Thematische Bibliographien / Teaching Europe

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Auswahl der wissenschaftlichen Literatur zum Thema „Teaching Europe“

Autor: Grafiati

Veröffentlicht am 18. Mai 2024

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Zeitschriftenartikel zum Thema "Teaching Europe"

Littlewood, Alan, und Margaret Shennan. „Teaching about Europe“. British Journal of Educational Studies 41, Nr. 3 (September 1993): 317. http://dx.doi.org/10.2307/3122300.

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Ben-Amos, Avner. „Teaching about Europe“. History of European Ideas 17, Nr. 5 (September 1993): 685–86. http://dx.doi.org/10.1016/0191-6599(93)90277-w.

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Newstead, Stephen E., und Susanna Makinen. „Psychology Teaching in Europe“. European Psychologist 2, Nr. 1 (Januar 1997): 3–10. http://dx.doi.org/10.1027/1016-9040.2.1.3.

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This paper presents an overview of psychology teaching in Europe. A variety of different sources are used, including published articles, a survey, and a sampling of students' opinions. The evidence indicates that there are three main models of training: continuous generic; continuous specialist; and discontinuous specialist, in which students receive a genera1 training for 3 years before specializing. Despite variations in the curriculum taught, the basic areas covered seem to be similar in most countries. Psychology students in Europe are predominantly female. Despite the many differences, it seems that European psychology is less disparate than it first appears, partly because of the Americanization of much European psychology. Psychology can provide a valuable perspective on many of the problems currently besetting Europe, and for this and other reasons the future of psychology appears bright.

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MCGUINNESS, CAROL, und JOHN NISBET. „TEACHING THINKING IN EUROPE“. British Journal of Educational Psychology 61, Nr. 2 (Juni 1991): 174–86. http://dx.doi.org/10.1111/j.2044-8279.1991.tb00973.x.

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Claudot, F., F. Alla, X. Ducrocq und H. Coudane. „Teaching ethics in Europe“. Journal of Medical Ethics 33, Nr. 8 (01.08.2007): 491–95. http://dx.doi.org/10.1136/jme.2006.017921.

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Wulf, Christoph. „TEACHING HISTORY IN EUROPE: A TRANSCULTURAL TASK“. KAZAN SOCIALLY-HUMANITARIAN BULLETIN 8, Nr. 4 (August 2017): 4–12. http://dx.doi.org/10.24153/2079-5912-2017-8-4-4-12.

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Roberts, Trudie E., und Ronald M. Harden. „STEM teaching: Medicine in Europe“. Nature 524, Nr. 7565 (August 2015): 291. http://dx.doi.org/10.1038/524291b.

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Goldsmith, Mike, und Chris Goldsmith. „Teaching Political Science in Europe“. European Political Science 9, S1 (November 2010): S61—S71. http://dx.doi.org/10.1057/eps.2010.38.

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Shennan, Margaret. „Goals for Teaching about Europe“. Social Studies 77, Nr. 1 (Januar 1986): 8–12. http://dx.doi.org/10.1080/00220973.1944.11019768.

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Garcia-Barbero, Mila, und J. Caturla Such. „Teaching critical care in Europe“. Critical Care Medicine 24, Nr. 4 (April 1996): 696–704. http://dx.doi.org/10.1097/00003246-199604000-00024.

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Dissertationen zum Thema "Teaching Europe"

Roth, Dawn. „The European Language Portfolio : An assessment in Mother Tongue Teaching“. Thesis, Linnéuniversitetet, Institutionen för språk och litteratur, SOL, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-17352.

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The present study focuses on teacher’s attitudes to the European Language Portfolio (ELP) in mother tongue English programs. More specifically it will explore how effective the ELP and portfolio assessment are in mother tongue teaching inSweden. The aim is also to assess whether mother tongue English students perform equally well in the four language skill areas. This case study seeks to find the strengths and weaknesses of the ELP according to the teachers that are using the ELP as an assessment tool, as well as investigating previous evaluation materials used to identify achievement in mother tongue. For this purpose, a case study was conducted using semi-structured interviews with four English mother tongue teachers at theLanguageCenterin Göteborg (henceforth LCG). The teachers interviewed at the language center use the ELP assessment but do not actively use the other parts of the language passport. The LCG materials for the mother tongue ELP were adapted from the original ELP 6 to 16 years created for Österåker municipality by Iakovos Demetriádes in 2007. Mother tongue teachers in Göteborg have since identified a number of the ELP’s strengths, as well as some of its weaknesses. The ELP is compatible with the Swedish syllabus, which makes it easier to write a written assessment for each class from the 1st grade and up. There are however problems with individual teachers interpretation of ELP descriptors. These problems will be brought to light later on in this paper.

