http://hdl.handle.net/10045/20519 Fri, 24 May 2013 22:09:39 GMT 2013-05-24T22:09:39Z http://hdl.handle.net/10045/20526 Título: “Hedgerow”: a cooperation between geography, didactics of geography and school practice to improve teacher training at university Autor/es: Zecha, Stefanie Resumen: The project “hedgerow” is a cooperation between the head of the nature conservation project “Altmühlleiten”, the assistant professor of the department of didactics of geography of the Catholic University of Eichstätt, and pupils of a primary school. The aim of all partners was to improve the children’s knowledge about hedgerows as well as cooperation between scientific geography and teacher training. In the theoretical part, a selected model that the author uses to describe the term ‘cooperation’ will be presented, the elements of which must be fulfilled to form an effective cooperation . Then, this model is transformed to the hedgerow project. The project itself consisted of four steps. First, the participating students of geography didactics are informed about hedgerows in a very interactive way. Hedgerows are a refuge for native wild flora and fauna. They were typical cultural elements of this region but have largely disappeared. After acquiring this information, each university student group prepared one lesson for each school class level during a didactic lecture at university next. With regard to sustainable working and teaching, the students held their prepared lessons in different primary school classes. Finally, the pupils built their own hedgerow in nature. This project can be seen as an example for cooperation between geography, didactics of geography and school practice. Sun, 01 Jan 2012 00:00:00 GMT http://hdl.handle.net/10045/20526 2012-01-01T00:00:00Z http://hdl.handle.net/10045/20525 Título: The professional role of a teacher in the era of globalization on the example of Poland Autor/es: Świtała, Eugeniusz Stanislaw Resumen: The globalization process and the social changes associated with it demand the introduction of permanent changes and reforms in the educational systems. The teacher’s new role is undisputable. It is the challenge of modern times and social needs. In their new role, teachers should support both the students and their parents. Teachers should act as guides for their students and direct them in their individual processes of development, taking into consideration the challenges of the globalization process. In my article, I would like to show how secondary school teachers are prepared for their work in Poland. I will also discuss the system of professional preparation, with particular attention given to secondary school teachers in Poland, to find an answer to the following question – does the system of teachers’ professional preparation really exist? In what way, if at all, does it take into account the specific character of work in a secondary school? I would also like to present the procedure of teachers’ professional advancement in Poland and its influence on the standards and quality of school work. My intention is to discuss the issue of professional preparation of secondary school teachers and to answer the question how such teachers should be prepared for work to be successful in coping with the challenges of modern school as well as the challenges from the society. Another question I hope to answer is what kind of support and from whom teachers should be given so that they are able to fulfill their duties, particularly those related to motivating students to self-study and unassisted work and to coping with life in a global society. What will be essential for my considerations is the notion of a good teacher in the context of a social function that is expected from teachers these days. Sun, 01 Jan 2012 00:00:00 GMT http://hdl.handle.net/10045/20525 2012-01-01T00:00:00Z http://hdl.handle.net/10045/20524 Título: Improving initial teacher education by using the project-based approach Autor/es: Nikolaeva, Silvia Resumen: This paper presents the results from a recently performed research on the effectiveness of different project-based strategies and practices for learning and teaching implemented in both formal and non-formal educational environment. The research methodology integrates methods and tools for parallel study of both social and educational areas of the project-based teaching-learning interaction: surveys, comparative questionnaire, focus groups, case study and experimental teacher training. The collected data show that school projects are a welcoming and enjoyable experience for both students and teachers. They appreciate significant advantages of the approach, as compared to traditional methods and strategies. At the same time, they identify specific risks and challenges that can negatively affect their achievements, communication, satisfaction, or academic and social effectiveness. Probably, the most significant conclusion from the research is that the skills and competences for project-based teaching and learning can be effectively developed by both formal teacher training programs and project-based practices (internships). On the basis of the performed experimental teacher training program (its results have been already implemented in the bachelor program for Pedagogy students at Sofia University), improvements were made to several project-based strategies and techniques. Specific conclusions and recommendations have been formulated regarding the possibilities to improve teacher competences and excellence through participation in school / learning projects’ development and management. Sun, 01 Jan 2012 00:00:00 GMT http://hdl.handle.net/10045/20524 2012-01-01T00:00:00Z http://hdl.handle.net/10045/20523 Título: The variations of the teacher profile as reflected in the curricula of teacher training in Cyprus Autor/es: Neophytou, Lefkios Resumen: This paper will review the various curricula underpinning teacher education for elementary school teachers in Cyprus and describe the variations of the indented teacher profile from the English colonial period to the present day. We will discuss how and why the intended teacher profile has shifted from a clear, concise and consistent ethnocentric perspective to a more vague and ambiguous approach that resulted from the allocation of the responsibility for teacher training, from the state to the university. This paper concludes by proposing a new framework that can be used to describe the intended teacher profile in contemporary times taking into consideration the open systems perspective and the notion of autonomy in universities. Sun, 01 Jan 2012 00:00:00 GMT http://hdl.handle.net/10045/20523 2012-01-01T00:00:00Z