Bibliografie tematiche / Church development, New – Study and teaching

Letteratura scientifica selezionata sul tema "Church development, New – Study and teaching"

Autore: Grafiati
Pubblicato: 25 luglio 2024

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Articoli di riviste sul tema "Church development, New – Study and teaching"

1

Levushkina, Olga. "Finding the origins: teaching the church slavonic language in the context of modern language-teaching methodology". St. Tikhons' University Review. Series IV. Pedagogy. Psychology 72 (29 marzo 2024): 81–91. http://dx.doi.org/10.15382/sturiv202472.81-91.

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This article is devoted to understanding linguistic and methodological problems in the field of teaching the Church Slavonic language in the context of the spiritual and moral education of students. The formation of a new socio-humanitarian paradigm associated with the sovereignization of domestic education, based on Russian civilizational identity and the development of traditional Russian spiritual and moral values, determined the relevance of axiological linguistic methods and the need to understand the content and process of teaching the Church Slavonic language.The author examines the state of this process in two linguistic and methodological directions: teaching the Church Slavonic language as an independent discipline and in the context of teaching the Russian language. Making a brief overview of research in the field of teaching the Church Slavonic language as an independent discipline, the author concludes that it is necessary for modern science to comprehend, develop and systematize key modern linguistic and linguistic-methodological positions and relevant methodological tools for teaching the Church Slavonic language at school and at university. Reflecting on the need and possibility of building the process of teaching the Russian language with the inclusion of the study of Church Slavonicisms, the author names studies that propose strategically important directions in teaching Church Slavonicisms. So, E.V. Makarova proposes to study vocabulary based on the specific features of lexical Church Slavonicisms, which indicate their belonging to the spiritual sphere; carry out an analysis of hymnographic texts, allowing to reveal the mutual influence and interpenetration of the Russian and Church Slavonic languages; study grammatical Church Slavonicisms, which, as a rule, demonstrate the diachrony of linguistic phenomena.The author demonstrates the possibilities of modern axiological linguistic methods for teaching Church Slavonicisms in the school course of the Russian language: the use of linguoculturological analysis of the word as a concept in methodological linguoconceptology and the comprehension of the text, especially literary text, as an integral unit of language, speech and culture in the methodological linguoculturology of the text.
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Cuadra-Martínez, David, José Sandoval-Díaz, Daniel Perez-Zapata, Pablo Castro-Carrasco, Douglas Véliz-Vergara, Javiera Guzman-Ávalos e Gabriel Ramos-Thompson. "Helping One’s Neighbor: Teaching and Learning Prosocial Behavior in a Religious Community". Religions 10, n. 9 (5 settembre 2019): 515. http://dx.doi.org/10.3390/rel10090515.

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The aim of this study was to describe and interpret the subjective theories that support the development, teaching, and learning of prosocial behavior in a Pentecostal Methodist church located in the Atacama Region (Chile). The study was descriptive-interpretative, with qualitative methodology and a case study design. We worked with 140 church members, employing qualitative observation, episodic interviews, and discussion groups. The data were analyzed using 2 techniques: thematic coding and grounded theory. Results make it possible to describe (a) the context where prosociality is developed, taught, and learned, (b) the subjective meaning of helping behaviors, and (c) community members’ subjective theories about the development of teaching-learning. In the discussion, results are analyzed considering the available scientific evidence and the limitations of the present study. Also, new questions are presented which future research may explore to generate a formal theory about the development, teaching, and learning of prosocial behavior in community contexts.
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Togarasei, Lovemore. "Modern Pentecostalism as an Urban Phenomenon: The Case of the Family of God Church in Zimbabwe". Exchange 34, n. 4 (2005): 349–75. http://dx.doi.org/10.1163/157254305774851484.

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AbstractThe past twenty to thirty years in the history of Zimbabwean Christianity have witnessed the emergence of a new breed of Pentecostalism that tends to attract the middle and upper classes urban residents. This paper presentsfindings from a case study of one such movement, the Family of God church. It describes and analyses the origins, growth and development of this church as an urban modern Pentecostal movement. Thefirst section of the paper discusses the origins and development of the church focusing on the life of the founder. The second section focuses on the teaching and practices of the church. The church's doctrines and practices are here analysed tofind out the extent to which these have been influenced by the socio-political and economic challenges in the urban areas. The paper concludes that the modern Pentecostal movement is meant to address urban needs.
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Cristian, Gagu. "THE ART OF ICON IN THE CONSTANTINIAN ERA – PATRISTIC FOUNDATION OF THE ICON". Icoana Credintei 10, n. 19 (24 gennaio 2024): 5–31. http://dx.doi.org/10.26520/icoana.2024.19.10.5-31.

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The freedom of expression of the Christian faith, acquired by the Church following the edict of Mediolanum, from the year 313, favored the flourishing of church life in all its aspects, including that of sacred art, therefore also of iconography. The one who gave the impetus to this process was, without a doubt, the Holy Emperor Constantine the Great himself. For their part, the Holy Fathers of the Church encouraged the representation in icons of the martyrdom of the holy martyrs and provided, at the same time, the arguments that contributed to the foundation of the presence and role of the icon in the life of Christians and in that of the Church. Therefore, it is not surprising that, starting from this period, a constant development of Christian sacred art followed in all the provinces of the empire, both through the multiplication of iconographic themes, inspired either by the universe of the imperial court, or by the martyrdom of the holy martyrs, or even by the tradition pagan, as well as by using increasingly elaborate techniques. The present study aims to follow the evolution of the older iconographic themes, to identify and shed light on the new iconographic themes, their sources and also their concordance with the teaching of faith synthesized and systematized by the Church during the ecumenical councils from Nicaea (325), Constantinople (381), Ephesus (431) and Chalcedon (451), whose teaching is transmitted through these iconographic themes.
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Sorkowicz, Anastazja. "Responsibility of a man in the teaching of the Catholic Church". Kwartalnik Naukowy Fides et Ratio 56, n. 4 (16 dicembre 2023): 73–84. http://dx.doi.org/10.34766/fetr.v56i4.1203.