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Webb, Lesley A. S. „An investigation of the contribution school information systems make to teaching and learning“. Thesis, University of Sussex, 2010. http://sro.sussex.ac.uk/id/eprint/6280/.

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This thesis presents an investigation of the contribution school information management systems make to teaching and learning based on qualitative and quantitative research in the Bailiwick of Guernsey in the Channel Islands. addressed the question of whether information systems contribute to teaching and learning and to the mission of the school; to what extent their adoption forms part of an emphasis on performativity and school improvement or on the transformation of the teaching and learning agenda. In the course of the research a further question was posed which sought to identify how practice in this area could be improved to support teaching and learning better. The research built on a critical analytical study which took the form of a Systematic Review of the literature. Initial research drew on data from a sample of Guernsey teachers, an Education Department manager and the Director of the company that produces the Schools Information Management System. This was followed by a collaborative action research project in one school involving the Headteacher, the Senior Leadership Team, other Teachers, Students, Administrative Staff and Parents/Carers. Consistent with this approach the position adopted by the researcher was non-neutral: she does not control environment and knowledge was constructed along with those that participated in the research.

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Soubeyran, Mathilde. „The European Dimension in foreign language teaching in France : Foreign languages in elementary school and European programmes“. Thesis, Uppsala universitet, Teologiska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-393419.

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Weiß, Norman. „„Democracy, Minorities and Human Rights Education in Europe, Workshop im Rahmen des von der Volkswagen Stiftung geförderten Forschungsprojekts „Teaching Human Rights in Europe" <2004, Berlin> / [Tagungsbericht]“. Universität Potsdam, 2004. http://opus.kobv.de/ubp/volltexte/2011/5587/.

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Tagungsbericht: Weiß, Norman: „Democracy, Minorities and Human Rights Education in Europe" <2004, Berlin> / Workshop im Rahmen des von der Volkswagen Stiftung geförderten Forschungsprojekts „Teaching Human Rights in Europe" am 5. und 6. März 2004.

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Eynon, Rebecca Elizabeth. „The use of the World Wide Web in teaching and learning in higher education : a case study approach“. Thesis, City, University of London, 2004. http://openaccess.city.ac.uk/17415/.

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Government policy emphasises the role higher education is expected to play in the era of the "information society" and the benefits the increasing use of new technology in teaching and learning within the university will bring. Accordingly, the purpose of this research was to explore the influence of the WWW in teaching and learning in universities. The study was designed in response to a rejection of technological deterministic approaches and the call for more empirically grounded study of the relationships between society and technology. It examines the use of the WWW in six case study modules in two universities in England from a staff, student and institutional perspective, located within the national context. A case study design, utilising a communications framework, was adopted to guide the research process. The methods utilised were: literature review, analysis of national and university policy documents, semi structured interviews with staff and students, two student questionnaires, focus groups with students and analysis of the case study websites. The cases explored here provide a rather different picture to that painted by the dominant discourses about ICTs and higher education. The use of the web in teaching and learning neither appears to be radically transforming the university, nor to be providing (or even regarded as) a ready solution to the problems the sector currently encounters. Yet, the technology is, in places, adding to the experiences of staff and students in a variety of complex ways. Through exploring practical instances of educational innovation this research has indicated the mesh of interrelating factors that are at work when using the web in teaching and learning, and the importance of considering the full range of experiences of the individuals involved, the variable purposes of using the technology, and the influence of the social contexts that surround initiatives. The benefits of the use of a communications model in further research is highlighted, and the use of mixed model studies promoted to gain greater understanding, aid with generalizability, and provide arguments to counter techno deterministic accounts prevalent in this area.

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Luxen, Hessel. „Taking it to the Next Level : A Research on how to Improve Teaching English as a Foreign Language in Europe“. Thesis, Uppsala universitet, Teologiska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-230215.

