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Artykuły w czasopismach na temat "Lay teachers"
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Ferreira, Ronél, Liesel Ebersöhn i Viona Odendaal. "Teachers becoming lay practitioners of school community psychology". Education as Change 14, sup1 (grudzień 2010): S101—S111. http://dx.doi.org/10.1080/16823206.2010.517935.
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Jones, L. Keeta. "Reaching Reporters, Teachers, and Bosses: Lay Language Papers". Acoustics Today 19, nr 1 (2023): 60. http://dx.doi.org/10.1121/at.2023.19.1.60.
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Sauerwein, Markus, Annalena Danner, Franziska Bock, Till-Sebastian Idel i Gunther Graßhoff. "Qualified and Unqualified Staff in German All-day Schools. An Exploratory Overview". IJREE – International Journal for Research on Extended Education 12, nr 1-2023 (8.07.2024): 22–34. http://dx.doi.org/10.3224/ijree.v11i1.04.
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In Germany, three groups can be identified who work in all-day schools and take on pedagogical tasks in extended education: Teachers, pedagogical staff, and staff without a pedagogical qualification (lay pedagogues). While the professionalisation debate on teachers and pedagogical staff already exists, there is a lack of knowledge on lay staff. In this article we consider the group of lay pedagogues. Findings from existing studies explore in more detail the expertise that personnel bring into all-day education.
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Grafila, Ailen, Mastiah Mastiah i M. Akip M. Akip. "ANALISIS STRATEGI GURU DALAM MENGAJARKAN SISWA MENYELESAIKAN SOAL CERITA MATEMATIKA PADA KELAS V SDN 09 TANJUNG LAY". JURNAL PENDIDIKAN DAN PEMBELAJARAN SEKOLAH DASAR 1, nr 2 (14.06.2023): 1–8. http://dx.doi.org/10.46368/jppsd.v1i2.1138.
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This research is motivated by the difficulties of class V students at SDN 09 Tanjung Lay in solving math word problems. The research aims to determine the teacher's strategy in teaching students to solve math word problems in class V SDN 09 Tanjung Lay. The method in this study uses qualitative methods with a qualitative descriptive approach. The subjects in this study were class V teachers at SDN 09 Tanjung Lay. The object of this research is the teacher's strategy in teaching students to solve math word problems in class V SDN 09 Tanjung Lay. The research instrument uses interview sheets, observation sheets and documentation. Data collection techniques using interviews, observation and documentation. Data analysis techniques include data reduction, data presentation and conclusion. The validity of the data using triangulation techniques. The results showed that the teacher's strategy in teaching students to solve math word problems in class V SDN 09 Tanjung Lay was the strategy used by the teacher was quite good but the teacher's understanding of the learning strategy was slightly lacking. The strategies used by the teacher are motivating strategies, providing special guidance and using media related to learning. The method that the teacher uses is the lecture and discussion method with the technique of using real objects to provide understanding to students.
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Wu, Jiang. "Pei Xiu (791–864) and Lay Buddhism in Tang Chan". Journal of Chan Buddhism 2, nr 1-2 (28.12.2021): 39–101. http://dx.doi.org/10.1163/25897179-12340010.
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Abstract Pei Xiu 裴休 (791–864) was a literati follower of Buddhist teachers, among whom the two most eminent were Zongmi 宗密 (780–841) and Huangbo Xiyun 黃檗希運 (?–850). These two teachers had notably different spiritual orientations: one was the synthesizer of Chan and Huayan teachings, the other a member of the more radical Hongzhou 洪州 school. Rather than passively patronizing Buddhist teachers, Pei Xiu served as an active agent of his own religiosity and influenced Buddhist communities broadly. Through examining Pei Xiu’s Quanfa putixin wen 勸發菩提心文 [Essay Exhorting the Generation of Bodhicitta], Chuanxin fayao 傳心法要 [Essentials of The Transmission of Mind], which he prefaced and edited, and his various prefaces and epitaphs written for Zongmi and other monks, this study scrutinizes the transformation of early Chinese Chan communities before they were reimagined as ‘mature’ and ‘classical’ in later times.
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Donley, Kevin, Sabrina Wesley-Nero, Crissa Stephens, Hina Ashraf i Douglas Reed. "Preparing culturally and linguistically responsive teachers of multilingual learners through teacher research". Journal of Language Teaching 3, nr 10 (5.12.2023): 8–17. http://dx.doi.org/10.54475/jlt.2023.032.
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This article presents an overview of Project ELEECT (English Learners’ Educational Excellence Capitol Teacher Training Project), a U.S. Department of Education-funded program designed to prepare teachers in Culturally and Linguistically Responsive Pedagogy (CLRP) for multilingual learners (ML). The purpose of Project ELEECT is to promote educational justice for MLs by revising a Master of Arts + ESL Licensure program for pre-service teachers and creating a professional development program for in-service teachers. It prepares pre-service and in-service teachers of MLs in CLRP through teacher research, and specifically offers a novel professional learning tool, which we call Impact on Learning Studies (IOLS). This teacher research tool represents a framework for the systematic and intentional self-study of their teaching practices. In this article, we lay the foundations for a research agenda that investigates pre-service and in-service teachers’ understanding and implementation of CLRP, documents concrete examples of CLRP in various classroom contexts, and examines the efficacy of teacher research initiatives to prepare teachers in CLRP. Project ELEECT prepares teachers to invite students’ cultural and linguistic experiences into their classrooms, create spaces for CLRP, and foster critical consciousness in learning settings, thus taking a major shift towards cultivation of anti-racist dispositions in education.
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CURTIS, SARAH A. "LAY HABITS: RELIGIOUS TEACHERS AND THE SECULARIZATION CRISIS OF 1901–1904". French History 9, nr 1 (1995): 478–98. http://dx.doi.org/10.1093/fh/9.1.478.
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Curtis, Sarah A. "Lay Habits: Religious Teachers and the Secularization Crisis of 1901–1904". French History 9, nr 4 (1.12.1995): 478–98. http://dx.doi.org/10.1093/fh/9.4.478.
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Aghi, Mira, Eve M. Nagler, Harry Lando, Mangesh Pednekar, Prakash C. Gupta i Glorian Sorensen. "Training lay interventionists to support tobacco cessation among teachers in India". International Journal of Health Promotion and Education 54, nr 6 (14.07.2016): 304–17. http://dx.doi.org/10.1080/14635240.2016.1193761.
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Chirico, Francesco. "Religious Belief and Mental Health in Lay and Consecrated Italian Teachers". Journal of Religion and Health 56, nr 3 (14.05.2016): 839–51. http://dx.doi.org/10.1007/s10943-016-0242-7.
Pełny tekst źródłaRozprawy doktorskie na temat "Lay teachers"
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Downey, Michael John, i res cand@acu edu au. "Experiences of Teachers’ Daily Work Which Nourish and Sustain the Spirituality of Lay Teachers in Catholic High Schools". Australian Catholic University. School of Religious Education, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp112.25102006.
