Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 2

first rewind previous Page / 1 next fast forward last

Search results

Search:
in the keywords:  curriculum innovation
help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1

Perspectives on English teacher development in rural primary schools in China

100%
Ping W.
Journal of Pedagogy
|
2013
|
vol. 4
|
issue 2
208-219
EN
Questionnaires are used to examine Chinese rural primary school English teachers’ needs and challenges and perceptions in the implementation of Standards for Teachers of English in Primary Schools as professional development in rural school contexts in China. A total of 300 teachers participated in the research. Their feedback illustrates that there are serious problems with the current training model and that teachers have a very high expectation of being involved in the Professional Graduate Certificate in Education.
2
Publication available in full text mode
Content available

The Philosophical Context of Curriculum Innovations with a Focus on Competence Development

88%
Kondrla P., Lojan R., Maturkanič P., Nickolaeva Biryukova Y., González Mastrapa E.
Journal of Education Culture and Society
|
2023
|
vol. 14
|
issue 2
78-92
EN
Aim. The article describes the philosophical background of competency education and analyses the weaknesses that are present in curriculum changes, focusing on the absence of dynamic acceptance of otherness. Concept. The starting point is a reflection on the philosophical background of education as a repetition and production of the same. The basic principles of the post-metaphysical approach of education to otherness and the interpretation of the innovation curriculum in relation to these principles are presented. Results. Curricular changes and innovations appear to be cosmetic adjustments in which the traditional philosophical and pedagogical principles of passive reception of knowledge and acquisition of large amounts of knowledge are preserved. Conclusion. Changing the curriculum requires a change in teachers' attitudes as well as a change in the school education system. It is necessary to define who the teacher is, who the pupil is. Parents must identify with curricular reform and see it as a positive change for their children. Cognitive value. Curricular reform cannot be done without systemic changes in education. All participants in the change must be familiar with and identify with the new paradigm and its philosophical background, otherwise it will not be possible to realise the transition to competency pedagogy.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.