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The primary purpose of this study is to determine how teaching English in European schools can become more effective in order to improve the quality of foreign language education and the quantity of students learning it. Currently, only the minority (38%) of European citizens possesses the ability to speak English, while its importance continues to grow. In addition, it is argued that English can be a very useful instrument in the process of European unification. The current crisis laid bare that there is no underlying emotional bond between people from different member state countries and English has the potential to change that. This research consists of a total of four parts with every part answering a different sub question. In the first part is discussed what the implications of the growing importance of English are on national identities and languages. The second part includes the factors which influence the process of second language acquisition. Subsequently, a case study is conducted which compares the organization of and participation in Dutch, Swedish, Spanish and Bulgarian primary and secondary education and also looks at the teachers and teaching processes. Finally, in the fourth part numbers are presented and analyzed on whether or not EU member state countries are attaining the Barcelona objectives: mother tongue plus two. The main conclusions of all these parts are that a national identity and a possible European identity are able to co-exist instead of replace the other. Similarly, national languages are very robust and will never dissolve into new intermediate idioms. The difference between the percentages of English speakers within Europe cannot merely be explained by education. There are also important linguistic and societal factors influencing second language acquisition. Only a few countries are attaining the Barcelona objectives so far, but there have been reforms in many states which show that they are making an effort. The case study showed that there is still a lot of room for improvement in all four countries when it comes to teaching foreign languages in primary and secondary education. The conclusion lists twelve recommendations on how to do this. For example, it is advised to lower the age of compulsory language learning to the age of 5, to exclusively use the language of instruction in the classroom, to expose students to the target language outside of school and to offer more programs and courses taught in English in universities.

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McCrum, Elizabeth M. „Teaching history in postmodern times : history teachers' thinking about the nature and purposes of their subject“. Thesis, University of Sussex, 2010. http://sro.sussex.ac.uk/id/eprint/6266/.

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This thesis investigates how secondary school history teachers at the start of their teaching careers view the nature and purposes of their subject and how they think these views impact on their practice. Data were collected through in depth individual qualitative interviews with eleven teachers completing their initial training. These focused on: how these beginning teachers conceived of the nature of their discipline; the rationale they presented for the purposes of their subject in the school curriculum; the origins of their views on the nature and purposes of history; and how they are manifest in what and how they teach. In order to maintain coherence and to represent the richness and complexity of each teacher's own story these were written, analysed and presented as narrative accounts. A summary is given of each the accounts with three presented in full. The accounts show these beginning history teachers' views on the nature of history as reflecting the dominant discourse that characterises history as an academic subject, being largely Constructionist and emphasising the objective analysis of historical evidence. The teachers' rationales for the purpose of history emphasised broader educational, social and moral purposes. More postmodern perspectives are apparent in the emphasis given to the importance of historical interpretations. Family background, lived experiences, literature and the media are significant influences on the teachers' beliefs about the nature and purposes of history. These beliefs seem to impact on classroom practice and pupil learning in the subject. They influence teaching style, choice of learning activities and the areas of historical understanding emphasised, with, for example, views of the past as an uncontested body of knowledge leading to a pedagogy dominated by the transmission of substantive knowledge; and views which emphasise the more constructed nature of history leading to more pupil centred skills based approaches. Teachers' views on the nature and purpose of the subject are a significant influence on their mediation of the National Curriculum. The National Curriculum for History has increasingly provided opportunities for interpretations more sympathetic to the postmodern orientation but research and inspection evidence suggest that these opportunities are often poorly realised in schools. One reason for this is proposed as history teachers' lack of engagement with postmodern perspectives on history. It is important for teachers to engage with such approaches as without further consideration of their implications history teachers are unable to teach aspects of secondary History. Teachers also need to recognise and make explicit different orientations towards history in order to facilitate pupil learning, to engage pupils and to provide them with the skills necessary to be critical consumers of the range of histories presented to them in society. The research has implications for history teaching, pupil learning and the initial training and professional development of teachers. The case is made for further consideration being given to postmodern perspectives on the nature of history in initial and continuing teacher education in order to improve teaching and learning. The initial teacher education of history teachers needs to ensure that those on programmes have the syntactical knowledge necessary to develop effective teaching strategies and approaches, to enable pupil learning, and to develop their own subject knowledge and ability to reflect on their own practice and development. This research also emphasises the need for all those involved in training to critically engage with subject orientations as where beginning teachers' beliefs conflict with the dominant discourse of history teaching this can lead to problematic experiences of teaching and of teacher training.

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Chandler-Grevatt, Andrew J. „The use of levelled assessment tasks and their impact on teaching and learning in science education“. Thesis, University of Sussex, 2010. http://sro.sussex.ac.uk/id/eprint/6276/.

