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Teacher Autonomy in Languages for Specific Purposes – Reflections on LSP Teacher Development Process

100%
Krajka J., Sowa M.
Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
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2017
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issue 22
65-84
EN
Training teachers of languages for specific purposes is not an easy task, given the complexity of the process, distinctiveness of LSP vs. general language instruction, scarce time available in modern philology curricula and lack of provisions for practicum. However, with increasing popularity of LSP not only in the corporate sector with adults, but also at secondary level in vocational education, the demand for well-trained LSP teachers is going to soar. The present paper shows the specific nature of LSP teacher training and the important place that is occupied in the process by task-based methodology leading to teacher autonomy. The two cases of LSP teacher training implemented at Romance philology of Catholic University of Lublin and Applied Linguistics of Maria Curie-Skłodowska University in Lublin exemplify how to develop teacher autonomy through integration of in-class instruction and fieldwork.
2

O konstruowaniu programów szkolnych: wokół artykułu Wincentego Okonia Nowe tendencje w badaniach nad programami szkolnymi w numerze 98 „Kwartalnika Pedagogicznego”

100%
Marek J.
Kwartalnik Pedagogiczny
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2014
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issue 3(233)
161-176
EN
In 1978 “The Pedagogical Quarterly” published an article entitled “New tendencies in the research on the school curricula” written by Wincenty Okoń, a significant representative of Polish pedagogy. From today’s perspective, its content, discussions and conclusions were an important turning point in defining and understanding the structural complexity of the curriculum implemented in the Polish educational system. Despite the passage of time and political changes in Poland, the areas of educational research on school curricula indicated by Wincenty Okoń still remain a challenge for researchers. A reminder of statements about the understanding of curriculum and research from 35 years ago may be a starting point for a discussion on today’s educational policy, in particular those of its elements which are associated with the structure and content of the contemporary school curriculum.
3
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Beneath the Tip of the Iceberg: The Teacher’s Changing Role in Light of the Israeli ‘Meaningful Learning’ Reform

88%
Fahoum I.
Studia Edukacyjne
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2019
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issue 52
329-338
PL
To cope with the challenges of the 21st century, a new Israeli educational reform, “Israel is moving up a grade” (known as Israel Ola Kita), was announced in 2014 by the former Minister of Education, Shai Piron, with the aim of assimilating the principles of meaningful learning in schools. A publication of the Ministry of Education, Something Good is Happening Now (2014) presented the policy and milestones for realizing the reform across the educational continuum.The current article highlights the complexities involved in the underlying reform principles concerning the change in the teacher’s role and argues the urgent need for considerations of these complexities through an expanded view of teachers’ professional development (TPD)with the aim of promoting deep-seated change rather than a superficial ‘signaling’ of the reform.
4
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Language discourse in curriculum development – comparative perspective from Romania, Poland and Croatia

88%
Žnidarec Čučković A., Czyżewska M., Simut C., Dąbrowa E.
Language, Discourse & Society
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2023
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vol. 11
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issue 1
27-46
EN
The article analyzes the language of legislation relating to the core curriculum in 3 countries: Croatia, Poland and Romania, which, freed from socialism, since the 1990s have been building their education systems in an evolutionary way. In particular, the factors of effective teaching are considered. Some other selected aspects of the education system, relevant to the implementation of the curriculum assumptions and contents will also be discussed. The research questions we posed were ‘what language is used in educational legislation for indicators for effective teaching and what is the role of the language?’ For analysis curriculum discourse language was used in comparative perspective. The research indicates the differences in the core curriculum and the language in all three countries. Understanding the context for teaching and understanding the needs of teachers and learners seem to be leading in Croatia. In Romania there is a gap between the language of the official texts and the classroom realities. The need for change of the practical aspects of teaching in the classroom becomes fundamental. While in Poland the language of the curriculum becomes more formal and subordinated to exam requirements, which not so much limits its understanding, but rather stiffens the teaching and learning process.
5

Teaching Risk Management and Safety as a Tool for Supporting Sustainable Development - A Curriculum Development

88%
Shahriari M.
Journal of Teacher Education for Sustainability
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2011
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vol. 13
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issue 1
62-71
EN
Training of engineers as one of the main factors for implementing sustainability in industry is a key task. Due to this fact, the courses given in Chalmers should be adapted to the goal of sustainability. This could not be gained without integrating of risk assessment, as a tool of loss prevention, into different course curricula. To meet the demands, a course entitled "Risk Management and Safety" is offered two times a year to pre-service teachers that study in Chalmers master and doctoral programmes. This paper is concerned with presenting a method for developing a course curriculum including designing, control and evaluation of the projects as an essential part of the course. Industrial patterns have an important role especially in designing and evaluating the projects. The learning outcomes and the work efficiency are also controlled and evaluated through a questionnaire and personal interviews.
6

Education for Sustainable Development: Assessment of the Current Situation at the Faculty of Engineering of Notre Dame University – Louaize