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Writing this article was inspired by the words of John Paul II spoken during his third pilgrimage to Poland, which concerned parental responsibility for life, for love, for upbringing and which were reinforced with the statement that a man should be the first to undertake this responsibility. This study is aimed at presenting some selected elements of the teaching of the Catholic Church regarding the responsibility of men, as well as at considering the Church’s position on defining a man in the context of his fundamental role, which is fatherhood. The source literature of this text consists of selected documents of the Catholic Church. The available studies on the indicated subject were also analyzed. On the basis of the conducted research, it can be concluded that the teaching of the Catholic Church draws attention to the divine origin of the human and treats parenthood as an area of ​​special cooperation between the Creator and the creation. It is emphasized that human parenthood should be primarily responsible, therefore joint decisions of both spouses regarding procreation should be made freely and thoughtfully. A mature man is aware of his responsibility for building a world in accordance with the Creator’s intention, and therefore he does not agree to any form of depriving marital coexistence of the double sign: of strengthening the mutual bond and of procreation. A man’s responsibility for life is most strongly expressed through his opposition to any actions that violate human dignity in such a delicate area as procreation of life. In the context of a man’s responsibility for upbringing, it should be stated that healthy fatherhood consists in conscious, permanent building of relationships first with the wife and then with the child. A man should actively participate in the child’s life with true commitment. The education of successive generations of men requires the visible presence of a man-husband-father in the family, who does not liberate himself from his male obligations by reckless shifting them to a woman-wife-mother, but brings to the family all the features and behaviour patterns of a mature and responsible man, such as self-control, constant work on his own character and setting high requirements for himself. The undertaken issues seem particularly important from the perspective of the human being, whose one of the most important characteristics is development, permanent maturation to new challenges. Due to the unchangeable human nature, it can be said that the teaching of the Catholic Church on male responsibility remains valid despite the changing living conditions of successive generations.
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Siswanto, Anton. "PEMBELAJARAN GEMBALA GEREJA DI ERA ABAD 21 STUDI BIBLIKA BERDASARKAN EKSPOSISI YOHANES 10:1-18". Jurnal Excelsior Pendidikan 3, n. 1 (5 aprile 2023): 1–26. http://dx.doi.org/10.51730/jep.v3i1.22.

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Abstrak: Artikel ini berusaha melihat upaya Gembala Gereja dalam melayani umat Tuhan di era abad ke-21 berdasarkan perkembangan Gereja, khususnya di antara tahun 2020-2022 dimana dunia dan juga di Indonesia menghadapi pandemi Covid 19. Situasi beribadah di Gereja menjadi berubah juga, sehingga Gembala Gereja perlu melayani dengan mengikuti situasi dan kondisi yang telah berubah menjadi memasuki masa new normal. Gembala Gereja dalam semua perubahan yang ada tetap dapat melayani domba-dombanya dengan melihat panduan pengajaran Tuhan Yesus sebagai Gembala agung sesuai pembelajaran dan eksposisi dari Yohanes 10:1-18 sebagai sebuah teladan yang tak lekang oleh waktu. Dengan demikian Gembala berpatokan kepada nasihat dan bagaimana cara Yesus melayani, dapat mengikuti jejak Tuhan Yesus untuk melayani jemaat dengan kesungguhan hati. Sama seperti Gembala yang menjaga dan memelihara domba-dombanya dengan kesungguhan hati dan panggilan Tuhan yang terus dijalani, Gembala sejati akan memelihara dan memimpin jemaat Tuhan hidup dan bertumbuh secara rohani menjadi semakin serupa Kristus walau menghadapi tantangan zaman.Kata-kata kunci: Pandemi, Ibadah Online, Ibadah Onsite, New Normal, Yesus Kristus, Gembala Agung, Gembala, Domba, jemaat TuhanAbstract: This article seeks to see the efforts of the Pastor of the Church in serving God's people in the 21st century era based on the development of the Church, especially between 2020-2022 where the world and also in Indonesia are facing the Covid 19 pandemic. The situation of worshiping in the Church has changed too, so that Church pastors need to serve by following situations and conditions that have changed into entering a new normal period. Pastors of the Church in all the changes that have existed can still serve their sheep by looking at the teaching guide of the Lord Jesus as the great Shepherd according to the study and exposition of John 10:1-18 as an example that is timeless. Thus the Shepherd is based on the advice and how Jesus serves, can follow in the footsteps of the Lord Jesus to serve the congregation with sincerity. Just like a Shepherd who looks after and cares for his sheep with sincerity and God's call that continues to be lived, a true Shepherd will care for and lead God's congregation to live and grow spiritually to become more like Christ despite facing the challenges of the times.Keywords: Pandemic, Online Worship, Onsite Worship, New Normal, Jesus Christ, Great Shepherd, Shepherd, Sheep, God's congregation
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Egorov, V. V. "ANALYSIS OF THE ACTIVITIES OF THE COMMISSION ON CULTS UNDER THE PRESIDIUM OF THE ALL-RUSSIAN CENTRAL EXECUTIVE COMMITTEE IN 1929-1930". Vestnik Bryanskogo gosudarstvennogo universiteta 06, n. 02 (30 giugno 2022): 46–56. http://dx.doi.org/10.22281/2413-9912-2022-06-02-46-56.

