Suchergebnisse

Teacher education in Spanish Universities is suffering the slow but steady progress of neoliberal proposals in education. Academic excesses, highly scholarized model, strong protocolization of their proposals, exacerbated control of educational practices, . This change comes hand in hand with an important regression in the educational theoretical and ideological frameworks, both in the academic and scientific world, as in educational policies and school practices. Given this situation we present some counterhegemonic practices with which we are trying to break this inertia and starting another teacher education model. For that we start from some premises: on the one hand, the engagement of teacher education colleges with schools in educational system; it is necessary to understand all levels of education as a unit, as a transformative, political and emancipatory practice. On the other hand, we raise the need for future teachers to be part of alternative educational proposals, allowing their education as teachers take place from experiences of social and educational change. By last, a change in educational thinking that breaks with the theory-practice dichotomy is necessary, based on another theory of knowledge from the critical socio-constructivist perspective, in which both dimensions are re-constructed as a single entity. ; Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech.

In 2017 we started a study on sexuality education (SE) involving two Public Higher Education Institutions (HEI) with master's degree courses for kindergarten and primary education teachers in Portugal. The objectives of the study are: i) to determine if the study plans of teacher training (both for kindergarten and primary education teachers) of the different HEI include curricular units of SE; ii) to verify whether the legal framework in Portugal includes issues directly related to SE; iii) to identify specific contents of SE as part of curricular guidelines in pre-school and primary education; iv) to identify what knowledge, attitudes and behaviours about sexuality exist among future kindergarten and primary education teachers; and v) to develop and evaluate curricular proposals through the design of didactic resources to support educational practices that promote an integrated approach to the different dimensions of SE. In this free paper presentation, the results related to the first three objectives of the study will be presented and discussed. Although there is a legal framework in Portugal that integrates SE from the 1st to the 12th year of schooling, data analysis revealed that only a limited number of HEIs explicitly integrate curricular units directly associated with SE. In addition, the recent guidelines for curriculum support continue to give little or no relevance to the subject. Since kindergarten and primary education teacher training is the responsibility of HEIs, it is urgent to ask questions like these: 1. Are the teachers scientifically and pedagogically prepared to teach SE in schools? 2. How do HEIs plan to meet SE training needs? Is the political power conscious of the situation? Will there be a political will to think about SE strategies that involve schools, families and the community? ; published

In 2017 we started a study on sexuality education (SE) involving two Public Higher Education Institutions (HEI) with master's degree courses for kindergarten and primary education teachers in Portugal. The objectives of the study are: i) to determine if the study plans of teacher training (both for kindergarten and primary education teachers) of the different HEI include curricular units of SE; ii) to verify whether the legal framework in Portugal includes issues directly related to SE; iii) to identify specific contents of SE as part of curricular guidelines in pre-school and primary education; iv) to identify what knowledge, attitudes and behaviours about sexuality exist among future kindergarten and primary education teachers; and v) to develop and evaluate curricular proposals through the design of didactic resources to support educational practices that promote an integrated approach to the different dimensions of SE. In this free paper presentation, the results related to the first three objectives of the study will be presented and discussed. Although there is a legal framework in Portugal that integrates SE from the 1st to the 12th year of schooling, data analysis revealed that only a limited number of HEIs explicitly integrate curricular units directly associated with SE. In addition, the recent guidelines for curriculum support continue to give little or no relevance to the subject. Since kindergarten and primary education teacher training is the responsibility of HEIs, it is urgent to ask questions like these: 1. Are the teachers scientifically and pedagogically prepared to teach SE in schools? 2. How do HEIs plan to meet SE training needs? Is the political power conscious of the situation? Will there be a political will to think about SE strategies that involve schools, families and the community? ; published

We assess, via an experiment across 207 secondary schools, how a comprehensive teacher training program affects the delivery of a major entrepreneurship curriculum reform in Rwanda. The reform introduced interactive pedagogy and a focus on business skills in the country's required upper secondary entrepreneurship course. In addition to the government's standard training, a random sample of schools received intensive training organized by an NGO for two years. The training consisted of (i) six training sessions during school breaks, ii) exchange visits each term where teachers provided feedback to their peers, and (iii) outreach and support from NGO staff at least twice per year. The program increased teachers' use of active instruction, consistent with the reform's features. These effects on pedagogy did not translate into improvements in student academic outcomes or skills. Treated students increased their participation in businesses by 5 percentage points, or 17% of the control mean, with a commensurate decrease in wage employment, and no effect on overall income. These results suggest substitution between entrepreneurship and employment among students in treated schools.

We assess, via an experiment across 207 secondary schools, how a comprehensive teacher training program affects the delivery of a major entrepreneurship curriculum reform in Rwanda. The reform introduced interactive pedagogy and a focus on business skills in the country's required upper secondary entrepreneurship course. In addition to the government's standard training, a random sample of schools received intensive training organized by an NGO for two years. The training consisted of (i) six training sessions during school breaks, ii) exchange visits each term where teachers provided feedback to their peers, and (iii) outreach and support from NGO staff at least twice per year. The program increased teachers' use of active instruction, consistent with the reform's features. These effects on pedagogy did not translate into improvements in student academic outcomes or skills. Treated students increased their participation in businesses by 5 percentage points, or 17% of the control mean, with a commensurate decrease in wage employment, and no effect on overall income. These results suggest substitution between entrepreneurship and employment among students in treated schools.