88%
Salem T., Harb J.
Discourse and Communication for Sustainable Education
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2012
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vol. 3
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issue 1
100-108
EN
There is a growing need to incorporate educational sustainable development (ESD) principles into engineering education. This paper identifies engineering competencies within the Faculty of Engineering at Notre Dame University - Louaize and the means to shift towards sustainability. ESD tools are used to carry the analysis, keeping in mind the Faculty of Engineering accreditation system ABET, incorporated as the Accreditation Board for Engineering and Technology, Inc., requirements. A survey of the current situation was conducted based on seven key areas: curriculum, research and scholarship, operations, faculty and staff development, outreach and service, student opportunities, administration, mission and planning. The survey revealed some weaknesses that the Faculty of Engineering needs to address for a successful implementation of sustainable practices. ESD is integrated in two selected engineering courses. At the beginning of the course, a questionnaire is used to assess the knowledge, behaviour and attitudes of students. Results show that students currently understand the importance of ESD, but they have a weak knowledge of the relationship between the environment and sustainable future and a bad understanding of sufficient living economy principle. The analysis showed also the need to introduce new courses of sustainability. Nevertheless, the proposed amendment to the curriculum ought to be carried in conjunction with the Faculty of Engineering accreditation system ABET. A wide dissemination of ESD throughout the entire engineering programme will help promoting sustainability. Besides, the infusion of ESD can be implemented within a common engineering course - a mandatory course for all engineering students following ABET amendment procedures.
7

Investigating Estonian Teachers’ Expectations for the General Education Curriculum

88%
Viirpalu P., Krull E., Mikser R.
Journal of Teacher Education for Sustainability
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2014
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vol. 16
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issue 2
54-70
EN
Finding a balance between a centralised and decentralised curricular policy for general education and seeing teachers as autonomous agents of curriculum development is a recurrent issue in many countries. Radical reforms bring about the need to investigate whether and to what extent different parties – and first of all, teachers – are ready to accept and internalise the new policies and roles as curriculum leaders to ensure the sustainability of curriculum development. The purpose of this paper is to describe the development of a questionnaire for investigating Estonian teachers’ curricular work and preferences and to introduce the results of its piloting. The main topics covered by the questionnaire are teachers’ experience and autonomy in using and developing curricula, their preparation for curriculum development and preferences and expectations for the best curricular solutions. The developed questionnaire can be used for investigating teachers’ curricular work and preferences in different national contexts, thus enabling comparative studies across countries with different practices regarding curriculum policy.
8

Balancing European SME Managers’ Training Contents: Perceived Importance & Training Needs

75%
Morgado L., Varajão J., Dominguez C., Oliveira I., Sousa F.
Business Systems Research Journal
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2014
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vol. 5
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issue 2
4-22
EN
Background: Given the limited available time of in-service professionals, the balance between the perceived importance of the course content and training needs is essential for the acceptance and attractiveness of training courses aimed at them. Objectives: The goal of the paper is to contribute to the development of entrepreneurship and business training programs for European SME managers. Methods/Approach: In six European countries a survey focusing on SME managers’ views on the importance of individual items from a list of potential course content items, and their training needs was carried out, and followed by an analysis using exploratory and multivariate techniques. It was aimed at identifying homogeneous groups of managers with common training needs and perceptions of content importance. Results: Homogeneous groups of managers who assign the same importance to certain competences and who have common training needs are identified. Conclusions: Results of our research could help training institutions to develop courses aimed at SME managers. The balancing approach proved to be an interesting method of combining conflicting requirements for the training course curriculum development.
9
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It’s embedded!? Modeling the Tenets of Critical Pedagogy for Future Teachers Working in Multilingual and Multicultural Learning Environments

63%
Muszyńska B., Gómez-Parra M. E.
Forum Oświatowe
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2022
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vol. 34
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issue 1(67)
11-21
PL
Uczenie się oznacza zrozumienie pozycji władzy oraz istoty reprodukowania wiedzy, gdyż są one odzwierciedleniem powielanych społecznie światopoglądów. Jeśli programy kształcenia nauczycieli nie odzwierciedlają problemów, z jakimi borykają się niedostatecznie reprezentowane populacje, może to prowadzić do marginalizacji pewnych grup studentów i powodować wyższy odsetek osób porzucających naukę. Dlatego też niniejsze badanie miało na celu ustalenie, czy wybrane programy przygotowawcze dla nauczycieli w Polsce i Hiszpanii uwzględniają zasady pedagogiki krytycznej w swoich programach kształcenia, przygotowując nauczycieli do pracy w zróżnicowanych środowiskach edukacyjnych. Metodologia tego badania została powielona z analizy przeprowadzonej przez Courville-Mayers & Figueroa-Flores (2020), jako że jest to badanie replikacyjne. Analiza treści została wykorzystana do określenia obecności założeń pedagogiki krytycznej opracowanych przez Giroux (zrewidowanych w 2020 r.) w sylabusach przedmiotów podstawowych. Wyniki badań pokazują, że rozmieszczenie zasad pedagogiki krytycznej w programach kształcenia nauczycieli jest nierównomierne, a niektóre zadady nie znalazły żadnego odzwierciedlenia w sylabusach.
EN
Learning means understanding of the positionality of the producers of knowledge and their power since it is them who reproduce a certain world view. If teacher education programs do not reflect issues faced by underrepresented populations, this may leave certain groups of students marginalized and cause higher drop-out rates. Hence, this study aimed to determine whether chosen Education Preparation Programs (EPPs) in Poland and Spain embed principles of critical pedagogy in their curriculum while preparing pre-service teachers for working in diverse educational environments. This study’s methodology was replicated from the analysis done by Courville-Mayers & Figueroa-Flores (2020). Content analysis was used to determine the presence of a critical pedagogy tenets developed by Giroux (revised in 2020) in the EPPs required courses’ syllabi. The findings show that the distribution of the CP principles is uneven and some of the tenets found no representation in the syllabi.
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