All plans for this integrated training program are designed to provide training normally encompassed by the traditional two‐stage programm.
The integrated training program includes:
- studies in the areas of education and social science;
- studies in two major subjects which are later to be taught at school;
- practical studies and activities.
The new model leads to the following degrees:
- nine semesters of study for a Certificate of Qualification for primary and lower‐level secondary school;
- eleven semesters for a Certificate of Qualification for higher‐level secon dary school and the education of exceptional children.
Theoretic training in major subject areas and related didactic training as well as education and social studies take place chiefly in the form of projects. A basic assumption is that interdisciplinary projects which are practice‐ and problemoriented permit a highly desirable integration of theory and practice on the whole.
In the project, contact teachers are an essential link between field practice at school and academic training at the university. Contact teachers are under contact to the university for an extended period of time (generally three years). In place of remunation, their teaching loads are reduced by ten hours per week.
In 1978/79 the project will be put to the test as the first generation of students prepares for State Board Examinations. 相似文献
˙ implementing a bloc diagram of a system using a flexible data structure and a high level language, and
˙ time domain and frequency domain analysis of an implemented system.
The system could be linear, non-linear, continuous or discrete. Also outlined are the main extensions and applications of SICA. 相似文献
The system is aware of the need to promote a real change in the pedagogical‐educational approach to teaching and learning, and recent reforms have implemented structural innovations and have required changes in the teachers’ roles and functions.
The new professional profile of the teacher points out the need for initial and in‐service education and training; given the insufficient provisions available, in 1979 the Ministry of Education, in cooperation with OECD, has initiated a project for introducing PRESET pilot projects in a number of Italian universities.
The MPI/OECD Project has gone through a four‐phase preparation process, including a background report, a national seminar, feasibility studies, planning of pilot projects.
The basic ideas were to improve the scientific/cultural and methodological preparation of teachers: curricula of study must ensure an appropriate balance between scientific knowledge in a subject‐matter or in a discipline area and educational studies. Teaching practice is considered as essential all through the course of study.
Starting November 1983 the University of Bologna will start a PRESET course of study for primary school teachers as a joint activity between the Faculty of Education and the Faculty of Sciences.
Other projects are on study at other universities. 相似文献
Pedagogical historiography must now liberate itself from Prussian dominance and take a keener interest in the activities which took place away from the better‐known centres of reform.
The basically bipartite teacher training system for a tripartite school system has evolved into contradictory models of integration in the different federal states.
(1) More case-studies of engineering problems highlighting information retrieval aspects.
(2) More accurate grounding in the way engineers actually use information.
(3)Better integration between lectures, information guides, exercises and test material.
(4)Greater emphasis on the analysis stage of technical problems, and linkage to types of available information to help generate solutions—information needs analysis.
Scope exists for packaged teaching material incorporating improvements and drawing upon advances in educational technology such as CAL methods. The author attaches a sample scheme based on advanced manufacturing themes, developed for the BTEC Production Engineering course at Coventry Polytechnic in the UK. 相似文献
_____ comprehensive and unified;
_____ able to take into account the particular possibilities of individual adult educators; and
_____ easily adjustable to the particular needs within the community.
Such a scheme can only be realized through the application of a modular structure. A scheme like this is being developed at Gwent College of Higher Education for a professional training programme which will give a Certificate in Continuing Education, conferring full teacher status in adult and further education. This development is used to illustrate the points the author wants to make. The development of a programme on such a scheme raises considerable structural and methodological problems, which are discussed and compared with what is done elsewhere. 相似文献
"What is REAL?”, asked the Rabbit one day, when they were lying side by side near the Nursery fender, before Nana came to tidy the room. “Does it mean having that buzz inside you and a stick‐out handle?"
“Real isn't how you are made”, said the Skin Horse. “It's a thing that happens to you. When a child loves you for a long time, not just to play with, but REALLY loves you, then you become Real.”
Rabbit also learned that becoming Real sometimes hurt, and that it takes a long time. “That's why it doesn't often happen to people who break easily, or have sharp edges, or who have to be carefully kept.”
Eventually the Boy and the Rabbit became inseparable. One night, when Rabbit was left in the garden, an annoyed Nanny, having had to collect him, chided the Boy for making such a fuss over an old toy.
“You musn't say that’, said the Boy. “He isn't a toy. He's Real.”
And Rabbit was happy.
Real rabbits, who found him one day in the garden, laughed at hint when he said he was Real, but, in time, when he was old and shabby and about to be burned with all the other toys after a scarlet fever infection, the nursery Magic Fairy appeared. She was going to turn him into a Real rabbit.
“Wasn't I Real before?”, asked the little Rabbit.
“You were real to the Boy”, the Fairy said, “because he loved you. Now you shall be Real to everyone.”. 相似文献
Rapid expansion in the provision of schooling has kept up the demand for teachers, and there is still a shortage situation to which a full response cannot be made at university level, so that two‐year courses must persist for some time. Different Ministries will continue to be responsible.