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The article deals with the work of the Commission on Cults under the Presidium of the All-Russian Central Executive Committee in 1929–1930. The research topic is relevant, because. Currently, there is a rethinking of the Soviet experience of interaction between state power and the Russian Orthodox Church in the Soviet period of our history. The purpose of the study is to analyze the work of the Commission on Cult Issues and to understand its role in the development of the anti-religious policy of the Soviet government. This article examines the problems faced by the commission in resolving issues related to the interaction of the authorities, the population and the church. A great contribution to the study of the activities of the Commission on Cults was made by O.B. Prikazchikova, A.S. Kochetova, A.L. Ershov. The merit of these authors lies in the fact that they analyzed the statistical aspect of the commission's work. The main emphasis in their articles is placed on the period from 1931 to 1935. This article examines in detail the period of work of the commission from 1929 to 1930. A new substantive aspect of the commission's work is considered. The methodology of this article includes the historical-diachronic method, which made it possible to understand the internal laws of the development of the political course of the Soviet government in relation to the Russian Orthodox Church and clergy. The comparative historical method made it possible to compare some aspects of the policy of the state power of the Russian Empire and the Soviet government in relation to the Orthodox Church. The structural-system method made it possible to study the genesis of the policy of the Soviet government on the issue of its interaction with the Russian Orthodox Church in its entirety and in certain aspects. As a result of the study, it was possible to study the complaints and petitions received by the commission, the reaction of the commission members to these citizens' appeals. The activity of the chairman of the commission of the Soviet state and party leader P.G. Smidovich. In this study, archival materials from the collections of the State Archives of the Russian Federation (GA RF) are introduced into scientific circulation for the first time. The materials and conclusions contained in the study may be useful for teaching the "History of Russia", in the preparation of textbooks, special courses on the history of interaction between the Soviet government and the Russian Orthodox Church. The Commission made decisions regarding the Russian Orthodox Church and clergy in accordance with the current legislation of the USSR at that time. However, this legislation itself was aimed at excluding the church from social and political life and the complete eradication of faith from the minds of citizens.
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Tyshchenko, Andriy Georgiоvich. "The implementation of Christian family values in charismatic churches in Ukraine (on the example of the church "New Generation")". Religious Freedom, n. 21 (21 dicembre 2018): 110–29. http://dx.doi.org/10.32420/rs.2018.21.1204.

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The article deals with the specifics of religion as a regulator of relations in society and family. The analysis of the actualization of Christian family values and the form of their implementation on the example of the Church "New Generation", in the conditions of the revival of religious life and the development of Ukraine as a polyconfessional state is analyzed. Shown is the change in the role of the church and the extent of the impact of Christian values on the social in the regional dimension, as well as those social problems that the church should deal with. It turns out that the crisis of a modern family prompts Christian denominations to react to the existing state of affairs. This forms a confessional specificity in understanding the roots and ways of solving the problems of society. Charismatic churches today are characterized by increasing recognition, increasing tolerance in society, deepening of institutionalizing change, and the formation of their own theology. They function in the Ukrainian society and cause more or less influence on different components of society. Charismatics do not have a single center or doctrine, so the purpose of this article is to clarify the peculiarities of actualization of Christian family values ​​and the specifics of their implementation in the theology and activities of the charismatic Church "The New Generation"). The task of the article is to determine the specifics of theological understanding, the main forms of the practical solution of the charismatic Church "New Generation" of those problems that exist in the Ukrainian society and are related to the family as a primary collective. Another task is to investigate the influence of the church's role on marriage relations and the family in the region. It is stated that the theological basis of the Church "The New Generation" is in the dynamics of formation, based on the general religious principles of Christianity in general and Protestantism in particular. The Christian system of values has a theistic-objectivist character for them. The Protestant principle of "Soli Deo gloria" ("only God's glory") laid the foundation for the formation of the family values of carismatic spirituality carriers. The charismatic church as an institution reacts to constant changes in all spheres of society's life. It becomes mobile, open to change, modernizes, and tests various forms of solving relevant social problems associated with the family. The charismatic church's position on marriage is serious and well-considered. In the ecclesiastical environment, a series of seminars devoted to family and marriage issues have been developed, and preventive and spiritual work is being conducted on the prevention of hasty marriages. The region's statistics indicate positive changes towards strengthening the family's institute, reducing the number of divorces, and so on. Such indicators allow us to speak about the positive influence of the activity of the charismatic Church "The New Generation" on church parishioners, on the situation in the city and the region, as the "New Generation" subsidiary churches are located throughout the region. This testifies to the effectiveness of the practical activities of the charismatic Church "New Generation" in the region and the desire to extend its experience to other regions of Ukraine. The results of the research can be used in religious studies courses, in particular in the teaching of disciplines related to the study of Christian and non-Christian trends, the specifics of new religious movements, as well as for state bodies, with the aim of improving the state-confessional relations and harmonizing social work with the population.
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Galiev, G. T., e I. Z. Gimaev. "SOCIAL-HUMANITARIAN AND MORAL ASPECTS OF CHRISTIAN SOCIAL TEACHING. SUMMARIZING". Bulletin USPTU Science education economy Series economy 1, n. 43 (2023): 108–13. http://dx.doi.org/10.17122/2541-8904-2023-1-43-108-113.

