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Tytuł:
A transformative approach to developing global human resources: An interdisciplinary framework for promoting personalised learning in Japanese universities
Autorzy:
Fritz, Robinson
Powiązania:
https://bibliotekanauki.pl/articles/35725873.pdf
Data publikacji:
2024
Wydawca:
Szkoła Główna Handlowa w Warszawie
Tematy:
global human resources
transformative learning
personalised learning
foreign language and intercultural development
curriculum design
Opis:
Japanese government internationalisation initiatives in recent years have aimed to create undergraduate courses that nurture “global human resources”. These initiatives involve objectives associated with developing skills, attitudes, and knowledge related to foreign language skills and intercultural understanding. However, educators at Japanese universities responsible for their development and implementation often lack adequate guidance to achieve such objectives. To address this gap, the author employed an interdisciplinary approach to establish a framework for cultivating global human resources, by means of a qualitative inquiry involving visual and narrative methods carried out over a one-semester period. The study's results emphasise the transformative and personal relationships that learners establish when engaging in the development of global human resources, a perspective that is mostly absent in the intercultural competence literature. Moreover, this study underlines the importance of producing and implementing interdisciplinary educational solutions that encourage university students to become personally invested in developing global human resources, contributing to the advancement of knowledge in the field.
Źródło:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2024, 104, 2; 34-43
1731-6758
1731-7428
Pojawia się w:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Diskrepanzen zwischen der institutionell angebotenen Fachsprachendidaktik und den Bedürfnissen der Fachsprachenlehrkräfte. Ein methodischer Ansatz
Discrepancies between the Institutionally Offered LSP Teaching Training and the Needs of the LSP Teacher. A Methodological Approach
Autorzy:
Kic-Drgas, Joanna
Woźniak, Joanna
Bocanegra-Valle, Ana
John, Peter
Mertelj, Darja
Powiązania:
https://bibliotekanauki.pl/articles/37174038.pdf
Data publikacji:
2024-01-24
Wydawca:
Oficyna Wydawnicza ATUT – Wrocławskie Wydawnictwo Oświatowe
Tematy:
Fachsprachendidaktik
Fachsprachenlehrende
fachsprachliche Lehrerausbildung
fachsprachliche Lehrplanentwicklung
LSP teacher training
LSP teacher
LSP curriculum development
Opis:
This paper presents the methodological approach and results of the European project LSP-Teacher Training Summer School (TRAILs), which aims to develop an innovative LSP teacher training. The training curriculum developed in 2018–2020 and tested in 2021, emerged as a result of identified gaps between existing and required LSP teacher education. The following contribution intends to present the methodical way to identify these gaps. It starts from an analysis of the existing training programmes in the European Higher Education Area (EHEA). Then, the needs of the LSP teacher in tertiary education are discussed. Finally, a scheme is discussed according to which the comparison between the ACTUAL STATE and the TARGET STATE was made. The discrepancies demonstrated between the LSP teacher training and the actual training needs stated by LSP teachers participating in the project make it possible to define areas of LSP teaching which can be supplemented with concrete contents and activities. They then serve as a starting point for the development of an initial and in-service training curriculum for experienced and pre-service LSP teachers. The scheme presented is universal and can also be transferred to other research projects that aim to update the existing training curricula or introduce new solutions.
In dem Beitrag werden die methodische Herangehensweise und die Teilergebnisse des europäischen Projekts „LSP-Teacher Training Summer School“ (TRAILs)1 vorgestellt, das darauf abzielt, ein innovatives Lehrerausbildungscurriculum im Bereich Fachsprachen zu entwickeln. Das 2018–2020 erarbeitete und 2021 getestete Curriculum zur fachsprachlichen Lehrerausbildung entstand als Resultat der festgestellten Lücken zwischen der bestehenden und der erforderlichen Fach(fremd) sprachen-ehrerausbildung. Mit dem folgenden Beitrag wird beabsichtigt, den methodischen Weg zur Identifizierung dieser Lücken darzustellen. Ausgegangen wird von der Analyse der bestehenden Ausbildungsprogramme im Europäischen Hochschulraum (EHEA). Anschließend werden die Bedürfnisse der Fachsprachenlehrkraft im tertiären Bildungsbereich behandelt, die infolge einer umfassenden Umfrage unter der Fachsprachenlehrenden in Europa erzielt wurden. Abschließend wird ein Schema besprochen, nach dem der Vergleich zwischen dem IST-ZUSTAND und dem SOLLZUSTAND erfolgte. Die nachgewiesenen Diskrepanzen zwischen der untersuchten Lehrerausbildung im Bereich der Fachsprachendidaktik und den von der Fachsprachenlehrkraft genannten Ausbildungsbedürfnissen ermöglichen, Bereiche der fachbezogenen Fremdsprachendidaktik festzulegen, die mit konkreten Inhalten und Aktivitäten ergänzt werden. Sie dienen dann als Ausgangspunkt für die Erarbeitung eines Aus- und Fortbildungslehrplans für erfahrene und angehende Fachsprachenlehrende. Das präsentierte Schema ist universal und kann auch auf andere Forschungsvorhaben übertragen werden, die die Aktualisierung und Modernisierung der bestehenden Ausbildungslehrpläne bzw. Einführung eines neuen zum Ziel haben.
