Academic literature on the topic 'Education, reforms, teaching programme – curriculum, geography'
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Journal articles on the topic "Education, reforms, teaching programme – curriculum, geography"
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Weng, Sung-Shun, Yang Liu, and Yen-Ching Chuang. "Reform of Chinese Universities in the Context of Sustainable Development: Teacher Evaluation and Improvement Based on Hybrid Multiple Criteria Decision-Making Model." Sustainability 11, no. 19 (2019): 5471. http://dx.doi.org/10.3390/su11195471.
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China is pushing universities to implement reforms in order to achieve the sustainable development goals, but with the development level of teachers becoming the key restricting factor. In this sense, teacher evaluation and improvement act as positive factors for China to achieve the 2030 sustainable development goals. Previous studies on teacher evaluation have usually assumed that the relationship between the evaluation criteria is independent, with the weights of each standard derived from this assumption. However, this assumption is often not in line with the actual situation. Decisions based on these studies are likely to waste resources and may negatively impact the efficiency and effectiveness of teachers’ sustainable development. This study developed an integrated model for the evaluation and improvement of teachers based on the official teacher evaluation criteria of China’s International Scholarly Exchange Curriculum (ISEC) programme and a multiple criteria decision-making methodology. First, a decision-making trial and a laboratory-based analytical network process were used to establish an influential network-relation diagram (INRD) and influential weights under ISEC standards. Next, an important performance analysis was used to integrate the weight and performance of each standard to produce a worst-performance criterion set for each university teacher. Finally, the worst performance set used an INRD to derive an improvement strategy with a cause–effect relationship for each teacher. This study chose a Chinese university that has implemented teaching reform for our case study. The results show that our developed model can assist decision-makers to improve their current evaluations of teachers and to provide a cause–effect improvement strategy for education reform committees and higher education institutions.
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NIELSEN, KRISTIAN H. "Ideas, politics and practices of integrated science teaching in the global Cold War." BJHS Themes 3 (2018): 167–89. http://dx.doi.org/10.1017/bjt.2018.1.
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AbstractDuring the Cold War, UNESCO played a major role in promoting science education across the world. UNESCO's Programme in Integrated Science Teaching, launched in 1969, placed science education at the heart of socio-economic development in all nations. The programme planners emphasized the role of science education in the development of human resources necessary to build a modern nation state, seeking to build a scientific and engineering mindset in children. UNESCO's interest in science education drew inspiration from early Cold War curriculum reforms in the United States, where scientists, psychologists and teachers promoted science education as a way to enhance the scientific and technical workforce and to counteract irrational tendencies. While US curriculum reformers were concerned about the quantity and quality of science teaching in secondary school, UNESCO wanted to introduce science as a topic in primary, secondary and vocational schools, promoting integrated science teaching as the best way to do this. From the outset, the term ‘integrated’ meant different things to different people. It not only entailed less focus on scientific disciplines and scientific method strictly defined, but also more on teaching children how to adopt a curious, experimental and engineering approach in life. By the end of the Cold War, UNESCO abandoned the idea of integrated science teaching, but it has a lasting legacy in terms of placing ways of teaching science to children at the heart of modern society.
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Grant, S. G. "Analyzing the New York Global History and Geography Exam." education policy analysis archives 9 (October 3, 2001): 39. http://dx.doi.org/10.14507/epaa.v9n39.2001.
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Education Week's report "Quality Counts" judges New York State's curriculum and assessment policy efforts to be an "A." Surface-level reviews such as "Quality Counts" tell something about the workings of state policy, but they are more useful as snapshots than as well-developed portraits of curriculum and assessment change. In this article, I analyze the new New York State Global History and Geography standards and tests using a set of social studies-specific criteria which inquire deeply into the implications for real instructional change. From that vantage, I argue that New York's policy efforts, while seemingly well-intentioned and reflective of surface-level change, fail to promote powerful teaching and learning in social studies. Teachers intent on producing ambitious teaching and learning will find little to interfere with their efforts. But as a set of reforms intended to encourage substantive change, the new global history test falls short.
