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‣ ATEE Annual Conference 2014 - Transitions in teacher education and professional identities: Proceedings

Leite, Laurinda, org.; Flores, Maria Assunção, org.; Dourado, Luís Gonzaga Pereira, org.; Vilaça, Teresa, org.; Morgado, Sofia, org.
Fonte: ATEE (Association for Teacher Education in Europe), CIEd (Research Centre in Education) Publicador: ATEE (Association for Teacher Education in Europe), CIEd (Research Centre in Education)
Tipo: Conferência ou Objeto de Conferência
Publicado em //2015 Português
Relevância na Pesquisa
68.11504%
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...

‣ Movimento estudantil e serviço social no capitalismo contemporâneo: tendências e particularidades

Cavalcante, Maria Lenira Gurgel
Fonte: Universidade Federal do Rio Grande do Norte; BR; UFRN; Programa de Pós-Graduação em Serviço Social; Serviço Social, Formação Profissional, Trabalho e Proteção Social; Serviço Social, Cultura e Relaçõe Publicador: Universidade Federal do Rio Grande do Norte; BR; UFRN; Programa de Pós-Graduação em Serviço Social; Serviço Social, Formação Profissional, Trabalho e Proteção Social; Serviço Social, Cultura e Relaçõe
Tipo: Dissertação Formato: application/pdf
Português
Relevância na Pesquisa
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This dissertation aims to analyze the social direction in which the Student Movement in Social Work in Brazil (ENESSO) has gone through. This is done considering how the functioning of the National Executive, the Brazilian Social Work Student union has operated. The research analyzed their political position regarding the university as well as professional education in the period of 2003 to 2008. The study s theoretical and methodological object was obtained according to its structural, juncture, and time determinants. All of the mentioned elements considered the contemporary capital crisis and its implications towards the State and Society emphasizing specifically the changes that occurred in the University regarding professional education. For the purpose of data collection and production, a documental and field research was realized. Thus, interviews were done considering one manager of each management period of the ENESSO group in the time span of 2003 to 2008. Some subjects that represented the Brazilian Social Work Teaching and Research Association (ABEPSS) as well as were also interviewed. These subjects have had a relevant role in partnership with these entities and represented students in the contemporary scene. Results suggest that ENESSO has developed work that defends a project of a public...

‣ O fetiche da pedagogia da competência na educação profissional.; The fetish of the pedagogy of competence in professional education

GOMES, Hélica Silva Carmo
Fonte: Universidade Federal de Goiás; BR; UFG; Mestrado em Educação; Ciências Humanas Publicador: Universidade Federal de Goiás; BR; UFG; Mestrado em Educação; Ciências Humanas
Tipo: Dissertação Formato: application/pdf
Português
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The fetish of the pedagogy of competence in professional education derives from a research line in Education, Labor, and Social Movements of the College of Education of the Graduate Program in Education of the Federal University of Goiás. In this work we investigate the curriculum of two institutions in professional education from the point of view of the pedagogy of competence, aiming at the understanding and identification of their constitutive elements. The approach was based on the review and analysis of literature and official documents, as well as the institutions under consideration. We analyzed the pedagogical proposal adopted by these institutions in terms of the technical courses they offer by the study of course plans and interviews with coordinators, instructors and students. We could observe an intimate connection between professional education and the immediate need of the market. This research demonstrates that the idea of pedagogy of competence is constructed from parameters that come from the philosophy of pragmatism, which, in turn, favors subjects related to production practice in detriment to the political and social characters of labor. By moving its teaching ethodology in a pragmatic way to a mere utilitarianism...