Źródło:
Linguistische Treffen in Wrocław; 2023, 24; 103-116
2084-3062
2657-5647
Pojawia się w:
Linguistische Treffen in Wrocław
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Transversal skills in applied Artificial Intelligence - the case of the financial sector
Autorzy:
Porjazoska Kujundziski, Aleksandra
Domazet, Ervin
Kamberaj, Hiqmet
Rahmani, Damir
Abazi Feta, Amra
Lopez Valverde, Francisco
Gálvez Rojas, Sergio
Petlenkov, Eduard
Vassiljeva, Kristina
Štajduhar, Ivan
Hagen, Tobias
Gradišek, Anton
Zidanšek, Aleksander
Powiązania:
https://bibliotekanauki.pl/articles/35736033.pdf
Data publikacji:
2024
Wydawca:
Szkoła Główna Handlowa w Warszawie
Tematy:
transversal skills
artificial intelligence
curriculum development
teaching platform
financial sector
Opis:
Different aspects of modern society can be transformed by the deployment of Artificial Intelligence (AI). AI-powered tools have promoted changes in the financial industry by applying inventive methods for data analysis and automating processes, efficiency enhancement, cost reduction and more personalised services to customers. However, AI algorithms may activate significant ethical and regulatory concerns that should be addressed by the industry and society as a whole. In line with the Erasmus+ project Transversal Skills in Applied Artificial Intelligence - TSAAI (KA220-HED - Cooperation Partnerships in higher education), which aims to establish a training platform, this paper focuses on an analysis of study programmes in formal tertiary education across consortium countries (Spain, Estonia, North Macedonia, Croatia, Germany, and Slovenia) with a special focus on applied artificial intelligence and development of curriculum that will integrate teaching guidelines covering the areas of application of AI technology in the financial and insurance sectors. To this end, a Systematic Review of Literacy (SRL) on the web methodology identifying the existing employability requirements in AI and the Learning-Centred Syllabus (LCS) methodology for curriculum development was applied, with the presented curriculum expected to serve as a framework to develop teaching materials to help students, academics and employees enhance their professional skills, thus satisfying labour market needs.
Źródło:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2024, 104, 2; 82-90
1731-6758
1731-7428
Pojawia się w:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Language discourse in curriculum development – comparative perspective from Romania, Poland and Croatia
Autorzy:
Žnidarec Čučković, Ana
Czyżewska, Monika
Simut, Ciprian
Dąbrowa, Ewa
Powiązania:
https://bibliotekanauki.pl/articles/2196160.pdf
Data publikacji:
2023-05-25
Wydawca:
Akademia Pedagogiki Specjalnej. Language and Society Research Committee
Tematy:
curriculum development
national core/school curriculum
school curriculum in comparative perspective
curriculum in school systems
curriculum discourse language in comparative perspective
Opis:
The article analyzes the language of legislation relating to the core curriculum in 3 countries: Croatia, Poland and Romania, which, freed from socialism, since the 1990s have been building their education systems in an evolutionary way. In particular, the factors of effective teaching are considered. Some other selected aspects of the education system, relevant to the implementation of the curriculum assumptions and contents will also be discussed. The research questions we posed were ‘what language is used in educational legislation for indicators for effective teaching and what is the role of the language?’ For analysis curriculum discourse language was used in comparative perspective. The research indicates the differences in the core curriculum and the language in all three countries. Understanding the context for teaching and understanding the needs of teachers and learners seem to be leading in Croatia. In Romania there is a gap between the language of the official texts and the classroom realities. The need for change of the practical aspects of teaching in the classroom becomes fundamental. While in Poland the language of the curriculum becomes more formal and subordinated to exam requirements, which not so much limits its understanding, but rather stiffens the teaching and learning process.