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The use of Levelled Assessment Tasks (LATs) in secondary science in England has been increasing over the past five years in response to attempts to encourage more Assessment for Learning (AfL) strategies in the science classroom. This empirical study investigates how LATs are used by teachers and the extent to which such tasks support teaching and learning. An online survey of 106 teachers was used. It showed that teachers did find that the LATs supported their teaching using AfL strategies, but revealed that a majority of teachers do not use the tasks as formatively as they could be used. From the online questionnaire, a descriptive framework for how the LATs support teaching and learning is proposed. Five case studies where teachers used a LAT were observed. The data collected included a post-lesson pupil questionnaire, an interview with a group of pupils and an interview of the teacher. From these cases, a theory seeking approach to educational case studies through fuzzy propositions (Bassey, 1999) was used to develop a model of the relationship between teacher values and pupil values to assessment tasks. The fuzzy generalisations proposed from the case studies were that: (1) Teacher attitudes to the LATs may influence pupil attitudes to the LATs, (2) Teachers with a „big picture of levels‟ may be more likely to use LATs formatively and (3) Teachers who engage pupils with the notion of „levelness‟ may be more likely to improve conceptual development of pupils. The notion of „levelness‟ is explored. This evolves into three issues being explored: whether grades should be shared with pupils, the LATs relationship with summative and formative assessment practices and why such tasks have become popular with science teachers. The latter is considered in the context of the current target-driven culture of schools in England. Finally, the future of assessments like the LATs is discussed in relation to current policy and recommendations for their use and development are considered.

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Thomas, Lorraine Sarah. „A Masters level teaching profession : a study of the rationale for the Masters level Postgraduate Certificate in Education, a Masters level teaching profession and the Masters in Teaching and Learning and the perceptions of key stakeholders in the English West Midlands“. Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3769/.

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There has been a significant shift in initial teacher training (ITT) and teachers’ professional development (PD) to include masters level (M level) study in recent years in England and this research investigates aspirations for the M level teaching profession, providing a rationale for the M level Postgraduate Certificate in Education (PGCE), a masters level profession and the Masters in Teaching and Learning (MTL) and providing the perceptions of key stakeholders. Although these initiatives represented a major shift in the training and development of teachers, only limited consideration has been given to these areas, despite the plethora of research regarding ITT and teachers’ PD. Findings suggest that HEIs superimposed their own rationale for these initiatives, in addition to the imposed rationale. Findings also indicate that universities consider M level ITT and PD to have many benefits, but there was much scepticism regarding the MTL. Furthermore, although trainees and newly qualified teachers (NQTs) were positive about M level study in principle, especially when there was an element of choice, they were sceptical regarding its benefits to practice and considered M level to be more important later in their careers, due to their more immediate concerns to meet statutory professional requirements.

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Nygren, Thomas. „UNESCO and Council of Europe Guidelines, and History Education in Sweden, c. 1960-2002“. Umeå universitet, Institutionen för idé- och samhällsstudier, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-43766.

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In this study, international recommendations for history education issued by UNESCO and the Council of Europe are compared with the construing of history in national guidelines, teachers’ perceptions and the results of students’ work in history in Sweden. The study shows how history education from the 1960s onwards could be critical and oriented towards minorities in a global world, clearly in line with the recommendations of UNESCO. International understanding, unity in diversity and safeguarding the local heritage in many ways became part of students’ historical consciousness.
History Beyond Borders; Historia utan gräns

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Bücher zum Thema "Teaching Europe"

Teaching about Europe. London, England: Cassell, 1991.

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Hayes, Heledd. Teaching assistants in Europe. Slough: EPIC Europe, 1994.

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John, Bulwer, Hrsg. Classics teaching in Europe. London: Duckworth, 2006.

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UK Centre for European Education. und Central Bureau for Educational Visits & Exchanges., Hrsg. Resources for teaching about Europe. London: UK Centre for European Education, 1990.

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Archer, Edward G. The teaching profession in Europe. Glasgow: Jordanhill College of Education, 1991.

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Nicholas, Heather. Resources for teaching about Europe. [Brighton]: University of Sussex European Schools Unit, 1986.

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Vaughn, Sally N., und Jay Rubenstein, Hrsg. Teaching and Learning in Northern Europe. Turnhout: Brepols Publishers, 2006. http://dx.doi.org/10.1484/m.sem-eb.6.09070802050003050104010902.

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Berger, Susanna, und Daniel Garber, Hrsg. Teaching Philosophy in Early Modern Europe. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84621-3.

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Dinkova-Bruun, Greti, und Tristan Major, Hrsg. Teaching and Learning in Medieval Europe. Turnhout: Brepols Publishers, 2017. http://dx.doi.org/10.1484/m.pjml-eb.5.110558.

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Anthropology of Europe: Teaching and research. Prague: Set Out, 2005.

