The University of Minho, Braga, Portugal, was the host for the 2014 Annual Conference of the Association for Teacher Education in Europe (ATEE), which took place in August, from the 25th to the 27th. The Conference focused on Transitions in Teacher Education and Professional Identities looked at the transitions in teacher education and analysed different experiences in professional identity of (student) teachers from an international perspective. Three keywords may be identified: challenges in teaching, dilemmas in teacher education and in teacher educators’ role and current trends that are shaping teacher education in different contexts. Similar dilemmas and even contradictions have been identified in different settings with different modes of government intervention in teacher education in which content, structure and duration are also diverse but with similar features. Another key theme discussed at the Conference was the complexity of the concept of identity and also the contested nature of the transitions: transitions for what? How? Why? These transitions and shifts in teacher education and professional identities need to be examined within the context of current policies but also in the light of the complexities and contradictions of teaching as a profession. Teacher educators are also facing transitions in teacher education curricula but also regarding their own identities. These are complex processes that may include resistance and turbulence because transitions may be troublesome for many reasons. In this regard context and language matter but also the kinds of policies and practices that exist within teacher education. There are questions that remain unanswered. However...

In this paper we sustain the importance of Expressive Arts in Education and Therapy, and highlight its relevance in the context of Special Education and/or Inclusive Education. As evidence we present two researches conducted in this field: The first study investigates the impact of a multimodal methodology of Expressive Therapies in children/adolescents with aggressive behavior (in a school context). Aggressive behavior, pro-social disposition and other emotional, cognitive and behavioral dimensions were evaluated. The second study presents an intervention through expressive arts with children with Autism Spectrum Disorders. This work was developed in a Specialized Autism unit

Considering the importance given to creativity and to cooperative and active learning as facilitator methods of an Inclusive Education, on this paper we present a study that identifies the place given to active and expressive techniques in the initial training of educators/teachers. The Higher Education Institutions that provide training components within the inclusive education, active and expressive techniques were identified, characterizing those same components by analyzing the curricula of all courses of Initial Teacher Education in Portugal which qualify for teachers from pre-school education to the 2nd cycle of basic education. Data analysis will allow us to further reflect on the contribution of these areas to build positive models of Inclusive Education.

The grades seven and eight physical education program of the Norfolk Board of Education was evaluated with respect to fitnesslevel improvement, an objective of the Ministry of Education for the province of Ontario. The Canada Fitness Award battery of fitness tests was used to measure fitness levels. It was established that in September the students were unfit, and in May they were fit. This indicated that the Norfolk physical education program was effective, with respect to the criterion used for this research. In addition, it was discovered that fitness-level improvement was significantly related to certain variables: teacher qualifications, teaching experience, school, and participation in extracurricular physical activity. Considering the results of the research, it was recommended that the Norfolk Board of Education hire young, qualified physical education teachers; create the position of Physical Education Consultant; and strive to create equitable resources for physical education instruction, in order that the school to which a student belongs no longer will be a determinant of fitness improvement.

non-peer-reviewed; Due to the widespread use of Information and Communications Technology (ICT) within all aspects of today’s society, ICT use within all education sectors, including adult education must be encouraged in order to fully prepare learners for employment. This case study examines factors that facilitate and impede the use of ICT within education and identifies factors that are specific to adult education. This study primarily investigates the role of ICT within two adult education programmes, namely the Vocational Training Opportunities Scheme (VTOS) and the Back to Education Initiative (BTEI) within an Adult Education and Training Centre (AETC) in Ireland. Primary research involved observing the eight teachers in the AETC to identify if and how they use ICT within their specific subject area. In addition, questionnaires were disseminated to these teachers and to a random sample of 30 learners, 15 learners from each programme. Alongside this, a semi-structured interview was carried out with the co-ordinators from both of the aforementioned programmes. This study identified a disparity in ICT use across these specific adult education programmes. VTOS teachers and learners have increased ICT funding resulting in increased availability and accessibility of ICT resources. Consequently...