Źródło:
Language, Discourse & Society; 2023, 11, 1; 27-46
2239-4192
Pojawia się w:
Language, Discourse & Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Sustainability Values in Religious Education
Autorzy:
Kondrla, Peter
Powiązania:
https://bibliotekanauki.pl/articles/18104990.pdf
Data publikacji:
2023-06-20
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
sustainable development
Christian values
religious education curriculum
innovation
teacher training of religious education
Opis:
Aim. The aim of the article is to identify opportunities for religious education in the field of promoting the values of sustainable development. By identifying key concepts, define options for future strategies in the implementation of sustainable development values in school teaching of religious education. Methods. The starting point is the analysis of the current religious education curriculum, which governs the teaching of religious education and is approved by both state and church authority. Based on the analysis, identify strengths and weaknesses and define potential areas within the curriculum where sustainability values can be applied. Results. The values of sustainable development and Christian values are based on a common anthropological platform, which is based on the dignity of the human person. Religious education should also be based on this platform. Conclusion. In order to apply the values of sustainable development, it is necessary to adjust the current curriculum in terms of content and scope of topics. At the same time, it is necessary to innovate in the way of training future teachers. The goal of innovations is the internalization of sustainability values within the value orientation of both teachers and students. Cognitive value. Christian values and the values of sustainable development are not in conflict. The content of the religious education curriculum has the potential to innovate its content to meet the current requirements of the United Nations (UN) agenda as well as the teachings of the Magisterium.
Źródło:
Journal of Education Culture and Society; 2023, 14, 1; 19-32
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
It’s embedded!? Modeling the Tenets of Critical Pedagogy for Future Teachers Working in Multilingual and Multicultural Learning Environments
To jest zintegrowane!? modelowanie założeń pedagogiki krytycznej dla przyszłych nauczycieli.
Autorzy:
Muszyńska, Barbara
Gómez-Parra, María Elena
Powiązania:
https://bibliotekanauki.pl/articles/2143796.pdf
Data publikacji:
2022-06-30
Wydawca:
Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej
Tematy:
opracowanie programów nauczania
różnorodność językowa i kulturowa
kształcenie wstępne nauczycieli
pedagogika krytyczna
critical pedagogy
pre-service teacher training
linguistic and cultural diversity
curriculum development
Opis:
Learning means understanding of the positionality of the producers of knowledge and their power since it is them who reproduce a certain world view. If teacher education programs do not reflect issues faced by underrepresented populations, this may leave certain groups of students marginalized and cause higher drop-out rates. Hence, this study aimed to determine whether chosen Education Preparation Programs (EPPs) in Poland and Spain embed principles of critical pedagogy in their curriculum while preparing pre-service teachers for working in diverse educational environments. This study’s methodology was replicated from the analysis done by Courville-Mayers & Figueroa-Flores (2020). Content analysis was used to determine the presence of a critical pedagogy tenets developed by Giroux (revised in 2020) in the EPPs required courses’ syllabi. The findings show that the distribution of the CP principles is uneven and some of the tenets found no representation in the syllabi.
Uczenie się oznacza zrozumienie pozycji władzy oraz istoty reprodukowania wiedzy, gdyż są one odzwierciedleniem powielanych społecznie światopoglądów. Jeśli programy kształcenia nauczycieli nie odzwierciedlają problemów, z jakimi borykają się niedostatecznie reprezentowane populacje, może to prowadzić do marginalizacji pewnych grup studentów i powodować wyższy odsetek osób porzucających naukę. Dlatego też niniejsze badanie miało na celu ustalenie, czy wybrane programy przygotowawcze dla nauczycieli w Polsce i Hiszpanii uwzględniają zasady pedagogiki krytycznej w swoich programach kształcenia, przygotowując nauczycieli do pracy w zróżnicowanych środowiskach edukacyjnych. Metodologia tego badania została powielona z analizy przeprowadzonej przez Courville-Mayers & Figueroa-Flores (2020), jako że jest to badanie replikacyjne. Analiza treści została wykorzystana do określenia obecności założeń pedagogiki krytycznej opracowanych przez Giroux (zrewidowanych w 2020 r.) w sylabusach przedmiotów podstawowych. Wyniki badań pokazują, że rozmieszczenie zasad pedagogiki krytycznej w programach kształcenia nauczycieli jest nierównomierne, a niektóre zadady nie znalazły żadnego odzwierciedlenia w sylabusach.