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The article completes the series of publications about the nature and essence of the social Christian doctrine. The authors attempted to scientifically comprehend and generalize the features of the development of religious thought in Russia, consider issues of interfaith relations in the post-Soviet space, the ideas of Russian religious thinkers, the influence of social ideas on the spiritual, religious life and worldview in Russia. The article summarizes and answers questions about new knowledge regarding Christian social doctrine, develops the idea of insufficient study and attention on the part of scientists, representatives of the church and statesmen to Christianity as a social phenomenon. In a period of serious trials and the absence of a clear ideology, Christianity as a social institution, absorbing humanistic and moral values, is ready to take on paternalistic, regulating functions between the state and society in the social aspect, in the state aspect, the role of a conductor and mediator in the development of social justice, in the economic aspect – the development of the social aspects of the market economy, in the spiritual and moral aspect – the active dissemination and agitation of the principles of spirituality, moral values and traditions, the humanization of social relations between the individual and society, between public institutions. The article summarizes the conclusions about the similarities and differences between the Protestant, Catholic and Orthodox approaches within the framework of the Christian faith to issues of social justice, human rights, freedom of choice, including economic activity and entrepreneurship, as well as similarities, common origins and points of contact with social, liberal and socialist doctrines. Practical recommendations and guidelines are given for the popularization of Christian social teaching and the dissemination of its educational and humanitarian functions.
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Konířová, Marta. "School Libraries in the 19th Century: Control, Support and Control Again". Acta Musei Nationalis Pragae – Historia litterarum 63, n. 3-4 (2019): 139–45. http://dx.doi.org/10.2478/amnpsc-2018-0019.

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The development of school libraries established at schools providing elementary education in the 19th century is closely related to the development of this type of schools after 1774, when the General School Rules were published. For the first time, they referred to education as a political issue and declared the interest of the state in the education of all the population. In the 1820s, a decree of the court study committee ordered district school supervisors to inspect books in school libraries and gave them the right to decide whether a particular book fits into the school library. In 1869, a new school act cancelled the supervision of the Church over schools and transferred it to the state. First, the state supported school libraries by listing them among the teaching aids that should be available for every school. In addition, a decree of the Ministry of Cult and Education encouraged the establishment of school libraries where they were still missing. Subsequently (1875), however, the ministry ordered teachers to check new books acquired by school libraries, to inspect also all the other books already deposited in the libraries and to discard all of those that were unsuitable. Ten years later (1885), new inspection of all school libraries was ordered.
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Tesi sul tema "Church development, New – Study and teaching"

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Hansen, Dennis M. "Teaching the Bay Lakes Baptist Associational strategy for church planting and church growth to other associations and churches". Theological Research Exchange Network (TREN), 1999. http://www.tren.com.

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Kaplan, Jeff S. "From established church to church plant an autobiographical study of one pastor's change to be a church planter and its implications for the church /". Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.

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Barba, Dave. "Establishing Trinity Baptist Church a study of church planting /". Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.

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Philpott, Jeff. "Successful church planting : a comparative study of factors church planters consider critical for a viable church plant". Theological Research Exchange Network (TREN) Access this title online, 2007. http://www.tren.com.

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Vellacott, Maurice E. Hesselgrave David J. "A case study of church planting in Regina, Saskatchewan, based on the Pauline Cycle". Theological Research Exchange Network (TREN), 1991. http://www.tren.com.

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Silvey, James Larry. "Developing a Bible study strategy for church planters to idenitify and cultivate future church leaders". Online full text .pdf document, available to Fuller patrons only, 1999. http://www.tren.com.

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Stott, Dan William. "Church-establishing variables a case study of Calvary Community Church, Navan, Ireland /". Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.

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Tamboer, Wigle. "The process of constituting a Baptist church as implementation of teaching the essence of the local church to a newly planted congregation in Hoofdrop, the Netherlands". Theological Research Exchange Network (TREN), 1994. http://www.tren.com.

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Hickman, Franklin Douglas. "The planting of a mission church in Brazil utilizing the educational methods of survey, worker training and group Bible study". Theological Research Exchange Network (TREN), 1991. http://www.tren.com.

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Saoshiro, Isaac T. "Dynamics of church expansion in urban Kenya a multiple case study in Nakuru /". Theological Research Exchange Network (TREN), 1997. http://www.tren.com.

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Libri sul tema "Church development, New – Study and teaching"

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D, Lewis Jonathan Ph, a cura di. Working your way to the nations: A guide to effective tentmaking. 2a ed. Downers Grove, Ill: InterVarsity Press, 1996.

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Publishers, Thomas Nelson, a cura di. New explorer's study Bible: New Living Translation. Nashville: Thomas Nelson Publishers, 1998.

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Publishers, Thomas Nelson, a cura di. New explorer's study Bible: New Living Translation. Nashville: Thomas Nelson Publishers, 1998.

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1822-1894, Strong James, e Zodhiates Spiros, a cura di. The Hebrew-Greek key study Bible: New American standard study. [Chattanooga, Tenn.]: AMG Publishers, 1990.

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1822-1894, Strong James, e Zodhiates Spiros, a cura di. The Hebrew-Greek key study Bible: New American standard study. [Chattanooga, Tenn.]: AMG Publishers, 1992.

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1931-, Richards Larry, Richards Sue Poorman e Zondervan Publishing House (Grand Rapids, Mich.), a cura di. Teen study Bible: New International Version. Grand Rapids, Mich: Zondervan Pub. House, 1998.

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Publishers, Tyndale House, a cura di. Life application study Bible: New Living Translation. Wheaton, Ill: Tyndale House Publishers, 1996.

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Publishers, Tyndale House, a cura di. Discover God study Bible: New Living Translation. 2a ed. Carol Stream, Ill: Tyndale House Publishers, 2009.

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Zondervan. The quest study Bible: New International Version. Grand Rapids, Mich: Zondervan Pub. House, 1994.

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1913-, Lindsell Harold, a cura di. Harper Study Bible: New American standard Bible. Grand Rapids, Mich., U.S.A: Zondervan Bible Publishers, 1985.