peer-reviewed; The main purpose of this study was to identify the extent to which Irish physical education teachers promote continuity between curricular physical education and extra-curricular physical activities in post-primary schools. The latter denotes the provision of activities outside the formal (physical education) curriculum, which are not compulsory for all students but offered as optional activities (Penney & Harris, 1997), now also commonly referred to as out-of-school-hours learning or provision. Two particular issues discussed are ways in which physical education can help promote physical activity outside of the physical education class and the identification of factors that may hinder continuity between physical education and extra-curricular activities. The physical education curriculum, staffing and the school ethos arose as elements that have the potential to promote continuity between physical education and extra-curricular activities in Irish post-primary schools.

Thank you to Jeanne Sept, Dean of Faculties,and Dean Geraldo Gonzalez and Sarah Baumgart at the School of Education, Indiana University.; The Individuals with Disabilities Education Act (IDEA) enabled students with disabilities to be included in a general education classroom. A students can be part of a full inclusion classroom where a general education teacher teaches the students with and without disabilities for the entire day. Exceptional students are also immersed in partial inclusion classrooms where the students spends part of the day in the general education classroom and the other part of the working with a special education teacher outside of the general education classroom. In a partial inclusion classroom, general and special education teachers will work together to find a method of instruction that will benefit these special students. This article identifies the advantages and disadvantages of inclusion, the laws that govern it, and how general educators can integrate different methods of teaching into their classroom to maximize its success. The writer argues that both forms of inclusion have their benefits, but partial inculsion is the ideal method for students with disabilities.; Dean of Faculties and School of Education...

This Master Plan for Post-Secondary Education in The Bahamas is the outcome of the work of a Central Study Team (CST) set up for the purpose by the Minister' of Education to address issues surrounding the progress or growth of post-secondary education within the Bahamas.; (Creation/Production Credits) This report is also known locally as the "Silver Report" because one of the authors was named Silver.

Both educators and politicians appear to be quite concerned about a dropout rate in Ontario's public schools of some 30 percent. With the basic understanding that a high dropout rate is costly both in economic terms and in human terms, something quite obviously needs to be done to reduce the dropout rate in Ontario schools and, in doing so, ensuring Ontario and its graduates an active role in a growing global economy. This study is an exploratory pilot study in that it examined mentoring and the role that mentoring can play in assisting a student in staying in school and graduating from secondary school. Also incorporated in this is co-operative education and the role it can play, through mentoring, in making students aware of lifestyle level of employment, and of the skills necessary to obtain gainful, meaningful employment. In order to gain information on student attitudes, needs and expectations of a mentoring situation, a series of three questionnaires was used. Also, a questionnaire was distributed to the various co-operative education employers. The intent of this questionnaire was to probe the attitudes, needs and expectations of a mentoring situation from the perspective of an employer. The findings of this study indicated that co-operative education and mentoring are a very valuable and useful component in education. There exist certain factors in a co-operative education setting that serve to enhance and to augment the traditional or "theoretical" setting of the classroom. In addition...

The study was undertaken to identify what motivates registered nurses to participate in continuing education activities. The primary questions were whether basic nursing education, employment status, clinical area, and position, as well as readiness for selfdirected learning influenced Canadian nurses' motivational orientations when deciding to participate in continuing education activities. Other individual differences (e.g., age) were also examined. The sample included 142 registered nurses employed at an urban community hospital. Three instruments were used for data collection: the Education Participation Scale, the Self-Directed Learning Readiness Scale, and a nursing survey consisting of demographic questions. Basic nursing education and employment status did not effect motivational orientation or self-directed learning readiness. Clinical area and level of position significantly influenced nurses' decisions to participate in continuing education activities. Motivational orientation had a significant relationship with selfdirected learning readiness. Implications for practice as a result of this study involves program planning and delivery. The identification of the motivational orientations of participants may assist in the development and delivery of continuing education programs that are beneficial...