Źródło:
Forum Oświatowe; 2022, 34, 1(67); 11-21
0867-0323
2450-3452
Pojawia się w:
Forum Oświatowe
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
TRAILs-Ausbildungsprogramm für angehende und aktuelle Fachfremdsprachenlehrende – Ziele, Durchführung und Evaluation
TRAIL’s teacher training for aspiring and current foreign language teachers. Objectives, implementation and evaluation.
Autorzy:
Woźniak, Joanna
Kic-Drgas, Joanna
Cullen, Joseph
Holloway, Greg
Powiązania:
https://bibliotekanauki.pl/articles/2141913.pdf
Data publikacji:
2022-06-30
Wydawca:
Uniwersytet Warmińsko-Mazurski w Olsztynie
Tematy:
LSP teacher training
LSP curriculum development
LSP in the European Higher Education Area
LSP teacher competences
Opis:
Increasing interest in learning languages for specific purposes, resulting primarily from the growing need for communication in the professional field, has contributed to the expansion of the offer of various language courses for specific purposes at universities and colleges. The international TRAILs project is being carried out to investigate the state of specialist language teaching in European higher education and to prepare and implement methods to develop the competences of language for specific purposes teachers. The aim of this article is to present activities undertaken within the TRAILs project in order to standardise the manner of training for LSP teachers.
Źródło:
Acta Neophilologica; 2022, 2, XXIV; 121-136
1509-1619
Pojawia się w:
Acta Neophilologica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Організація освітнього простору в зарубіжних Монтессорі-школах
Organization of Learning Environment in Foreign Montessori Schools
Autorzy:
Прибора, Тетяна
Powiązania:
https://bibliotekanauki.pl/articles/16539071.pdf
Data publikacji:
2022-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
М. Монтессорі
Монтессорі-заклад
освітній простір
освітня програма
зона практичного життя
зона сенсорного розвитку
зона мовленнєвого розвитку
зона математичного розвитку
космічна зона
зона культури
Maria Montessori
Montessori school
curriculum
learning environment
a practical life zone
a zone of sensory development
a speech learning zone
a Math zone
a cosmic zone
a culture zone
Opis:
The article presents the look into Montessori schools whose aim is to provide care, development, upbringing and teaching of children from 8 weeks to 18 years old in correspondence with Maria Montessori’s theory and philosophy of education. In modern pedagogical literature there is no single distinct classification of Montessori schools though in Western European countries and the USA Montessori educational establishments are distinguished by the curriculum they use and the age of children studying there. Thus, there has been made an attempt to generalize and summarize their distinctive features and make up an age-curriculum Motnessori schools classification which includes: 1) infant schools, whose curriculum focuses on the holistic development of children from 8 weeks to 18 months old, 2) toddler schools aiming at sensory development of 18 to 36-month-old kids and their acquisition of practical life, language, Math and writing readiness skills, 3) primary schools for 3-to-6- year-olds with the curriculum in correspondence with all areas of formal curriculum, 4) elementary schools (6–11 y.o.) with multi-age school curriculum which contributes to social dynamics and facilitates pupils favorable inclusion in collective learning peculiar of this age group, develops their academic interest and curiosity and based on intellectual exercises supports their easy and natural transition to abstract thinking, 5) middle schools whose curriculum is specially composed to develop 11–14 years old children academically, socially and emotionally. More detailed attention is paid to the creation of learning environment in the early childhood and primary educational establishments. It is stated that the main aim of the created learning environment is to sustain and strengthen the child’s feeling of independence and form their motivation to seek knowledge. Having analyzed the work of modern foreign Montessori schools, it’s for the first time that three kinds of the learning environment have been distinguished among them school area developmental learning environment, in-school and classroom learning environments. As it has been found out, learning environment in modern Montessori schools is based on the initial rules of formation the “prepared” environment by Maria Montessori. It can be conditionally divided into zones which correspond with the chapters of curriculum for each age group taking into account children sensory development stage. These zones include a practical life zone, a zone of sensory development, a speech learning zone, a Math zone and a cosmic or culture zone. In each of them learning materials are easy to reach and ordered from the simplest to more complex so that the children could pick up the ones which satisfy their current needs.
