Artículos de revistas: "Teaching Europe"

1

Littlewood, Alan y Margaret Shennan. "Teaching about Europe". British Journal of Educational Studies 41, n.º 3 (septiembre de 1993): 317. http://dx.doi.org/10.2307/3122300.

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2

Ben-Amos, Avner. "Teaching about Europe". History of European Ideas 17, n.º 5 (septiembre de 1993): 685–86. http://dx.doi.org/10.1016/0191-6599(93)90277-w.

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3

Newstead, Stephen E. y Susanna Makinen. "Psychology Teaching in Europe". European Psychologist 2, n.º 1 (enero de 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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4

MCGUINNESS, CAROL y JOHN NISBET. "TEACHING THINKING IN EUROPE". British Journal of Educational Psychology 61, n.º 2 (junio de 1991): 174–86. http://dx.doi.org/10.1111/j.2044-8279.1991.tb00973.x.

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5

Claudot, F., F. Alla, X. Ducrocq y H. Coudane. "Teaching ethics in Europe". Journal of Medical Ethics 33, n.º 8 (1 de agosto de 2007): 491–95. http://dx.doi.org/10.1136/jme.2006.017921.

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6

Wulf, Christoph. "TEACHING HISTORY IN EUROPE: A TRANSCULTURAL TASK". KAZAN SOCIALLY-HUMANITARIAN BULLETIN 8, n.º 4 (agosto de 2017): 4–12. http://dx.doi.org/10.24153/2079-5912-2017-8-4-4-12.

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7

Roberts, Trudie E. y Ronald M. Harden. "STEM teaching: Medicine in Europe". Nature 524, n.º 7565 (agosto de 2015): 291. http://dx.doi.org/10.1038/524291b.

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8

Goldsmith, Mike y Chris Goldsmith. "Teaching Political Science in Europe". European Political Science 9, S1 (noviembre de 2010): S61—S71. http://dx.doi.org/10.1057/eps.2010.38.

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9

Shennan, Margaret. "Goals for Teaching about Europe". Social Studies 77, n.º 1 (enero de 1986): 8–12. http://dx.doi.org/10.1080/00220973.1944.11019768.

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10

Garcia-Barbero, Mila y J. Caturla Such. "Teaching critical care in Europe". Critical Care Medicine 24, n.º 4 (abril de 1996): 696–704. http://dx.doi.org/10.1097/00003246-199604000-00024.

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11

Turner SJ, Frank. "Catholic Social Teaching and Europe". New Blackfriars 93, n.º 1044 (13 de febrero de 2012): 230–45. http://dx.doi.org/10.1111/j.1741-2005.2011.01478.x.

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12

Atkinson, Jeffrey y Ian Hughes. "Teaching pharmacology together in Europe". Fundamental and Clinical Pharmacology 15, n.º 6 (diciembre de 2001): 365–72. http://dx.doi.org/10.1046/j.1472-8206.2001.00050.x.

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13

Bahovec, E. D. "Teaching Travelling Concepts in Europe". Feminist Theory 5, n.º 3 (1 de diciembre de 2004): 333–42. http://dx.doi.org/10.1177/1464700104046982.

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14

Briggs, Jacqui. "Political Science Teaching Across Europe". PS: Political Science & Politics 49, n.º 04 (octubre de 2016): 828–33. http://dx.doi.org/10.1017/s1049096516001529.

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15

Stāhelin, H. B., Edit Beregi, S. Duursma, J. Grimley Evans, J.-P. Michel, A. Ruiz-Torres y B. Steen. "Teaching Medical Gerontology in Europe". Age and Ageing 23, n.º 3 (1994): 179–81. http://dx.doi.org/10.1093/ageing/23.3.179.

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16

FIORINI, ANTHONY. "Teaching Medical Gerontology in Europe". Age and Ageing 24, n.º 1 (1995): 84. http://dx.doi.org/10.1093/ageing/24.1.84-a.

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17

Nedopil, Norbert, John Gunn y Lindsay Thomson. "Teaching forensic psychiatry in Europe". Criminal Behaviour and Mental Health 22, n.º 4 (26 de septiembre de 2012): 238–46. http://dx.doi.org/10.1002/cbm.1845.