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Capitoli di libri sul tema "Church development, New – Study and teaching"

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Lu, Sun. "New Product Development Case Study of Manufacturing Enterprises Based on Knowledge Management". In Advanced Technology in Teaching - Proceedings of the 2009 3rd International Conference on Teaching and Computational Science (WTCS 2009), 443–50. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-25437-6_62.

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He, Kekang. "The Study of Psychological Model and Teaching Approaches in Primary School Composition". In New Theory of Children’s Thinking Development: Application in Language Teaching, 95–137. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-837-3_5.

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Zhang, Yongbin, Ronghua Liang, Yuansheng Qi, Xiuli Fu e Yanying Zheng. "Improving Learning Outcomes with Pair Teaching StrateFiggy in Higher Education: A Case Study in C Programming Language". In Artificial Intelligence in Education Technologies: New Development and Innovative Practices, 157–67. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-8040-4_12.

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Amann, Beatriz. "New School Designs and Sustainable Development". In Educational Theory in the 21st Century, 217–41. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9640-4_10.

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AbstractThe twenty-first-century context of global transformation has had a direct consequence on educational goals and methods. Contemporary education has introduced a natural focus attending to the UN’s Sustainable Development Goals. This involves an evolution of teaching methods and dynamics. Does the future of education require the transformation of school space designs? Can space positively accompany new school education? How can space design become an agent of change at this point? The objectives guiding this chapter seek to answer these questions and identify potential design criteria for a space design that would be able to reinforce contemporary pedagogical models. The study uses an inductive methodology that works with the criticism of the process as a specific analysis tool that analyzes the interactions among the systems included in the space ecosystem. Thus, interactions between contemporary educational models and interior design can be identified. This chapter shows space as a reactive factor within the pedagogical model. As the main finding, specific space design criteria capable of accompanying contemporary educational models based on sustainable development are additionally identified for new school designs.
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East, Martin, Constanza Tolosa, Jocelyn Howard, Christine Biebricher e Adèle Scott. "The Intercultural Dimension in the New Zealand Language Teaching Context". In Journeys Towards Intercultural Capability in Language Classrooms, 49–70. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0991-7_3.

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AbstractChapter 10.1007/978-981-19-0991-7_2 highlighted the reality that, on the one hand, the development of language learners’ intercultural capability has become a significant focus of attention in a range of contexts across the globe. On the other hand, studies reveal the complexities involved with both defining and operationalising the intercultural dimension. Chapter 3 revisits New Zealand as the site for the study presented in this book. It expands on the brief introduction to the New Zealand context given in Chapter 10.1007/978-981-19-0991-7_1 and incorporates a review of New Zealand-based studies into the intercultural dimension of L2 learning.
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Sauerwein, Markus, e Désirée Theis. "New Ways of Dealing with Lacking Measurement Invariance". In Accountability and Educational Improvement, 63–82. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69345-9_5.

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AbstractIn educational research, comparisons are often made of groups or of the development of various (latent) constructs over time (e.g. teaching quality in different countries or different groups’ (girls vs. boys) perceptions of teaching quality). However, before the results of such comparisons can be accurately interpreted, measurement invariance (MI) of the constructs under investigation needs to be established to ensure their meaning remains consistent across groups, subjects, or assessment points. Thus, if mean level changes are to be compared between groups, scalar factorial invariance needs to be established. In this chapter, we investigate and discuss how results of MI analyses should be interpreted and whether they should be reported on with regard to contents. Using data from the well-known Programme for International Student Assessment (PISA) study on teaching quality, we introduce an approach to examining the conditions under which comparison among cultural groups is possible even if MI is lacking.
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van de Grift, Wim, Okhwa Lee e Seyeoung Chun. "Measuring Teaching Skill of South Korean Teachers in Secondary Education: Detecting a Teacher’s Potential Zone of Proximal Development Using the Rasch Model". In Effective Teaching Around the World, 165–204. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31678-4_8.

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AbstractMany observation instruments are in use to make the skills of teachers visible. These tools are used for assessment, for guidance and coaching, and for policy-oriented research into the quality of education. Depending on the purpose of use of an observation instrument, we not only need more observations about the same teacher, but the observation instrument must also meet higher psychometric requirements. Observation instruments only used to assess sample characteristics, such as the mean and dispersion, require less stringent psychometric requirements than observation instruments that are used to assess individuals. For assessing sample characteristics, it is also not necessary to do more than one observation with each respondent. Observation instruments used for individual assessments that lead to high stake decisions should meet the highest psychometric requirements possible. We can slightly mitigate the psychometric norms attached to an observation tool that is only used for guidance and coaching on the condition that the observed teacher explicitly informed that the observed lesson was representative and that this lesson offered sufficient opportunities to demonstrate all the skills the teacher has. Nevertheless, there are also additional requirements that must be met by observation instruments that are used for guidance and coaching. For good guidance and coaching, it is usually not very useful to tell an observed teacher only what went right or wrong. Teachers need concrete instructions to be able to improve. Many things that have not gone very well are often (and sometimes far) out of the reach of the teacher being observed. Coaching skills that are beyond the reach of the observed person will lead to disappointment rather than to the desired effect. The important thing in good guidance and coaching is to ensure that the observed teacher is going to take that very step, that is within his reach, but that he has not just set. Then, of course continue with the next steps, leading to incremental progress. For this, we need to have an insight into the successive difficulty of the different skills of teachers. In the past, we gained some experience with the use of the Rasch model to gain an insight into the successive level of difficulty in the actions of Dutch teachers working in elementary education. These studies are all done with the International Comparative Analysis of Learning and Teaching (ICALT) observation instrument. In this chapter, we are trying to make a next step by using the Rasch model for detecting the zone of proximal development of the observed teachers. Another new element in this study is the following: Until now, the ICALT observation instrument has been used mainly in (the culture of) European schools. In this chapter, we focus on Asian secondary education, as it takes shape in South Korea.
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Deaconu, Stefan Marius, Roland Olah e Cezar Mihai Haj. "Assessing Students’ Perspective on Teaching and Learning. The Case of National Students’ Surveys". In European Higher Education Area: Challenges for a New Decade, 341–57. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_22.

