest the application of the model by all teachers involved in the same school year and the participation of students’ families. (shrink)

Microgames are rapidly gaining increased attention and are highly being considered because of the technology-based media that enhances students’ learning interests and educational activities. Therefore, this study aims to develop a new construct through confirmatory factor analysis, to comprehensively understand the factors influencing the use of microgames in mathematics class. Participants of the study were the secondary school teachers in West Java, Indonesia, which had a 1-year training in microgames development. We applied a quantitative approach to collect the data (...) via online questionnaires through google form. Structural Equation Modelling with AMOS software was used to analyze the proposed model. Empirical results confirmed the perceived easy to use and subjective norm influence relationship with teachers’ microgame usage behaviors and intentions. In this condition, SN was found to have the initial significant influence on behavioral intention, as attitude, BI, and facilitating conditions also correlated with the actual use of microgames. Furthermore, the largest influential factor was BI, with the results subsequently showing that TPACK had no significant influence on the actual use of microgames. This report is expected to help bridge the gap across several previous studies, as well as contribute to the explanation and prediction of the factors influencing the teachers’ mathematical utilization of the study’s program. Besides this, it also helps to increase the use of microgames in teaching and learning activities. (shrink)