During the 9th Five Year Plan (1971‐1975) a number of changes were made in order to improve the process of teaching and study, for example new study programmes were introduced which underline the role of the basic sciences. This development will be continued in the 10th Five Year Plan (1976‐1980) which was formulated by the XXV Congress of the Communist Party of the Soviet Union. We give below information on this subject. 相似文献
Below are presented the main types of courses which have been set up in accordance with the above‐mentioned aim. 相似文献
Considerable changes have taken place in the Irish educational system during the last 20 years. These are detailed, and reasons for a substantial programme of inservice training are given. The lessons of in‐company training are applied to teacher inservice programmes. The constraints of identity, experience and security and the way in which they influence individual perception of needs, and therefore of the relevance of particular inservice programmes are discussed. The lack of recognition that many needs are conjunctive leads to unnecessary duplication in course design. The potential of communal course spiral structures for effective utilisation of resources is illustrated by reference to two programmes undertaken by the authors in 1985.
The skills described, should it is argued, be present in any education course, for they are the basis for a sound, effective education. 相似文献
This article highlights the emergence of alternative education in PEI and brings to light the complexities underpinning how a child with challenging behaviour is viewed. Through the use of Foucauldian genealogical analysis and critical discourse analysis, this research centres on the discourse of ‘alternative education’ and problematises how alternative education programmes have been put in place as a solution to the problem of the child with challenging behaviour in ‘mainstream’ schools as constituted in the 1990s in PEI, Canada.
Using data generated from educational policies, government documents, and interviews with educators who worked in alternative placements and practitioners who worked with students identified as having problematic behaviour, I propose that alternative education programmes are hybrid programmes emerging from an overlapping of understanding from ‘mainstream’ education and ‘special education’. 相似文献
It was written for “Higher Education in Europe” by Victor Kolybine from the Environmental Education Section of Unesco. 相似文献
(a) while the content and teaching methods of economics courses have been the subject of debate and change, the corresponding methods of assessment have received little consideration, and (b) colleagues from other academic disciplines at our own institution, the Coventry Polytechnic, and elsewhere, comment adversely upon the terminal achievement record of economics students. 相似文献
This paper describes a course which appears to have been successful both in providing for background diversity and in securing the integration of academic content and the clinical experiences of postgraduate nursing students. The course uses a problem based learning approach to cover concepts and principles relating to patient education and aspects of clinical teaching. The rationale of the approach and an outline of its features are provided.
The procedures used to evaluate the course are also described. The qualitative and quantitative data realised by these procedures indicate that the course was perceived by the students to be stimulating, interesting and consonant with their clinical needs and aspirations. The data also show that the main cognitive objective of the course was achieved by a substantial proportion of the students but that students would benefit from receiving more assistance with their learning skills.
It is concluded that the form of problem based learning used in the course can provide for the postgraduate educational needs of nurses from diverse professional and academic backgrounds. 相似文献
The Conference had the following main points on its agenda: major environmental problems in contemporary society; role of education in facing the challenges of environmental problems; current efforts at the national and international levels for the development of environmental education; strategies for the development of environmental education at the national level; regional and international co‐operation for the development of environmental education: needs and modalities.
The following information is based on those parts of the Final Report of this Conference which are of special importance in the planning, formulation and organization of environmental education in higher education institutions in the European region. 相似文献
Design/Methodology/Approach: The environmental perception obtained from the graphical representation of environment and the most relevant actions indicated by the students to achieve the environmental conservation, divided in four levels of complexity, were correlated using principal component analysis.
Findings: The students from both groups having the highest scores in environmental perception prioritize actions related to the comprehension and responsibility levels, while the ideal scenario would be to indicate actions related to competence and citizenship. Thus, the complex concept about environment of the students is still incipient and, therefore, educational strategies can be traced based on the profiles obtained.
Practical Implications: The method for environmental perception can be designed for different populations and a scheme relating environmental perception with four levels of actions on behalf of the environmental conservation is proposed to diagnose environmental conceptions, as well as to guide educational strategies about socio-ecological system.
