Participatory online environmental education at the Open University UK

The role of education in helping our societies put sustainability into practice is crucial. The motivation, awareness and empowerment, necessary for citizens to understand the concept and take part in its operationalisation, ought to emerge from environmental education, since we might encounter some difficulty when trying to teach, or impose these notions in a theoretical way. In developing environmental courses, we therefore ought to progressively replace pedagogical approaches based on (relatively 'authoritarian') transfers of information with more interactive and collaborative learning processes: citizens' participation can start with the creation of communities of learners. This paper describes the construction of two web courses: a first level teaching module on environmental systems and a third level interdisciplinary environmental course, both developed at the Open University, specialised in distance and open learning. The themes of the course include participatory processes in decision-making, the perception and representation of environmental systems, alternative leadership, biodiversity, climate change and integrated water management, environmental action and governance. The concepts focused on include sustainability, complexity, uncertainty, globalisation and 'systemic problem solving'. In both courses, the overall pedagogical process is based on the notion of environmental governance. This means that the web has been chosen as a learning platform, because - it provides various types of up to date information as well as archives, - it allows various types of users to communicate between different countries, and also - it encourages collaborative and interactive learning. This paper describes the experience of the author in creating web environmental courses at the Open University. Components of the courses such as interactive activities are discussed, as well as the pedagogical focus progressively shifted towards more participatory processes of learning

A curriculum guide for art in the elementary grades

Thesis (Ed.M.)--Boston Universit

Scaffolded autoethnography: a method for examining practice-to-research

Teachers often perceive educational research as confusing and can be disenfranchised by the research process. We propose scaffolded authethnography as a method to support principled examination of authentic practice. The approach is appealing because it is motivated by the teacher’s own day-to-day practice in a research context. Our demonstration of this method uses an analytical autoethnographic approach coupled with a data capture tool that documents the pedagogic content knowledge of a practicing teacher. We include a short case-study description where the method was used in the context of research in the area of threshold concept identification

CONDIÇÕES PSICOLÓGICAS E PEDAGÓGICAS DA FORMAÇÃO DA PRONTIDÃO MOTIVACIONAL DE FUTUROS PROFESSORES EM INSTITUIÇÕES DE EDUCAÇÃO UCRÂNIA E EUROPEIA: UMA ANÁLISE COMPARATIVA

The article is dedicated to the problem comparative analysis the motivational readiness formation of future teachers for professional activity in Ukrainian and European educational institutions. The analysis has shown similarities in theory of Ukrainian and Swedish scientific understanding are in the approaches: educational and professional dialogue stimulated independent thinking, created a space for communication, and activated the application of knowledge already acquired by students. The investigation demonstrated, that work in small groups, as well as the "brainstorming" method, which allowed to significantly increase the creative activity of students in a short time, proved to be effective. At the same time, it was noticed that it is not easy for students to depart from existing stereotypes in solving any problem and to offer a new, original solution that goes beyond the possible. In general, the “brainstorming” that was used in seminars, laboratory-practical classes included the following stages: preparatory – defining the conditions of group work (group rules and time budget), creating several groups of “idea generators” and groups of “experts”, formulating the problem to be solved; basic (“brainstorming”) – problem solving, maximum manifestation of creative possibilities, free expression of ideas, recording of all expressed ideas; revision - on the basis of defined criteria, "experts" chose the best ideas (up to 10 minutes); final – discussion of the work, substantiation and presentation of the best ideas, recommendation for their practical implementation. The participants of the "brainstorming" were placed in a circle in the auditorium. "Experts" were located outside the circle, monitored the work and recorded all statements based on the need to receive the largest number of ideas. The teacher managed the course of work, but did not exert any pressure on the participants. It was also distingiushe that the principle differences are in the practice of the motivational readiness formation of future teachers for professional activity in Ukrainian and European educational institutions: in European universities, these practices are more case oriented, investigations practices usage; on the contemporary in Ukraine – more pedagogical and theoretical practices are included.O artigo é dedicado à análise comparativa do problema da formação da prontidão motivacional de futuros professores para a atividade profissional em instituições educacionais ucranianas e europeias. A análise mostrou semelhanças na teoria da compreensão científica ucraniana e sueca nas abordagens: o diálogo educacional e profissional estimulou o pensamento independente, criou um espaço para comunicação e ativou a aplicação do conhecimento já adquirido pelos alunos. A investigação demonstrou, que o trabalho em pequenos grupos, assim como o método “brainstorming”, que permitiu aumentar significativamente a atividade criativa dos alunos num curto espaço de tempo, revelou-se eficaz. Ao mesmo tempo, percebeu-se que não é fácil para os alunos se afastarem dos estereótipos existentes na resolução de qualquer problema e oferecerem uma solução nova, original e que vá além do possível. Em geral, o “brainstorming” que era utilizado nos seminários, aulas práticas-laboratoriais incluía as seguintes etapas: preparatória – definição das condições de trabalho em grupo (regras do grupo e orçamento de tempo), criação de vários grupos de “geradores de ideias” e grupos de “ especialistas”, formulando o problema a ser resolvido; básico (“brainstorming”) – resolução de problemas, manifestação máxima de possibilidades criativas, livre expressão de ideias, registro de todas as ideias expressas; revisão - com base em critérios definidos, "experts" escolhiam as melhores ideias (até 10 minutos); final – discussão do trabalho, fundamentação e apresentação das melhores ideias, recomendação para a sua concretização prática. Os participantes do "brainstorming" foram colocados em círculo no auditório. Os "especialistas" localizavam-se fora do círculo, monitoravam o trabalho e registravam todas as falas com base na necessidade de receber o maior número de ideias. O professor administrou o andamento do trabalho, mas não exerceu nenhuma pressão sobre os participantes. Também foi notável que as principais diferenças estão na prática da formação de prontidão motivacional de futuros professores para a atividade profissional em instituições educacionais ucranianas e europeias: nas universidades europeias, essas práticas são mais orientadas para casos, uso de práticas de investigação; sobre o contemporâneo na Ucrânia – mais práticas pedagógicas e teóricas estão incluídas