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Buchteile zum Thema "Teaching Europe"

Panjwani, Farid. „Teaching About Islam“. In Islamic Religious Education in Europe, 268–71. Abingdon, Oxon ; New York, NY : Routledge, 2021. |: Routledge, 2021. http://dx.doi.org/10.4324/9780429331039-20.

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Górska, Anna M. „Teaching“. In Gender and Academic Career Development in Central and Eastern Europe, 117–26. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003319504-14.

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Torstendahl, Rolf. „Teaching Technology“. In Engineers in Western Europe: Ascent—and Decline?, 65–81. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-57438-3_4.

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Garcia-Barbero, M., und J. Caturla Such. „Teaching Cardiopulmonary Resuscitation in Europe“. In Yearbook of Intensive Care and Emergency Medicine, 813–26. Berlin, Heidelberg: Springer Berlin Heidelberg, 1997. http://dx.doi.org/10.1007/978-3-662-13450-4_67.

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Mihaljev-Martinov, J., M. Žikić, S. Matejašev und I. Nikolić. „Computer Aided Teaching in Neurology“. In Medical Informatics Europe 1991, 960–64. Berlin, Heidelberg: Springer Berlin Heidelberg, 1991. http://dx.doi.org/10.1007/978-3-642-93503-9_172.

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Praturlon, Antonio. „Teaching Earth Science Today“. In Research in Science Education in Europe, 149–55. Dordrecht: Springer Netherlands, 1999. http://dx.doi.org/10.1007/978-94-015-9307-6_19.

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Gavriilidou, Zoe, und Lydia Mitits. „EMI in Western and Southern Europe“. In Second Language Learning and Teaching, 73–92. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-30613-6_6.

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Pawlak, Mirosław, und Katarzyna Papaja. „EMI in Central and Eastern Europe“. In Second Language Learning and Teaching, 153–70. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-30613-6_10.

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Moscoso, Javier. „Learning and Teaching Pain“. In The Routledge History of Emotions in Europe, 169–82. Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series: The Routledge histories: Routledge, 2019. http://dx.doi.org/10.4324/9781315190778-15.

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de Lima, W. C., R. G. Ojeda, C. I. Zanchin und J. M. Barreto. „Teaching Electro and Phono Cardiology with Microcomputer“. In Medical Informatics Europe 1991, 955–59. Berlin, Heidelberg: Springer Berlin Heidelberg, 1991. http://dx.doi.org/10.1007/978-3-642-93503-9_171.

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Konferenzberichte zum Thema "Teaching Europe"

Pinna, Claudia, Laura Cattaneo, Monica Rossi, Claudio Dell Era, Sergio Terzi, Andrea Pestarino und Arianna Vignati. „Teaching Design in Europe: Challenges and Trends“. In 2018 IEEE International Conference on Engineering, Technology and Innovation (ICE/ITMC). IEEE, 2018. http://dx.doi.org/10.1109/ice.2018.8436363.

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Movchan, Liudmyla, und Nataliia Komisarenko. „Agricultural Higher Education and Training in Europe“. In The International Conference on Advanced Research in Teaching and Education. Acavent, 2019. http://dx.doi.org/10.33422/icate.2019.04.269.

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de Sousa, Bruno, und Dulce Gomes. „Facing the challenges from different realities: e-learning approaches for Africa and Europe“. In Teaching Statistics in a Data Rich World. International Association for Statistical Education, 2017. http://dx.doi.org/10.52041/srap.17603.

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Given that the UN’s Millennium Development Goals focus on primary education, Guy Pfefferman has observed how higher education was omitted within the African context. He also found that skills development for employment requires a radical change, advocating for eLearning as the only way to accomplish this in a meaningful and relevant way. In Africa we have the fastest growing population in the world with 40% under the age of 15 yet with one of the lowest higher education enrollments in the world, whereas in Europe we note an ageing corps of teachers, who despite being identified as having more experience, tend to suffer from technophobia. How to face the challenge of profiting from this experience and improve teaching practices when no more than 14% of the African population has access to internet? Simple ideas from a pilot study will be presented in order to overcome problems that may arise in less than perfect environments.

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Meletiou-Mavrotheris, Maria, Efi Paparistodemou, Efstathios Mavrotheris, Pilar Azcárate, Anna Serradó und Jose Cardeñoso. „Teachers’ professional development in statistics: The EarlyStatistics European project“. In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08707.

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The EU-funded project EarlyStatistics aims to enhance the teaching and learning of early statistical reasoning in European schools by utilizing distance education to offer high-quality professional development experiences to teachers across Europe. The project consortium has developed and is currently pilot testing an online professional development course in statistics education targeting elementary and lower secondary school European teachers. The article provides an overview of the EarlyStatistics course design. It describes the pedagogical and didactical approach underlying EarlyStatistics and the course content and structure. It also outlines the quality assurance processes used in the project to avoid quality failures and the evaluation processes employed to assess the course effectiveness in achieving its objectives.