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Mutch, Carol. "Citizenship Education in New Zealand: Inside or outside the Curriculum?" Citizenship, Social and Economics Education 5, no. 3 (2002): 164–79. http://dx.doi.org/10.2304/csee.2002.5.3.164.
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Notions of what it meant to be a citizen of New Zealand have mirrored the social and political changes as the country's identity moved from a British colony, through independence to a bi-cultural country with a more global outlook. Citizenship ideals were originally taught through history, geography, moral education and social studies. Although some countries, such as the United Kingdom, have moved to an explicit citizenship education programme, citizenship in New Zealand is currently taught through an integrated curriculum approach supported by participatory pedagogical practices. This article reports on research undertaken to investigate the inter- and extra-curricular opportunities for teaching and learning citizenship in New Zealand schools.
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Esteves, Maria Helena. "Current Changes in Portuguese School System." SAGE Open 2, no. 1 (2012): 215824401243675. http://dx.doi.org/10.1177/2158244012436759.
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About 100 teachers participated in a study and helped to understand how new reforms are faced by those who work in the field, in the particular case of the discipline of geography. The study that was done with geography teachers after 10 years of national curriculum revealed many gaps in terms of what teachers are expected to do. Only recently, some legislation has been issued to regulate the kind of training teachers do as they progress in their teaching careers. The national curriculum for basic education is a huge step in terms of being a part of the world agenda in what concerns a modern teaching and a new vision of what schools should prepare students to, but the instruments of that change (teachers) have been neglected.
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Mok, Ida Ah Chee. "From the Confucian Tradition to the Digital Era: The Case of Mathematics Teaching in Hong Kong." International Journal of Chinese Education 8, no. 1 (2019): 73–94. http://dx.doi.org/10.1163/22125868-12340106.
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Abstract Recent years have witnessed an increase in research focused on studying on perspectives of Chinese mathematics instructions. The sustained interest is partly due to the outstanding performances of Chinese students in international studies such as the Trends in International Mathematics and Science Study (TIMSS) (Mullis, et al., 2012) and the Programme for International Student Assessment (PISA) (Organization for Economic Co-operation and Development (OECD), 2010); and partly due to the shared interest in comparative studies of instructional practice across different cultural systems. What have we learned about in mathematics classrooms from international studies? Findings of international studies suggest that how the teacher used the tasks so that the cognitive demand of the learning tasks could be sustained is very important. Despite the good performances of Hong Kong students in international studies, there is a gap between traditional classroom practice and the long established goals for promoting generic capacity in mathematics learning; most of the traditional learning tasks in Hong Kong classrooms are apparently routine and serving a demonstrative purpose as a result of the highly competitive systems. Based on triangulation of the findings of the analysis of the mathematics lessons at different levels, the study shown some robust features in the traditional mathematics teaching practice in Hong Kong classrooms in contrast to some innovative scenarios in a special mathematics lesson. Finally, the author re-examines the robust features in the context of curriculum reforms and the cultural context of Confucian tradition.
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Soni, Anita, Paul Lynch, Mike McLinden, et al. "Facilitating the Participation of Children with Disabilities in Early Childhood Development Centres in Malawi: Developing a Sustainable Staff Training Programme." Sustainability 12, no. 5 (2020): 2104. http://dx.doi.org/10.3390/su12052104.
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This article explores the development of a sustainable training programme supporting the inclusion of children with disabilities in early childhood, education and care (ECEC) centres in Malawi. This programme is based on a review of literature of curriculum, pedagogy and teaching approaches in ECEC in sub-Saharan Africa, alongside a review of national policy documents. The training was designed to enable staff to value the inclusion of children with disabilities in ECEC centres, as well as suggesting practical ways to do so. We set out our response to the gap in training of ECEC staff through the development of a supplementary integrated training programme, which, whilst respectful of the curriculum, policy and practice of Malawi, challenged staff to consider ways of including children with disabilities (CWD) and their families. We suggest this is a pragmatic and sustainable model that could be applied to training in other ECEC settings across the region in sub-Saharan Africa. It concludes with guiding principles for training those working in ECEC with young children with disabilities in low-income countries.