Announced in the Speech from the Throne on May 9, 2002, the Education Equality Task Force was created to review the province's education funding formula and to make recommendations, to be considered for the 2003-04 school year, on ways to improve equality, fairness, certainity, and stability in the funding of Ontario's students and schools.; This report was downloaded from Ontario Ministry of Education website (http://www.edu.gov.on.ca/eng/document/reports/task02/complete.pdf) (accessed November 14, 2011).; Paper copy - CA2 ON DE845 2002I56 Stauffer Library - Documents

This study examines the genesis and development of Spanish education reform since 1990 from a systemic perspective. Problems affecting the entirety of the education system will be examined in relation to changes made mainly in Europe and developed countries (economic, technological, labor, and cultural modifications). Specifically analyzed are the effects of demographic changes and migratory movements on education. This study of secondary education will focus on the positive effects and the main concerns brought on by applying the principle of comprehensive education and continuing promotion, and will conclude by underscoring the need for legislative and pedagogical changes to the curriculum, school timing, and the professionalization of teachers. Higher education will be reviewed in terms of the results of the processes of educational assessment and innovation within the broader context of quality management. The paper concludes by pointing out the main challenges now facing the Spanish education system if it is to meet societal expectations and demands: integrating personal education and professional training, opening up to the new political and demographic realities, and particularly, revising the entire education system in light of new demands for life-long and life-wide education.

peer-reviewed; In this paper I offer a critical appraisal of the value of welfare to education programmes in alleviating the social exclusion of welfare recipients in Ireland. Education is located as a key resource to be utilised in the fight against social exclusion. The paper suggests the function of education with regards to social inclusion is to promote relative social mobility. It is noted that in modern capitalist societies educational credentials are a key determinant of ones social class. Consequently education has a dual role in improving the individual's class position and additionally in potentially reducing the gap between those at the top of the hierarchy of economic power and those at the bottom. The paper takes the view that it is beneficial to society as a whole to specifically fund access to third level education for people on welfare. It is suggested that funding access for these groups is more likely to result in employment for them, more likely to sustain employment, and furthermore it will reduce time spent unemployed in the future. Additionally the paper demonstrates from a financial viewpoint welfare to education programmes will provide the state with a larger return on its initial investment. However it is apparent that internationally welfare to education is seen as a luxury...

The paper examines the extent to which sub-national public officials are efficient in delivering basic education services and argues that technical inefficiencies, especially in the management of public funds for education, could potentially contribute to poor education service delivery in South Africa. A conceptual framework is proposed to show the underlying mechanisms by which these technical inefficiencies can adversely affect education outcomes. The analysis is based on two micro-level surveys that were applied at 175 public primary schools and 13 district education offices (DEOs) in two provinces in South Africa: the North-West Province and Gauteng. The analysis reveals that South Africa has a well-planned decentralised structure to administer education. However, districts have significant human resource constraints. Capacity is often lacking and record-keeping, particularly of financial information, is very poor. Lack of technical efficiency has resulted in misappropriation of funds (leakage) and extensive delays in remitting funds to schools. The paper concludes that these inefficiencies potentially affect education outcomes and therefore should be given due consideration when designing and implementing education policy reforms.

The aim of this article is to present a systematic, holistic evaluation of the South African education system, using international benchmarks as the yardstick. A theoretical model for the evaluation of a national education project is constructed. This consists of three dimensions, namely: a quantitative dimension, a qualitative dimension, and an equality dimension. International databases and the existing international taxonomies of national education systems are then used to evaluate the South African education system, along the three dimensions of the model. It is found that the weakest links are the facts that primary and secondary education enrolment ratios are not followed through to the higher education level; that input, particularly financial input, does not render a commensurate return in terms of the quality of teaching and learning, and learning outcomes; that the administrative component of the system and teacher input appear to be the two weak links in the system in this regard; and that stark inequalities exist in the education system. In conclusion, some recommendations for the improvement of practice and for further research are made.

