Hablar de las escuelas de Reggio Emilia es hablar de un proyecto educativo, político, ético y estético que continúa con plena vigencia más de medio siglo después de su nacimiento. Bajo una concepción ...del espacio como "tercer educador", este proyecto ha repensado desde sus inicios el diseño de lugares bellos y promotores de aprendizajes creativos, críticos y relevantes. ¿Qué principios sustentan el diseño de estos lugares?, ¿qué se entiende por un espacio bello?, ¿de qué manera la investigación sobre el espacio puede transformar la realidad cotidiana en las escuelas? Este artículo recoge el diálogo contrastado de tres pensadoras referentes en el “Reggio Emilia Approach”: Vea Vecchi, Maddalena Tedeschi y Carlotta Ferrozzi. Sus testimonios ayudan a comprender la relevancia de un proyecto educativo vinculado a la comunidad y a una imagen de infancia como ciudadanía, donde la calidad del espacio se define por la calidad de las relaciones que este permite y activa. Relaciones que se promueven desde la reflexión compartida entre docentes y otros profesionales a través de procesos de documentación pedagógica que, a su vez, estimulan el desarrollo profesional de maestras y maestros.
The professional development of teachers is necessary not only to meets the standards of job realization, but also to improve their activities in response to changes in pedagogical science and ...practice. This report presents the results of the research project "Current status and trends for the application of innovative methods in school’s activities" durring the National Program "Young Scientists and Postdoctoral Students" in 2019. The aim of the study is to indicate the teachers’ attitude to the application of innovative teaching methods in their practice in school.
As the appeal and need for greater student achievement have been increasing each day steadily, so does the wish to find ways to reach those levels. The student-centered coaching (SCC) model is ...designed to improve teachers' instructional abilities that will improve student achievement. This research study aimed to examine the perceived impact of SCC on teachers’ instructional practices and the challenges to and facilitating factors in implementation. The study employed a qualitative phenomenological research design to investigate the student-centered coaching practice of a school district in Northern USA. Qualitative data collected from seven teachers and three coaches who were conveniently available to participate in the study through semi-structured interviews were subjected to content analysis. The results suggested that the respondents considered SCC as an effective model to change teacher practice and ultimately impact student learning. Based on the qualitative data, a few recommendations were offered to help address potential challenges in implementing the SCC in the future.
The article is devoted to the justification of the role of micro-credentials in the professional development of teachers on the example of the Open University (UK). It was emphasized that the ...introduction of micro-credentials is a modern trend in the European area of higher education. The absence of a generally accepted definition of micro-credentials is accentuated; both their advantages over traditional systems of professional development of teachers and the disadvantages of their implementation are emphasized. It was found that the growth in the number and role of micro-credentials s in the UK and the lack of a generally accepted understanding led the Quality Assurance Agency to outline the necessary characteristics of micro-credentials: clearly defined admission and access requirements (including recognition of prior learning); course design, including training, teaching, assessment and certification; learning outcomes and skills; course certification; standard quality assurance mechanisms. It has been determined that micro-credentials are based on content studied at a «microlevel», i.e. independent, but smaller than a degree qualification. It has been determined that micro-credentials are based on content studied at a «microlevel», in other words independent, but smaller than a degree qualification. The experience of the Open University in introducing micro-credentials for the professional development of teachers was analyzed using the example of the microcredit «Mentoring and coaching in professional training». It is noted that the Open University promotes a flexible, inclusive, adaptive, accessible education system that relies on the independence and autonomy of those who study, and micro-credentials allow students to acquire practical skills that correspond to their career aspirations and personal interests, without receiving a full educational degree.
The teacher`s profession represents one of the most important and the most human professions. With their work, teachers influence on lives and development of their students importantly, and if ...affinities, abilities, and personalities of students will be developed in their full capacity depending on the teacher in a significant way. Through their personality, their knowledge, motivation, their competencies teachers influence the effectiveness of the whole educational process. On the other side, the success of an adult and its contribution to the development of any society depends on such effectiveness. Teachers` competencies development depends on their talent, wish, and readiness for permanent professional learning. The tempo of the technologies’ development today will require more and more adoption of changes which will, consequently, come in the educational process. So, this article aims to direct the analysis of the role of teachers` competencies and their professional development.