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18

Carelli, Francesco. "Minimal undergraduate teaching curriculum in Europe". British Journal of General Practice 61, n.º 588 (julio de 2011): 440.1–440. http://dx.doi.org/10.3399/bjgp11x583029.

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19

Hudson, Brian y Bernard Schneuwly. "Didactics — Learning and Teaching in Europe". European Educational Research Journal 6, n.º 2 (junio de 2007): 106–8. http://dx.doi.org/10.2304/eerj.2007.6.2.106.

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20

Shafer, Susanne M. "History Teaching in the New Europe". European Education 24, n.º 4 (diciembre de 1992): 3–7. http://dx.doi.org/10.2753/eue1056-493424043.

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21

Iriarte Redín, Concha y Amaya Erro-Garcés. "Stress in teaching professionals across Europe". International Journal of Educational Research 103 (2020): 101623. http://dx.doi.org/10.1016/j.ijer.2020.101623.

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22

Iversen, Olav Hilmar. "Undergraduate teaching of pathology in Europe". Journal of Pathology 156, n.º 2 (octubre de 1988): 179. http://dx.doi.org/10.1002/path.1711560213.

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23

Moehle-Vieregge, Linda y Wolf Gewehr. "Aspects of Modern Language Teaching in Europe". Die Unterrichtspraxis / Teaching German 32, n.º 2 (1999): 204. http://dx.doi.org/10.2307/3531772.

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24

van Weel, Chris, Bengt Mattsson, George K. Freeman, Marc de Meyere y Martin von Fragstein. "General Practice based Teaching Exchanges in Europe". European Journal of General Practice 11, n.º 3-4 (enero de 2005): 122–26. http://dx.doi.org/10.3109/13814780509178252.

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25

Goldsmith, Mike y Erkki Berndtson. "teaching challenges for political science in europe". European Political Science 1, n.º 3 (junio de 2002): 69–80. http://dx.doi.org/10.1057/eps.2002.34.

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26

Rothman, Mark D. "Using Computer Technology When Teaching about Europe". Social Studies 77, n.º 1 (enero de 1986): 17–18. http://dx.doi.org/10.1080/00220973.1944.11019770.

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27

Robinson, Alastair. "Teaching about the United States in Europe". Social Studies 77, n.º 1 (enero de 1986): 31–34. http://dx.doi.org/10.1080/00220973.1944.11019775.

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28

Pungor, Ernö y Robert Kellner. "The Teaching of Analytical Chemistry in Europe". Analytical Chemistry 60, n.º 10 (15 de mayo de 1988): 623A—629A. http://dx.doi.org/10.1021/ac00161a719.

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29

Wallach, J. M. "Workshop on teaching of biochemistry in Europe". Biochemical Education 28, n.º 3 (mayo de 2000): 139–40. http://dx.doi.org/10.1016/s0307-4412(00)00027-3.

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30

KURT, Özlem y Gıyasttin AYTAŞ. "COMPARISON OF TEACHING TURKISH AS A FOREIGN LANGUAGE IN EUROPE AND TURKEY". Zeitschrift für die Welt der Türken / Journal of World of Turks 14, n.º 2 (15 de agosto de 2022): 1–20. http://dx.doi.org/10.46291/zfwt/140201.

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Knowing and getting to know a language has usually maintained its importance as a primarynecessity during history. It is considered thatlearning Turkish as a foreign language appears as a result of an obligationora necessity. Teaching TFL, which commenced in Venice with the purpose of educating translators who can speak Turkish, in the course ofthe developing process is accomplished in a more systematic and academic structure. Besides the teachings executed outside of Turkey, the number of academic institutions related to teaching Turkish as a foreign language has additionally improved in Turkey. To expose how these teaching processes are carried out, it becomes evaluated how the teaching process of Turkish as a foreign language was accomplished in Europe and Turkey, based on the sample of the Turkish Departmentat Ghent University and Gazi University Tömer. The datas obtained by the document review method were subjected to content analysis. Relating to the teaching-learning content the textbook which is used in the Turkish department at Gent University is more focused on the audio-linguistic method andGazi University Tömer’s textbook is more focused on the communicative method. As a result of the evaluations, it isnoticed that text selection and use these resources are based on special requirements and needs. Key Words: Ghent University, Gazi University, Teaching Turkish as a foreign language.

