A Közös Európai Vizuális Műveltség Referenciakeret

Az Európai Vizuális Műveltség Hálózat, a művészetpedagógusok, tantervírók, kutatók és tanárképző szakemberek csoportja 2010-ben alakult, s jelenleg több mint 50 tagja van, 11 országból. Céljuk egy Közös Európai Vizuális Műveltség Referenciakeret kialakítása, a hasonló típusú nyelvi írástudási dokumentum mintájára. 2015 decemberében elkészült modelljükben a vizuális kompetencia összetevői a képességek, attitűdök és tudáselemek mellett helyzeteket írnak le, amelyekben a 21. században egyre nagyobb szerephez jutó képi nyelvhasználat működik. A rendszerben befogadói és alkotói képességcsoportokat találunk, akárcsak a 2009-2011 között készült magyar Vizuális Képesség Keretrendszerben. Az európai modell újdonsága az affektív komponensek előtérbe helyezése. A kultúraközi tudatosság, az önismeret, a felelős állampolgári magatartás és a cselekvőképesség fejlesztendő kompetencia-elemek ebben az európai oktatási dokumentumban. A kompetencia működésének meghatározója a folyamatos (ön)reflexió, az empátia, a jövő prognosztizálása és a kísérletezés. A tanulmány bemutatja a referenciakeret kialakulására hatotó európai dokumentumokat, a modell tartalmát és szerkezetét, és azt is, hogyan alkalmazhatja ezt az oktatáspolitikus, a pedagógus, a tantervíró, a tankönyvszerző és a képzések, továbbképzések szervezője, oktatója.

Kulcsszavak: vizuális nevelés, vizuális kompetencia keretrendszer, pedagógiai értékelés

05
ápr 2016
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The potential role of career guidance and career education in combating early school leaving

Early school leaving (ESL) can be costly for the individual, and for the society. Not just in economic terms, but also in terms of low self-esteem, and the risk of social exclusion. ESL can be viewed as an individual drop-out issue, or as an issue related to a range of push-out factors. The article has a focus on the potential role of career guidance, and in particular on the aspect of developing career management skills in combating ESL. No single initiative or policy will provide the end solution to ESL: early school leaving is a complex issue, a ‘wicked problem’. Three approaches are suggested: prevention which seeks to combat the causes of ESL; intervention which addresses emerging difficulties at an early stage, and seeks to prevent them from leading to ESL; and compensation which aims at offering guidance and opportunities for education and training for those who have interrupted their education.

Keywords: early school leaving, lifelong guidance, drop out, push out

16
okt 2015
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The Impact of Observing Good Teaching Practice on Early CLIL Teachers: A European Project

The aim of the present study is to underline the importance of the observation of authentic lessons for the professional development of trainee teachers. This is especially important with innovative methodologies, such as CLIL (Content and Language Integrated Learning). In Slovakia, since the new educational reforms in 2008, there has been a huge shortage of professional teachers able to teach English to young learners. Another challenge has been presented by the difficulties of implementing this innovative methodology in school practice. Of course, one of the most effective ways is trying to include as many hours of direct observation of CLIL lessons as possible during teacher training. To address the shortage of professional teachers trained in CLIL, in 2013 and 2014 Matej Bel University (UMB) invited Prof. Kovács, an expert from ELTE, Budapest to provide students, teacher trainers and methodologists, with opportunities to observe practical CLIL lessons (project of the European Social Fund No. 26110230082). Feedback from the participants showed the value of seeing CLIL demonstrated in real life. They reported feeling encouraged, motivated and enabled to implement CLIL methodology later in their schools in Slovakia.

Keywords: CLIL, early years education, observation, teacher education, in-service teachers, EFL teaching practice

12
júl 2015
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The State-of-the-Art of Content Analysis

This methodological study presents an overview of the current variants of content analysis which were identified by examining their constitutive components. These components are the following: types of content, types of sampling, depth of analysis, direction of analysis, types of control of coding, and modes of presentation of findings. The current paper shows how these components are framed in the works of the relevant international authors. Five configurations of these components and their contents were identified, which represent five variants of content analysis. It has been shown that configurations are not arbitrary; rather their components establish certain relationships in order to form meaningful methodology.