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Lim, Shaun Tyan Gin, and Francesco Perono Cacciafoco. "Discovering Unwritten Stories—A Modular Case Study in Promoting Landscape Education." Education Sciences 11, no. 2 (2021): 68. http://dx.doi.org/10.3390/educsci11020068.
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Landscapes have been and are an important aspect of any society, culture, economy and environment. Besides the role of landscape and Landscape Sciences in these arenas, there have been increasingly greater calls to incorporate landscape into the curriculum. Moreover, Landscape Education is beneficial in developing important foundations in students, particularly that of active citizenry. While the benefits of Landscape Education are evident, current research remains focused on Western, especially European, contexts. This article discusses how a leading Singapore public University incorporates Landscape Education within a relatively new module on Toponymy offered in the Linguistics and Multilingual Studies Programme. While the links between Linguistics and a course in Toponymy or even the links between Toponymy and Landscape may not be immediately apparent, an analysis of the content covered in the module demonstrates congruence to existing frameworks and principles in teaching Landscape Education and, at the same time, provides a case in point in interdisciplinarity, drawing from diverse disciplines such as Language, Linguistics, History, Geography, Landscape Sciences, Anthropological Linguistics, among many others. This study provides useful references for educational institutions in incorporating Landscape Education into their curriculum.
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Manhães Cabral, Thiago, and Rafael Straforini. "CONTROVÉRSIAS SOBRE O CURRÍCULO DA GEOGRAFIA ESCOLAR:." Revista Brasileira de Educação em Geografia 10, no. 20 (2020): 72–101. http://dx.doi.org/10.46789/edugeo.v10i20.942.
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Partindo do pressuposto de que o currículo da geografia é a primeira arena de disputas em torno da constituição de um campo acadêmico-científico da Geografia no Brasil, este artigo analisa o cenário de controvérsias, no contexto da década de 1930, entre as principais comunidades científicas da Geografia, a paulista e a carioca, em relação ao currículo da Geografia Escolar concebido no seio das reformas educacionais que caracterizaram os primeiros anos do governo Vargas. Metodologicamente, dois documentos são aqui analisados: o primeiro, de 1931, é o texto curricular publicado pela Reforma Francisco Campos, concebido pelas mãos da escola carioca de geografia, sobretudo sob a figura de Delgado de Carvalho. O segundo documento, de 1935, é a seção “Críticas e Notas” do Boletim Paulista de Geografia, em que Pierre Monbeig, Aroldo de Azevedo e Maria da Conceição Vicente de Carvalho expõem suas críticas e proposições curriculares para o ensino de Geografia no Brasil. Sugerimos, a partir de nossas análises comparativas pautadas nesses dois materiais, que havia um antagonismo entre estas duas comunidades científicas de Geografia no tocante à formação escolar secundária brasileira, sobretudo em termos de adequação da idade escolar aos diferentes conteúdos, escalas de análise e abordagem dos fenômenos de natureza geográfica. PALAVRAS-CHAVE Reforma Francisco Campos, Comunidades científicas da geografia, Currículo de Geografia, Pierre Monbeig, História da Geografia Escolar. CONTROVERSIES ON THE CURRICULUM OF GEOGRAPHY IN BRAZIL: the scientific communities of Sao Paulo and Rio de Janeiro in debate (1931-1935) ABSTRACT Assuming that the curriculum of school geography is the first arena of disputes around the constitution of an academic-scientific field of Geography in Brazil, this paper analyses the scenario of controversies between two of the main scientific communities of Geography, from São Paulo and Rio de Janeiro, in the context of the 1930s, regarding the curriculum of School Geography conceived within the reforms of the Brazilian educational system that characterized the first years of the Vargas government. Methodologically, two documents are analyzed here: the first, from 1931, is the curricular text published by Francisco Campos Reform, conceived by the hands of the carioca scientific community of geography, especially under the figure of Delgado de Carvalho. The second document, from 1935, is the "Critics and Notes" section of the Boletim Paulista de Geografia, where Pierre Monbeig, Aroldo de Azevedo and Maria da Conceição Vicente de Carvalho present their curricular propositions for the teaching of Geography in Brazil. We suggest, from our comparative analyses based on these two materials, that there was a theoretical-methodological divergence between these two scientific communities of geography regarding the Brazilian secondary school education, especially in terms of the adequacy of school age to the different contents, scales of analysis and approach to geographical phenomena. KEYWORDS Francisco Campos Reform, Scientific Communities of Geography, Curriculum of Geography, Pierre Monbeig, History of School Geography.