‣ Miss-understand-ing: design education in Ontario secondary schools : an exploration of the issues with stakeholders and recommendations for change /

Whitton, Heather.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
Português
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For most people design is a mystery. The products of design are integrated into our daily lives to the point that design has become invisible to us. However. what is subsumed in design practice is a creative problem-solving process that is applicable as a teaching strategy as well as a method for teaching the subject of design. The purpose of this study was to inquire into the current classroom practice of Ontario Visual Arts and Technological Education teachers, understand the goals of Ontario government curriculum developers, and explore the position held by the professional design community on secondary school design education. Data for this study were collected from: (a) a textual analysis of 4 Ministry curriculum documents; (b) interviews with JO stakeholders; (c) unobtrusive observations and informal conversations conducted at 7 secondary school open house events; and (d) observation of 2 sessions of an AQ course for Design and Technology. The research design modeled the design process and was divided into 2 parts: a discovery or problem-finding phase and a discussion or problem-solving phase. The results showed that design is misunderstood and misused; it has become lost between visual arts and technology where neither program holds responsibility for its delivery; students mistake working on computers for design practice; and while there is a desire within the professional community to have a voice in secondary school design education. there is no forum for participation. The technology-driven paradigm shift taking place in society today calls for a new framework for tellching and practicing dcsign. Further research is required; howcvcr. in the meantime. secondary school educators might benefit from professional development and classroom support from the professional dcsign community.

‣ Interaction and knowledge exchange among academic business librarians in Ontario

Lowry, Linda Darlene
Fonte: Brock University Publicador: Brock University
Tipo: Outros
Português
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A research project submitted to the Faculty of Extension, University of Alberta in partial fulfillment of the requirements for the degree of Master of Arts in Communications and Technology in 2005.; Academic business librarians specialize in the provision of library services to business faculty and students but often assume these roles without an educational background in Business or a familiarity with business information. This study used a two phase multi-method research design (web-based questionnaire followed by interviews) to investigate the communication, information seeking, and continuing professional education (CPE) activities of a population of academic business librarians in Ontario into order to develop a better understanding of how they acquire and share knowledge related to their professional practice and to determine if they constitute a community of practice.

‣ Professional Services and Development : A Study of Mozambique

Fernandes, Ana Margarida; Mattoo, Aaditya
Fonte: Banco Mundial Publicador: Banco Mundial
Português
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Professional skills are scarce in Mozambique, even by the standards of low-income countries. The solution, however, is not necessarily to create more Mozambican training institutions but to address market-specific problems. Where skills are already the binding constraint (for example, in auditing and engineering), policy action is indeed needed to remedy supply-side problems: capital market imperfections that inhibit investment in training institutions by entrepreneurs and in education by individuals; weakness in upstream school education, which handicaps Mozambican students in their pursuit of higher education; inadequacies in professional education and training, including curricula not attuned to industry needs; and a fragmentation of the regional education market by regulatory and language differences that prevent the emergence of regional institutions that can exploit economies of scale.Where skills may be limited but are not yet the binding constraint, the priority is to stimulate demand for appropriate skills. In this respect...

‣ Republic of Sierra Leone : Higher and Tertiary Education Sector Policy Note

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Português
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Chapter one provides background and context for these policy notes. It includes information on the history of Higher and Tertiary Education (HTEs), learning structures, the economy, relevant legal frameworks, and the general education sector. Chapter two deals with quality assurance: the structures of administration, legal framework, monitoring Commissions, internal and external quality assurance, policies, accreditation and participants. Chapter three highlights issues of academic Relevance to economic, social and national development. It reviews the Government of Sierra Leone (GOSL) priorities, the labor market, skills and competencies and employment status and opportunities for Higher and Tertiary Education Institution, or HTI graduates. The chapter further explores the supply of programs and courses while identifying gaps in offerings. Recommendations are provided. Chapter Four provides insight into the Cost and Financing of HTIs. The report highlights the financing of institutions, public financing, subventions...