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Abstract In the last decade, the Bologna Process has underlined many times the need for Student-Centred Learning (SCL), Innovation in Learning and Teaching, providing support to learners and removing obstacles that students face in order to fulfil their potential. As SCL is still at the core of the Bologna Process, the instruments which are meant to record the students’ perspective are very important. However, we consider that there is a deficit regarding the needed research that would lead to efficient ways of delivering positive outcomes for the entire academic community. In that sense, this paper will focus on how national student surveys have been developed in several countries, as there are some reasons to consider this instrument as one of the most efficient, especially in consolidating and developing learning and teaching. The paper will take into consideration three examples from the European Higher Education Area: the National Student Survey (United Kingdom), Studiebarometeret (Norway) and the National Sociological Research about Students’ Satisfaction (Romania) and will approach aspects such as the structures and stakeholders which are involved in developing and coordinating the process, the subjects tackled by these questionnaires, why and how they were selected. Our study provides an insight regarding the usefulness of a national student survey for the future development of European Higher Education Area. It also shows the potential relevance of these questionnaires for the Bologna Process. The paper will also present how these instruments have evolved across time and how they were received by the public opinion. We will draw a set of conclusions starting from examined good practices and the literature review. As a result of this paper, we consider that a national students’ survey represents one of the most useful tools for HE stakeholders in order to assess the quality of learning and teaching.
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McGrath, Alister E. "Theorizing the Identity of Christ". In The Nature of Christian Doctrine, 29–52. Oxford University PressOxford, 2024. http://dx.doi.org/10.1093/oso/9780198901440.003.0002.

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Abstract This chapter considers the period of early Christian doctrine developed as analogous to a ‘theological laboratory’, in which various doctrinal formulations were proposed and assessed over time in terms of their capacity to offer a coherent account of the apostolic teaching and practices of the church. Charles Taylor’s notion of the ‘Best Account’ is applied to illuminate some aspects of this process of development. The parallels with the modern scientific notion of ‘inference to the best explanation’ is explored, and used to challenge Walter Bauer’s influential account of the relation of heresy and orthodoxy in the early church. In place of Bauer’s account of the suppression of early orthodoxies, this study argues that multiple doctrinal formulations were proposed for discussion and possible reception, only becoming ‘orthodox’ as a result of a consensual assessment within the church. The chapter then considers Athanasius of Alexandria’s development of the concept of incarnation as the ‘best explanation’ of the witness of the New Testament to the identity and significance of Christ, and the criteria of assessment that he appears to have used in this process.
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"New Church Development and Denominational Growth (1950–1988):". In Research in the Social Scientific Study of Religion, Volume 4, 29–72. BRILL, 1999. http://dx.doi.org/10.1163/9789004496248_004.

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Atti di convegni sul tema "Church development, New – Study and teaching"

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Petrescu, Ana-Maria Aurelia. "New Trends In Teaching Sciences: A Case Study From The Engage Project". In ERD 2017 - Education, Reflection, Development, Fourth Edition. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.06.72.

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Gong, Liping. "A Study on the New Tendency of English Teaching Development in China". In 2017 International Conference on Innovations in Economic Management and Social Science (IEMSS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iemss-17.2017.174.

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Salagean-Mohora, Irina, e Anamaria Andreea Anghel. "NEW METHODS FOR TEACHING THEORETICAL DISCIPLINES. CASE STUDY HISTORY OF ARCHITECTURE AND FASHION DESIGN". In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.0887.

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Fang, Xing. "A Study on the New Model of Flipped Classroom Teaching in College English". In 2019 International Conference on Education Science and Economic Development (ICESED 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/icesed-19.2020.80.

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Fernández-Izquierdo, María Ángeles, María Jesús Muñoz-Torres, Juana María Rivera-Lirio, Idoya Ferrero-Ferrero, Elena Escrig-Olmedo e Maria Chiara Marullo. "THE "CASE STUDY" AS A TEACHING TOOL FOR THE INTEGRATION OF SUSTAINABLE DEVELOPMENT GOALS". In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1025.

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Luo, Hongling. "Study on Application of Film and Television Teaching Method in Teaching Chinese Culture". In Proceedings of the 3rd International Conference on New Media Development and Modernized Education, NMDME 2023, October 13–15, 2023, Xi’an, China. EAI, 2024. http://dx.doi.org/10.4108/eai.13-10-2023.2341277.

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Lozano-Oyola, Macarena. "A STUDY OF THE IMPROVEMENT OF ACADEMIC PERFORMANCE IN NEW ENTRY STUDENTS VIA TEACHING AND EVALUATION INNOVATIONS". In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1259.

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Lili, Liu, e Chang Xuehong. "Study on the Development and Incentive Mechanism for College Teaching Management Staff under New Situation". In 7th International Conference on Education, Management, Information and Computer Science (ICEMC 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icemc-17.2017.200.

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Nigmatova, Khilola. "DEVELOPMENT OF THE ENGLISH LESSON IN NEW METHODICAL METHODS". In Modern approaches and new trends in teaching foreign languages. Alisher Navo'i Tashkent state university of Uzbek language and literature, 2024. http://dx.doi.org/10.52773/tsuull.conf.teach.foreign.lang.2024.8.5/ftth2224.