In line with national policy requirements, educators are increasingly addressing forms of social justice education by focusing on classroom pedagogies and educational practices to combat different forms of oppression such as racism and sexism. As all educators have a role to play in dismantling oppression and generating a vision for a more socially just future, teacher education has the responsibility to capacitate pre-service teachers to work in areas of social justice education. It is, however, difficult to conceptualise programmes for social justice education without considering the interconnection between various social identities and how such identities can feed into critical agency and education for social justice. Working with the assumption that white women teachers must be part of the solution to bring about social change in South African education, we used in-depth interviewing to explore pre-service teachers' emerging identities as teachers, and how these identities are connected to notions of critical agency and a stance towards social justice.

Businesses are increasingly coming under scrutiny from stakeholders who expect them to report how they protect the environment, how they guarantee no human and labour violations in their value chain, and how they function on ethical business principles. Businesses are trying to adjust to these changing environments for the betterment of society and the planet while still concentrating on profit. The same awareness and inquiry would be expected from business education student teachers who teach business principles and business operations. This study, which was conducted at three universities, describes the perspectives and sustainability virtues of pre-service business education teachers who attended a workshop aimed at integrating sustainability in their teacher training curriculum. A qualitative framework was adopted using three methods: focus-group discussions, reflection based on a video recording and a critical analysis of the curriculum. Findings suggest that incremental shifts in critical self-awareness of business education pre-service teachers occurred. A business education and education for sustainability synthesis is recommended and provided as a conceptual framework in this study. This synthesis can be a useful place to start to elicit critical self-awareness when pre-service teachers have to deal with the complex mix of the five types of learning...

This article considers the nature and trajectory of the African National Congress's (ANC) education policy discourses from its founding in 1912, until its repatriation from exile by 1992. The broad issue that this article considers is how to explain why the ANC was inadequately prepared to address the educational challenges of a democratic South Africa. The article considers the relationship between its political struggles against segregation and apartheid and the particular educational focus that it favoured during this period. From its inception, the ANC was actively involved in the political arena, with the purpose of opposing racist rule. The article suggests that its involvement in the education arena was subordinate to its political focus, with consequences for the type of educational change and curriculum orientation that it favoured. Employing a historical-sociological perspective, we divide ANC involvement in politics and education into two broad and distinct periods. The first period from 1912 to 1960 examines ANC involvement within South Africa. The second period from 1960 to 1992 examines the ANC in exile. We end the article with some discussion of the ANC's education reform trajectory from 1992 to 1995, in other words...

The general objective of this study was to establish the relation between general and special education teachers within teamwork and to define socio-demographic factors that affect teamwork. The sample encompassed 223 general and special education teacher of both genders, age 25 to 60, who are employed in regular elementary schools in Serbia. The general and special education teachers approach data, according to the six dimensions of teamwork, were obtained by means of a standardized questionnaire for teamwork supervision, which contains 60 assertions (Cronbach's a = 0.907). Our research results indicate that there is no significant difference between general and special education teachers in their perception of the four out of six dimensions of teamwork. They are aware of the environment in which teamwork operates, they have similar behaviour and abilities, and they respect similar teamwork values. However, the transition, from traditional to inclusive education, brings the problem of general education teachers' professional identity (p = 0.043) and the meaning of interrelations with special education teachers, the significance of teamwork in broader social sense, and the benefits of teamwork outside the institution (p = 0.049).

In a shrinking world, in which a neo-liberal discourse has permeated sub-Saharan African higher education, critical reflection is required to assess the merits and demerits of globalisation. Research, intensive discussion and hearings conducted over a two-year period by the Task Force on Higher Education and Society, convened by the World Bank and United Nations Educational, Scientific, and Cultural Organization (UNESCO) for the purpose of exploring the future of higher education in the developing world, led to the conclusion that without more and better higher education, developing countries would find it increasingly difficult to benefit from the global knowledge economy. A decade later, we argue for a radical change in the traditional discourse on globalisation because of the emergence of countries such as China, South Africa, India, and Brazil as global players in the world economy. These emerging global powers, reframe the political and imperial philosophy at the epicentre of globalisation discourse - an economic creed, through their mutual consultation and coordination on significant political issues. Their economic and military capabilities enable them to influence the trade regime and thereby strengthen the voice of the developing world as a whole. In relation to this paper's inquiry...