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Yurko, Nadiya, und Iryna Styfanyshyn. „TEACHING A LANGUAGE: OCCUPATIONAL WELL-BEING“. In Scientific Development of New Eastern Europe. Publishing House “Baltija Publishing”, 2019. http://dx.doi.org/10.30525/978-9934-571-89-3_37.

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Semyda, Oksana. „TEACHING FOREIGN LANGUAGES IN MULTILEVEL GROUPS“. In Scientific Development of New Eastern Europe. Publishing House “Baltija Publishing”, 2019. http://dx.doi.org/10.30525/978-9934-588-13-6-8.

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Estepa, Antonio. „The training of primary school teachers in stochastics and in stochastic education in Europe“. In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08406.

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In this paper we analyse the available resources, potential difficulties and principles in the training of primary school teachers in stochastics and stochastic education and then present a proposal for a syllabus to train primary school teachers in this field that takes into account the restrictions and aims of the European Higher Education Area.

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Blaga, Mirela, Anne Marie Grundmeier, Dirk Höfer, Zlatina Kazlacheva, Deniz Köksal, Jochen Strähle und Zlatin Zlatev. „A New Curriculum for Sustainable Fashion at Textile Universities in Europe – Preliminary Results of the European Project Fashion Diet“. In 20th AUTEX World Textile Conference - Unfolding the future. Switzerland: Trans Tech Publications Ltd, 2022. http://dx.doi.org/10.4028/p-963ztt.

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The strong demand for a transformation of the textile and fashion industry towards sustainability requires a continuous implementation of the guiding principle of Education for Sustainable Development (ESD) in education and industry [1, 2]. In a first step of the European research project "Sustainable fashion curriculum at textile Universities in Europe - Development, Implementation and Evaluation of a Teaching Module for Educators" (Fashion DIET) a continuing education module shall be created to implement ESD as a guiding principle in university teaching. The research-based teaching and learning materials are delivered through an e-learning portal.

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Cucuk, Eyup, und Ayhan Dogan. „Inspector Ahmed Kemal Effendi’s Visit to Europe to Observe the Modern Education System (1850-1851)“. In 2nd International Conference on Future of Teaching and Education. GLOBALKS, 2019. http://dx.doi.org/10.33422/2nd.icfte.2019.12.866.

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Tomic, J., M. Slankamenac, M. Kusljevic und M. Zivanov. „A virtual laboratory for teaching frequency estimation techniques“. In 2012 EPE-ECCE Europe Congress. IEEE, 2012. http://dx.doi.org/10.1109/epepemc.2012.6397355.

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Berichte der Organisationen zum Thema "Teaching Europe"

Lozano Ascencio, Carlos, und Miguel Vicente Mariño. University Teaching of Communication Theory in Europe and Latin America. Revista Latina de Comunicación Social, 2010. http://dx.doi.org/10.4185/rlcs-65-2010-898-255-265-en.

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Darling-Hammond, Linda, Michael DiNapoli, Jr. und Tara Kini. The Federal Role in Ending Teacher Shortages. Learning Policy Institute, August 2023. http://dx.doi.org/10.54300/649.892.

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The United States needs a nationwide Marshall Plan for teaching, similar to that enacted after World War II to rebuild Europe, but for rebuilding the teaching profession. A Marshall Plan for teaching should focus the powers of the federal government on supporting recruitment, preparation, support, and retention in teaching. This report outlines seven ways the federal government can end teacher shortages: (1) increase educators' net compensation, (2) strengthen recruitment by making teacher prepartion debt-free, (3) expand high-retention pathways into teaching, (4) provide high-quality mentoring, (5) enable educators to expand and share expertise, (6) incentivize the redesign of schools, and (7) rethink school accountability.

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Fotta, Martin, Mariya Ivancheva und Raluca Pernes. THE ANTHROPOLOGICAL CAREER IN EUROPE: A complete report on the EASA membership survey. NomadIT, November 2020. http://dx.doi.org/10.22582/easaprecanthro.

