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Sustainability Pedagogy in Practice: An Example from Health Education

100%

Kosáros A., Ildikó K., Lakatos G.

Journal of Teacher Education for Sustainability

2007

vol. 7

79-87

At the UN World Summit on Sustainable Development in Johannesburg, the period between 2005 and 2015 was declared to be the decade of sustainability. Therefore, it is important to see the implementation of sustainability pedagogy come to the fore in every country. Putting this into practice may lead to hardships for headmasters and teachers in schools. This process requires changes in behavior and approaches, besides, the development of certain students' skills have to be considered that the institutions have not perceived as their duty so far. To implement the idea of sustainability in education, in every country from elementary to higher education, properly trained and prepared teachers are needed. Post-graduate teacher training, international interchange of experience have to be stressed. Furthermore, to understand the content of sustainability and put it into everyday practice in schools, the activities have to be fact-based, with clear directions and have easily available teacher aids. The article demonstrates method how to implement projects related to healthy nutrition.

Проектирование последипломного педагогического образования преподавателей колледжей: технологический аспект

72%

Леванова Е.

Journal of Modern Science

2015

issue 1(24)

87-103

Development of technologies of improvement of professional skill and professional retraining is possible only in those cases when learning objectives and theories allow for the simulation of the educational management behaviour and development of students. Postgraduate pedagogical education College teachers with basic professional higher education, but engaged in pedagogical activity, should take into account the peculiarities of their professional pedagogical activity. Professional retraining acts as a suffi cient level of development of professional culture and identity, able to provide creative problem-solving professional pedagogical activity. A substantial component of the technology of improvement of professional skill and professional retraining of teachers of colleges built on the principle of interconnected and interdependent modules, which provide formation of psychological and pedagogical skills of teachers colleges.

Разработка технологий повышения квалификации и профес- сиональной переподготовки возможна лишь в тех случаях, когда учебные цели и теории допускают моделирование педагогическо- го управления поведением и развитием обучающихся. Последи- пломное педагогическое образование преподавателей колледжей, имеющих базовое профессиональное высшее образование, но осу- ществляющих педагогическую деятельность, должно учитывать особенности их профессиональной педагогической деятельности. Профессиональная переподготовка выступает в качестве достаточ- ного уровня развития профессиональной культуры и самосозна- ния, способного обеспечить творческое решение задач профессио- нальной педагогической деятельности. Содержательный компонент технологии повышения квалификации и профессиональной пере- подготовки преподавателей колледжей выстроен по принципу вза- имосвязанных и взаимообусловленных модулей, которые обеспе- чивают формирование психолого-педагогической компетентности преподавателей колледжей.

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Sustainability Pedagogy in Practice: An Example from Health Education

Проектирование последипломного педагогического образования преподавателей колледжей: технологический аспект