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1

Intercultural and Media Literacy: Global Tendencies in Metacontent of Teacher Education in Latvia

100%
Belousa I., Stakle A.
Discourse and Communication for Sustainable Education
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2010
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vol. 1
|
issue 1
109-132
EN
Under the influence of processes of globalisation, higher education in the countries of Europe, including Latvia, has been reshaped, restructured, re-evaluated and reoriented towards the establishment of a European higher education area. New issues have emerged at both the content and metacontent level, the most significant of which are intercultural and media literacy matters. Considering the tendencies of globalisation, this article focuses on the issues of intercultural and media literacy as a metacontent of teacher education. The article introduces the teachers’ view and experience of intercultural and media education in Latvia and frames several suggestions to implement intercultural and media literacy in the teacher education curriculum.
2

Emotional Aspect of Teachers’ Professional Mastery in Latvia: Theoretical and Historical Reflections

100%
Belousa I., Ūzuliņa S.
Discourse and Communication for Sustainable Education
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2010
|
vol. 1
|
issue 2
82-94
EN
Within the context of re-evaluation of teacher education to meet the challenges of globalisation, the discourse about holistic understanding of teacher’s professional mastery is essential. The objective of this paper is to provide theoretical and historical reflections about teacher’s professional mastery, highlighting the emotional aspect as a dimension that integrates all its levels. Theoretical and historical reflections in this study follow the methodology of discourse evaluation. The discourse is contextualized in a setting of three periods of time (the 1st independence 1918-1940, Soviet occupation 1940-1990 and the 2nd independence from 1990) and grounded in Latvian national and international perspectives. The study aims to deconstruct the cognitive competency-based view on teacher education and to provide reflections on teacher education that is teachers’ self-based.
3

Environment for Meaningful Development of Reading Literacy in Pre-School

100%
Zariņa S., Belousa I.
Discourse and Communication for Sustainable Education
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2011
|
vol. 2
68-83
EN
At a time when the scope and influence of information technologies are rapidly increasing, the development of reading literacy becomes a challenge for teachers. Pre-school teachers have a special role in the development of reading literacy, because children display interest in the written text and the information it holds already in pre-school. It is thus important that the child's first encounter with text be pleasant and exciting, personally significant and applicable for reaching one's goals and satisfying one's needs in everyday life. Hence, the development of reading literacy in pre-school ought to be meaningful, which cannot be ensured in a traditional, teacher-focused learning environment. That is why the paper summarises the best practical experience in a meaningful development of reading literacy. The conclusion is reached that a meaningful development of reading literacy occurs in an environment specially designed by teachers with constructivism as its theoretical basis.
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