Relationship of compositions, criteria and indicators of preparation of a future geography teacher to professional activities on the basis of a competence approach

The article defines and substantiates the ratio of components, criteria and indicators of future geography teacher's readiness for professional activity on the basis of competence approach. In order to identify the criteria for the formation of the phenomenon under study, the essence of the terms "criterion", "indicator" and "level" are defined. Based on the analysis and own vision, it was determined that the main criteria for the future geography teacher's preparation for professional activity on the basis of a competent approach are knowledge, skills and values of personality. Auto-psychological, self-organizing, reflexive, self-educational, organizational, leadership and technological components were found to be components of preparedness.Based on the generalization of these criteria and relevant indicators, we have established the level of preparedness of future geography teachers: low, sufficient, medium and high

The role of course development and design in an itinerant schooling program: the perceptions of staff members of the School of Distance Education in Brisbane, Queensland

This paper examines the perceptions of teachers associated with the Brisbane School of Distance Education (Queensland, Australia), concerning their role in the establishment and implementation of a primary education program for children of the Showmen's Guild of Australasia. Interviews with five itinerant teachers revealed that their responsibilities include assessing correspondence papers from students and maintaining telephone contact with students, home tutors, and parents, as well as working in selected towns on a short-term basis to teach 'face-to-face' lessons to itinerant students. Each teacher worked with between 15 and 20 children, usually in family groups across grade levels. Teachers expressed concerns about the show children's lifestyle and how this has affected their educational and social development. However, all teachers felt that the distance education program had improved the children's educational opportunities and adequately addressed their educational needs. Disadvantages of the children's itinerant lifestyle that the program was unable to address were lack of routine, lack of continuity, dependence on the support of the home tutor, role conflicts of local teachers, and insufficient program funding. Implications for other itinerant education projects include recognizing the importance of teacher attitudes when implementing an educational program for a marginalized group. Contains 20 references. (LP

MOTIVATIONAL COMPONENT OF PEDAGOGICAL SKILLS’ DEVELOPMENT OF FUTURE TEACHERS OF LABOR EDUCATION AND TECHNOLOGIES

Relevance. The future teachers’ motivation problem and value orientations as basic characteristics of readiness for the pedagogical skills development is one of the key issues in the conditions of professional training in higher education institutions.Objective: The article's aim is to substantiate in a theoretical way and experimental investigation the reasons, to disclose the set of values orientation of future teachers of labour education and technologies as development factors of their pedagogical skills.Methods: theoretical: analysis of current psychological and pedagogical research on the development difficulties of pedagogical skills; generalization and systematization of approaches to the study of personal motivation and values; empiric: questionnaire according to the M. Rokych’s method "Value Orientations", correlation of ranking results with A. Maslow's pyramid of values and needs; methods of mathematical statistics.Results: Results: The essence of the "pedagogical skills" concept has been clarified. Based on the analysis of academic sources, the content of such categories as motives, motivation, values, and value orientations has been specified. The research method of the features of the motivational and value sphere for future teachers of labour education and technologies have been described. A qualitative and quantitative analysis of the distribution of value orientations of future teachers of labour education and technologies have been represented.Conclusions: Founded on the study results, the priority groups of motives and values that are leading for those seeking education at this day stage of social evolution are identified, that is safety and comfort, health, interesting work, freedom and independence, productive life, development, and communication.

Classical philosophy: influence the education philosophy of age

Education with philosophy has a close relationship because philosophy is a view of life that leads to the goal of education. According to Dewey, changes that occur in society must exist and inevitable because education is always changing. The perennialism view at the moment that education is regarded as a container to direct the center of culture. While human beings are able to solve the problem and achieve its goals rationally. This condition of development in the flow of philosophy one of which is essentialism. And education as a tool to process humanize human, with the difference of orientation and philosophy that became his belief. Differences philosophy in a nation will bring a difference in the perspective or purpose of education itself. Learning with the P4C contributes to raising children to be sensitive individuals who respect different perspectives and are able to shape their own rights, have ethical values, take care and improve themselves, and embrace new ideas

Readiness of future teachers for sociocultural education of children in modern conditions of society development

The modern sociocultural situation of the development of society involves taking into account all aspects of human life in the educational process. Are our students - future preschool teachers - ready to build their activities taking into account socio-cultural aspects. The authors consider the characteristic of readiness, highlighting motivational and value-based component (awareness of the importance of their process, readiness for continuous improvement and professional development, highlighting the values of professional activity), activity-technological component (knowledge of the ways of interaction with the subjects of the pedagogical process, design of the educational and educational process, the use of modern teaching tools (IT), information and knowledge component (knowledge of the specifics of preschool childhood, modern trends in the development of society and education, learning technologies). The study shows the insufficient level of development of the 2nd and the 3rd components of the readiness of future teachers. The proposed methods of professional training of future teachers of preschool education are associated with the use of business games, conducting master classes, studying the technological component of the educational process