Originality/Value: A semi-quantitative method was developed to estimate, clearly and directly, the level of complexity about the environmental knowledge of university students and, consequently, to predict the actions on behalf of the environmental conservation that they would probably perform. 相似文献
L'article expose en bref le dévéloppement, après 1945, de la formation des enseignants pour les handicapés à Cologne et fait la critique des programmes actuels. Il examine ensuite le lien existant entre la recherche et la pratique. 相似文献
The dissertation requirements and assessment procedures within ten environment‐related undergraduate and postgraduate programmes were examined using the ‘framework’ approach. Two themes were examined in detail: a quantitative evaluation of characteristics which define the physical dimensions of the dissertation; and a qualitative analysis of the academic rationale, aims, objectives and learning outcomes, as well as the associated assessment criteria.
It is possible to differentiate between levels in terms of these two themes. There were greater similarities between the dissertations at HND and BSc(Hons) levels than between BSc(Hons) and MSc levels. Each dissertation occupies a separate, distinct place along a progressive development of a deep learning style. 相似文献
The study investigated the characteristics of effective initial teacher education programmes, as reported by teachers who have just finished their first year of teaching. A survey instrument was distributed in 2004 to all registered teachers who had graduated from their teacher education programme in 2002, taught in 2003 and were now one month into their second year of teaching in 2004. In total, 1147 teachers returned completed questionnaires, from all universities in the state.
Teachers who reported that they were well prepared to meet the demands of their first year of teaching were more likely to have completed courses that gave them deep knowledge of the content they were expected to teach, and how students learned that content, as well as skill in: diagnosing students' existing levels of understanding of the content; planning activities that would promote further development of understanding; and assessing the extent to which development had taken place. The paper concludes with implications for accreditation policy.
On constate, à l'échelle internationale, un intérêt accru pour les procédures d'évaluation et d'accréditation des programmes de formation des maîtres. Le but de cette recherche est d'apporter des repères aux personnes chargées de la réglementation concernant les standards qui pourraient servir à l'accréditation de ces programmes de formation. Cette recherche est menée à la demande du Victorian Institute of Teaching (VIT), une organisation chargée de l'accréditation des enseignants et des programmes de formation dans l'état de Victoria (Australie).
Cette recherche porte sur les caractéristiques des programmes de formation initiale efficients, tels que les perçoivent les enseignants qui viennent de terminer leur première année d'enseignement. En 2004, un questionnaire a été distribué à tous les enseignants accrédités, sortis diplômés de leur programme de formation en 2002, ayant enseigné en 2003 et qui en étaient au premier mois de leur deuxième année d'enseignement en 2004. En tout, 1147 enseignants diplômés de toutes les universités de l'état ont répondu au questionnaire.
L'analyse des réponses révèle des variations significatives concernant l'efficience des programmes. Les programmes efficients sont ceux qui donnent aux nouveaux enseignants une connaissance approfondie de ce qu'ils sont censés faire pour aider les élèves à apprendre ainsi que de la manière dont les élèves apprennent. Ces programmes donnent aux enseignant la capacité d'évaluer chez les élèves le niveau de leur compréhension du contenu enseigné. Ces programmes aident les enseignants à planifier des activités qui encouragent le développement des élèves et à mesurer l'amplitude de ce développement.
Les auteurs montrent dans cette présentation comment ces résultats peuvent guider le choix des standards utilisés lors de l'accréditation des programmes de formation des maîtres.
Ziel der Studie ist die Bereitstellung von Handlungsempfehlungen für politische Entscheidungsträger im Hinblick auf Standards, die zur Genehmigung von Lehramtsstudiengängen herangezogen werden können. Die Studie wurde vom Victorian Institut of Teaching (VIT) in Auftrag gegeben, welche im Jahr 2001 als eine Körperschaft des öffentlichen Rechts von der Regierung des Bundesstaats Victoria eingerichtet wurde und verantwortlich für die Zulassung (Lizenzierung) von Lehrern und die Genehmigung von Lehramtsstudiengängen ist.