‣ West Bank and Gaza : Education Sector Analysis - Impressive Achievements Under Harsh Conditions and the Way Forward to Consolidate a Quality Education System

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Português
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The Palestinian Education System comprises a Mandatory Basic Cycle covering Grades 1 to 10, divided into the Preparation Stage (Grades 1 to 4) and the Empowerment Stage (Grades 5 to 10). Optional Secondary Education covers Grades 11 and 12, with the option of general secondary education, and a few vocational secondary schools. Post secondary education is offered in 11 universities, (10 private and one public), 11 technical colleges (4 government, 2 UNWRA, 4 public and 1 private) which offer mainly 4 year programs. In addition there are 19 community colleges (1 government, 9 public, 2 UNRWA, and 7 private) that offer mainly two-year diploma courses in technical and commercial specializations. The Ministry of Education and Higher Education (MOEHE) developed in 1999 a five-year Education Development Plan for the period 2000-2005. This was the first time after the establishment of the Palestinian Authority in 1994 that the MOEHE developed a National Plan with a unified vision for the Palestinian education system from pre-school to secondary education.

‣ Professional legal education in Scotland

Maharg, Paul
Fonte: Georgia State University Publicador: Georgia State University
Tipo: Artigo de Revista Científica
Português
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In comparative terms, Scotland is a small jurisdiction. With a legal profession of around 8,800 solicitors and over 400 practising advocates serving a population of around five million, we are in size smaller than the legal bar of many states in the US. Our solutions to the problems of professional education are therefore those that are appropriate to our jurisdictional size, character and history. However it is one of the themes of this paper that whatever the size and legal structures of a jurisdiction, there are many educational issues common to even those jurisdictions significantly different in size, structure and culture. The second theme deals with what has been for us in Scotland a particular concern, and that is the problem of educating for practice; and especially those forms of programme and curriculum design that are most effective for training and education at the professional stage. The first part of this paper will summarise the current Scottish professional legal educational programme, and set it in the context of legal education and the legal profession generally in Scotland. The second part will illustrate some aspects of the professional education programme with reference to a case study, namely the Diploma in Legal Practice at the Glasgow Graduate School of Law. Finally...

‣ Turkey—Education Sector Study : Sustainable Pathways to an Effective, Equitable and Efficient Education System for Preschool through Secondary School Education

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Economic & Sector Work :: Education Sector Review; Economic & Sector Work
Português
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This Education Sector Study (ESS) is the World Bank's response to the need for a comprehensive study of Turkey's education system, in light of the dramatic changes that are sure to alter the country's social and economic landscape over the next decade. The study was prepared in association with the Education Reform Initiative of the Istanbul Policy Center on the basis of research and dialogue with a wide array of education stakeholders and actors. The overall objective of the ESS is to provide an assessment of current challenges to the education system in Turkey and identify policy options that can complement the country's existing pre-tertiary education strategy. Volume one provides a complete description of challenges, conclusions, and policy options for the reform of pre-school, primary, and secondary education. It includes an Annex that summarizes the research studies and policy notes commissioned to inform the report. Volume II is a collection of the complete research studies and policy notes commissioned for the ESS report.

‣ Turkey - Education Sector Study : Sustainable Pathways to an Effective, Equitable and Efficient Education System for Preschool through Secondary School Education, Executive Summary

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Economic & Sector Work :: Education Sector Review; Economic & Sector Work
Português
Relevância na Pesquisa
67.85363%
This Education Sector Study (ESS) is the World Bank's response to the need for a comprehensive study of Turkey's education system, in light of the dramatic changes that are sure to alter the country's social and economic landscape over the next decade. The study was prepared in association with the Education Reform Initiative of the Istanbul Policy Center on the basis of research and dialogue with a wide array of education stakeholders and actors. The overall objective of the ESS is to provide an assessment of current challenges to the education system in Turkey and identify policy options that can complement the country's existing pre-tertiary education strategy. Volume one provides a complete description of challenges, conclusions, and policy options for the reform of pre-school, primary, and secondary education. It includes an Annex that summarizes the research studies and policy notes commissioned to inform the report. Volume II is a collection of the complete research studies and policy notes commissioned for the ESS report.

