Cooperative learning is presented as a process that should be regulated by a
teacher who controls the contents and ways of cooperation either directly, or
more indirectly by means of, for instance, presenting a model. The teacher is the
most important representative of "public criteria" in an educational setting, the
contents that should be learned and the way they should be handled. In
cooperative learning partners, in part, can take over this function of being a
representative of public ...
During the last two decades interest in children's development of good citizenship has grown among political and educational theorists in the Western world, leading to much debate about the concept of citizenship education. In this study, a specific approach to citizenship education is proposed, namely a virtue-ethical approach, which explicitly links citizenship education to moral education. From the virtue-ethical point of view, citizenship education is aimed at developing the civic virtues (attitudes that enable citizens to contribute to society), such as justice, tolerance and solidarity. Since this study focuses on teachers in Catholic education, these three virtues have been interpreted from a community-centred, active perspective, which is supposed to fit the normative framework of Catholic schools. The central question of this study is to what extent teachers in Dutch Catholic primary education possess the qualities that are needed to stimulate students' civic virtues, and in what way these qualities can be improved. Two kinds of moral pedagogical teacher behaviour are central: the teachers' modelling behaviour and the way teachers arrange their moral classroom discussions. These two kinds of behaviour will be studied as well as their relationship with the teachers' moral beliefs. Furthermore, a teacher course that is designed to stimulate these two kinds of moral pedagogical behaviour is evaluated. Frank Willems (1979, Boxmeer) lived in Vierlingsbeek, a small town in the south eastern part of the Netherlands, the first twenty-two years of his life. After finishing Teacher Training College in 2002, he moved to Nijmegen to study educational sciences at the Radboud University. The next year, he also started studying philosophy of education at the same university. In 2007 he finished both studies. Since that time, he had been working as a junior researcher at the IKO (Institute for Catholic Education), which is connected to the Radboud University. He was involved in research and he developed tools for schools for the implementation of the insights of his study. Currently, Frank is working as a product coordinator at Examenadviesburo, a small company in Nieuwegein (near Utrecht). He is involved in the development of exams for all kinds of professions (brokers, insurers, accountants, and others).
9. References Afdal, G. (2006). Tolerance and the Curriculum. Münster.
Waxmann. Althof, W. & Berkowitz, M. W. (2006). Moral Education and Character
Education: Their Relation and Roles in Citizenship Education. Journal of Moral
Education, ...
This book focuses on teaching English as a FL to young learners in the Primary school. Set within a Vygotskian framework, it describes a longitudinal classroom-based research project carried out in Spain with children aged between 8 and 10. After
This book focuses on teaching English as a FL to young learners in the Primary school.
This handbook provides a comprehensive introduction to teaching English in primary and secondary schools. It brings together the latest standards with authoritative guidance, ensuring that readers feel confident about how to approach their teaching. It explores the context of the subject of English and brings readers up-to-date with key developments, placing the English curriculum in the context of whole school literacy issues. It introduces readers to key areas such as: planning and classroom management assessment, recording and reporting information and communication technology equal opportunities, special needs and differentiation English/literacy and whole school issues personal and professional early career development. This practical book gives new English teachers a solid and dependable introduction to teaching the subject. Many of the contributors are practising classroom teachers with enormous experience to draw on. The book is grounded in the realities of teaching and offers practical and relevant advice as well as plenty of ideas to stimulate thinking and teaching.
A Handbook for Primary and Secondary School Teachers Andrew Goodwyn,
Jane Branson ... of the media as part of the National Curriculum since 1989,
making it sound as though such work is firmly established in the English
classroom.
This is a pre-1923 historical reproduction that was curated for quality. Quality assurance was conducted on each of these books in an attempt to remove books with imperfections introduced by the digitization process. Though we have made best efforts - the books may have occasional errors that do not impede the reading experience. We believe this work is culturally important and have elected to bring the book back into print as part of our continuing commitment to the preservation of printed works worldwide.
This is a pre-1923 historical reproduction that was curated for quality. Quality assurance was conducted on each of these books in an attempt to remove books with imperfections introduced by the digitization process.