Die Studie untersuchte die Eigenschaften einer effektiven (Erst‐)Ausbildung, welche von Lehrern berichtet wurden, die gerade ihr erstes Jahr als Lehrer beendet hatten. Für die Erhebung im Jahr 2004 erhielten alle registrierten Lehrer einen Fragebogen, die ihre Ausbildung in 2002 abgeschlossen hatten, in 2003 unterrichtet hatten, und die zu dem Zeitpunkt der Erhebung den ersten Monat im zweiten Jahr als Lehrkraft absolviert hatten. Der Fragebogen wurde von 1147 Lehrern aller Universitäten im Bundesstaat ausgefüllt.
Lehrer, die berichteten, auf die Anforderungen im ersten Jahr als Lehrer gut vorbereitet zu sein, besuchten Kurse und Seminare, die ihnen ein vertieftes Wissen über die zu unterrichtenden Lehrinhalte und darüber, wie Schüler diese Inhalte lernen, vermittelten. Außerdem wurden in diesen Kursen und Seminaren Fähigkeiten erlernt zur Einschätzung von bereits bei Schülern vorhandenem Verständnis der Lehrinhalte, zur Planung von Aktivitäten für die weitere Entwicklung des Verständnisses und zur Bewertung des Ausmaßes dieser Entwicklung. Die Arbeit schließt mit Implikationen für die Zulassung von Lehramtsstudiengängen.
El propósito de este estudio consistió en proporcionar orientación a las instancias políticas acerca de los estándares que podrían ser apropiados para la acreditación de programas de formación de profesores. El estudio fue encargado por el Victorian Institute of Teaching (VIT), una institución creada en 2001 por el gobierno del estado de Victoria con la responsabilidad de llevar a cabo el registro (licencia para enseñar) de los profesores y la acreditación de los programas de formación de profesorado.
En el estudio investigamos las características de los programas eficaces de formación inicial docente, desde el punto de vista de los profesores que habían finalizado su primer año de enseñanza. En el año 2004 se distribuyó un cuestionario a todos los profesores acreditados que habían finalizado su graduación como profesores en el año 2002, y que habían enseñando en 2003 y que se encontraban en ese momento en el primer mes de su segundo año como docentes. El cuestionario lo respondieron 1147 profesores de todas las universidades del estado.
Los profesores que afirmaron estar preparados para dar respuesta a las demandas de su primer año de enseñanza habían realizado cursos que les proporcionaron un conocimiento más elaborado de lo que de ellos se esperaba para que pudieran ayudar a los alumnos a aprender, asimismo conocían cómo aprenden los alumnos, así como poseían habilidades para diagnosticar los niveles previos de comprensión del contenido por parte de los alumnos, planificaban actividades que podrían promover un desarrollo de los alumnos y evaluaban en qué medida ese desarrollo tenía lugar. El artículo concluye con implicaciones para la política de acreditación. 相似文献
We first describe the nature and context of religious education in Australian Catholic schools. We argue that the teaching of religious education presents a set of unique challenges to teachers, compared to teaching other disciplines in the curriculum. Next we review the extant literature on Social Cognitive Theory, and self-efficacy as it may apply in this context. Then we look at likely constructs that may impact upon teacher self-efficacy for teaching religious education: collective efficacy, teachers’ implicit theories about student ability and student faith, and the intrinsic spirituality of religious education teachers.
We present a theoretical framework for examining the self-efficacy of religious education teachers, and we argue for research in this area that has not been studied hitherto, making this a unique contribution to the field of the psychology of religion, and to practitioners. 相似文献
The purpose of the meeting was to analyse the main findings of nine national case studies which had been prepared in the framework of the project (Denmark, France, Federal Republic of Germany, Hungary, Ireland, Italy, Poland, Romania, United Kingdom) and to make suggestions regarding a synthesis study to be elaborated on that basis.
A preliminary draft of this study was presented as a working document to the Symposium. The main objectives of the meeting were, therefore, to facilitate an exchange of views and experience on the proposed topic and to identify the most significant data contained in the case studies which might be reflected in the synthesis study.