‣ The teaching practicum as an opportunity for professional growth: perceptions of three associate-teachers /

Sauer, Leigh-Ann.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
Português
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The purpose of this study was to examine the student-teaching practicum as an opportunity for professional growth for associate-teachers. Three associate-teachers from one school board in southern Ontario were purposefully selected to participate in the study. Participants were interviewed before and after one 4-week teaching practicum. They were asked to keep a reflective journal during the practicum, and provided with questions to guide their reflection. The literature suggests that meaningful professional development is contextual and requires reflection on practice. For example, Schon's (l987b) hall of mirrors phenomenon occurs when teachers reflect on their own practice while observing and guiding the practice of others. Findings from this study suggest the teaching practicum has the potential to be a valuable professional development opportunity for associateteachers, but that the university and the school board affiliated with the participants do not conceptualize it as such. As well, the research suggests that although all participants found the teaching practicum valuable, the extent to which they were able to grow professionally depended on their professional personality. In addition, it was found that the reflective journal enhanced opportunities for associate teacher reflection. This research suggests that universities and school boards may wish to consider the studentteacher practicum as a professional development opportunity.

‣ IN SEARCH OF MINERVA’S OWL: Canada’s Army and Staff Education (1946-1995)

Coombs, HOWARD
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
Português
Relevância na Pesquisa
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The intellectual history of the Canadian Army from 1946 to 1995 can be traced through the curriculum utilized by the Canadian Army Staff College and the Canadian Forces College to educate the Canadian Army staff officer in conducting warfare within theatres of war. This body of knowledge was analogous to what today comprises the operational level of war. It is a structured vision of conducting conflict that was reaffirmed and sustained by institutional memory created in the crucible of the Second World War and traces its antecedents to the military operations of the Napoleonic Age. These ideas were preserved almost unchanged throughout the Cold War until the introduction of operational art in the late 1980s, as a result of United States influence. The ability of the Canadian Army to maintain this professional knowledge, as a coherent, unchanging whole throughout a period buffeted by social and political change indicates the separateness of the military profession within Canada. This arose from the absence of consistent and durable political guidance during the immediate post war era. As a result the use of the Canadian military as an instrument of national power became disjointed. By default, the unifying factor in Canadian defence activities was maintaining relevance within alliances...

‣ EDUCATION WITHOUT MARGINS: AN EXPLORATION OF SIX TEACHERS’ UNDERSTANDINGS AND ENACTMENT OF EQUITY AND INCLUSIVE EDUCATION IN DIVERSE URBAN CLASSROOMS

Daoust, AMY
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
Português
Relevância na Pesquisa
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Context: According to the Organization for Economic Co-operation and Development (OECD), approximately 40,000 immigrant students enter into the Canadian public school system each year; of those students, 80% are non-English speaking and 90% will attend schools in Montreal, Toronto, or Vancouver (OECD, 2011). As a result of this level of immigration, the Greater Toronto Area (GTA) is one of the most richly diverse communities in the world. While visible minorities account for 20.6% of the total Canadian population, 46% of the GTA are visible minorities (Statistics Canada, 2014). Diversity is also increasing in relation to religion, language, and Aboriginal peoples, as well as same-sex marriages (Statistics Canada, 2014). Purpose: The purpose of this qualitative study is to explore how in-service teachers’ identities impacts their practice in diverse urban classrooms, as well as to identify what types of professional development and school initiatives, if any, are occurring to address equity issues. Method: The conceptual framework for this study views equitable reform across the following three levels: the macro/institutional (school structure), micro/personal (teacher identity), and meso/instructional (practices). Six one-hour, semi-structured interviews were conducted with teachers who are currently working in diverse urban communities in the GTA. Data were first coded deductively to explore the extent to which the data were consistent with variables arising from the literature and the conceptual framework. Following deductive coding analysis...

‣ Perspectives Of Professional Learning Policy Implementation For Supporting English Language Learners In A Rural Ontario School Board

Milnes, TERRY
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
Português
Relevância na Pesquisa
68.464814%
The issue of lower academic achievement for English language learners (ELLs) compared to their English-speaking peers has been identified in the research literature. Professional learning for classroom teachers, English as a second language (ESL) teachers, and ESL paraprofessionals has been promoted as one strategy to address this achievement gap. In some rural school boards, ELLs represent a small proportion of the overall student population. Academic achievement, however, is as much an equity issue for ELLs in rural as in urban school boards. The purpose of this study was to describe how the implementation of ELL-related professional learning policy was perceived in a rural school board in the province of Ontario, Canada from 2007 to 2013. Honig’s (2006) conceptualization of education policy implementation guided the study. The unit of analysis for this descriptive case study was a rural school board in which ELLs were approximately 2% of the student population. Data were collected through semi-structured interviews with 20 participants: board-level ESL consultants, ESL teachers, classroom teachers, ESL paraprofessionals, and a secondary school principal. ELL-related learning materials published by the school board were also collected. Five themes emerged from data analysis: first...