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This report presents the results of the survey conducted among EASA members in 2018. The survey was a collaboration between EASA and the PrecAnthro Collective, whose members have worked together and mobilised since 2016 to raise awareness about the challenges of developing an academic career in anthropology. The themes explored in the survey reflect existing academic research on changes to the academic profession and the casualisation of labour in Europe and beyond. The survey enquired into the extent to which and how trends already documented in other disciplines, and in academia as a whole, affect anthropologists. These trends include a growing division between research and teaching, the deprofessionalisation of academic labour through multiple contract types, the imperatives of international mobility and cyclical fundraising, and weak labour unions. This report captures overall trends as well as regional differences in the anthropological profession in Europe.

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Sanz, E., M. Lascurain, A. Serrano, B. Haidar, P. Alonso und J. García-Espinosa. Needs and requirements analysis. Scipedia, 2021. http://dx.doi.org/10.23967/prodphd.2021.9.001.

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The prodPhD project aims to address the challenging problem of introducing entrepreneurship training in PhD programmes regardless of discipline. The prodPhD project will create the necessary teaching methodologies and the platform for applying them. The project consists of a consortium of four organizations from across Europe. The main objective of the prodPhD project is to implement innovative social network-based methodologies for teaching and learning entrepreneurship in PhD programmes. The multidisciplinary teaching and learning methodologies will enable entrepreneurship education to be introduced into any PhD programme, providing students with the knowledge, skills, and motivation to engage in entrepreneurial activities. The methodology will be conceived to develop experiential knowledge, involving academics, entrepreneurship experts, and mentors in its development and implementation. Besides, the exchange of experience, competences, and approaches facilitated by social networking will pave the way to crowdsourcing new ideas, improving training methodologies, and stimulating academics’ entrepreneurial skills.

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Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, Mai 2019. http://dx.doi.org/10.53328/guxy9244.

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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities

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Verdisco, Aimee, Andrés Bernasconi und Claudio de Moura Castro. Community Colleges: Is There a Lesson in Them for Latin America? Inter-American Development Bank, Oktober 2001. http://dx.doi.org/10.18235/0008788.

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As secondary education in Latin America and the Caribbean expands its reach and more attention is given to the post-secondary level, new demands are placed on educators and ministries. New methods of teaching will have to be found, new markets for graduates will have to be identified, and better targeting mechanisms for matching students with the market's real demand for labor will have to be defined and implemented. In short, the very definition of secondary and post-secondary education will have to be reexamined. It is in this regard that the community college model prevalent in the United States and Canada merits closer examination. Several countries in Latin America and the Caribbean have experience introducing short post-secondary courses and nonuniversity institutions, sometimes as a result of private initiative, sometimes as a matter of public policy. Europe and North American models have inspired these innovations. Yet, this paper contends that more needs to be done in this area, in all countries and it explores in depth the model of the community college as an interesting source of ideas and relevant responses to changes in the social and economic landscape of the region. It also explores the potential the community college model holds for Latin America. The author's hope is that countries and institutions will look at this model not as something that should be necessarily imitated, but for inspiration and as an opportunity to reflect on the relevance and effectiveness of the current supply of post-secondary education and training.

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Brouwer, Frank. Extended Case Study: Teaching of Economics to European Studies & Language Students. Bristol, UK: The Economics Network, März 2004. http://dx.doi.org/10.53593/n157a.

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Kolo, Castulus, Ute Masur, Merle Emre und Klaus Kreulich. Higher Education 2030: From Future Skills in Higher Education to the Future Skills of Higher Education Managers. Hochschule Macromedia, 2021. http://dx.doi.org/10.56843/msr002.

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On December 9, 2020, we continued the discussion on the future of higher education during the virtual open symposium “Higher Education 2030”. The focus was on drivers and effects of longer-term change with respect to (1) teaching and didactics, (2) institutions in the higher education value creation network as well as (3) national education systems and international schemes (including the interrelations of these three levels). In the resulting publication, we highlight the results of this discussion of distinguished guests from industry and academia from Europe and beyond. One of the key questions for incumbent as well as new institutions in higher education – whether private or public – is, how to prepare for the dynamically evolving times ahead. The symposium concluded that managing higher education cannot continue unchanged. Therefore, we embarked next on the topic of “From Future Skills in Higher Education to the Future Skills of Higher Education Managers.” For an initial workshop on May 14, 2021, we reached out to experts from different world regions as well as higher education providers. The aim was to outline the challenges and the necessary competencies as well as the knowledge and methodologies needed to succeed in the changing context of higher education. The results will address an urgent and important need of preparing for a future – even more uncertain in these times of the COVID-19 pandemic, that was also touched upon as a driver itself and an accelerator to other trends respectively. Based on the ideas collected in the workshop, the initiative “Higher Education 2030” shall continue working on further publications. In addition, it shall also inform the preparation of master level certificates that eventually lead to an International Higher Education MBA. “Higher education” will henceforth also be abbreviated as “HE”.

