|
Showing 1 - 7 of
7 matches in All Departments
This book gathers selected original papers presented at the Sixth
Beijing Normal University - University College London, Institute of
Education International Conference in Education, a biennial event
organised in partnership between this two universities. Readers
will find a wealth of papers and reports on research involving
schools and the initial and professional development of teachers,
revealing links between research, policy and practice, while also
analyzing key themes in education, including public goals and
policies, pedagogy, curricula, organisation, resources and
technologies, and institutional effectiveness. An essential guide
for anyone who wishes to understand the main issues involved in
mobilities of ideas, people and technology in the field of
education, the book offers an extensive introduction, and can also
be used as a resource for empirical and conceptual research into
related issues.
This book gathers selected original papers presented at the Sixth
Beijing Normal University - University College London, Institute of
Education International Conference in Education, a biennial event
organised in partnership between this two universities. Readers
will find a wealth of papers and reports on research involving
schools and the initial and professional development of teachers,
revealing links between research, policy and practice, while also
analyzing key themes in education, including public goals and
policies, pedagogy, curricula, organisation, resources and
technologies, and institutional effectiveness. An essential guide
for anyone who wishes to understand the main issues involved in
mobilities of ideas, people and technology in the field of
education, the book offers an extensive introduction, and can also
be used as a resource for empirical and conceptual research into
related issues.
Teaching has been described as a hazardous profession and teacher
educators are faced with a challenging task in preparing teachers
for the future. Human rights are high on the international agenda
but also have direct implications for teachers and students in the
classroom. Originally published in 1996, this book brings together
teacher education and human rights to examine how we might best
educate children and young people for citizenship. Drawing on case
studies from the UK, Europe and internationally, the authors
provide practical suggestions for ways in which teachers can
increase young people's awareness of the importance of securing
their rights and those of others in the community. Looking
particularly at how teachers might challenge injustice, racism and
xenophobia, they examine human rights as a basis for educational
policies and discuss how international human rights instruments can
be incorporated into the teacher education curriculum. The book
will benefit teacher trainers, teachers and education policy makers
concerned with race, gender and special needs: undergraduate and
postgraduate student teachers and educational researchers.
Teaching has been described as a hazardous profession and teacher
educators are faced with a challenging task in preparing teachers
for the future. Human rights are high on the international agenda
but also have direct implications for teachers and students in the
classroom. Originally published in 1996, this book brings together
teacher education and human rights to examine how we might best
educate children and young people for citizenship. Drawing on case
studies from the UK, Europe and internationally, the authors
provide practical suggestions for ways in which teachers can
increase young people's awareness of the importance of securing
their rights and those of others in the community. Looking
particularly at how teachers might challenge injustice, racism and
xenophobia, they examine human rights as a basis for educational
policies and discuss how international human rights instruments can
be incorporated into the teacher education curriculum. The book
will benefit teacher trainers, teachers and education policy makers
concerned with race, gender and special needs: undergraduate and
postgraduate student teachers and educational researchers.
With PISA tables, accountability, and performance management
pulling educators in one direction, and the understanding that
education is a social process embedded in cultural contexts,
tailored to meet the needs and challenges of individuals and
communities in another, it is easy to end up in seeing teachers as
positioned as opponents to the 'system'. Jerome and Starkey argue
that the United Nations Convention on the Rights of the Child
(UNCRC, 1989) can provide a pragmatic starting point for educators
to challenge some of these unsettling trends in a way which does
not set up unnecessary opposition with policy-makers. They review
the evidence from international evaluations, surveys and case
studies about practice in human rights and child right education
before exploring the key principles of transformative and
experiential education to offer a robust theoretical framework that
can guide the development of child rights education. They also draw
out practical implications and outline a series of teaching and
learning approaches that are values informed, aligned with
children's rights and focused on quality learning.
This book investigates the evolution of citizenship education
curriculum in parallel with the ideological transition of the
country in a crucial period in which political power switched from
secular-militant to Islamic nationalism. It sheds light on the ways
in which a combination of internal and external influences shaped
the curriculum which include the power struggle between the two
forms of nationalism and the role of the United Nations, the
European Union and Council of Europe. In most countries, the
national curriculum is modified when there is a change of
government. In Turkey, the alignment of the national curriculum to
the dominant ideology in power is to be expected. Therefore, the
investigation offers more than a descriptive account of the
transformation of citizenship education curriculum. Against the
backdrop of the ideological transformation of the national
education from 1995 to 2012, the book presents a nuanced and
critical account of curriculum change in citizenship education.
With PISA tables, accountability, and performance management
pulling educators in one direction, and the understanding that
education is a social process embedded in cultural contexts,
tailored to meet the needs and challenges of individuals and
communities in another, it is easy to end up in seeing teachers as
positioned as opponents to the 'system'. Jerome and Starkey argue
that the United Nations Convention on the Rights of the Child
(UNCRC, 1989) can provide a pragmatic starting point for educators
to challenge some of these unsettling trends in a way which does
not set up unnecessary opposition with policy-makers. They review
the evidence from international evaluations, surveys and case
studies about practice in human rights and child right education
before exploring the key principles of transformative and
experiential education to offer a robust theoretical framework that
can guide the development of child rights education. They also draw
out practical implications and outline a series of teaching and
learning approaches that are values informed, aligned with
children's rights and focused on quality learning.
|
|