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31

Hellström, Anders. "Teaching Europeans how to be Europeans". Journal of Language and Politics 8, n.º 2 (9 de septiembre de 2009): 167–94. http://dx.doi.org/10.1075/jlp.8.2.01hel.

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In this article, the author explores how the question of Europe has been established on the domestic scene. The article focuses on referenda on EU-related issues held in three EU member states, ranging from Ireland in 2001, to Sweden in 2003, and finally France in 2005. In all three cases, the national populations voted against the will of a majority of their representatives, and chose not to follow the defined EU agenda towards greater integration. The study includes analyses of the national news reporting in the three cases as well as responses from Brussels. The author infers that the three No-votes, in the perspective of the political elites, were interpreted as incentives to further the integration process, spelling out a message of that Europeans want Europe, even if some people (i.e. the No-voting majorities) were considered yet to learn what it means to be, act and think as Europeans in Europe.

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32

Бердичевский y Anatoliy Berdichevskiy. "Interculture Dialog in Foreign Language Teaching in Europe". Modern Communication Studies 5, n.º 5 (17 de octubre de 2016): 26–29. http://dx.doi.org/10.12737/21927.

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The article deals with the problems of modern methods of foreign language teaching. Analysing the state of foreign language teaching on the modern stage the author comes to the conclusion that the pure communicative methods do not satisfythe modern demands of foreign language studing in the changed conditions of Europe. With the aim of teaching Russian as a foreign language he of fers crossculture competence for the achievement of mutual understanding in crossculture dialogue. This aim will berealised in cross culture of foreign language teaching.

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33

Pakula, Heini-Marja. "Teaching speaking". Apples - Journal of Applied Language Studies 13, n.º 1 (19 de febrero de 2019): 95–111. http://dx.doi.org/10.17011/apples/urn.201903011691.

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To be able to communicate fluently in a foreign language is the number one goal for many language learners. However, it seems that the teaching of oral skills in language classrooms does not have an important role. There are many reasons: the higher status of written language, teaching to the tests (of written language), teaching the textbook (with emphasis on written language), and lack of knowledge of how to teach speaking. The purpose of the article is to discuss the issue of how foreign language (FL) speaking can be taught based on 1) how speaking is learned and 2) how speaking proficiency is defined. More specifically, 1) How do learning theories translate into teaching speaking at classroom level? and 2) What is the significance of the current understanding of language proficiency as reflected in the models of communicative competence and the Common European Framework (Council of Europe, 2001) and its Companion Volume with New Descriptors (Council of Europe, 2018) to the teaching of speaking in formal foreign language contexts? On the basis of the theoretical and research reviews, some pedagogical implications and suggestions for research are provided. The pedagogical implications concern the teaching of fluency and formulaic sequences, the teaching of spoken grammar, the teaching of linguistic, sociolinguistic and pragmatic competences. Classroom applications of the sociocultural theory include pair and group work, communicative activities with opportunities for the negotiation of meaning, and creative spoken production. It is suggested that teachers’ pedagogical content knowledge (PCK) be applied as a means to integrate theory with classroom applications. Suggestions for related research are provided.

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34

Loedel, Peter H. y John Occhiphinti. "Europe matters teaching the EU in the US". Politique européenne 14, n.º 3 (2004): 21. http://dx.doi.org/10.3917/poeu.014.0021.

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35

Aggarwal, Raj y Yinglu Wu. "Teaching International Business in Europe and Latin America". Journal of Teaching in International Business 32, n.º 1 (2 de enero de 2021): 1–6. http://dx.doi.org/10.1080/08975930.2021.1922868.

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36

Zadora, Anna. "History Teaching in Belarus: Between Europe and Russia". History Education Research Journal 15, n.º 1 (1 de diciembre de 2017): 8–23. http://dx.doi.org/10.18546/herj.15.1.02.