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The hierarchy of the Catholic Church has stated that formation of lay teachers is essential for the personal sanctification of the teacher and the apostolic mission of the Church (CCE, 1982, #65) and that “formation must be broadened and kept up to date, on the same level as, and in harmony with, human formation as a whole (CCE, 1982, #62). The research reported in this thesis: (1) explores Catholic Church documents and other literature in order to gain insights into the spirituality of teachers who teach in Catholic schools; (2) identifies experiences of teachers’ daily work in Catholic high schools that nurture and sustain teacher spirituality; (3) explores how the insights revealed can inform the practices of formation for lay teachers in Catholic schools. The demonstrated success of a teacher formation known as The Courage to Teach invited exploration to gain understanding of the principles and practices of formation that could prove helpful for developing formation practices within Australian Catholic Education. The research reported in this thesis included teachers reflecting upon their daily experiences of work and identifying, what one called, “moments of grace” that nourished and sustain teachers’ spirits. These experiences were identified as teachers’ experiences of community and their experiences of making a difference. For Catholic schools to continue to have authenticity, the ongoing formation of lay teachers is essential. This does not mean, as others have said, “adding more water to an already overfull cup” by including formation as one more thing for teachers to do. It means making space and providing the opportunity for teachers to discover the ‘moments of grace’ that providentially fill their day. In conversation with Catholic Scripture and Tradition, these moments of grace will nurture and sustain the vocations of lay teachers in Catholic schools, so that lay teachers will both flourish and “teach with authority” (Mk. 1:22).
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Downey, Michael John. "Experiences of teachers' daily work which nourish and sustain the spirituality of lay teachers in Catholic high schools". Thesis, Australian Catholic University, 2006. https://acuresearchbank.acu.edu.au/download/07b01d13f59fb122a30149bac8f230480d03c07a4174aff214fb6d3802f9bd79/644318/64850_downloaded_stream_75.pdf.
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The hierarchy of the Catholic Church has stated that formation of lay teachers is essential for the personal sanctification of the teacher and the apostolic mission of the Church (CCE, 1982, #65) and that 'formation must be broadened and kept up to date, on the same level as, and in harmony with, human formation as a whole (CCE, 1982, #62). The research reported in this thesis: (1) explores Catholic Church documents and other literature in order to gain insights into the spirituality of teachers who teach in Catholic schools; (2) identifies experiences of teachers' daily work in Catholic high schools that nurture and sustain teacher spirituality; (3) explores how the insights revealed can inform the practices of formation for lay teachers in Catholic schools. The demonstrated success of a teacher formation known as The Courage to Teach invited exploration to gain understanding of the principles and practices of formation that could prove helpful for developing formation practices within Australian Catholic Education. The research reported in this thesis included teachers reflecting upon their daily experiences of work and identifying, what one called, 'moments of grace' that nourished and sustain teachers' spirits. These experiences were identified as teachers' experiences of community and their experiences of making a difference. For Catholic schools to continue to have authenticity, the ongoing formation of lay teachers is essential. This does not mean, as others have said, 'adding more water to an already overfull cup' by including formation as one more thing for teachers to do. It means making space and providing the opportunity for teachers to discover the 'moments of grace' that providentially fill their day. In conversation with Catholic Scripture and Tradition, these moments of grace will nurture and sustain the vocations of lay teachers in Catholic schools, so that lay teachers will both flourish and 'teach with authority'
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Starr, Eileen. "A description of the motivations for teaching identified by lay volunteer Sunday school teachers". Theological Research Exchange Network (TREN), 1988. http://www.tren.com.
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Handy, Jessica. "Foundations for teaching as ministry a pilot study of small group vocational discernment in teacher education programs at Christian colleges and universities /". Theological Research Exchange Network (TREN), access this title online Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.
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Humphries, James P. "A bible school model for equipping pastors, lay leaders, and teachers for the work of Christian service in the country of Jamaica". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0016/NQ46680.pdf.
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Gouveia, Cristiane Talita Gromann de. "A proposta nos módulos do Projeto Logos II e a prática docente do professor-cursista em Rondônia /". Rio Claro, 2019. http://hdl.handle.net/11449/182489.
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Orientador: Arlete de Jesus BritoResumo: Na década de 1970, foi implantado o Projeto Logos II em alguns estados do Brasil, com objetivo de formar professores não habilitados que estavam atuando em sala de aula nas quatro primeiras séries do 1º Grau. Em regime emergencial, esse programa habilitava em nível de segundo grau e magistério, trabalhava com o ensino a distância no sistema modular. Em Rondônia, estudos apontam que o Projeto foi desenvolvido de 1976 a 1994, mas, apesar de sua importância para a educação, uma vez que foi um dos primeiros no estado e representou uma possível via de entrada de propostas educacionais, não há pesquisas que tratem especificamente da formação dos cursistas do Logos II. Assim, a pesquisa aqui delineada, tem como objetivo elaborar uma interpretação histórica a partir dos materiais didáticos do Logos II, estabelecendo relações com os depoimentos dos professores rondonienses que abordam o cotidiano escolar da época em que cursaram o referido projeto (1976 a 1994). Como fontes, foram considerados os módulos, as legislações, as fichas de matrículas, os históricos escolares, os diplomas e outros documentos dos cursistas referentes ao Logos II, além disso, analisamos também as entrevistas que foram realizadas com professores-cursistas nas cidades de Ariquemes, Pimenta Bueno e Vilhena, amostras de locais onde o projeto funcionou. Como aportes teórico-metodológicos, têm-se, principalmente, o paradigma indiciário de Ginzburg (1989; 2002; 2008), o conceito de documento como citado por Le Goff (... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: In the 1970s, the Logos II Project was implemented in some states of Brazil, aiming to train unqualified teachers who were working in the classroom in the first four grades of the first et school. In an situation, this program enabled at the second level and teaching, it mas developed with distance learning in modular system. In Rondônia, studies indicate that the Project was developed from 1976 to 1994, but despite its importance for education, since it was one of the first in the state and represented a possible way of disseminate educational proposals, there is no research about specifically training of the students of Logos II. The purpose of this research is to elaborate a historical interpretation based on the Logos II didactic material, establishing relations with the testimonies of the Rondonians teachers who approach the school daily life of the period in which they studied the project (1976 to 1994). As sources, we considered the modules, legislation, enrollment forms, school records, diplomas and other documents of the trainees referring to Logos II, in addition, we also analyzed the interviews that were carried out with teachers-students in the cities of Ariquemes , Pimenta Bueno and Vilhena, samples of places where the project worked. As a theoretical-methodological contribution, the Ginzburg (1989, 2002; 2008) paradigm, the concept of a document as quoted by Le Goff (2003), the critique of Bloch's paper (2001), the triangulation of data of Mathison (1988), Peter... (Complete abstract click electronic access below)
Doutor
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Gouveia, Cristiane Talita Gromann [UNESP]. "O Projeto Logos II em Rondônia: a implantação do projeto-piloto e as mudanças em sua organização político-pedagógica". Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/134221.