‣ EFFECTS OF AN ONLINE EDUCATION PROGRAM ON SELF-EFFICACY AND KNOWLEDGE OF THE CLINICAL TEACHER ROLE

BOLTON, KRISTEN MICHELLE
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
Português
Relevância na Pesquisa
68.042314%
Clinical instruction is an essential component of professional education in nursing and accounts for a significant portion of credits within baccalaureate nursing programs. Clinical instructors (CIs) are expected to have strong clinical knowledge as well as strong teaching skills. The objective of this study was to evaluate the effectiveness of an online education program for increasing CIs’ perception of teaching self-efficacy and knowledge about the clinical teacher role. A convenience sample of CIs (n = 32) at Queen’s University School of Nursing were recruited for this study. Over the span of seven weeks, participants completed self-paced online educational modules (Preceptor Education Program - PEP) available from the University of Western Ontario. A single sample pre-test, retrospective pre-/post-test research design was used. Participants completed teaching self-efficacy and teaching knowledge questionnaires pre-intervention (n=32) and post-intervention (n=21). Mean teaching self-efficacy scores increased significantly from pre-test to post-test (t = 6.7, p < .001). Teaching knowledge scores increased significantly from pre-test to post-test (t = 4.1, p < .05).The online modules had a significant impact on CIs’ teaching knowledge and self-efficacy. Descriptive data regarding participants’ satisfaction with the PEP modules was gathered; clinical instructors for the most part completed the PEP modules and were very satisfied with them. This online mode of clinical instructor education appears to be a feasible...

‣ 'Expert Patient' in Health Professional Education: Experience of OT Students

Cameron Duarte, Jasmin Joan
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
Português
Relevância na Pesquisa
88.30631%
Patient-centred care is the gold standard of health care, yet in practice, problems prevail. The use of the ‘expert patient’ in health professional education is one form of learning patient-centred care. A gap in the literature regarding how the use of ‘expert patient’ in health professional education promotes patient-centred care was acknowledged in current research. With Queen’s University Health Sciences & Affiliated Teaching Hospitals Research Ethics Board approval, a sample of Queen’s University MScOT students participated in a qualitative study with the following research question: “How does the students’ experience of interacting with the ‘expert patient' (‘XP’) relate to learning regarding client-centred practice (CCP)?” Three objectives were proposed: 1. Describe the OT students’ experience of interacting with the ‘expert patient’, 2. Describe the students’ learning regarding client-centered practice, 3. Identify the conditions particular to the ‘expert patient’ experience that led to learning regarding client-centered practice. In-depth interviews were conducted with the students subsequent to their ‘expert patient’ experience. Analysis revealed three conditions that together provided the foundation for student experiential learning regarding client-centred practice: interaction with particular persons with stable disability known as ‘expert patients’; students’ requirement to evaluate them and thus ‘experience power’; and explicit opportunities for ‘directed reflection and discussion’. Questions were raised for researchers...

