In her chapter, Sonia Nieto asks these and other questions about teacher education: What would Paulo Freire make of the state of teacher preparation today as defined in the United States? What would ...he think of punitive teacher testing and the erosion of teacher autonomy? How would he react to the contempt with which educators are being treated, including surveillance and the curtailing of academic freedom? What would he say about the increasing calls for privatization of public education? Although Freire may never have held the professional title of “teacher educator,” he was nevertheless an inspirational educator who influenced many teacher educators in his native country of Brazil as well as globally, leaving his imprint on the field in numerous ways. In reviewing his influence on the field, Nieto focuses specifically on his notion of the political nature of education and his concepts of banking education, dialogue, and critical pedagogy.
Kurikulum predstavlja nekoliko temeljnih sastavnica: vrijednosti i ciljeve, sadržaj i organizacije, metode i evaluaciju. Autor razmatra teorijsko-metodološki i sadržajno-planski okvir kurikuluma, ...stavljajući naglasak na ciljeve odgoja i obrazovanja kao refleksivna izvorišta kurikuluma, te na praktično oblikovanje nacionalnog kurikuluma kao sustava sadržaja poučavanja/učenja s obzirom na stupanj autonomije učitelja i škole, odnosno otvorenosti kurikuluma.
This study aimed to investigate the role of teacher support and equity in the relationship between teacher’s autonomy-promoting behavior and students’ learning strategies. The approach examines the ...direct relationship between teacher’s autonomy-supportive behavior and students’ learning strategies and via perceived teacher support. It also discusses the effect of perceived equity for the relationship between autonomy-supportive behavior in teacher’s and teacher support. Data were obtained from 24 secondary schools in nine Lithuanian municipalities with poor socioeconomic level contexts (N = 632 pupils). The findings revealed that teacher’s autonomy-supportive behavior is directly associated to student’s greater use of learning strategies, as well as through a mediator—student’s perceptions of teacher support. The association between teacher’s autonomy-supportive behavior and teacher support is moderated by students’ perceived equity so that the positive relationship is stronger for students with a higher than with a lower perceived equity. This study adds to the understanding of the importance of teacher behavior for students’ learning by concentrating on equity, which is especially essential for students from low-income families. Teachers may foster equity by providing more possibilities for autonomy for all students, creating a supportive classroom environment and inviting students to be active participants in the learning process.
PDF