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Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)
Na década de 70 do século XX, em alguns estados do Brasil, foi implantado o Projeto Logos II, com o objetivo de formar, em regime emergencial, professores que eram leigos, habilitados em segundo grau para exercício do magistério. Esse programa trabalhava com sistema modular e possuía um plano de atividades diversificado e flexível, no qual o aluno estabelecia seu próprio ritmo de aprendizagem. Os encontros com o orientador de ensino eram mensais, quando aconteciam também as aplicações de testes. No estado de Rondônia (extinto Território Federal de Rondônia), levantamentos apontam que o Projeto foi desenvolvido entre as décadas de 1970 a 1990. Assim, as questões que norteiam esta pesquisa são: como se deu a implantação do projeto-piloto e quais foram as mudanças na organização política-pedagógica do Projeto Logos II em Rondônia? Dessa forma, o estudo que propomos tem como objetivo elaborar uma interpretação histórica sobre a implantação e funcionamento do projeto-piloto do Projeto Logos II no estado de Rondônia, bem como analisar as mudanças na sua organização política-pedagógica ao longo do tempo. A investigação situa-se na área da História da Educação, com ênfase na formação de professores, e segue, na historiografia, a corrente "História Cultural", tendo como aportes teóricos, principalmente, o paradigma indiciário de Carlo Ginzburg, o conceito de “história cultural” de Peter Burke, a crítica ao documento de Marc Bloch, o documento/monumento como posto por Jacques Le Goff e, finalmente, as teorias sobre os diversos tipos de memória de Maurice Halbwachs. Como fontes históricas foram consideradas as legislações, fichas de matrículas, históricos escolares, diplomas, módulos, fotos de alunos e professores, além de outros documentos, bem como entrevistas que foram realizadas com alunos, professores e coordenadores da cidade de Vilhena-RO. Constatamos como principais resultados a mudança no perfil do projeto entre a época do Governo da Ditadura Militar, com um controle centralizado, e a da Nova República, baseada em valores democráticos, o que influenciou na descentralização do Logos II, deixando o programa de ser responsabilidade da esfera Federal e passando a ser controlado pelos estados. Com o passar do tempo, o Projeto, que inicialmente era pautado no modelo tecnicista Taylorista/Fordista, seguiu o fluxo das mudanças ocorridas na educação no país e passou a adotar as características do modelo Toyotista. No Logos II, vimos os indícios do modelo Toyotista por diversas vias, como, por exemplo, pelo controle da qualidade por meio das provas abrangentes. Na estrutura do projeto, houve mudanças na função do supervisor docente e orientador de aprendizagem, que passaram a ser uma única função. Os conteúdos dos módulos passaram por reajustes à medida que o MEC e o CETEB foram percebendo a necessidade. No início do programa, o Estágio era supervisionado, depois passou a ser não supervisionado, tendo como apoio os Encontros Pedagógicos e o microensino, e, posteriormente, voltou a ser supervisionado - porém, como uma fusão dos dois modelos anteriores.
In the 1970s, in some states of Brazil, the Project Logos II was implemented, aiming at rapidly training teachers who were laymen, certified to teach having only completed their secondary education. The program worked with a modular system and had a diverse and flexible plan of activities, in which the students were able to establish their own learning pace. There were monthly meetings with the educational advisor, when the application of tests also took place. In the state of Rondônia (former Federal Territory of Rondônia), surveys show that the project was developed between the 1970s and the 1990s. So, the questions that guide this research are: how was the implementation of the pilot project and what were the changes in the political and pedagogical organization of the Project Logos II in Rondônia? This way, the study that we propose aims at developing a historical interpretation of the implementation and execution of the pilot project of the Logos II in the state of Rondônia and at analyzing the changes in its political and pedagogical organization over the time. The research is placed in the area of the History of Education, with emphasis on teacher training, and follows, in historiography, the “Cultural History” movement and has as its theoretical contributions, mainly, Carlo Ginzburg’s paradigm of evidence, Peter Burke’s “cultural history” concept, Marc Bloch’s documentary criticism, the document/monument as in Jacques Le Goff and, finally, Maurice Halbwachs’ theories on the various types of memory. Taken as historical sources were the laws, the enrollment records, the school transcripts, the diplomas, the modules, photos of students and teachers, as well as other documents and interviews that were conducted among students, teachers and coordinators in the city of Vilhena-RO. As a main result, we concluded that there was a shift in the profile of the project between the period of the Military Dictatorship, with centralized control, and of the New Republic, based on democratic values, which influenced the decentralization of the Logos II, withdrawing responsibility from the Federal Government and passing it on to the states. Over the time, the project, which was initially based on the Taylorist/Fordist technicist model, followed the flow of changes in the national education and started to adopt the characteristics of the Toyotism. In Logos II, we saw the evidences of the use of the Toyotism in various aspects as, for example, in quality control by the means of comprehensive tests. In the structure of the project, there were changes in the functions of the teaching supervisor and of the learning advisor, which merged into a single position. The contents of the modules went through readjustments as Ministry of Education and the CETEB realized its necessity. In the beginning of the project, the internship program was supervised, then it became unsupervised, counting on the support from the Pedagogical Meetings and the microteaching, subsequently, it became supervised again - however, as a fusion of the two previous models.
FAPESP: 2014/01638-1
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Murta, Cláudia. "Tornar-se professor: um estudo sobre professores leigos amazônidas". Universidade de São Paulo, 2006. http://www.teses.usp.br/teses/disponiveis/47/47131/tde-11102006-080015/.
