171,806 research outputs found

    Professional Learning Portfolios for Argumentation in School Science

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    This paper reports on the use of portfolios in a continuing professional development programme to advance teachers’ skills in their pedagogy of argumentation. The programme adopted a cyclical process of expert input- teacher practice- sharing practice, in order for professional learning to include reflective analysis of growing accomplishment. Accomplishment was initially defined according to previous research and development on the teaching of argumentation, but was redefined during the programme as teachers shared practice and discussed their achievements. Portfolios were used to help teachers apply their learning, collate evidence of their accomplishment and share reflective analysis of practice with other colleagues on the programme. The paper includes extracts of two teachers’ portfolios; these provide evidence of each teacher’s developing accomplishment in the teaching of argumentation. Portfolios are idiosyncratic and are constructed according to an individual teacher’s motivations, interpretations and situations. Teachers need structure and guidance in creating purposeful portfolios that enhance reflective practice

    Professional Learning Portfolios for Argumentation in School Science

    Get PDF
    This paper reports on the use of portfolios in a continuing professional development programme to advance teachers’ skills in their pedagogy of argumentation. The programme adopted a cyclical process of expert input- teacher practice- sharing practice, in order for professional learning to include reflective analysis of growing accomplishment. Accomplishment was initially defined according to previous research and development on the teaching of argumentation, but was redefined during the programme as teachers shared practice and discussed their achievements. Portfolios were used to help teachers apply their learning, collate evidence of their accomplishment and share reflective analysis of practice with other colleagues on the programme. The paper includes extracts of two teachers’ portfolios; these provide evidence of each teacher’s developing accomplishment in the teaching of argumentation. Portfolios are idiosyncratic and are constructed according to an individual teacher’s motivations, interpretations and situations. Teachers need structure and guidance in creating purposeful portfolios that enhance reflective practice

    Overview of New Forms of Employment - 2018 Update

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    Across Europe, new forms of employment are emerging that differ significantly from traditional employment. Some of these forms of employment transform the relationship between employer and employee while others change work organisation and work patterns. They often involve locations other than the usual employer’s premises, and or extensive use of information and communications technology. This report identifies nine forms of employment that are either new or have become increasingly important in Europe since the year 2000. All of the nine forms discussed are aimed at increasing flexibility for employers and/or employees. Some may benefit employers and employees equally, but in a few cases there are concerns regarding their impact on working conditions and the labour market. The report highlights the need for awareness of potential problems and of safety nets for workers

    Teacher competence development – a European perspective

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    This chapter provides an European perspectives on teacher competence development

    9 steps to scale climate-smart agriculture: Lessons and experiences from the climate-smart villages in My Loi, Vietnam and Guinayangan, Philippines

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    The Climate-Smart Village approach is a CCAFS agricultural research for development (AR4D) strategy for stimulating the scaling of climate-smart agriculture. CSVs are established in Southeast Asia through the CCAFS program to serve as sites for “testing, through participatory methods, technological and institutional options for generating evidence of CSA effectiveness as well as drawing out scaling lessons for policy makers from local to global levels (CCAFS, 2016). The CSVs in My Loi in Vietnam and Guinayangan in the Philippines were established following this strategy starting 2014 by the World Agroforestry (ICRAF) Vietnam and the International Institute for Rural Reconstruction, respectively. This guidebook showcases the common experiences of the IIRR and ICRAF in the Philippine and Vietnam CSVs, which are outlined in 5 major stages and broken into 9 steps

    Community-based mentoring and innovating through Web 2.0

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    The rise of social software, often termed Web 2.0, has resulted in heightened awareness of the opportunities for creative and innovative approaches to learning that are afforded by network technologies. Social software platforms and social networking technologies have become part of the learning landscape both for those who learn formally within institutions, and for those who learn informally via emergent web-based learning communities. As collaborative online learning becomes a reality, new skills in communication and collaboration are required in order to use new technologies effectively, develop real digital literacy and other 21st century skills

    Early childhood portfolios as a tool for enhancing learning during the transition to school

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    From 2005-2008 Mangere Bridge Kindergarten in New Zealand carried out a Centre of Innovation research project exploring the transition between early childhood education and school. A flexible action research approach was used, with the three teacher researchers, supported by two university research associates, developing and researching a range of strategies for supporting children’s learning as the children and their families ‘crossed the border’ from early childhood education to school. Many of these initiatives involved working closely with teachers in the local school setting. This paper focuses on one aspect of the findings, the ways in which the early childhood portfolios could be used to enhance children’s learning during the transition to school. Portfolios were identified as a belonging and empowerment tool; a means for school teachers to access to children’s funds of knowledge; playing a role in constructing a positive self-image about learning; and as valuable literacy artefacts

    New Forms of Employment

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    Societal and economic developments, such as the need for increased flexibility by both employers and workers, have resulted in the emergence of new forms of employment across Europe. These have transformed the traditional one-to-one relationship between employer and employee. They are also characterised by unconventional work patterns and places of work, or by the irregular provision of work. However, little is known about these ‘new forms of employment’, their distinctive features and the implications they have for working conditions and the labour market. To fill this knowledge gap, Eurofound conducted a Europe-wide mapping exercise to identify the emerging trends. This resulted in the categorisation of nine broad types of new employment forms. On the basis of this, the available literature and data were analysed; 66 case studies were also conducted and analysed to illustrate how these new employment forms operate in Member States and their effects on working conditions and the labour market
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