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Lyzanchuk, Vasyl. STUDENTS EVALUATE THE TEACHING OF THE ACADEMIC SUBJECT. Ivan Franko National University of Lviv, März 2024. http://dx.doi.org/10.30970/vjo.2024.54-55.12159.

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The article reveals and characterizes the methodological features of teaching the discipline «Intellectual and Psychological Foundations of Mass Media Functioning» on the third year of the Faculty of Journalism at Ivan Franko National University of Lviv. The focus is on the principles, functions, and standards of journalistic creativity during the full-scale war of the Russian Federation against Ukraine. As the Russian genocidal, terrorist, and ecocidal war has posed acute challenges to the education and upbringing of student youth. A young person is called not only to acquire knowledge but to receive them simultaneously with comprehensive national, civic, and moral-spiritual upbringing. Teaching and educating students, the future journalists, on Ukrainian-centric, nation-building principles ensure a sense of unity between current socio-political processes and historical past, and open an intellectual window to Ukraine’s future. The teaching of the course ‘Intellectual-Psychological Foundations of Mass Media Functioning’ (lectures and practical classes, creative written assignments) is grounded in the philosophy of national education and upbringing, aimed at shaping a citizen-patriot and a knight, as only such a citizen is capable of selfless service to their own people, heroic struggle for freedom, and the united Ukrainian national state. The article presents student creative works, the aim of which is to develop historical national memory in students, promote the ideals of spiritual unity and integrity of Ukrainian identity, nurture the life-sustaining values of the Ukrainian language and culture, perpetuate the symbols of statehood, and strengthen the moral dignity and greatness of Ukrainian heroism. A methodology for assessing students’ pedagogical-professional competence and the fairness of teachers who deliver lectures and conduct practical classes has been summarized. The survey questions allow students to express their attitudes towards the content, methods, and forms of the educational process, which involves the application of experience from European and American countries, but the main emphasis is on the application of Ukrainian ethnopedagogy. Its defining ideas are democracy, populism, and patriotism, enriched with a distinct nation-building potential, which instills among students a unique culture of genuine Ukrainian history, the Ukrainian language and literature, national culture, and high journalistic professionalism. Key words: educator, student, journalism, education, patriotism, competence, national consciousness, Russian-Ukrainian war, professionalism.

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Kourkoutas, Konstantinos, Begonya Saez, Veronica Junjan, Anders Riel Müller, Wiro Kuipers, Fabio Hernández Palacio, Kristiane Marie Fjær Lindland, Tina-Simone Neset und Sara Malmgren. ECIU Position Paper on Living Labs and Experimentation Spaces: Recommendations and insights about the potential of Living Labs as innovation and learning platforms in the ECIU University. University of Stavanger, April 2024. http://dx.doi.org/10.31265/usps.276.

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To accelerate transformations towards just and sustainable future cities across Europe, local and regional projects need to scale up and share sustainability pathways and planning efforts. In this context, Living Labs, and innovation and experimentation spaces in general, have demonstrated great potential in serving as platforms for connecting universities with societal stakeholder, facilitating transdisciplinary collaboration in the innovation process but also as tools for cross-case learning and upscaling innovative solutions. At the same time there is an ever increasing emergence and diversification of these spaces, even within ECIU, that can often create a certain confusion and at the same time reluctance to engage and make use of them or explore their full potential. The ECIU-UTC seed project’s objective was to expand existing research and innovation initiatives of the ECIU by linking established living labs and citizen science projects run by partners and their regional ecosystems. This resulted in an initial Roadmap for the distributed network of a “Living Lab and experimentation and innovation spaces” within ECIU, an effort that will continue in the ULALABS project during the next three years where we will open up the process to the extended ECIU ecosystem. The SMART-ER Conference in Barcelona gave us an initial opportunity to share and reflect the Seed project results together with the broader community but also the objectives and scope of the new project. We envision that the ULALABS project will produce tools, methodologies and experiences that will help the community learn and understand how to make use of these innovative infrastructures to enhance their activity and its impact. At the same time aid with the effort towards the realization of the ECIU 2030 Vision1 by articulating a platform and mechanisms for integrating multi-disciplinary challenge-based research, innovation and learnings; and a distributed network of ECIU physical and virtual collaboration spaces operational and interconnected between the ECIU member universities. In this context, the ECIU consortium in its vision to establish an open, inclusive and collaborative ecosystem should seek to make the existence of the labs visible and promote their active use in teaching, research and innovation activities in future activities.

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