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Este trabalho teve como ponto de origem a prática pedagógica de professores amazônidas, ribeirinhos e da floresta, que ingressaram no magistério na condição de professores leigos. Alguns, sem ter completado sequer as quatro primeiras séries do ensino fundamental. Outros, sem possuir, eles próprios, sequer o nível de escolaridade no qual lecionavam. Saltou-me aos olhos, em sua prática, a autoridade com que eles assumiam a função docente, a despeito de sua formação escolar incompleta ou precária, agravada pelas suas condições extremamente adversas de trabalho, em escolas palafitas, à beira-rio, ou em ranchos de palha na floresta, com turmas multisseriadas. Empenhada em entender como tal prática pedagógica se torna possível, defini como objetivo de minha pesquisa: compreender como alguém se torna professor à margem do sistema oficial de formação e credenciamento, ou seja, que dispositivos autorizam e legitimam um professor leigo a ocupar o lugar de quem ensina. Para esse fim, analisei redações (sob o título "Como me tornei professor(a)?") de dezesseis professores que começaram a lecionar na condição de leigos, nas quais eles relatam e significam a sua trajetória no magistério. Adotei como estratégia de pensamento a análise de discurso tal como formulada por Marlene Guirado: uma leitura institucional do discurso. Essa análise de discurso ocupa-se do modo como se dão, nos discursos dos sujeitos, os efeitos de reconhecimento e desconhecimento de suas práticas institucionais. Ao mesmo tempo, adotei o conceito de transferência para compreender como, na recuperação de sua trajetória profissional, os professores estabeleciam significações com a sua história pessoal, com as figuras de professores exemplares que marcaram suas vidas, com a instituição escolar e com a pedagogia moderna (prática discursiva dominante a partir da qual todo esse tecido de significações se mostrou possível nas redações). A análise dessas redações mostra que tornar-se professor é constituir, repetir, (re)produzir, de modo singular, uma prática discursiva institucional, prática que é, ela mesma, o dispositivo que autoriza o professor, inclusive o leigo, a ocupar o lugar de quem ensina. No ponto de chegada deste estudo, evidenciou-se também que esses dispositivos de autorização não são peculiares à docência leiga. Os resultados nos permitem afirmar, de modo geral, que tornar-se professor é ocupar o lugar de quem ensina, lugar este que passa a existir conforme o sujeito nele se enuncie. Finalizo a tese postulando a docência leiga como uma descontinuidade no discurso da pedagogia moderna, não obstante, paradoxalmente, ser parte dele.This study had as a starting point the pedagogical practice of Amazonian teachers who lived on the banks of the rivers or in the forest and who started working in the condition of lay teachers. Some of them had not even completed their first four years of elementary school. Some had not themselves even reached the level of schooling they were teaching at. It caught my attention, in their practice, the authority they invested themselves with, as they took over their positions as teachers in spite of their incomplete or deficient educational background made worse by their extremely adverse conditions of working, in schools built on stilts on the banks of the river, or in straw shacks in the forest, with multi-level classes. Willing to understand how such a pedagogical practice is possible, I set as the objective of my research project to understand how someone becomes a teacher apart from the official system of schooling and certification, that is, what resources entitle and legitimate a lay teacher to occupy the teaching position. In order to achieve that objective, I analyzed compositions (under the title How did I become a teacher?), written by sixteen teachers who started working as lay teachers, in which they tell about and interpret the path they followed in their teaching careers. I drew on discourse analysis as proposed by Marlene Guirado: an institutional discourse reading. This type of analysis deals with the way the effects of recognition and ignorance take place in individual discourses, in institutional practices. At the same time I adopted the concept of transference to understand how, as they reconstructed their professional career, the teachers constructed meanings related to their personal histories, to teachers who represented key roles in their lives, to school as an institution, and to modern pedagogy (the prevailing discursive practice from where all this network of meanings was possible in the compositions). The analysis of the compositions showed that becoming a teacher means constructing, repeating, (re)producing, in a particular way, an institutional discursive practice that is in itself the resource which entitles the teacher, including the lay teacher, to take over the position of the one who teaches. At the end of the study it was also possible to assume that those resources are not restricted to lay teaching. The results allow us to state that, in general, becoming a teacher is taking over the position of the one who teaches, a position that comes to existence just as the subject expresses himself or herself within it. I conclude this dissertation arguing that lay teaching consists in a discontinuity in modern pedagogy discourse, in spite of, paradoxically, being part of it.
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Peretti, Jonah H. "Teacher's LAB : a platform for teacher learning". Thesis, Massachusetts Institute of Technology, 2001. http://hdl.handle.net/1721.1/62355.
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Thesis (S.M.)--Massachusetts Institute of Technology, Program in Media Arts & Sciences, 2001.Includes bibliographical references (leaves 75-76).
The Teacher's LAB software application is a development platform for innovative classroom activities. Educators can use the tool to construct and share representations of their day-to-day classroom practices. Through the process of representing, constructing, and sharing, teachers engage in critical reflection about their own practice. In my pilot study, this reflection helped teachers recognize essential educational building blocks. I call these elements pedagogical patterns and argue that understanding these patterns is a key dimension of teacher learning. Teacher's LAB promotes this understanding, helping classroom teachers become more reflective practitioners. Furthermore, using the software to share pedagogical patterns challenges the isolation of working teachers by allowing them to co-construct lessons with their colleagues. Educators and curriculum developers can collaboratively develop an expanding pattern language of pedagogy, leading to improved educational practices and new opportunities for learning.
Jonah H. Peretti.
S.M.
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AraÃjo, Maria das GraÃas de. "TrajetÃrias de formaÃÃo e profissionalizaÃÃo de professoras leigas do municÃpio de Itapiuna/Ce". Universidade Federal do CearÃ, 2010. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=5313.
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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel SuperiorSituada no campo da histÃria e memÃria da educaÃÃo, esta pesquisa investiga o processo de formaÃÃo e profissionalizaÃÃo de professoras leigas do municÃpio de ItapiÃna/CE. Objetivou-se investigar a constituiÃÃo das trajetÃrias de formaÃÃo e profissionalizaÃÃo de professoras leigas da zona rural do municÃpio de ItapiÃna/CE, entre o final da dÃcada de 1960 a 1990, perÃodo em que as professoras vivenciaram suas experiÃncias docentes e cursaram o 1 e 2 graus atravÃs dos cursos de qualificaÃÃo destinados aos professores. Para tal intento, utilizou-se a histÃria oral enquanto mÃtodo de investigaÃÃo, tendo por base as entrevistas narrativas, nas quais um grupo de 10 (dez) professoras discorreu acerca de seus processos de formaÃÃo e profissionalizaÃÃo docentes. A anÃlise foi feita a partir de fragmentos significativos das narrativas dos sujeitos. O aporte teÃrico utilizado baseou-se nos postulados de Certeau (2002), Hobsbawm (1995) e Le Goff (2005) acerca da compreensÃo da histÃria e de sua escritura. Com relaÃÃo à HistÃria Oral, buscaram-se as idÃias de Thompson (1992) e Jucà (2001). A respeito das histÃrias de vida tiveram-se as contribuiÃÃes de Souza (2006) e Jucà (2001). As anÃlises das narrativas referentes à formaÃÃo e profissionalizaÃÃo docentes apoiaram-se nas idÃias de ImbernÃn (2009), Moita (2000), NÃvoa (1995, 1999), Pimenta (1997); Ribeiro (2010) e Tardif & Lessard (2007). Sobre as questÃes relativas aos professores leigos corroboraram Cortez (2006), Onesti (1985), Souza (1985), Passos & Daniel (1985). Jà