Related Papers
Introduction: Section 1 – Voices from the Present and the Past
2018 •
Nuraan Davids
In our pursuits to find and attach meaning to the world around us, philosophers of education often refer to or build on a particular position of a philosopher or philosopher of education. As such, we recognise that how we understand a particular encounter or concept is always open to another interpretation and another way of constructing meaning. In opening a platform for the building on past voices, and offering new and re-considered voices, this section consists of 36 original chapters in which the author(s) describe the relevance of the position of the philosopher (of education) to current important questions in the theory or practice of education. To this end, each chapter describes (aspects of) the theory of the philosopher or philosopher of education, and relates it to a particular question, problem or theory, so that what is constructed and contributed addresses a particular debate. The vast volume of theorists, theories, dilemmas and controversies addressed in the 36 chapter...
Educational Researcher or Teacher-Researcher: Reflections on Journeying down the Sometimes-Divided Road
1997 •
Barbara Laster
English Teaching and Learning
Teacher development or teacher training? An exploration of issues reflected on by CELTA candidates
2018 •
Lee Mackenzie
The current study aimed to investigate whether the intensive Certificate in Teaching English to Speakers of Other Languages (CELTA), which certifies teachers of English as a Foreign Language (EFL), is better viewed as a teacher development or a teacher training course. Qualitative content analysis was carried out on the written reflective assignments of CELTA course participants on several courses where the researcher worked as a tutor. The data was subsequently triangulated using semi-structured qualitative interviews. From these data, four main themes emerged as significant: Teacher Learning, General Pedagogic Knowledge, Teaching Skills and Teaching Language, and the Learner Element. A closer analysis of the categories within these themes reveals a tension between a view of teacher development as “training” and a view of teacher development as “education”. To ensure that the course places a greater emphasis on teacher development, CELTA tutors can encourage less focus on the teaching techniques acquired during the course and more focus on the appropriacy of such techniques with particular classes and in certain contexts by redesigning the reflective prompts which form the basis of the written reflection assignment on the course, and by modelling reflective practice throughout the course.
Teaching and Education
2015 •
Maya Mainkar
Abstract: There is poverty extreme poverty, in the world, despite increased literacy rates. This means education has fallen short of its promise, because it has left a very large number of human beings deprived of basic needs of existence. In addition, bizarre diseases, related to the aberrations of the mind, have increased considerably over the years, despite the growth of research in medicine. Why is there dissatisfaction with education despite increase in literacy rates and such elaborate discussions throughout the world on how to make learning interesting and effective? The answer to this is obvious. We link education to passing examinations and going to the next class but not to excellence of existence. Teachers rarely realize that knowledge is not power. Thinking does not come automatically to human beings. They can at best manage arbitrary or elementary thinking. Creative and purposeful thinking has to be taught in schools much more than providing random information Key words...
From Teaching to Learning-A Personal Account
─ The issue of changing educational paradigms is of global importance. However, change is individual. As such, we must educate ourselves about how individuals change their educational paradigm. This article is an effort to address that need by telling a very personal account of how one individual, the author, changed and is changing vision and perspective. The hope is that the need for an individual and culturally relevant perspective is reinforced, while the commonality of such a change can also be seen. The article chronicles the author's journey from his initiation into the prejudices of a discipline-based higher education system to the lessons he learned in his multidisciplinary work in
Discussions on Some Educational Issues VIII. Research Report 204
1999 •
Pertti Kansanen
Teaching - It's more than just pedagogy 9 October 2012
2013 •
Mark Gould
ABSTRACT This article was a discussion of the importance of relationships in building equity in education. Teachers spend a lot of time discussing and considering pedagogy but need to broaden their view of what constitutes pedagogy to include relationship creating and emotional and psychological aspects.
A curious traveller's tale (1)
Glynn Kirkham
CELTA Assignment 1: Focus on the Learner
Юлия Кумичева
Series of Problems, at the Crossroad of Research, Pedagogy and Teacher Training
2015 •
Katalin Gosztonyi
Our presentation is focused on the design of a favo urable environment for teachers willing to develop disciplinary or interdisciplinar y reflections based on the study of a particular kind of historical sources, that we ca ll "series of problems". In the first part we briefly explain the meaning of this notion a d we outline the contents and purpose of a research project focused on their comp arative study. We then describe how this project is associated with a professional teacher training session also conceived as a research seminar. In the third part we explain how we intend to reorganise the project into a collaborative edition f a sourcebook about series of problems. We finally explain the main principles of a workshop associated with this editorial enterprise that will permit the developme nt of original reflections and pedagogical projects around the texts that will be selected for the sourcebook.