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Thenga, Muofhe, Paul Goldschagg, Rene Ferguson, and Caleb Mandikonza. "Teacher Professional Development and Geography Teachers’ Pedagogical Practices for Climate Change Education." Southern African Journal of Environmental Education 36 (June 17, 2021). http://dx.doi.org/10.4314/sajee.v36i1.17.
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Education for Sustainable Development (ESD) was added to the South African Geography school curriculum when the Curriculum Assessment Policy Statement (CAPS) was implemented from 2012. Many in-service teachers who qualified prior to 2014 did not cover this concept during their initial teacher education qualification because it was not part of the curriculum at that time. To address this deficiency, a teacher professional development (TPD) module was developed by the Fundisa for Change programme and offered to a selection of in-service high school Geography teachers. Transformative learning theory helped to understand the pedagogical practices used by teachers after attending the Fundisa for Change teacher professional development programme, in particular the use of a learner-centred approach. Using a small-scale, qualitative and interpretive case study method, the influence of this short TPD course on the teaching of climate change in the Geography CAPS curriculum on teachers’ pedagogical practices was investigated. Data were collected through semi-structured interviews, document analysis and lesson observations. Data were analysed using both inductive thematic and deductive analysis. Findings from this small sample of five teachers and their practices suggest that despite attending the programme, most of the participating teachers did not sufficientlyintegrate climate change education in their Geography classroom practices. The majority of the research participants did not implement the learner-centred teaching methods covered in the course. It is therefore recommended that a teacher professional development programme should be incorporated into longer-term and preferably ongoing professional development programmes so as to adequately foster climate change education in classroom practices. Keywords: Geography, Education for Sustainable Development (ESD), climate change education, teacher professional development, learner-centred pedagogies
Dissertations / Theses on the topic "Education, reforms, teaching programme – curriculum, geography"
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Đurđica, Komlenović. "Organizacija geografske nastave u školskim kurikulumima u svetu i primena iskustva u nastavi geografije Srbije." Phd thesis, Univerzitet u Novom Sadu, Prirodno-matematički fakultet u Novom Sadu, 2003. https://www.cris.uns.ac.rs/record.jsf?recordId=73205&source=NDLTD&language=en.
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Savremeni svetski tokovi u oblasti obrazovanja i izvršene reforme nastavnih planova i programa, uslovili su promenu obrazovnog sistema u i reformu geografske nastave u Srbiji u osnovnom obrazovanju. Dobro struktuiran geografski kurikulum Srbije obezbediće adekvatno mesto geografiji u našem obrazovnom sistemu.<br>Modern world actions in the field of education and reformscarried out in teaching plans and programmes have caused changes in the educational system and reforms of geaography teaching in Serbia on the level of primary school education. Well structioral geographic curriculum of Serbia will provide a suitable place for geography in our educational system.
Conference papers on the topic "Education, reforms, teaching programme – curriculum, geography"
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Świętek, Agnieszka, and Wiktor Osuch. "Regional Geography Education in Poland." In 27th edition of the Central European Conference with subtitle (Teaching) of regional geography. Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9694-2020-14.