em relaÃÃo aos cursos de qualificaÃÃo de professores leigos foram imprescindÃveis as idÃias de Tesser (1992), Sousa & Dreifuss (1986) e Onesti (1985). A anÃlise das narrativas possibilitou evidenciar o modo como as professoras vivenciaram suas experiÃncias de formaÃÃo escolar situadas num contexto de dificuldades e de superaÃÃo. Mostram ainda as condiÃÃes precÃrias de trabalho no inÃcio da profissÃo docente e a sistemÃtica da realizaÃÃo dos cursos de qualificaÃÃo de 1 e 2 graus destinados aos professores leigos. A investigaÃÃo demonstra que os elementos do contexto histÃrico e geogrÃfico de dada regiÃo influenciam direta ou indiretamente as aÃÃes dos sujeitos forjando estratÃgias de superaÃÃo ou acomodando-se ao meio em que estÃo situados. Elucida que a dinÃmica do processo investigativo se dà num movimento de construÃÃo que favorece a compreensÃo dos fenÃmenos sociais, mesmo que se perceba os limites da ciÃncia, visto que a realidade à sempre mais complexa. Evidencia que a formaÃÃo e a profissionalizaÃÃo docente sÃo processos que estÃo intrinsecamente ligados, visto que se inter-relacionam e se completam num movimento contÃnuo de aprendizagem e modificaÃÃes que vivem cada docente. O estudo demonstra ainda que a formaÃÃo feita de modo aligeirado fragmenta o saber necessÃrio a uma boa atuaÃÃo docente, embora favoreÃa a melhoria da prÃtica educativa. Considera tambÃm a necessidade de outras investigaÃÃes, sobretudo, no que diz respeito aos resultados do trabalho dos professores leigos
Placed in the realm of history and memory of education, this research investigates the process of education and professionalization of lay teachers in the town of ItapiÃna/CE. The aim was to investigate the constitution of trajectories of education and professionalization of lay teachers of the rural area of the town ItapiÃna/CE, between the end of the 1960âs to 1990, period in which the teachers lived their teaching experiences and received their elementary, middle and high school diplomas through the qualification programs aimed at teachers. For that, oral history was employed as the investigation method, underpinned by narrative interviews, in which a group of 10 (ten) teachers talked about their processes of teacher education and professionalization. The analysis was made from meaningful fragments of the narratives of the subjects. The theoretical framework employed was based on the postulates of Certeau (2002), Hobsbawm(1995) and Le Goff (2005) on the understanding of history and its writing. In what regards Oral History, the ideas of Thompson (1992) and Jucà (2001) were sought. Regarding life histories there were the contributions of Souza (2006) and Jucà (2001). The analyses of the narratives regarding teacher education and professionalization were based on the ideas of ImbernÃn (2009), Moita (2000), NÃvoa (1995, 1999), Pimenta (1997); Ribeiro (2010) and Tardif & Lessard (2007). The issues regarding lay teachers were corroborated by Cortez (2006), Onesti (1985), Souza (1985), Passos & Daniel (1985). As to what concerns the qualification programs for lay teachers, the ideas of Tesser (1992), Sousa & Dreifuss (1986) and Onesti (1985) were indispensable. The analyses of the narratives made possible to evidence the way that lay teachers lived their experiences of school education situated within a context of difficulties and the overcoming of limitations. They also show the precarious working conditions in the early stages of the teaching practice and the logistics of realization of the qualification programs of elementary, middle and high school levels for the lay teachers. The investigation demonstrates that the elements of the historical and geographical context of a given region influences directly or indirectly the actions of the subjects, yielding strategies to overcome limitations or to be satisfied with the environment in which they are situated. It elucidates that the dynamics of the investigation process takes place in a movement of construction that favors the understanding of the social phenomena, even if one perceives the limitations of Science, once reality is always more complex. It evidences that teacher education and professionalization are intrinsically linked processes, as they inter-relate and complete each other in a continuous movement of learning and changes that each teacher experiences. The study also demonstrates that the teacher education carried out hurriedly fragments the knowledge that is necessary to a good teaching performance, even though it favors the improvement of the educational practice. It also considers the need of further investigation, especially in what regards the outcomes of the work of the lay teachers.
Książki na temat "Lay teachers"
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1926-, Spickett Ronald, i Nickle Arts Museum, red. Spirit matters: Ron (Gyo-Zo) Spickett, artist, poet, lay-priest. Calgary, Alta., Canada: University of Calgary Press, 2009.
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Brusorio, Lucio. Ciao, prof. Vicenza: N. Pozza, 1994.
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Simmins, Geoffrey. Spirit matters: Ron (Gyo-Zo) Spickett, artist, poet, lay-priest. Calgary, Alta., Canada: University of Calgary Press, 2009.
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Cansi, Bernardo. Catequistas populares: As escolas que os formam e a importância de sua formação. Petrópolis: Vozes, 1990.
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Québec (Province). Département de l'instruction publique., red. Mémoire présenté par les instituteurs laïques catholiques de la province de Québec à leurs seigneurs les évêques de la dite province faisant parti du Conseil de l'instruction publique. [S.l: s.n., 1986.
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Bradley, W. J. The Irish Holy Ghost Colleges: Changes and developments 1960-1990. Dublin: University College Dublin, 1997.
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Goethals, Jozef J. I never really left: Journey of a priest, missionary, and lay teacher through 50 years of Vatican II. Baltimore, MD: Otter Bay Books, 2012.
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Douglas, Porter. How to develop and use the gift of teaching: A practical guide for the layperson. Forest, VA: Church Growth Institute, 1995.
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Cagney, Michael Gerard. Lay principles: The role of the aly principal in the transmission of catholic values in a Christian Brothers' school. Dublin: University College Dublin, 1997.
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Lowe, Chris. The teacher, the pupil, and the law: A legal handbook for teachers. [Leicester?]: Secondary Heads Association, 1988.
Znajdź pełny tekst źródłaCzęści książek na temat "Lay teachers"
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McDermid, Jane. "The Role of Lay Women Teachers in Catholic Education Before the Education (Scotland) Act, 1918". W A History of Catholic Education and Schooling in Scotland, 103–24. London: Palgrave Macmillan UK, 2019. http://dx.doi.org/10.1057/978-1-137-51370-0_6.
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Wolff, Lutz-Christian. "The Teacher-Teacher Relationship". W The Art of Law Teaching, 113–14. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-9148-8_15.
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Cocconi, Monica. "Teacher". W Dictionary of Statuses within EU Law, 567–73. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-00554-2_72.
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Pieri, Lara. "Cartoline: la memoria e la sua forma visiva". W Raccontare la Resistenza a scuola, 147–52. Florence: Firenze University Press, 2022. http://dx.doi.org/10.36253/978-88-5518-650-6.19.
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"Cartoline" is a didactic method practised by the studies center "Yad Vashem". Starting from the observation and the study of an image, pupils and teachers think about it invlving themselves in a dynamic lesson stimulated by some guided-questions the teacher made. The teachers asked students to create a circle where some images are putted into. Students are asked to choose one of them and to write a words the image suggest them. The image is not contextualized and it shows daily item as a glass of milk or common action as petting an animal. Only afterward the teacher is going to contextualize the image: the glass of milk rapresent the amount of calories (184) assumed by prisoners in concentration camp. A discussion with students is launched.
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Vines, Prue. "Law Teacher as Poet". W Biopolitics and Resistance in Legal Education, 93–106. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003179283-9.