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This study investigates the effectiveness of using new (methodical methods) in teaching English as a foreign language. The study compares the use of traditional with the use of new, such as project-based learning, inquiry-based learning, cooperative learning, gamification, and blended learning. The results of the study show that the use of new methodical methods leads to significant improvements in student motivation, engagement, and communicative competence.
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Wang, Yong. "The Study on the Reform and Development of Primary Mathematics Teaching Material in a New Era". In 3rd International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iccessh-18.2018.113.

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Rapporti di organizzazioni sul tema "Church development, New – Study and teaching"

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Cassity, Elizabeth, Debbie Wong, Jevelin Wendiady e Jennie Chainey. Teacher Development Multi-Year Study Series. Vanuatu: Final Report. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-729-8.

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The Australian Government is supporting the Government of Vanuatu through its Vanuatu Education Support Program (VESP) to undertake long-term education reforms. A key focus of these reforms is the rollout of a new national curriculum in conjunction with the National Language Policy (2012), intended to improve teaching quality and student learning outcomes for students in the primary and early secondary years of education. Part of a multi-year study series, the Education Analytics Service (EAS) is investigating how the VESP is making a difference to these teaching and learning outcomes. The new primary curriculum has been rolled out to schools in stages by year level, starting with Year 1 in 2016, and is accompanied by the distribution of teaching and learning materials and training. The new curriculum facilitates content uniformity and promotes pedagogical approaches, such as student-centred learning, that aim to transform teaching and learning. The National Language Policy is an important change implemented as part of the new curriculum, allowing agreed local languages to be used throughout the primary years as students make the transition to English or French (MoET, 2012). 1 Phases I and II of the VESP have been integral to the design and implementation of the new primary curriculum. In-service training modules have supported the curriculum rollout. VESP also supports the distribution and development of teaching and learning materials as part of the new curriculum. This study has provided the opportunity to investigate teaching quality and student learning outcomes in Vanuatu linked to the rollout of the national curriculum.
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Cassity, Elizabeth, Jennie Chainey, Jacqueline Cheng e Debbie Wong. Teacher development multi-year study series. Vanuatu: Interim report 2. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-659-8.

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The Australian Government is supporting the Government of Vanuatu through its Vanuatu Education Support Program (VESP) to undertake long-term education reforms. A key focus of these reforms is the rollout of a new national curriculum in conjunction with the National Language Policy (2012), intended to improve teaching quality and student learning outcomes for students in the primary and early secondary years of education. Part of a multi-year study series, the Education Analytics Service (EAS) is investigating how the VESP is making a difference to these teaching and learning outcomes.
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Cassity, Elizabeth, Jennie Chainey e Debbie Wong. Teacher development multi-year study series. Timor-Leste: Final report. Australian Council for Educational Research, luglio 2023. http://dx.doi.org/10.37517/978-1-74286-673-4.

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The Australian Government is supporting the Government of Timor-Leste in education through the Partnership for Human Development (PHD) and Apoiu Lideransa liuhosi Mentoria no Apredizajen (ALMA). ALMA supports the Ministry of Education, Youth and Sport (MoEYS) to develop teacher professional learning, particularly in support of its major reform of rolling out and implementing the National Basic Education Curriculum (new curriculum) across schools in Timor-Leste. Under the Teacher Development Multi-Year Study for Timor-Leste (the Study), the Education Analytics Service (EAS) is investigating how ALMA is making a difference to these teaching and learning outcomes. The new curriculum was developed in 2013 as a staged approach for pre-school to grade 6 with a focus on improving literacy and numeracy, as well as reducing student drop out. As presented in this Final Report, there are a number of findings that provide insight into the extent to which teaching practices and student learning outcomes are changing with ALMA’s support of school leaders and teachers and the implementation of the new curriculum. Results from the three years of data collection suggest that the ALMA program has been effective in strengthening elements of teaching quality, curriculum implementation and student learning outcomes.
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Wong, Debbie, Hilary Hollingsworth, Prue Anderson, Payal Goundar e Agnes Mercer. Teacher Development Multi-Year Study Series. Evaluation of Australia’s investment in teacher development in Lao PDR. Final report. Australian Council for Educational Research, novembre 2023. http://dx.doi.org/10.37517/978-1-74286-728-1.

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The Australian Government is supporting the Government of Lao PDR to undertake significant primary education reforms through its flagship Basic Education Quality and Access in Lao PDR program (BEQUAL). A key focus of these reforms is the rollout of a new national primary curriculum intended to improve teaching quality and learning outcomes for students. As part of a multi-year study series, the Education Analytics Service (EAS) investigated how the BEQUAL program made a difference to improving these teaching and learning outcomes.
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Hollingsworth, Hilary, Debbie Wong, Elizabeth Cassity, Prue Anderson e Jessica Thompson. Teacher Development Multi-Year Study Series. Evaluation of Australia’s investment in teacher development in Lao PDR: Interim report 1. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-674-1.