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37

Lee, Rosemary. "Teaching and Learning Guide: Outsiders in Medieval Europe". History Compass 13, n.º 10 (octubre de 2015): 533–40. http://dx.doi.org/10.1111/hic3.12263.

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38

Michel, Jean-Pierre, Philippe Huber y Alfonso J. Cruz-Jentoft. "Europe-Wide Survey of Teaching in Geriatric Medicine". Journal of the American Geriatrics Society 56, n.º 8 (agosto de 2008): 1536–42. http://dx.doi.org/10.1111/j.1532-5415.2008.01788.x.

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39

Feigin, V., M. Brainin, M. M. B. Breteler, C. Martyn, C. Wolfe, N. Bornstein, C. Fieschi et al. "Teaching of neuroepidemiology in Europe: time for action". European Journal of Neurology 11, n.º 12 (diciembre de 2004): 795–99. http://dx.doi.org/10.1111/j.1468-1331.2004.01024.x.

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40

Pinquart, Martin, Rocío Fernández-Ballesteros y Per Torpdahl. "Teaching, Research, and Application of Geropsychology in Europe". European Psychologist 12, n.º 3 (enero de 2007): 229–33. http://dx.doi.org/10.1027/1016-9040.12.3.229.

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Abstract. Starting with the main goals of the Task Force of the European Federation of Psychologists' Associations on Geropsychology, this report presents data from an internet search on European contributions to geropsychology, and from a questionnaire study about research, teaching, and application of geropsychology in Europe with key persons from 30 European countries. Based on these data, conclusions are drawn about future priorities in the field.

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41

Thunborg, Camilla. "Beyond fragmentation: didactics, learning and teaching in Europe". Journal of Education for Teaching 38, n.º 3 (26 de marzo de 2012): 363–64. http://dx.doi.org/10.1080/02607476.2012.675479.

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42

Smith, Richard y Nicola McLelland. "Histories of language learning and teaching in Europe". Language Learning Journal 46, n.º 1 (enero de 2018): 1–5. http://dx.doi.org/10.1080/09571736.2017.1382051.

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43

Ros, R. M. "Teaching Astronomy at Secondary School Level in Europe". International Astronomical Union Colloquium 162 (1998): 286–91. http://dx.doi.org/10.1017/s025292110011526x.

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The status of teaching Astronomy in European countries is variable. Sometimes Astronomy appears as a compulsory subject or as an optional subject, but on many occasions Astronomy appears within another subject, depending on the country. It is even possible for Astronomy not to appear anywhere in the curriculum. But of course the position here is better than in other less developed places. In Europe there are various topics which can be organized into two main groups: aspects related to relative motions and aspects related to properties of light. Some examples of teaching activities and materials in various countries will be described.It is also necessary to emphasize several initiatives such as the review of Astronomy curricula, the publication of general books on Astronomy for secondary schools and the organisation of new journals to promote Astronomy in schools.

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44

Kersten, Dennis, Anne-Marie Mreijen y Yvonne Delhey. "Teaching Life Writing Texts in Europe, Part II". European Journal of Life Writing 7 (3 de julio de 2018): TL1—TL2. http://dx.doi.org/10.5463/ejlw.7.275.

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45

Savenije, Geerte M., Nicola Brauch y Wolfgang Wagner. "Sensitivities in history teaching across Europe and Israel". Pedagogy, Culture & Society 27, n.º 1 (2 de enero de 2019): 1–6. http://dx.doi.org/10.1080/14681366.2019.1566163.

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46

Verrall, Maggie. "Europe urged to set common science teaching standards". Nature 373, n.º 6511 (enero de 1995): 181. http://dx.doi.org/10.1038/373181a0.

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47

Karger, Gerhard. "Teaching and Research for a Closer-Knit Europe". Nachrichten aus der Chemie 48, n.º 11 (noviembre de 2000): 1362–64. http://dx.doi.org/10.1002/nadc.20000481112.

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48

Uriarte, Luzio y Lidia Rodríguez. "Religion at School in Secular Europe". Religions 14, n.º 6 (25 de mayo de 2023): 700. http://dx.doi.org/10.3390/rel14060700.