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de Haan, Pieter. "Chapter 15. The EFL teacher's nightmare". W Linguistik Aktuell/Linguistics Today, 337–51. Amsterdam: John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/la.243.15haa.
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Clifford, Geraldine J. "‘Lady Teachers' and Politics In the United States, 1850-1930". W Routledge Library Editions: Education Mini-Set N Teachers & Teacher Education Research 13 vols, Vol226:3—Vol226:30. London: Routledge, 2021. http://dx.doi.org/10.4324/9780203125526-128.
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Casey, Erin M., i Emily Spivey. "Supporting the Community through Early Childhood Teachers Playing Together in the Summer Teacher Play Lab". W Community-based Transformational Learning in Early Childhood Settings, 65–103. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003394082-8.
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Giddens, Thomas. "The Office of Law Teacher". W Biopolitics and Structure in Legal Education, 9–23. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003175193-3.
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Shivji, Issa G. "Practice teaches paradigm". W The Limits of Law and Development, 109–24. Abingdon, Oxon; New York, NY: Routledge, 2020. | “A Glasshouse book”: Routledge, 2020. http://dx.doi.org/10.4324/9780203733561-6.
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Bjorklund, Peter. "Lay Theories and Possible Selves: Preservice Teachers' Beliefs About K–12 Teachers and Their Future Practice". W 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1434540.
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Olga, Ioannou. "Re-Conceptualizing the Role of Tutors in Research Based Pedagogy: The Tutor(s) as the Curriculum". W 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.12.
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The paper presents readers with an effort to explore and to better understand the educators’ task in conditions of uncertainty and highcomplexity on the occasion of a postgraduate urban design studio redesign. The case study examined here illustrates how rethinking the studio’s content, objectives and layout gradually led to the re-conceptualization of the tutors’ own involvement in the learning process.Course curriculum was devised as an open and evolving network of the tutors’ own resources and design research practices and thoseemployed by their affili ted researchers from within or outside the setting of the academy. All were chosen for their value in reading or managing urban phenomena. The mosaic consisted of different individual research and design practices that are problem-focused and context-specific communicated directly to students by the very people responsible for their conception and development. Learners were required to investigate the instrumentality of these practices according to their own personal pursuits; to make their own networks of connections, and were even encouraged to create their own personal schemata of design research.The second major shift of the rethink lay in recognizing learner autonomy and diversity, thus establishing a new operational frameworkfor the two to prosper. An amalgam of interconnected learning spaces provided the conditions necessary for all these networks to co-exist and interact. The paper describes the different aspects of the tutors’ involvement and contributions in the design and implementation of this model, as they assumed a number of roles, but most importantly, as they became learners themselves. It also brings about the critical role of the tutors’ hunch in both designing and managing a design studio’s learning experience.
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Ivanova, Irina Aleksandrovna. "Highlights of the educational process in primary school". W Сollection of articles, Chair Galina Valentinovna Mitina. Publishing house Sreda, 2019. http://dx.doi.org/10.31483/r-74129.
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The education of younger schoolchildren is a responsible job, since younger schoolchildren form character traits, lay the foundations of knowledge, beliefs, worldview, moral guidelines. Therefore, education issues require close consideration. Theoretical research methods were used in the work: abstraction, that is, the process of education in the school was considered in isolation from family education and other factors that actually affect the younger student; and the method of mental modeling is to mentally simulate the situation when the educational process proceeded according to one scenario, for example, the opinion of the teacher was expressed without the student’s readiness to perceive the information according to another scenario, when the teacher took into account the characteristics of the child and the environment. The result of the research was the allocation in a broad topic of school education of several key points that teachers should pay attention to.
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Erdmanis, Rihards, i Ivans Jānis Mihailovs. "Teacher as a Subject of Law in Legal Education Relationship". W 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.22.
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In Latvia, the essential legal aspects of the teacher’s professional activity have been little studied. In short, the relevance of the research and practical nature is not negative. Taking into account several difficult cases in the practice of educational institutions, as well as some legal proceedings in which teachers, educators and parents were involved, it follows from discussions about how the work of teachers, its content, rights, duties, and responsibilities both before and the Covid-19 pandemic are relevant. Although in Latvia, the number of teachers in general education schools has decreased over the past five years, at the same time, these schools form the largest number of teachers, i. e. 21,573 teachers (2020). There were only 2,424 (Official statistics of Latvia, 2021), teachers in vocational education institutions in 2020, and 11,430 teachers in preschool education in the 2019/2020 academic year (Ministry of Education and Science, 2020). That is why general education teachers are the focus of this study. The teacher is both a participant in the pedagogical process and a participant in legal relations. This means that teachers are an important subject of law, who fulfil their rights and obligations. The teacher, together with other subjects of law – the parents of the student, the head of the educational institution, support staff, etc. – are responsible for the result of the educational process. The teacher is involved in professional activities both in the field of children’s rights and in the field of labour, in constitutional and administrative law. Therefore, it is important to know the main rights, duties and responsibilities of a teacher and proposals for improving Latvia’s regulation of Education law.
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Ruz, Felipe, Beth Chance i Elsa Medina. "Stochastic Knowledge of Future Chilean Mathematics Teachers". W Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t4c1.
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Mathematics teachers are key agents in teaching stochastic at school, so we are interested in analyzing their knowledge of the content after completing their initial training. We conceptualized the knowledge of the content from the Teacher's Didactic-Mathematical Knowledge Model and following a quantitative methodology, we analyzed a sample of 269 future Chilean mathematics teachers. The results were generally low, although higher in terms of stochastic knowledge promoted at school level (common knowledge) compared to the skills developed during initial teacher training (extended knowledge). We conclude with recommendations to incorporate modern and effective methodologies for teaching and learning stochastic, which we hope can be an input for those responsible for stochastic teacher education. Los profesores de matemática son agentes claves en la enseñanza de la estocástica en la escuela, por lo que nos interesamos en analizar su conocimiento del contenido tras haber completado su formación inicial. Conceptualizamos al conocimiento del contenido desde el Modelo de Conocimiento Didáctico-Matemáticos del profesor y siguiendo una metodología cuantitativa, analizamos una muestra de 269 futuros profesores de matemáticas chilenos. Los resultados fueron en general bajos, aunque superiores en lo relativo al conocimiento estocástico promovido a nivel escolar (conocimiento común) en comparación a las habilidades desarrolladas durante la formación inicial docente (conocimiento ampliado). Finalizamos con recomendaciones para incorporar metodologías modernas y efectivas para la enseñanza y aprendizaje de la estocástica, que esperamos puedan ser un insumo para los responsables de la educación estocástica del profesorado.
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Kraft, Luiza, Anamaria Chiseganegrila i Diana Tutuianu. ""CAROL I" NATIONAL DEFENCE UNIVERSITY'S EXPERIENCE IN BLEARNING FOR ENGLISH LANGUAGE TEACHING - TWO CASE-STUDIES". W eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-058.
