Les valeurs danoises, fondement de la Folkeskole

L'article présente les valeurs ancestrales qui inspirent, encore aujourd'hui, les politiques éducatives, la structure et l'organisation des Folkeskolen danoises. Les valeurs de démocratie, de consensus, de collaboration et l'importance de la communication et des aspects sociaux et affectifs sont illustrés par le rôle-clé du klasselœrer, le professeur responsable de classe. Il joue pour chaque élève un rôle à long terme de conseiller et de médiateur entre la famille et l'école.This article presents the continuing underlying values which continue to permeate current educational policy and the structure and organisation of the Danish Folkeskole. Values of democracy, consensus and co-operation, and the prime importance placed on good communication and the social and affective side of learning are illustrated in the pivotal role of the klasselœrer, the teacher responsible for the class. Alongside her long-range educational and pastoral aim, she plays a long-term role as a counsellor, encouraging maximum contact between the family and the school.El artículo presenta los valores ancestrales que inspiran aún hoy las políticas educativas, la estructura y la organización de las Folkeskole danesas. Los valores de democracia, consenso, colaboración e importancia de la comunicación, así como los aspectos sociales y afectivos se ven reflejados en el papel primordial del klasselœrer, profesor responsable de la clase. Este desempeña para cada alumno y a largo plazo, un papel de asesor y mediador entre la familia y la escuela

A socio cultural investigation into the impact of cultural context and national policy on teachers' work and professional values in England and Denmark

SIGLEAvailable from British Library Document Supply Centre- DSC:DXN058095 / BLDSC - British Library Document Supply CentreGBUnited Kingdo

Emerging perceptions of teacher quality and teacher development in China

This paper focuses on the work of senior high school teachers in three representative local authority regions of mainland China. It discusses interview and focus group data collected as part of an ESRC/DfID-funded project which examined notions of quality as experienced by key stakeholders (national and local authority policy makers, teachers, head teachers and students). Building on previous international literature this paper gives a more nuanced understanding of quality and effectiveness in teaching by re-examining the dimensions of professional characteristics, classroom practice, school culture and classroom climate from the perceptions of Chinese teachers. Barriers to quality included changing societal patterns, the demands of curriculum reform, and common concerns with structural and funding constraints, which in poorer rural areas are typically reported to lead to low levels of teacher quality, shortages of specialised teachers and a lack of opportunity for good quality professional development

Assets for all?

The authors of this report argue that Australia’s current asset-building policies largely support those who are already well off. Tax concessions on housing and superannuation in particular enable wealthier households to further accumulate assets while doing little for poorer families. Significant reform of the tax and transfer system is required so that policies to encourage asset building will benefit those who need support the most

En classe : pratiques pédagogiques et valeurs culturelles

Dans de nombreux pays, l’Ecole est l’objet d’interrogations, voire d’inquiétudes. Jamais on ne s’est autant interrogé. Jamais peut-être n’a-t-on en réalité aussi peu débattu. Tout se passe comme si un discours légitime et nécessaire, mais quelquefois dominant et uniformisant sur l’évaluation, alimenté par les comparaisons internationales et les utilisations qui sont faites de leurs résultats, permettait d’esquiver une question plus délicate : celle des valeurs essentielles que chaque société transmet à travers son Ecole, et qui diffèrent d’un pays à l’autre. >> Lire la suite In many countries, schooling has recently become the subject of much questioning, and even of concern. It has never been so widely questioned. And yet in reality, perhaps, it has never been so little discussed. It is as if a legitimate and essential discourse, albeit a dominant and standardising discourse on assessment, fuelled by international comparisons and the uses to which the results are put, makes it possible to avoid a more sensitive issue, namely what basic values each society transmits via its school system, and how these vary from one country to the next. >> Read more Actualmente, la Escuela plantea a menudo interrogaciones e incluso preocupaciones en muchos países. Nunca nos hemos planteado tantas dudas al respecto, y quizás nunca hemos discutido tan poco acerca de ella. Todo gira en torno a una especie de discurso legítimo y necesario, aunque a veces dominante y uniformador a nivel de la evaluación, alimentado por las comparaciones internacionales y los usos de sus resultados, que permite esquivar la cuestión más delicada: la de los valores esenciales que cada sociedad transmite mediante su Escuela, y que varían entre un país y otro. >> Leer má