Search results for: Europe
Page 3/3 29 items
The current paper highlights of the improvement and convergence of the goals for education and training systems in the knowledge and learning society. The critical case of teacher education is then analyzed within the European Higher Education Area. The key European priorities of mobility and intercultural, multilingual competences in teacher education have been taken into account within the framework of an integrated, flexible curriculum.
Updated: Jan. 23, 2011
The Storytelling Project Model: A Theoretical Framework for Critical Examination of Racism Through the Arts
The authors describe the collaborative theory-building process. This process is used by a diverse creative team of academics, artists, teachers, and undergraduate students to develop a model to teach about race and racism through storytelling and the arts.
Updated: Jun. 13, 2010
This article presents the results of an exploratory research study into induction practices of novice teacher educators in six different countries. This study aimed to answer the question, 'How do novice teacher educators experience their induction period?' Data were gathered through semi-structured interviews with 11 beginning teacher educators. The findings indicated that induction is quite problematic. None of the teacher educators experienced a satisfying induction into their institute and the profession as well. The results of the interviews mirror the two levels of induction. Firstly, it refers to the organizational induction into the teacher education institute. Secondly, it is about becoming a member of the profession (professional induction).
Updated: Mar. 21, 2010
This paper describes the way four school-based teacher educators fulfill their role as educators of student teachers who learn how to teach while participating in the workplace. The authors use tools (e.g., apprenticeship assignments) developed within the teacher education institute and rely on their professional knowledge as experienced schoolteachers. The results indicate that student teachers being provided with useful tricks which, however, hardly helps them to interpret and elaborate their experiences from a more conceptual or theoretical perspective.
Updated: Feb. 10, 2010
University Teacher Roles and Competencies in Online Learning Environments: A Theoretical Analysis of Teaching and Learning Practices
The aim of this article is to clarify the university teacher roles and competencies in online learning environments, with a view to assisting in the design of professional development activities. This referential framework results from an extensive review of the literature and from analyzing professional development designed in different European universities.
Updated: Oct. 13, 2009
This article addresses the ideological challenges and opportunities presented by the European Commission’s commitment to the identification of key competencies for education and training. Furthermore, it examines the development of indicators which can be used to monitor and evaluate progress towards these competences across the European Union. The construction of ‘competence’ is an ideological and political act, since it is an indication of a particular understanding of the ‘good life’, which may be different when viewed from within a social justice narrative or a neo-liberal narrative. The notion of ‘meta-competence’ is explored as a means of transcending the binary tension between an economic and a social narrative.
Updated: Oct. 27, 2008
The article suggests that, alongside other significant developments, the knowledge economy has had two significant effects on education governance in Europe: first, a rapid change of policy discourse and practice, moving from constructing a European ‘culture’ to a Europe of learning governed by numbers; and second, education is slowly moving from the margins of European governance to the very centre of its policy making.
Updated: Jun. 12, 2008
This article argues three things. First, it argues that the perception of diversity being problematic in Europe has been generated largely by non-European immigration into urban areas. This has been Britain’s experience for 50 years and Spain’s for barely ,15 but whether the immigrants are ex-colonial, Turkish or Balkan migrant labour, or Africans escaping economic despair, they are likely to be seen as troublingly ‘other’.
Updated: Mar. 23, 2008
If we are to fully understand and adequately respond to the multicultural question in European education, it is necessary to develop rich empirical descriptions and theoretically rigorous explanations of policy processes and effects. For example, we need to be able to characterise and explain the differentiated ways in which education policies and practices do or do not recognise, support or undermine diverse cultural identities and do or do not reproduce various kinds of educational and social inequality.
Updated: Mar. 23, 2008