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Since its inclusion in the eLearning methodology, blended learning (or bLearning) has received several definitions, being regarded alternatively as: a solution combining different delivery methods (i.e., collaboration software, web-based courses, EPSS, knowledge management practices); a type of learning including a mixture of face-to-face classroom sessions, live eLearning and self-paced instruction; a student-centered approach integrating learning experiences in face-to-face and online environments. The aim of the present paper is to share our experience in using bLearning for two military English courses developed in "Carol I" National Defense University. NATO Staff Officers? Course and The Military English Course were the first forms of blended learning in the Foreign Language Department. From the very moment of implementation of this form of learning, we have approached it as a combination of face-to-face classroom methods with computer-mediated activities, with the purpose of tailoring an integrated instructional approach to the military student?s needs. Both courses comprised a face-to-face phase, but the former included a self-study module based on a CD, while the latter had an on-line component in which a teacher provided support for language acquisition. Our exposure to the method first included the theoretical approach, followed by the identification of the challenges posed by designing and delivering the bLearning courses; this ultimately resulted in ways of rising to them. The main issues lay in managing the instructional complexity, designing the course contents, assigning both the teachers? and the students? roles and responsibilities, harmonizing the course objectives and contents with the ADL support, as well as in establishing good communication among teachers complemented by careful planning of the units. Finally, the paper is an attempt to demonstrate the advantages of bLearning such as we have identified them in the long run: maximization of effectiveness both in point of meeting each course objective and of costs, multiplication of ways of accessing the content, opportunities for exploiting multimedia rich content round the clock which supplements the classroom time and allows for more scheduling flexibility, increase of the student?s responsibility for his/her own learning performance as well as higher language performance through measurable progress.
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Kim, Sumin, i YoungSoon Kim. "AN EXPLORATORY STUDY ON THE RESEARCH TENDENCY OF SCHOOL COUNSELORS IN SOUTH KOREA". W International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end066.
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This study aimed to examine a research tendency through Master's and Doctoral dissertation in South Korea related to school counselors. In this study, school counselors were used in terms that included full-time and contractual counselors. School counselors are teachers who specialize in understanding students' daily psychological counseling, problem behavior and maladaptive counseling and establishing a prevention support system of fundamental reason of problem behavior for students. This is because their tasks required in school are similar. They were deployed to unit schools after Wee Project implemented in 2007 to ensure that students and all students experiencing poor learning and school maladaptation for having a happy school life. This study aimed to lay the foundation for improving and developing policies for improving the welfare and professionalism of school counselors, focusing on the subject of the degree thesis related to school counselors. This study conducted an exploratory study based on the year of publication and topics of the dissertation based on key words extracted from the data. The dissertations were published from 2010 to 2021 and were collected through Riss, a domestic database website in South Korea. This study focused on the frequency of emergence and Word Cloud which shows research tendency based on the year of publication analyzed by the frequency of emergency, title of the dissertation, and key words in abstract of the dissertation extracted from a file in MS Excel from the domestic database homepage. The analysis results of this study are as follows. First, the role and awareness of professional counseling teachers and Wee classes are required. Second, research was conducted to develop the capabilities of school counselors teachers working in the Wee class.it will serve as a foundation for improving professionalism, leading to the protection of ethics as a counselor working in the Wee class and ensuring the rights and welfare of counselors. In order to improve counseling capabilities, supervision and a certain amount of counseling practice are required in the process of training school counselors.
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Flávia de A. Campos, Lívia, Liara M. de Mattos, Aline D. P. dos Santos i Luis C. Paschoarelli. "An Approach to Evaluation of Aesthetic Function on Usability: An Exploratory Study About Descriptors of Aesthetic in Pruning Shears". W Applied Human Factors and Ergonomics Conference. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001315.
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The aim of this study was to discuss the aesthetic evaluation in usability studies. Through an exploratory study with pruning shears, we seek to identify possible descriptors that make up the concept of beauty in these instruments for further evaluation of the perception of these factors with the variables of usability. The study was conducted with 90 subjects divided into three groups and both genders: Design teachers, students design and lay people in the matter. The interviews were individual. Each participant evaluated the appearance of nine pruning shears (with a focus on shape), with an issue which should answer what pruning shears considered more "beautiful", and a protocol for semantic differential with 18 pairs of descriptors of the beautiful, which were developed from definitions of beauty in dictionaries, theories of psychology and philosophy. We identified the most representative descriptors for the pruning shears elected most beautiful. The importance of these results is the possibility of carry out further tests about the influence of these descriptors in the perception of the usability of products, including the influence of the aesthetic function in the perception of usability.
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Najjar, Karim. "Action-Oriented Design Bridging the Gap between Teaching and Practice through the Application of Action-Oriented Design Methodology". W 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.60.
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The current trend in architectural design pedagogy favors research and innovation that pushes the field into new territories by triggering exciting debates and encouraging new speculative design experimentation. This can be attributed to the enormous increase in the mobility and accessibility of information. Internet and mobility have overwhelmed our design studios with data from different cultures and technologies, thus providing limitless possibilities and opportunities to students and teachers alike. However, architectural practice on the ground is hardly capable of keeping up with the fast-paced nature of academic innovation today because the highly experimental and speculative approaches powering these designs do not often consider the reality of constraints posed by factors such as budget, program, construction feasibility, or building law. It therefore can be argued that there is a growing gap between academia and the profession in architecture today.This paper therefore aims to introduce and discuss the benefits of action-oriented design methodology as opportunity in bridging the gap between pedagogy and practice. Applied successfully to Design Impact Laboratory (DI-Lab) at the American University of Beirut, such models bring innovative conceptual design work to life through its context in academia. Established in 2016 with the purpose of allowing design innovation to inform community-based projects, DI-Lab has since involved over fifty students in the design and execution of highly innovative, socially conscious projects.
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Cannaerts, Corneel. "From Lab to Field: Extending the Architectural Design Studio to Integrate Emerging Technologies". W 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.17.
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The architectural design studio, as a place for educating future practitioners, is faced with two necessary dissociations: the distance from practice and its futurity. While the responses in architectural education have been varied1, the question of how to integrate emerging technologies seems to further sharpen these dissociations. This paper discusses the MMlab and Fieldstation studio, two learning environments set up as extensions of the design studio aiming to question the impact of emerging technologies on architecture. These extensions are particular ways of responding to the dissociations between the design studio and practice and its futurity: through hands-on experimentation with emerging technologies and questioning their relevance for architectural practice and culture, and by exploring the impact of technologies on the environments in which we operate as architects, deliberately looking for places and sites where emerging technologies manifest themselves with a particular urgency. The argument builds on a number of design studios, workshops and elective courses, it discusses two case studies in detail and describes the shift from lab to field in terms of subject matter, spatial setting and pedagogical approach.
Raporty organizacyjne na temat "Lay teachers"
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van Ginneken, Nadja, Simon Lewin i Vikram Patel. Do non-specialist health workers improve the care of people with mental, neurological and substance-use disorders? SUPPORT, 2017. http://dx.doi.org/10.30846/170213.