‣ XI Encontro Nacional de Docentes de Terapia Ocupacional: refletindo sobre os processos de formação acadêmica e profissional; XI National Meeting of Occupational Therapy Lectures: reflecting on the processes of academic development and professional education

Lopes, Roseli Esquerdo; Oliver, Fátima Corrêa; Malfitano, Ana Paula Serrata; Galheigo, Sandra Maria; Almeida, Marta Carvalho de
Fonte: Universidade de São Paulo. Faculdade de Medicina Publicador: Universidade de São Paulo. Faculdade de Medicina
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; ; ; ; ; Formato: application/pdf
Publicado em 01/12/2008 Português
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Apresenta-se a descrição e os resultados do XI Encontro Nacional de Docentes de Terapia Ocupacional, que promoveu a discussão coletiva acerca da formação profissional. Foi realizado em setembro/2008, na Universidade de São Paulo, com a temática da ampliação dos processos de formação acadêmica e profissional para a cidadania e inclusão social. Houve a reflexão e os encaminhamentos sobre a articulação e a integração do ensino de graduação com as políticas públicas de saúde, de assistência social e de educação; a atualização e a apresentação de parâmetros sobre os principais debates referentes às tecnologias sociais na profissão; a definição de algumas estratégias coletivas para se lidar com os principais problemas do campo do ensino de pós-graduação e da pesquisa na área, entre outros temas. Permanece o desafio e a necessidade de uma articulação coletiva para o encaminhamento das proposições debatidas e a continuidade dos trabalhos, a fim de que, efetivamente, dirija-se ao fortalecimento e à consolidação da terapia ocupacional no cenário de formação de recursos humanos, nos níveis de graduação e pós-graduação, bem como se possa contribuir para a 'implementação' de práticas sociais que busquem a melhora das condições de vida dos grupos populacionais para os quais a terapia ocupacional dedica sua intervenção.; This work presents the description and results of the XI National Meeting of Occupational Therapy Lectures that promoted the collective debate on professional education. The meeting took place in September 2008...

‣ O Programa Reuni e os desafios para a formação profissional em Serviço Social; The Reuni Program and Challenges for Professional Education in Social Work

Lima, Kátia Regina de Souza; UFF - Niterói - RJ
Fonte: Editora da Universidade Federal de Santa Catarina (Edufsc) Publicador: Editora da Universidade Federal de Santa Catarina (Edufsc)
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; Pesquisa teórica; Formato: application/pdf
Publicado em 14/11/2013 Português
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http://dx.doi.org/10.1590/S1414-49802013000200012Este artigo analisa a implantação do Programa de Apoio ao Plano de Reestruturação e Expansão das Universidades Federais (Reuni), particularmente no que se refere à ampliação do número de vagas discentes ofertadas nos cursos de Serviço Social das universidades federais. Identifica o Reuni como uma expressão da política de expansão em curso no Brasil na primeira década do novo século. Ao final, o texto problematiza o significado político e pedagógico do referido Programa, seus impactos na intensificação do trabalho docente e na formação profissional em Serviço Social.; This article analyzes the implementation of the Program for Support to Plans for the Restructuring and Expansion of Federal Universities (Reuni), particularly concerning the expansion of the number of openings for students in the schools of Social Work at federal universities. It identifies Reuni as an expression of the expansion policy underway in Brazil in the first decade of the new century. The text analyzes the political and pedagogical significance of the program, it’s impacts on the intensification of the work of teaching and on professional education in Social Work.

‣ University-school partnerships for social justice in mathematics and science education: the case of the SMILES project at IMSTUS

Ndlovu,Mdutshekelwa C
Fonte: South African Journal of Education Publicador: South African Journal of Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2011 Português
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My purpose in this paper is to situate a university-school mathematics and science education partnership within a social justice perspective in education. The focus of the systemic intervention endeavour was school-based teacher professional development in which university-based facilitators embarked on class visits with the aim of identifying teacher needs, co-teaching and offering professional support over a three-year period. This was in contrast to evaluation (inspection visits) often undertaken by the subject advisors under the auspices of the Department of Education which, for historical reasons, tend to be viewed with suspicion by teachers and teacher unions. Five historically disadvantaged secondary schools and their 10 feeder primary schools were involved in this study with a view to providing equal opportunities to learners from marginalized communities in the Cape Winelands district of the Western Cape. Initial results suggest that an intervention programme that is responsive to local needs can go a long way in bringing about collaborative teacher professional development that leads to reflective practice in professional learning communities and can add value to the quality of student achievement in the gateway subjects of mathematics and science.