У статті досліджуються Монтесорі-заклади, які спрямовані на догляд, розвиток, виховання і навчання дітей від 8 тижнів до 18 років відповідно до положень педагогічної моделі М. Монтессорі. Подається класифікація Монессорі-закладів відповідно до освітніх програм: 1) іnfant – програма спрямована на холістичний розвиток дитини від 8 тижнів – 18 місяців; 2) toddler– в основі освітньої програми лежить сенсорне навчання, спрямоване на розвиток практичних, мовленнєвих, математичних навичок і навичок підготовки до письма дітей від 18 місяців – 36 місяців; 3) primary school – освітня програма для дітей 3–6 років, яка ґрунтується на всіх сферах офіційної навчальної програми: наука, математика, література, розвиток мови, практичні навички життя, музика, рух, мистецтво; 4) elementary school – мультивікова освітня програма сприяє спільному навчанню, притаманному для цієї вікової групи, і створює соціальну динаміку, яка підтримує зростання доброзичливої та інклюзивної спільноти учнів, виховує інтерес та допитливість, сприяє природньому переходу до абстрактного мислення і дозволяє дітям тренуватися на основі інтелектуальних вправ, необхідних для академічного поступового навчання учнів 6–11 років; 5) middle school – освітня програма, розроблена спеціально для розвитку академічних, соціальних та емоційних потреб дітей від 11–14 років. Детальна характерника приділяється організації освітнього простору тільки в двох із них: «Раннє дитинство» та «Початкова школа». Досліджено, що мета підготовленого освітнього простору полягає в підтриманні та зміцненні почуття самостійності дитини та формуванні мотивації прагнення до знань. Вперше на основі аналізу діяльності сучасних іноземних Монтессорі-закладів виділено три види освітнього простору в них: освітньо-розви- вальне зовнішньошкільне середовище закладу, внутрішньошкільне середовище закладу, освітньо-розвивальне середовище класу. З’ясовано, що у сучасних Монессорі-закладах освітній простір ґрунтується на правилах організації «підготовленого» середовища, запропонованих ще М. Монтессорі. Він умовно поділяється на зони, які відповідають розділам програми кожної вікової групи, враховуючи сенситивні періоди розвитку дитини: 1) зона практичного життя; 2) зона сенсорного розвитку; 3) зона мовленнєвого розвитку; 4) зона математичного розвитку; 4) космічна зона або зона культури. У кожній з цих зон навчальні матеріали легкодоступні і розташовані в послідовності від найпростіших до найскладніших, щоб вихованці могли вибрати матеріали, які відповідають їхнім потребам.
Źródło:
Viae Educationis; 2022, 2; 51-59
2956-2856
Pojawia się w:
Viae Educationis
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Reconsidering Language Assessment Courses in Teacher Training Programs During and After the COVID-19 Pandemic
Autorzy:
Kılıçkaya, Ferit
Powiązania:
https://bibliotekanauki.pl/articles/2056778.pdf
Data publikacji:
2021
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
Tematy:
Teacher education
ICT
curriculum development
assessment
testing
Opis:
Assessing learners’ performance is crucial as it informs about learners’ achievement levels in addition to their strengths and weaknesses, not only in face-to-face but also in online teaching. The study aimed at investigating the challenges faced by language teachers in assessing learners during online teaching and to offer some suggestions regarding language assessment courses in teacher training programs. The study adopted a qualitative approach to data collection and analysis. The participants included 22 language teachers whose age was between 24 to 48. Of these teachers, 8 were male, while the rest were female. Their teaching experience varied from 2 to 25 years, with an average of 11.8 years. The data was based on the responses of the participants during semi-structured interviews. The participants were asked to attend ZOOM meetings to be held, considering their availability. The interviews lasted 10 to 25 minutes. The results of the study indicated that the challenges faced by the participants included five major themes: Assessment type, assessment item formats, support, previous training (assessment literacy), and academic integrity. Several suggestions were offered considering online testing and assessment literacy and language assessment courses in teacher training programs. 
