6,766,990 research outputs found
Making sense of health education in the Solomon Islands.
No full textThis article explores both the process and outcomes of a working Partnership between Solomon Islands College for Higher Education and the University of Waikato that explored the development of the initial teacher education health education courses. Through a process of co-construction and inquiry, teacher educators from the Solomon Islands and New Zealand developed a metaphorical context-specific model to represent understandings of health education in the Solomon Islands. The model and what this has meant for teaching and learning in health education at both SOE and in schools is examined
Initial teacher education and the New Zealand curriculum.
No full textNew Zealand teacher educators are faced with the challenge of how to prepare their student teachers to become beginning teachers who are able to base their teaching upon the national curriculum. To meet this challenge, designers of initial teacher education (ITE) programmes need to consider the interface between ITE curriculum and the legislated curriculum for schools. This paper looks at some of the historical influences upon the curriculum in both initial teacher education and schools by examining wider contextual influences. We point out that in ITE there has been an ongoing search for the most appropriate knowledge base for teaching, a search that is made problematic due to differing views of knowledge, teaching and learning We argue that in spite of these differences, there is benefit in an ITE curriculum that has a close relationship with the school curriculum in terms of what is learned and the teaching and learning approaches. New Zealand has a revised national curriculum for schools (Ministry of Education, 2007) that schools are expected to implement from 2010. In preparing student teachers to become beginning teachers, ITE providers are in a phase of designing learning experiences that link ITE curriculum and school curriculum. This process is problematic, for there are various internal and external pressures that lead to a crowded ITE curriculum and challenge ITE autonomy and innovation in curriculum decision-making
The Solomon Islands School of Education Partnership: Aspirations, context and design in educational change.
No full textThis article provides a background and context for a project that linked the School of Education in Solomon Islands College of Higher Education (SOE) with an external partner to work together on institutional and educational change. The four and a half year Partnership was funded by the New Zealand Aid Programmei. Pre-service teacher education in Solomon Islands is mainly provided by the School of Education. For a number of years the school has faced many challenges in its attempt to offer quality pre-service teacher education. Some challenges were external, such as political instability and ethnic unrest, and some were internal, such as a need to address the school's aims, design of programmes, quality of teaching, learning and assessment and the professional development of academic staff. We explain how the partnership responded to challenges and evolved in a way that recognised the input of the School of Education staff and avoided the imposition of solutions by the external partner. The major aspirations and intentions of the Partnership are described along with indications of positive changes that led to an extension of the project. A major change in the school was the inclusion of a teacher education programme for some of the many untrained practising teachers in the Solomon Islands. It is pointed out, however, that there were risks and challenges that faced the Partnership over its duration. Some were outside the control of the partners and others could be addressed and improvements made, especially within the school using a collaborative approach. It is argued that issues remain and further impetus is needed to effect more lasting change
Funds of knowledge: Developing a Diploma in Teaching in Early Childhood Education in the Solomon Islands.
No full textThis article discusses how three early childhood teacher educators, from the Solomon Islands College of Higher Education School of Education and the University of Waikato Faculty of Education, worked in partnership together and with others to develop a new Diploma in Teaching Early Childhood Education (ECE) for the Solomon Islands. We argue that the knowledge and understandings that we shared about New Zealand early childhood education and its bicultural curriculum Te Whāriki made our task easier from the outset. So too did our shared "funds of knowledge" and expertise, particularly the Solomon Islands women's indigenous knowledge and abilities to reflect on teaching and learning in their nation and New Zealand, two contexts they understood well. As we worked through a range of issues related to the development and delivery of courses, the primacy of relationships and historical, cultural and social contexts for learning were reinforced. Broad understandings of relevant education pedagogy for adults and young children were incorporated through the diploma development process. The result was a new Diploma in Teaching Early Childhood Education and new ways of teaching and learning embedded in Solomon Islands contexts, blending the best of local and imported knowledge. This article adds to a small body of literature related to ECE in the Solomon Islands and the Pacific region
How do teachers of mother tongue tuition in Austria perceive their role? Migration specific perspectives on teachers of migration languages within the Austrian public sector education system
Get PDFAcknowledgements and funding The author thanks the Swedish Council for Higher Education as a National Agency for the support of ERASMUS+ project KINDINMI (Kindergarten as a Factor of Inclusion for Migrant Children and their Families) KA2 2017-1-SE 01-KA 203- 034587, which was led by Véronique Simon and Katarina Gahne (University Uppsala). This text was translated by Dorothea Scherer, Lecturer for Early Years Education at the University of Aberdeen. The author thanks her for this translation and Kirsten Darling-McQuistan and Catriona McDonald (University of Aberdeen) for their support.Peer reviewe
Education In Thailand
No full textEducation in Thailand mandates nine years of "basic education" (six years of elementary school and three years of lower secondary school). Education at public schools is free until grade 9. The government provides, in addition, three years of free pre-school and three years of free upper-secondary education. Neither is mandatory. Children are enrolled in elementary school from the age of six and attend for six years, Prathom 1 to Prathom 6. Elementary school classes is at least 7 hours per day, with a maximum learning time of 1,000 hours per year. Secondary education starts at age 12. It consists of three years of lower secondary education, Mattayom 1 to Mattayom 3, and three years of upper secondary education, Mattayom 4 to Mattayom 6. Compulsory education ends with Mattayom 3 (grade 9), after which pupils can pursue upper-secondary education in a university-preparatory track, or continue their studies in vocational school programs.182 p.: ill.: 23 cm
Social Cognitive Theory and Medical Education: How Social Interactions Can Inform Learning
Get PDFThe structures and processes of medical education have changed little since the publication of Flexner’s report, which stressed the scientific orientation of medical education and the curricular structure of 2 years of formal knowledge education and 2 years of clinical experience. However, the previous perspectives on medical education are facing challenges, and these call for new pedagogy and theories on which to base medical education practice. Considering that social dimensions of learning have been emphasized in practice, perspectives that integrate these aspects are needed. Among the various learning theories, social cognitive theory refers to the theoretical framework which contends that learning occurs within interactions with others and environments. From a social cognitive standpoint, learning through observation is a critical component in human functioning. Indeed, observational learning has particular significance in medical education in that it provides the context for which the importance and meaning of role models can be understood. In addition, as theoretical constructs such as self-efficacy and outcome expectations allow us to establish an effective learning environment, exploring the concepts of the theory could be beneficial to medical education practice. In this context, the present review article aims to provide a glimpse of the fundamental assumptions and theoretical concepts of social cognitive theory and discusses the implications the theory has on teaching and learning. Further, a review of previous studies could help explain how the theory has informed medical education practice. Finally, the author will conclude with the implications and limitations of applying social cognitive theory in medical education.ope
Challenges, contradictions and continuity in creating a five-year teacher education programme in Iceland
Get PDFThe first author was dean of the Faculty of Teacher Education for most of the period under scrutiny until the third author who is the present dean took over in 2013; the second author was a member of the faculty council from 2010–2014.Peer reviewe
Sustaining organisational change: Teacher education in the Solomon Islands.
No full text"Sustainability is the capacity of education reform initiatives to continue" (Webster, Silova, Moyer, & McAllister, 2011, para. 12). In this article we reflect upon the process of organisational strengthening that was a key component of the Partnership between the Faculty of Education at the University of Waikato and the School of Education, Solomon Islands College of Higher Education. We argue that within the New Zealand Aid Programmei funded partnership, the building of mutually respectful relationships, building leadership capacity and the respect for and inclusion of indigenous cultural considerations were key to the organisational change process and its sustainability
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