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The Government of Lao People’s Democratic Republic (Lao PDR) is undertaking significant primary education reforms, supported by the Australian Government's Department of Foreign Affairs and Trade (DFAT) through its flagship Basic Education Quality and Access in Laos program (BEQUAL). The Australian Government has commissioned a study to investigate how the BEQUAL program is making a difference to improving teaching quality and student learning outcomes. This research is part of a multi-year study series undertaken by DFAT's Education Analytics Service to investigate teacher and learning development initiatives in three countries: Lao PDR, Timor-Leste and Vanuatu. In 2019, the new curriculum for Lao language and other subjects was introduced for Grade 1 and is being phased in across all five primary grades. The new curriculum promotes teaching practices that support pedagogies focused on student-centred approaches, active learning, assessment of student learning progress, and a phonics approach to teaching reading. Teachers are being provided with teacher guides and other teaching and learning resources, and receive face-to-face orientation on the new curriculum. In BEQUAL-targeted districts, education support grants are also available to facilitate additional in-service support for teachers and principals. This study has provided the opportunity to investigate teaching quality and student literacy outcomes in Lao PDR over two rounds of data collection, with another planned for October 2022. The Baseline Report captured ‘state of play’ information in 2019 prior to major curriculum changes, as well as the onset of the COVID-19 pandemic. This summary provides an overview of findings and recommendations from the second year (2021) of the study, following two years of BEQUAL support for the implementation of the new Grade 1 Lao language curriculum.
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Cassity, Elizabeth, Jacqueline Cheng e Debbie Wong. Teacher development multi-year study series. Vanuatu: Interim report 1. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-672-7.

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The Government of Vanuatu is undertaking significant primary education reforms, including major curriculum changes, to improve equitable access to and the quality of education. Since 2016, a new primary education curriculum has been introduced by stages, accompanied by a suite of in-service teacher training. The new curriculum promotes teaching practices that support new pedagogies focused on student-centred learning and community support, language transition and class-based assessment practices. These reforms are being supported by the Australian Government, through its Vanuatu Education Support Program (VESP). The Australian Government's Department of Foreign Affairs and Trade (DFAT) has commissioned a study to investigate how the VESP is making a difference to the Government of Vanuatu’s ongoing primary education reforms. This research is part of a multi-year study series undertaken by DFAT's Education Analytics Service to investigate teacher and learning development initiatives in three countries: Lao PDR, Timor-Leste and Vanuatu. The purpose of this summary is to provide a brief overview of findings and recommendations from the first year (2019) of the Vanuatu study.
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Hollingsworth, Hilary, e Debbie Wong. Teacher development multi-year studies. Using classroom observations to investigate and understand teaching quality: Initial lessons learned. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-676-5.

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This paper presents some initial lessons learned about the use of classroom observation data as a key form of evidence regarding improved teaching quality in a multi-year teacher development study series. This study series, commissioned by the Australian Government’s Department of Foreign Affairs and Trade (DFAT), involves the investigation of teacher development initiatives that are primarily designed to support the implementation of new primary curriculum in Lao People’s Democratic Republic (Laos), Timor-Leste and Vanuatu. The overall aim of the study series is to understand the extent to which the Australian investment has improved teaching quality and student learning. This paper discusses the processes used to design, implement, analyse and report classroom observation data in the Laos study, and key lessons learned about these that could be applied to other contexts and programs.
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Bilous, Vladyslav V., Volodymyr V. Proshkin e Oksana S. Lytvyn. Development of AR-applications as a promising area of research for students. [б. в.], novembre 2020. http://dx.doi.org/10.31812/123456789/4409.

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The article substantiates the importance of using augmented reality in the educational process, in particular, in the study of natural and mathematical disciplines. The essence of AR (augmented reality), characteristics of AR hardware and software, directions and advantages of using AR in the educational process are outlined. It has proven that AR is a unique tool that allows educators to teach the new digital generation in a readable, comprehensible, memorable and memorable format, which is the basis for developing a strong interest in learning. Presented the results of the international study on the quality of education PISA (Programme for International Student Assessment) which stimulated the development of the problem of using AR in mathematics teaching. Within the limits of realization of research work of students of the Borys Grinchenko Kyiv University the AR-application on mathematics is developed. To create it used tools: Android Studio, SDK, ARCore, QR Generator, Math pattern. A number of markers of mathematical objects have been developed that correspond to the school mathematics course (topic: “Polyhedra and Functions, their properties and graphs”). The developed AR tools were introduced into the process of teaching students of the specialty “Mathematics”. Prospects of research in development of a technique of training of separate mathematics themes with use of AR have been defined.
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Rarasati, Niken, e Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), gennaio 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.
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Duong, Bich-Hang, Vu Dao e Joan DeJaeghere. Complexities in Teaching Competencies: A Longitudinal Analysis of Vietnamese Teachers’ Sensemaking and Practices. Research on Improving Systems of Education (RISE), dicembre 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/119.

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Education systems globally are implementing competency-based education (CBE) reforms. Vietnam's leaders have also adopted CBE in a comprehensive reform of its education since the early 2010s. Although the global idea of CBE has been widely adopted and recontextualized in various educational contexts, implementing the reform at the local level (e.g., teachers in schools) is never a linear and simple process. Given the complicated sensemaking process of competency and competency teaching, this study explores how Vietnamese teachers made sense of key competencies and adapted their teaching to competency development. Informed by a sociocultural approach and the sensemaking perspective, this study draws from a dataset of 91 secondary teachers collected over three years (2017-2019), with a particular focus on longitudinal analysis of eight teachers. The findings shed light on teachers’ ambivalence as they made sense of the target competencies and aligned their practices with the new CBE reform. Based on their prior experiences and worldviews, teachers made sense of competencies as learning foundational knowledge and skills, in addition to developing good attitude, character, and morality. Over the years, they placed a stronger emphasis on the competencies’ process-orientation, integration, and real-life application toward whole-child development. Despite teacher sensemaking and changing practices, the performativity culture for high learning outcomes still prevailed, making teaching competencies for life a challenging task. Contributing to the CBE literature and practice, this study illustrates the long and complicated process through which teachers recontextualize the CBE pedagogy. It also suggests how teacher practices can be better supported to transition to the new CBE curriculum.
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