Źródło:
Lublin Studies in Modern Languages and Literature; 2021, 45, 3; 45-55
0137-4699
Pojawia się w:
Lublin Studies in Modern Languages and Literature
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The factors impacting the incorporation of the sustainable development goals into raw materials engineering curricula
Autorzy:
Damigos, Dimitris
Valakas, George
Gaki, Anna
Adam, Katerina
Powiązania:
https://bibliotekanauki.pl/articles/2073898.pdf
Data publikacji:
2021
Wydawca:
Główny Instytut Górnictwa
Tematy:
Sustainable Development Goals
mining engineering education
metallurgical engineering education
sustainable development
engineering curriculum
fuzzy cognitive mapping
cele zrównoważonego rozwoju
edukacja górnicza
edukacja hutnicza
rozwój zrównoważony
program inżynierski
rozmyte kognitywne mapowanie
Opis:
It is widely recognised and acknowledged that the mining industry, if properly operating and managed, has the potential to positively contribute to „The 2030 Agenda for Sustainable Development”. In this direction, the Raw Materials (RM) engineering education possesses a crucial role, given the need to instil in tomorrow's mining engineers the sustainability principles. This paper explores the educational needs of the Greek RM sector and the factors constituting the RM whole value chain SDGs-education-innovation eco-system. The research follows a two-stage focus group approach. First, the perceptions, opinions and beliefs of invited stakeholders were explored in the context of semi-structured interviews. Then, the stakeholders were requested to identify the main components of the RM-SDGs-education-innovation eco-system using the Fuzzy Cognitive Maps (FCMs) method. According to the results, the incorporation of the sustainable development (SD) principles in the educational process is considered a priority. However, only a few courses provide the basics of SD principles in the Greek RM engineering curricula, so far. Further, the FCM approach offered the means to explore the factors identified by the stakeholders as pivotal in the RM-SDGs-education-innovation system and the interactions between them.
Źródło:
Journal of Sustainable Mining; 2021, 20, 3; 178--192
2300-1364
2300-3960
Pojawia się w:
Journal of Sustainable Mining
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
A successive change in the curriculum for sustainable public administration
Autorzy:
Henriksson, Linnéa
Powiązania:
https://bibliotekanauki.pl/articles/1391167.pdf
Data publikacji:
2020
Wydawca:
Wyższa Szkoła Bankowa w Poznaniu
Tematy:
education
curriculum
education for sustainable development
sustainable development in higher education
public administration
Opis:
Sustainable development is considered to be one of the most important issues for the future, which is also mirrored in the growing interest in sustainable development in higher education. The change project reported in this article is an example of the efforts made to incorporate sustainability in higher education. The aim of the change project is twofold: the first one is to revise the syllabuses, reference literature, materials, and examinations for courses in Public Administration, so that every course in some way addresses sustainable development. By making sustainable development an integral part of all teaching, the change project highlights how different aspects of sustainability issues are relevant in different contexts. There are three reasons why sustainable development should be explicitly present in all teaching: education for sustainability is important to the university; sustainability is relevant especially for students in Public Administration; and to get all students engaged, education for sustainability requires a pedagogical framework. The second aim of the change project is to lay out the underlying pedagogical framework, which is based on principles found in pedagogical, psychological, and organizational theories. In this successive, integrative approach, the repeated occurrence of sustainability themes in many courses is considered to be a better option than having a single thematic course. In the first phase of the project, during the academic year 2019-2020, three courses were revised to include aspects of sustainability in relation to concepts central to the course.
Źródło:
Studia Periegetica; 2020, 31(3); 49-66
1897-9262
2658-1736
Pojawia się w:
Studia Periegetica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Comparative analysis of the curriculum of mechanical engineering program in Poland and the United States
Autorzy:
Grebski, Wes
Grebski, Michalene
Czerwińska-Lubszczyk, Agnieszka
Jagoda-Sobalak, Dominika
Powiązania:
https://bibliotekanauki.pl/articles/1923931.pdf
Data publikacji:
2020
Wydawca:
Politechnika Śląska. Wydawnictwo Politechniki Śląskiej
Tematy:
curriculum development
engineering curriculum
mechanical engineering
rozwój programu nauczania
program nauczania inżynierii
inżynieria mechaniczna
Opis:
Purpose: The aim of this paper is comparison of the Curriculum of Mechanical Engineering Program in Poland and the United States. One of the institutions is The Pennsylvania State University (PSU), in the United States (USA). The other institution is Politechnika Opolska (PO), in Poland. Design/methodology/approach: Desk Research Method is used. Paper is based on Politechnika Opolska’ documents and The Pennsylvania State University’ documents. Findings: The paper addresses the similarities and differences in both curricula. It also addresses the positive and negative aspects of both curricula. The strengths and weaknesses from the perspective of the future career development of graduates is also being addressed. Both Mechanical Engineering programs are striving for excellence in preparing students for engineering jobs in industry, but the philosophy of those programs is very different. The Mechanical Engineering program at PSU is providing the student with a stronger theoretical background. Graduates from the PO program are well-trained in application-focus current industry practices. They are not going to require on-the-job training after entering industry. There are also suggestions and recommendations for both programs from the perspective of identifying the best practices. Originality/value: The article contains a comparative analysis of the curricula of the Mechanical Engineering program at The Pennsylvania State University USA and Politechnika Opolska, Poland. The comparison of the curricula was done using the most recent catalogs of both programs. The authors of the article have had experience as faculty at their respective programs. The comparative analysis was done for the purpose of identifying the best practices and subsequent follow-up. The article addresses the similarities and differences as well as the strengths and weaknesses of both programs. The article also contains suggestions and recommendations for both programs.