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Education in regional geography in Poland takes place at public schools from the earliest educational stages and is compulsory until young people reach the age of adulthood. Reforms of the Polish education system, resulting in changes in the core curriculum of general education, likewise resulted in changes in the concept of education in the field of regional geography. The subject of the authors’ article is education in regional geography in the Polish education system at various educational stages. The authors’ analysis has two research goals. The first concerns changes in the education of regional geography at Polish schools; here the analysis and evaluation of the current content of education in the field of regional geography are offered. The second one is the study of the model of regional geography education in geographical studies in Poland on the example of the geographyat the Pedagogical University of Cracow. Although elements of education about one’s own region already appear in a kindergarten, they are most strongly implemented at a primary school in the form of educational paths, e.g. “Regional education – cultural heritage in the region”, and at a lower-secondary school (gymnasium) during geography classes. Owing to the current education reform, liquidating gymnasium (a lower secondary school level) and re-introducing the division of public schools into an 8-year primary school and a longer secondary school, the concept of education in regional education has inevitably changed. Currently, it is implemented in accordance with a multidisciplinary model of education consisting in weaving the content of regional education into the core curricula of various school subjects, and thus building the image of the whole region by means of viewing from different perspectives and inevitable cooperation of teachers of diverse subjects. Invariably, however, content in the field of regional geography is carried out at a primary and secondary school during geography classes. At university level, selected students – in geographical studies – receive a regional geography training. As an appropriate example one can offer A. Świętek’s original classes in “Regional Education” for geography students of a teaching specialty consisting of students designing and completing an educational trail in the area of Nowa Huta in Cracow.
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Mavuru, Lydia, and Oniccah Koketso Pila. "PRE-SERVICE TEACHERS’ PREPAREDNESS AND CONFIDENCE IN TEACHING LIFE SCIENCES TOPICS: WHAT DO THEY LACK?" In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end023.
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Pre-service teachers’ preparedness and confidence levels to teach is a topical subject in higher education. Previous studies have commented on the role of teacher in-service training in preparing teachers for provision of meaningful classroom experiences to their learners, but many researchers regard pre-service teacher development as the cornerstone. Whilst teacher competence can be measured in terms of different variables e.g. pedagogy, knowledge of the curriculum, technological knowledge etc., the present study focused on teacher competency in terms of Life Sciences subject matter knowledge (SMK). The study was framed by pedagogical content knowledge (PCK). The study sought to answer the research question: How do preservice teachers perceive their levels of preparedness and confidence in teaching high school Life Sciences topics at the end of their four years of professional development? In a qualitative study, a total of 77 pre-service teachers enrolled for the Methodology and Practicum Life Sciences course at a university in South Africa participated in the study. Each participant was tasked to identify topic(s)/concept(s) in Life Sciences they felt challenged to teach, provide a critical analysis of the reasons for that and map the way forward to overcome the challenges. This task was meant to provide the pre-service teachers with an opportunity to reflect and at the same time evaluate the goals of the learning programme they had gone through. Pre-service teachers’ perspectives show their attitudes, values and beliefs based on their personal experiences which therefore help them to interpret their teaching practices. The qualitative data was analysed using content analysis. The findings showed that whilst pre-service teachers were competent to teach other topics, the majority felt that they were not fully prepared and hence lacked confidence to teach the history of life on earth and plant and animal tissues in grade 10; excretion in animals particularly the functions of the nephron in grade 11; and evolution and genetics in grade 12. Different reasons were proffered for the lack of preparedness to teach these topics. The participants regarded some of these topics as difficult and complex e.g. genetics. Evolution was considered to be antagonistic to the participants’ and learners’ cultural and religious belief systems. Hence the participants had negative attitudes towards them. Some of the pre-service teachers indicated that they lacked interest in some of the topics particularly the history of life on earth which they considered to be more aligned to Geography, a subject they did not like. As remedies for their shortcomings in the content, the pre-service teachers planned to co-teach these topics with colleagues, and others planned to enrol for content enrichment programmes. These findings have implications for teacher professional development programmes.