Manjkajoci clen: ucenje uciteljev za raznolikost v podrocno zasnovani iniciativi na Portugalskem

As an attempt to promote educational success in socio-economically disadvantaged contexts, area-based initiatives are often launched in Europe, such as the programme Territórios Educativos de ntervenção Prioritária in Portugal. Given the importance of teaching quality to enhance student learning and considerable student diversity in the schools included in this initiative, this article explores opportunities for teacher learning for diversity within the programme. Documentary analysis was conducted on 188 school documents from 95 school clusters in the programme. The following research questions were asked: Does the programme promote teacher learning? In what ways is teacher learning promoted? Does teacher learning address diversity? The findings suggest that some interventions provide the possibility of teacher learning, such as the processes of learning together, pedagogical supervision, reflection, and attending professional development courses. However, diversity seemed to be largely missing from these initiatives. Furthermore, two cornerstones of teacher learning for diversity were absent: teachers’ critical reflection on students’ inclusion/exclusion; and learning from/with students, families, and communities. Additionally, most professional development opportunities were organised around and measured by students’ academic results, thus positioning teacher learning as instrumental in raising school success, rather than a core of transforming education for diversity. These results call for policies within the Territórios Educativos de Intervenção Prioritária programme to include teacher learning that engages with and fosters critical thinking around diversity and to involve communities’ and students’ voices in order to truly tackle social exclusion. The findings can contribute to the debate on the approach to diversity in area-based initiatives in Europe. (DIPF/Orig.

The missing link: teacher learning for diversity in an area-based initiative in Portugal

As an attempt to promote educational success in socio-economically disadvantaged contexts, area-based initiatives are often launched in Europe, such as the programme Territórios Educativos de Intervenção Prioritária in Portugal. Given the importance of teaching quality to enhance student learning and considerable student diversity in the schools included in this initiative, this article explores opportunities for teacher learning for diversity within the programme. Documentary analysis was conducted on 188 school documents from 95 school clusters in the programme. The following research questions were asked: Does theprogramme promote teacher learning? In what ways is teacher learning promoted? Does teacher learning address diversity? The findings suggest that some interventions provide the possibility of teacher learning,such as the processes of learning together, pedagogical supervision, reflection, and attending professional development courses. However, diversity seemed to be largely missing from these initiatives. Furthermore,two cornerstones of teacher learning for diversity were absent: teachers’ critical reflection on students’ inclusion/exclusion; and learning from/with students, families, and communities. Additionally, mostprofessional development opportunities were organised around and measured by students’ academic results, thus positioning teacher learning as instrumental in raising school success, rather than a core of transformingeducation for diversity. These results call for policies within the Territórios Educativos de Intervenção Prioritária programme to include teacher learning that engages with and fosters critical thinking around diversity and to involve communities’ and students’ voices in order to truly tackle social exclusion. The findings can contribute to the debate on the approach to diversity in area-based initiatives in Europe

Professional development for cultural diversity: the challenges of teacher learning in context

This article describes context-based professional development (PD) for cultural diversity in a Portuguese school cluster, and discusses how it supports change for justice and equity. Teachers felt the importance of PD and showed willingness and interest to learn. Several teacher learning opportunities were mapped out such as formal workshops, starting small collaborations and teachers’ self-directed informal learning activities. Yet, a rather fragmented character of PD seemed to emerge in terms of content on cultural diversity and forms of learning. Conflicting agendas, scattered teacher collaboration and commitment, and little student and community involvement in planned PD were found. Furthermore, there seemed to be tensions between current PD and teachers’ needs and circumstances; teachers wished for more specific information and pedagogical solutions, more collaboration and more organisational support in PD. Applying a critical multicultural perspective, it is discussed that although the current constellation of PD is a potential start, it might still contribute to teachers’ conceptual confusion and pedagogical insecurities on the field of cultural diversity. It is suggested that criticality towards PD frames is needed to re-centre cultural diversity on the premises of justice, as well as teacher support, and conscious learning with and from students, families and communities.info:eu-repo/semantics/publishedVersio

Daganatos megbetegedések és a depresszió: rövid irodalmi áttekintés [Cancer and depression: a concise review]

Both depressive and malignant disorders are endemic, furthermore, they are also frequently comorbid. In this narrative review, we briefly discuss the epidemiological aspects of the association between depression and cancer, including the following: 1) the prevalence of depression among patients with cancer is higher than that of the general population; 2) the incidence of cancer is higher among subjects with depression; 3) depression is associated with elevated cancer-specific mortality; and 4) the suicide mortality among cancer patients. Furthermore, we also discuss the possible etiological explanations of the frequent co-occurrence of depression and malignancies, including those biological and psychological factors that may explain how depression (and/or its treatment) may lead to the development of malignancies and vice versa. Finally, some aspects of screening and treatment of depression in cancer patients are also considered. Related to this, we may state that, taking into consideration that depression is frequently underdiagnosed in cancer patients, screening is recommended in this population. However, screening for depression is valueable only if the screened patients found depressed have access to psychiatric services where the final diagnosis can be made and some kind of antidepressive treatment is available