Źródło:
Zeszyty Naukowe. Organizacja i Zarządzanie / Politechnika Śląska; 2020, 148; 203-214
1641-3466
Pojawia się w:
Zeszyty Naukowe. Organizacja i Zarządzanie / Politechnika Śląska
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Rola dziecka w interakcji ze środowiskiem społecznym w ujęciu treści dokumentów programowych wychowania przedszkolnego w Polsce w latach 1962–2018
The Role of the Child in Interaction with the Social Environment in Terms of the Content of the Cores Curriculum for Preschool Education in Poland in the Years 1962–2018
Autorzy:
Muchacka, Bożena
Sajdera, Jolanta
GrochowalskA, Magdalena
Powiązania:
https://bibliotekanauki.pl/articles/1371237.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego
Tematy:
podstawa programowa
edukacja przedszkolna
rozwój społeczny
polityka oświatowa w Polsce
national core curriculum
preschool education
social development
Polish educational
policy
Opis:
The subject of the article is a voice in the discussion on the construction of the goals of preschool education in subsequent years of educational reforms in Poland. The topics discussed focus on the dilemma of curricular centralization in Polish education, which creates a context of prescriptive control in the teacher’s work. The verifiably of the learning outcomes expected by the education authorities reveals its weaknesses in the assumptions concerning the child’s social upbringing. The aim of the research presented in the article is to analyze the meanings assigned to the social role of a preschool child in the context of the assumptions of preschool education curricular in the years 1962–2018. The subject of the research are the content of documents concerning the assumed goals of the child’s social education contained in the preschool education programs of 1962, 1973 and 1992 and the core curriculum of preschool education in 1999, 2008 and 2018. It was applied the qualitative approach of searching secondary sources using of computer-aided analysis in the program MaxQda. The content analysis allowed for the emergence of three types of discourses of the child’s social role. The theoretical basis for the interpretation of the results were the theories of social development by H. Garner and R. H. Schafer, through which proved inadequacy in constructing the goals of social education of a preschool child.
Źródło:
Pedagogika Przedszkolna i Wczesnoszkolna; 2020, 2 (16); 7-26
2353-7140
2353-7159
Pojawia się w:
Pedagogika Przedszkolna i Wczesnoszkolna
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Нове програмске тенденције у васпитно-образовном раду... Предшколски програм у Републици Србији
The New Curricular Trends in Educational Work. The Preschool Curriculum of the Republic of Serbia
Autorzy:
Мићић, Вишња
Вукомановић Растегорац, Владимир
Powiązania:
https://bibliotekanauki.pl/articles/1627332.pdf
Data publikacji:
2020-12-29
Wydawca:
Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie
Tematy:
preschool curriculum
poststructuralism
project approach
speech development
critical review
предшколски курикулум
постструктурализам
пројектни приступ
развој говора
критички осврт
Opis:
Полазећи од промишљања постструктуралистичког приступа курикулуму, концеп- туализације детета и терминолошких недоумица, потом проматрајући карактеристи- ке и недоумице у вези са применом пројектног приступа у предшколском васпитању и местом развоја говора у њему, текст указује на кључне промене у предшколском сис- тему у Републици Србији. Анализа на поменутим нивоима показаће основне врлине и евентуалне недостатке програма у покушају да конструктивно учествује у његовој успешнијој примени и конкретизацији.