The author provides a detailed analysis of the content of initial training; correct pedagogic induction is regarded as highly important, though a satisfactory allocation of time has yet to be reached. This problem is recognised by both Ministries responsible for teacher training, and important experimental work is under way.
In‐service training is highly important, both school‐based and externally provided; the various agencies are described. The training is available up to and including Doctoral level.
Many studies have been carried out of teachers and teacher‐training, and these help with the identification of current problems. These problems are frankly identified by the author, who offers a view of the directions to be followed.
Mieczyslaw Pecherski is Professor of Education at the University of Warsaw and Secretary of the Pedagogic Committee of the Polish Academy of Sciences. 相似文献
Aims.
The aims of the study were to investigate whether the style of pupils with behaviour problems was different from that of children with no reported problems, and also to consider how pupils of different style manifested their problem behaviours.
Sample.
The sample comprised 83 male pupils aged 10‐18 years from two residential special schools.
Method.
The sample were given the Cognitive Styles Analysis to assess their positions on the Wholist‐Analytic and Verbal‐Imagery style dimensions. The pupil records of the special school pupils who were at the extreme of the style dimensions were also examined.
Results.
When their style characteristics were contrasted with a Comparison Sample of 413 12‐16‐year‐old males attending 10 secondary schools, the special school pupils had a significantly higher proportion of both Wholists and Verbalisers, than the Comparison Group. Further, the inspection of the records indicated that the types of social behaviour and behaviour problems exhibited varied with style, and particularly on the Wholist‐Analytic dimension.
Conclusion.
The results were considered to have implications for the origins and treatment of problem behaviour. 相似文献
A stratified random sample of 40 U.S. research university departments, 10 each in physics, sociology, electrical engineering, and education was surveyed by means of a questionnaire.
The major findings of this study suggest that faculty members at research universities express non‐receptive attitudes toward university generic strategies, although, more productive,more satisfied and more committed faculty members are relatively more receptive toward university strategies than less productive, less satisfied and less committed faculty members.
The meaning and the implications of these findings are discussed. 相似文献
The participants put more emphasis on the removal of obstacles to existing forms of links between universities than on seeking new ways of inter‐university co‐operation.
Two papers were presented during the conference:
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“Necessity and evolution in the European Scientific Community” by Professor Zygmunt Rybicki, Rector of Warsaw University;
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“Difficulties in European Inter‐University Co‐Operation” by Professor Jean Tuscoz, President of Nice University.
The Bureau of CRE prepared a report “The Declaration of Helsinki and the Universities in Europe”, on which the information below is based, It gives an idea of the present state of development of relations between universities in Eastern and Western Europe. 相似文献
While searching for a new method that would be more effective, I was introduced to Louis Ormont's theories regarding the Group Experience involving adults.
Immediately I began to see the possibility of adjusting the adult Group Process to address the needs of the 5‐6‐year‐olds in my kindergarten class.
In my presentation I will discuss Dr Ormont's theory as I see it relating to my classroom and describe how I implement the Group Process and the results that were achieved over three years’ time with several classes of children.
My presentation will give new meaning to the terms ‘Group Meeting’ and ‘Behavioural Modification’ in the kindergarten classroom. In my mind the results are enormously positive. Children learn to take charge of their own behaviour and are strengthened by the feelings of group membership and personal empowerment. 相似文献
—the changes in productivity over time
—the relationship between changes in profitability and changes in product price, sales volume and productivity. 相似文献
This individualized learning programme is defined and illustrated. The components of the role of mentor are likewise defined and illustrated. Then the implications of being a mentor working with individual students are spelt out as they illuminate the relationships of mentors in academia.
The conclusion is offered that the mentor's commitment to his/her students is an exhibition of his/her fundamental commitment to a philosophical stance in education which surmounts primary loyalty to one's academic faculty.
The final whimsical question is whether or not individualized learning and distance education are compatible or conflicting. 相似文献
In the first section an overall picture is given from the different types of teacher training, their certification and their developments.
In the second section two key‐issues in teacher training are discussed, particularly the different training concepts and the developments in teaching practice in schools. Specific attention is given to the training of the co‐operating teachers.
In the third section two of the author's research projects are reviewed: the first is a project on problems of beginning teachers, and the second a project on teaching practice in schools. 相似文献
Ten countries ‐ Bulgaria, Cuba, Czechoslovakia, German Democratic Republic, Hungary, Mongolia, Poland, Romania, USSR and Vietnam participated in the work of the Conference.
The forthcoming issue of the international journal of the socialist countries Sovremiennaja Vysza Shkola (Contemporary Higher Education) published in Warsaw will be devoted to the works of this Conference.
We give below information on the main problems discussed during this meeting. 相似文献
—Robert Ardrey (1972), The Territorial Imperative, Fontana
London, p. 257 相似文献