Keywords: content analysis, types of content, sampling, induction, deduction, manifest content, latent content, coding

16
ápr 2015
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The Governance of Innovation in Education

The education sector is often considered not prone to innovation. However, recent research indicates that education can be as innovative as other sectors, if the right conditions and governance structures are in place. This article examines the governance of innovation in education systems. It traces the role of innovation for education, presents how innovation is measured and analyses how it can be governed successfully. Education systems operate under considerable governance complexity which has consequences for questions of accountability, trust, professionalism and leadership. This article proposes a simple framework of different governance elements and examines what kind of accountability, leadership, trust and professionalism may be suitable to promote and sustain innovation in education. The article indicates that, for instance, horizontal accountability combined with strong professionalism and trust may generate a culture of innovation, especially when supported by strong learning and political leadership. Nonetheless, the context and specific conditions in countries and education systems need to be taken into consideration as there is no one-size-fits-all solution. The findings are based on OECD publications and existing literature on education, governance and innovation.

Keywords: education, governance, innovation, reform, OECD

21
dec 2014
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Evidenzbasierte Bildungsforschung vs. Pädagogik als Kulturwissenschaft – Über einen neuerlichen Paradigmenstreit in der wissenschaftlichen Pädagogik

The article presents the emergence of „evidence based research” in the context of the US education policy under the Bush Administration as well as the criteria and the program developed in that period. Furthermore, the international and German reception of this new paradigm of educational sciences is also discussed. Reception refers to the wide range of intended functions associated with evidence based research, its claimed advantages in the field of education policy, and the education research methodology proposals and limitations suggested in connection with the new paradigm. Attributed as „empirische Bildungsforschung” and propagated as the new and only acceptable model of education research in Germany, evidence based research has been object to strong controversies in the country and around the world. The paper critically examines the ambition of this model for research, political planning and education reform. Finally, the paradigm is refuted due to its implications for research, and to the problematic consequences it may produce in education and in the status and theory of educational sciences.

Keywords: multiculturalism, decision making, legal demands, accreditation requirements, curriculum

13
nov 2014
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A brief discussion of the socio-political context of multiculturalism in the USA

This paper addresses what is happening in multicultural education in the United States. It is important to understand the context of multicultural education and the multiple ways in which it is addressed in the schools in that country and in the training of educators there. After providing that context, the article briefly reviews the multiple approaches and forces that are advocating for multicultural education in the United States.

Keywords: multiculturalism, decision making, legal demands, accreditation requirements, curriculum

06
okt 2014
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Comparing Adult Education in the United States and Other Countries

A nemzetközi összehasonlító tanulmány az amerikai felnőttképzési programok tartalmát, jellemzőit, valamint a személyes és az intézményi kapcsolatok összefonódását mutatja be. A példákkal ellátott 14 alfejezet gyakorlati tapasztalatokon és kutatásokon alapul, továbbá kérdéseket fogalmaz meg abból a célból, hogy reflexióra és az amerikai felnőttképzés más országokkal történő összehasonlításának elvégzésére ösztönözze az olvasókat. A tanulmány befejezésül irányvonalat mutat a felvázolt fogalmak, a felnőttképzési programok tervezése, vezetése, értékelése adaptációjához, különös tekintettel a stratégiai tervezésre.

Kulcsszavak: összehasonlító andragógia, kutatás és gyakorlat, javaslat nemzetközi összehasonlító vizsgálat elvégzésére

28
márc 2014
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More than an antidote against amnesia…

This article observes the paradigm shift in the history of education through different time periods. The author
departs from his perspective as a historian and educator, while comparing authors who have dealt with the
same thematic discourse. The realisation of the challenges of the so-called ‘new cultural history of education’
by a new academic approach invites to experience the so necessary historical contextualisation.

Keywords: History of education; Grammar of Schooling; Education; Linguistic turn  (tovább…)

10
okt 2013
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Learning by Developing in Higher Education

This article describes the Learning by Developing (LbD) action model developed to meet the future challenges. It takes into account the new role of higher education institutes in a world where changes are continuous and today’s truth is not competent tomorrow. The article discusses the new ways of ‘teaching’ by inviting to move from a knower’s world to a competent actor’s world. It further attempts to rediscover a pragmatic learning theory as a basis for the development of higher education. The article describes the development of LbD by following the changes in the nature of higher education guided by the expectations of the surrounding world. It begins with a competence – oriented approach and concludes by intruducing the LbD action model that integrates competence – producing learning and an innovative
research and development project.

Keywords: competence, pragmatic learning concept, Learning by Developing (tovább…)

11
júl 2013
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