The focus of this text is set on the concept of educational work that was presented within the recently adopted Fundamentals of the preschool curriculum ‘The years of ascension’ (2018). The emphasis is put on the analysis of theoretical foundations, terminology, educational tendencies, and the question of the initial education of preschool teachers in Serbia. This recently adopted curriculum is based on the contemporary curricular theories, theoreti- cal principles of the pedagogical and developmental psychology, sociology, anthropology, and other disciplines. The concept of childhood, and mainly of the child, is based on the sociocultural theories and poststructuralism. Even though this approach can be seen as modern in the context of educational work in Serbia, the curriculum seems to lack a stronger demonstration of the scope and limitations of foundations that are based on poststructuralism, as well as the socio-political conditionality that supports the designation of these foundations. In this respect, even the framework that this programme is based on (the UN and the EU documents) is not supported with the critical insight into the particularity of the national framework it was created for. The significant part of the curriculum is dedicated to the representation of socio-cultural conceptions of childhood. The children are seen as the ‘the playful beings’ and the game as their natural relationship with the world. The project approach and the complex definition of the concept of child’s wellbeing are the core of ‘The years of ascension’. The important characteristic of the new curriculum is the introduction of a large number of new terms that can be regarded as an update and a starting point for new approaches to the problem. The possible drawbacks of the mentioned viewpoints pertain to: 1) the insufficiently specified awareness that the idea of the child represented in the curriculum is only one of many possible ideas, (2) the contradicting definition of the idea of wellbeing (with the accent on the problem with defining the correlation between safety and flexibility in educational work), (3) the possible doubts regarding the usage of certain terms (we studied the idea of authenticity, as well as the strong opposition to spontaneity in co-construction of knowledge in the process of planning the learning situations).The presence of binary simplifications in the curriculum carries with itself a possibility that every attempt to reassess and relativize the values of opposing elements can easily be marked as regressive (even if it is not), if one element has a positive value and the other one has a negative value (which is often the case in the curriculum). Little significance given to the proper preparation of pre-school teachers is regarded as a serious problem. Moving the focus away from the concrete knowledge and professional care for the developmental aspects of child’s character could easily be interpreted as the abandonment of these concepts rather than their perception in a new light – the light of decomposition and co-construction of knowledge. The newly adopted concept of foundations suggests that the competence of preschool teachers will expand and include a series of pedagogical and psychological skills and knowledge at the expense of the foundation of their competence in those sciences that form the basis of development areas (that should be encouraged with children). In contrast to this attitude, we should not forget that the academic knowledge of preschool teachers, as well as their own inquisitiveness and their willingness to learn and to explore, represents the foundation for the creative approach to preschool educational practice that aspire to timely answer the children’s inquisitiveness and to encourage their interest in better understanding of themselves and the world around them. The long-term intention of preschool education should be to develop the need for education as the integral part of both the children’s and the teachers’ characters, and keeping up with these directions (speaking competence, early literacy, etc) would increase if the key aspect of children’s character development would be operationalised and defined with standards.
Źródło:
Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Litterarum Polonarum et Linguae Polonae Pertinentia; 2020, 11, 315; 217-227
2082-0909
Pojawia się w:
Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Litterarum Polonarum et Linguae Polonae Pertinentia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Beneath the Tip of the Iceberg: The Teacher’s Changing Role in Light of the Israeli ‘Meaningful Learning’ Reform
Pod wierzchołkiem góry lodowej: zmieniająca się rola nauczyciela w świetle izraelskiej reformy oświaty pt. „Uczenie się z głową”
Autorzy:
Fahoum, Ima
Powiązania:
https://bibliotekanauki.pl/articles/920006.pdf
Data publikacji:
2019-03-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
constructivism
curriculum development
meaningful learning
school learning community
school culture
Opis:
To cope with the challenges of the 21st century, a new Israeli educational reform, “Israel is moving up a grade” (known as Israel Ola Kita), was announced in 2014 by the former Minister of Education, Shai Piron, with the aim of assimilating the principles of meaningful learning in schools. A publication of the Ministry of Education, Something Good is Happening Now (2014) presented the policy and milestones for realizing the reform across the educational continuum.The current article highlights the complexities involved in the underlying reform principles concerning the change in the teacher’s role and argues the urgent need for considerations of these complexities through an expanded view of teachers’ professional development (TPD)with the aim of promoting deep-seated change rather than a superficial ‘signaling’ of the reform.
Źródło:
Studia Edukacyjne; 2019, 52; 329-338
1233-6688
Pojawia się w:
Studia Edukacyjne
Dostawca treści:
Biblioteka Nauki
Artykuł
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