The article analyses the professional development of teachers in terms of practical significance. The model of managing the process of professional development of teachers in an educational ...organisation aimed at improving the management of the quality of education in general secondary education institutions is theoretically substantiated. The works and researches of domestic scientists in the field of development of teachers’ professional competence are studied and their influence on the development and formation of quality management in educational institutions is analysed. It is established that the beginning of the process of a teacher’s professional development can be called the moment of self-determination of an individual which is carried out twice: when entering a higher education institution or a college and at the time of its graduation when choosing a further place of work. The theoretical aspects related to the management of teachers’ professional development within general secondary education institutions are generalised. It is noted that the development of teachers in an educational organisation is a process of growth of the educational (general and professional) potential of a teacher's personality, organisationally provided by the system of the state and public institutions. The study reveals and substantiates the state of professional development management of teaching staff, which is a process of purposeful implementation of a management strategy in an educational institution aimed at forming teachers’ certain competencies. The conceptual idea in the theory of development management of pedagogical staff at an educational institution is the creation of an internal organisational practice-oriented system of teacher in-service training, which implies that the basis of professional development should be an active subjective position of the teacher himself/herself, his/her intensive practice-oriented methodological (scientific and methodological) activity, and it should end with a certain result or product developed by the teacher in the process of in-service training.
The higher Education, when compared to basic Education, deals with much more specialized knowledge, usually thought in more technical terms. This specialization of the disciplinary fields that are ...objects of the graduate courses and the technical character present in most of these courses tend to compartmentalize the knowledge. We developed this work with the aim of analyzing the pedagogical link-making, as proposed by Scott, Mortimer and Ametller (2011), used by four professors of Higher Education, when teaching a class. We observe that the links between the content and the context depend on the area in which the professor acts. Micro and meso continuity links, in turn, do not depend on the area of knowledge, but on the performance of the professor. Macro relations, which could help build a coherent idea of the curriculum, are little present in the lessons of all the professors analysed.
In this paper, teachers' horizontal learning is discussed from the perspective of creating a stimulating environment for its implementation. The questions of the role and competence of the school ...principal in that process have been analyzed, as well as the questions of whether and how the school can develop into a learning community by means of teachers' joint collaborative learning. In the main part of the paper, we point out the importance of the systemic approach in understanding the interdependence of individual and organizational learning processes within the school, as well as the key influence of the principal in modeling these processes in the transformation of the school into a learning community. The conclusion is that the complexity of organizational processes aimed at improving quality, which in the school context are much easier to prevent than to start and manage them, implies the appropriate competencies of the principal as a leader and/or manager.
This open access book’s theme is Teaching mathematics as to be meaningful – foregrounding children’s play and perspectives. It discusses the relation between teachers, children and mathematical ...content within the context of play with a particular focus on the framing of these relations within this context, which is an important theme in the debate on whether teaching should be integrated with or separated from children’s play. The work further addresses meaningfulness in the learning process, particularly from the child’s perspective. Globally, most guidelines and curricula for early childhood education mention play as one of the key features for young children’s learning. Still, there are quite different views on the definitions of play and in what ways play should become part of children’s learning. The chapters of the book mirror the research topics presented at the fifth POEM conference in May 2022 divided into four sub-themes: Play and learning, Children’s perspectives on mathematics, Teachers’ competencies and Theorizing aspects of early mathematics education.
The article reveals the relevance of professional development of teachers of a non-governmental educational institution, due to the innovative nature of their activities and focus on revealing the ...potential of each child and the formation of his/her personality. The research problem has been initiated by increasing the role of professional communities as a form of advanced training for teachers and their opportunities for teachers of non-governmental educational institutions. The purpose of the study has been to justify theoretically, develop and test experimentally the effectiveness of a professional community model of teachers of a non-governmental educational institution as a self-learning organization. A number of theoretical and experimental methods have been used in the research, which included analysis of literature, modeling, design, data generalization, survey, observation, questionnaire, experiment, methods of mathematical and statistical data processing. In course of the research the following characteristics of activities of non-governmental educational institutions have been identified: a synergistic approach to administration; administration optimality; a non-governmental educational institution’s concept and development strategy and orientation to social needs. The main ideas for designing professional development of teachers of a non-governmental educational institution are as follows: interconnection of professional development with the concept of a non-governmental educational institution; consistency of professional development programs with the goals and values of school; orientation of professional development to improve the quality of education; providing professional development with evidence and examination of the effectiveness of educational activities; use of cooperation and expert task; duration of professional development programs and the priority of professional development in the activities of school management.
PDF