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Non specialist health workers (including doctors, nurses, lay health workers) who are not specialists in mental health or neurology, but who have some training in these fields, and other professionals, such as teachers, may have an important role to play in delivering mental, neurological or substance abuse care.
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Armas, Elvira, i Magaly Lavadenz. Bilingual Teacher Residencies in California: Findings and Recommendations for Policy and Practice. Center for Equity for English Learners, styczeń 2024. http://dx.doi.org/10.15365/ceel.policy.14.
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This research brief presents a study that explores one type of teacher residency program, bilingual teacher residencies (BTRs). The Center for Equity for English Learners at Loyola Marymount University (LMU CEEL) partnered with the Californians Dedication to Education Foundation (CDEF) to investigate BTRs participating in CDEF’s California Teacher Residency Lab (The Lab). To expand the knowledge base around bilingual teacher residencies and provide policy and practice recommendations, researchers conducted interviews with a sample of BTR grantee program leaders to capture and analyze their perspectives regarding BTRs based on their implementation phase and context. Four key findings emerged: (1) Bilingual Teacher Residencies are building on community cultural and linguistic wealth; (2) Bilingual Teacher Residencies focus on critical consciousness and culturally responsive and sustaining teaching; (3) Strong district-university partnerships facilitated collaborative program design and problem solving; and (4) Candidates in BTRs face greater financial barriers to becoming teachers than other teacher residency candidates. Based upon the findings, the authors propose three recommendations for policy and practice to ensure California’s BTRs can serve as a vehicle for addressing bilingual teacher shortages at the state and local levels: (1) Ensure systemic coherence and information sharing across agencies and efforts; (2) Build on the efforts of the California Teacher Residency Lab (The Lab) as well as the newly formed State Regional Technical Assistance Center (SRTAC) to provide differentiated, high-quality technical assistance/supports; and (3) Ensure sustainability of BTRs into the future through funding and knowledge building.
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Bassi, Marina, María Mercedes Mateo-Berganza Díaz i Rae Lesser Blumberg. Under the "Cloak of Invisibility": Gender Bias in Teaching Practices and Learning Outcomes. Inter-American Development Bank, maj 2016. http://dx.doi.org/10.18235/0011737.
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This paper analyzes gender bias in teaching in low-performing schools in Chile. To carry out the analyses, the authors used videotaped classes for fourth graders and coded 237 tapings. Results show a general (although not uniform) bias in teachers' actions that resulted in less attention to female students. Gender bias had an even greater effect in classrooms where the teachers had worse interactions with students. Results show that less effective teachers (according to the Classroom Assessment Scoring System, or CLASS) show a larger gender bias. Greater gender bias is also correlated with lower scores for girls in Chile's standardized test (Sistema de Medición de la Calidad de la Educación, or SIMCE). With a few exceptions, the measures of gender bias in teacher-student interaction do not show statistically significant correlations with the test scores of boys.
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DeMoss, Karen, i Brigid Brennan. Making Teacher Preparation Policy Work. Prepared To Teach, kwiecień 2020. http://dx.doi.org/10.61625/iaka2839.
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In order for teacher residencies to be successful, states and localities need to enact supportive policies that lay the groundwork for sustainability. Leaders can look to successful programs in New York State for principles that make sustainable policy possible.
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Hollingsworth, Hilary, Debbie Wong, Elizabeth Cassity, Prue Anderson i 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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Huang, Aris, Debbie Wong, Elizabeth Cassity i Jennie Chainey. Teacher development multi-year studies: Impact of COVID-19 on teaching practices in Lao PDR, Timor-Leste and Vanuatu: A discussion paper for practitioners and policymakers. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-680-2.
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The COVID-19 pandemic caused significant disruptions to education systems around the world. Many governments responded abruptly, quickly closing schools and transitioning to home learning. This paper explores the impact of extended school closures due to COVID-19 on teaching and student learning in three countries – Lao People’s Democratic Republic (Laos), Timor-Leste and Vanuatu. This research extends the Australian Government’s Department of Foreign Affairs and Trade (DFAT)’s multi-year Teacher Development Studies, which are commissioned under the Evaluation Analytics Service (EAS). This study series involves the investigation of DFAT-funded teacher development initiatives in Laos, Timor-Leste and Vanuatu to understand the extent to which the investments have improved teaching quality and student learning. In 2021, regular data collection for the study was extended to include COVID-19 impact questions, thereby providing an opportunity to understand a wide range of education stakeholder perspectives on their experience of transitioning and implementing home learning, the impact on teaching practices and student learning, and the level of support teachers were provided during the pandemic.
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Wong, Debbie, Hilary Hollingsworth, Prue Anderson, Payal Goundar i 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, listopad 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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Stanley-Wall, Nicola, i Joana Carneiro. Life of Bacteria over 200 degrees centigrade: Teachers' Guide. University of Dundee, 2022. http://dx.doi.org/10.20933/100001272.
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The “Life of bacteria over 200 degrees centigrade” video was created by the Public Engagement team at the University of Dundee’s School of Life Sciences, in collaboration with the Nicola-Stanley Wall Lab. This video follows a microbiologist performing an experiment in the laboratory and explains how scientists can study bacteria and biofilms. The video can be used by teachers to show their pupils how some microbial research is done in a professional laboratory environment. This guide helps teachers in this process.
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Rondón, Carlos, Marcelo Cabrol i María Soledad Bos. A New Context for Teachers in Latin America and the Caribbean. Inter-American Development Bank, kwiecień 2012. http://dx.doi.org/10.18235/0009037.
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School attendance in Latin America and the Caribbean (LAC) has increased exponentially in the last two decades, almost every child goes to primary school and access to preschool and high school is fast catching up. This increase in access has been mostly led by more attendance to school of previously excluded children and youth -poor, rural and indigenous populations-, which has created a heterogeneous pool of students with very diverse needs, abilities and interests. Based on descriptive statistics on increased access to education and some learning and life outcomes, this paper discusses in detail how the new roles called upon teachers can help improve the quality of education in LAC. This paper concludes with some promising examples on how countries and international organizations are attempting to create a teaching force that can fulfill these roles.
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Wong, Debbie, i Elizabeth Cassity. . Teacher development multi-year studies. Emerging themes: Challenges and enablers. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-675-8.
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The global learning crisis has highlighted the urgent need to improve the quality of education. COVID-19 disruptions have placed even greater focus on the learning improvement agenda, and the need to ensure disadvantaged children are not further left behind. Teacher development, and improving teaching quality, therefore is at the heart of many education systems’ policies and programs. This paper presents some of the key considerations for improving teaching across three countries which are being investigated as part of 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 in Timor-Leste, Vanuatu and Lao People’s Democratic Republic (Laos). The overall aim of each study is to investigate: To what extent does the Australian investment produce improved teaching quality and improved student learning?