For information on the discussions of this meeting see page 36 in this issue.
The three following articles are based on the case studies on Hungary, Romania and Poland. 相似文献
There has existed, traditionally in Hungary, the two routes through teacher‐training familiar to many Western countries, characterised as the e'cole normale/university dichotomy. This has revealed a familiar problem: the older the age‐range for which the student is being trained, the less emphasis on pedagogy in the training.
Hungarian teacher education faces other problems. There is still a shortage of teachers, despite a high level of demand for training; demographic problems weigh heavily.
Attempts at finding solutions through mergers of institutions at different levels meet resistance, and the conflict of values from universities and teachers’ colleges echoes similar debates in, for example, France and Greece. The problems encountered raise a fundamental question: who should decide the nature of the teacher‐training programme: the specialist academics and pedagogues, or the employing community? In Hungary, the debate continues. 相似文献
This problem has been highlighted in an Italian pilot project called Polaris, which studied the use of ICT in in‐service teacher training.
On the basis of that experience, this paper seeks to draw some simple guidelines for designers of online courses. 相似文献
Purpose: This study explores STEM students’ encounters with an interdisciplinary first year. Specifically, motivational patterns towards learning in two introductory courses followed by students from multiple study programmes are investigated.
Sample: 173 Danish undergraduate students enrolled in three science programmes: biomedicine; biochemistry and molecular biology; and physics.
Design and methods: Within the framework of Self-Determination Theory, a measure of autonomous and controlled motivation forms the basis for quantitative analyses (n = 173). A qualitative thematic analysis of students’ open responses further supplements and gives nuance to the findings.
Results: The motivational pattern of physics students is found to differ significantly from that of biochemistry and molecular biology (BMB) students and biomedicine students. The comments reveal that some students struggle to realise the relevance of the course content for their chosen study programme to an extent that makes them reconsider their study choice.
Conclusions: The study offers input to the discussion of how to present inter- and/or multidisciplinarity to students and points to implications on two levels: curriculum design and course content. The findings are of importance to educational planners, decision-makers and teachers dealing with the motivational range that exists within their courses. 相似文献
Design/methodology/approach: A systematic literature review of the peer-reviewed literature was undertaken to analyse the evaluations based on: (i) year of publication; (ii) location of the study; (iii) programme delivery; (iv) evaluation methods; (v) outcome variables; and (vi) inclusion of evaluation in initial programme design.
Findings: The review finds that almost all studies use an experimental or quasi-experimental research design (i.e. using a control group or counterfactual), but some studies do not account for endogeneity or selection bias. Furthermore, only a small number of the evaluations were planned as part of the original programme design, which causes difficulties in obtaining robust counterfactuals. The review also finds that relatively few evaluations, approximately 20%, measure the programme impact on environmental outcomes and only 15% of the evaluations have been undertaken for programmes in developed countries.
Practical implication: Limitations with current evaluation practice are identified, and recommendations are provided for improving practice, including better treatment of endogeneity, and the complementary use of qualitative data.
Theoretical implication: The review provides a contribution to the debate about the use of quantitative versus qualitative evaluation methods, by addressing the use of both quantitative and qualitative evaluation methods in a complementary way.
Originality/value: Despite their widespread implementation, this is the first systematic literature review for published evaluations of participatory extension programmes in the agricultural sector. 相似文献
Data analysed includes: preference among three models of mixed‐mode study, the response to home country study by students, employers and sponsors, the availability of national networks likely to support mixed‐mode study and students’ assessment of the proposals. One conclusion suggested is that women with professional and domestic responsibilities could find mixed‐mode study more satisfying than full‐time study. Further information about the principles and operational characteristics of distance education is needed to clarify the expectations of parties involved in such a delivery mode. 相似文献
New types of higher education establishment in developing countries were examined, and attention was given to new forms of study programme in existing institutions of higher education (eg. open universities, television universities, workers’ universities, correspondence and sandwich courses, etc.). The main trends and problems were identified and proposals were formulated for further UNESCO activities in this field.
Information on the main issues of the meeting is given below. 相似文献