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It is widely accepted that Europe is characterised by a secularised society and states marked by laicism (laïcité). The article analyses how this European secularity observes religious education, highlighting the fact that it does not have a single model. The diversity of interpretations of the term “secularity” is not unrelated to the fact that there is a plurality of approaches to the teaching (or non-teaching) of religion within European education systems. The authors of the article opt for Taylor’s approach of defining secularity not by its relation to religion, but by the ends it desires to achieve. Within this framework, the article describes the plurality of models of teaching religion in education systems and how these models articulate the values that secularity seeks to achieve. The analysis takes into account both the guidelines and recommendations of European institutions and the policies implemented by states.

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49

Imbernón-Muñoz, Francisco, Patricia Silva-García y Carolina Guzmán-Valenzuela. "Teaching Skills in Virtual and Blended Learning Environments". Comunicar 18, n.º 36 (1 de marzo de 2011): 107–14. http://dx.doi.org/10.3916/c36-2011-03-01.

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Universities are currently immersed in what is known as the process of European convergence to create the European Higher Education Area (EHEA). The aim is to establish a standardized, compatible and flexible European university system that enables graduates and undergraduates to move easily from one institution to another within Europe. As a result of evaluation mechanisms, the system will be transparent and of high quality, which will make it attractive and competitive internationally in a globalized world. In this paper, we focus on two distance learning modes that will become more important as a result of this change in universities: e-learning and b-learning. These basically involve the virtualization of learning processes through the use of computer equipment. We carried out a qualitative study using the case study method. The results indicate that teaching staff use information and communication technology (ICT) to improve student learning. Similarly, a high percentage (78%) of lecturers use some form of digital platform as a support for teaching. In conclusion, training policies should strengthen university teachers’ skills in the use of ICT equipment, tools and resources related to blended and virtual learning.Actualmente las universidades están inmersas en lo que se conoce como el proceso de «convergencia europea» y que llevará al Espacio Europeo de Educación Superior (EEES). El objetivo es dotar a Europa de un sistema universitario homogéneo, compatible y flexible que permita a los estudiantes y titulados universitarios europeos una mayor movilidad, así como ofrecer al sistema universitario europeo unos niveles de transparencia y calidad, mediante sistemas de evaluación, que le hagan atractivo y competitivo en el ámbito internacional dentro del actual proceso de globalización. En este artículo, interesa centrar la reflexión en dos de las modalidades de la educación a distancia que asumirán importancia en ese cambio universitario: el e-learning y el b-learning, que consisten básicamente en la virtualización de los procesos de aprendizaje a través del uso de equipos informáticos. Para ello se ha realizado una investigación cualitativa con metodología de estudio de casos. De entre los resultados se destaca el uso de las TIC por parte del profesorado para conseguir un mejor aprendizaje en los estudiantes, de igual forma un porcentaje importante de los profesores 78% utiliza alguna plataforma virtual como apoyo a la docencia. Como conclusión se resalta que las políticas de formación deberían fortalecer las competencias del profesorado universitario en el uso de dispositivos telemáticos, recursos e instrumentos relacionados con el aprendizaje semipresencial y virtual.

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50

Jongbloed, Ben. "Academic Salaries in Western Europe". International Higher Education, n.º 68 (25 de marzo de 2015): 5–6. http://dx.doi.org/10.6017/ihe.2012.68.8629.

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In its recent (2011) communication "Supporting Growth and Jobsan agenda for the Modernisation of Europe's Higher Education Systems," the European Commission has once again urged Europe's universities to reform their human-resources policiesto increase the autonomy of the universities in this respect and to introduce incentives to re- ward excellence in teaching and research. Europe's universities will need to recruit academics by flexible, open, and transparent procedures and to provide them with attractive career prospects. Without a committed and adequately compensated professoriate, universities will find it hard to recruit the best and brightest academic talent to work for them and to provide the teaching and research that Europe needs, in order to be a competitive knowledge-driven region.

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Artículos de revistas sobre el tema "Teaching Europe"

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