Pre-Service Teacher Training for longer term resilience and preparedness
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Presentation by Olga Guerrero at the European Education Practitioner's Network seminar "Live & Learn: Exploring Education in Fragile Contexts" on the 2nd June in Brussels
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CURRICULAR AREAS OF PRE-SERVICE TEACHER EDUCATION PROGRAMME
The document discusses concerns with the current teacher education system in India and proposed reforms based on the National Curriculum Framework (NCF) 2005. It notes that the current system treats knowledge as fixed and does not allow critical examination of curriculum. It also lacks opportunities for student teachers to reflect on their experiences. The proposed reforms aim to shift to a learner-centered approach with the teacher acting as a facilitator rather than source of knowledge. The curriculum would focus on understanding learners, participatory learning processes, examining one's own beliefs and biases, and relating academic learning to students' social realities. The reformed teacher education curriculum would include courses in learner studies, contemporary studies, educational studies, curriculum studies, pedagogic studies,
Teacher education
The document discusses teacher education in comparative perspective. It begins by outlining the objectives of the subject, which include describing the aims and objectives of teacher education, understanding the competency and role of teachers, discussing teacher education in Pakistan and other countries, and explaining the role and responsibilities of teachers from an Islamic perspective. It then provides definitions of comparative education and teacher education. The remainder of the document discusses topics like the need for teacher education, objectives of teacher education programs, applying old and new teaching methods, the relationship between ideology and teacher education, the Islamic perspective on teaching, the relationship between communities and teacher education, and the role of research in teacher education, with examples from Pakistan.
Its implications to preservice teacher education
Hi. This is Marvin Morales, i hope this slide will help you in your studies in as an Bachelor of Secondary Education Major in English. i just want to share.
Blended learning
The document discusses blended learning, which combines traditional face-to-face classroom methods with online digital learning. It defines blended learning as integrating online and classroom learning to enhance the student experience. The document outlines characteristics of blended learning like two modes of learning, teacher expertise in both modes, and developing student skills. It also discusses prerequisites for blended learning and different models like rotational, flex, self-blended, and enriched virtual models.
Teacher education
This document discusses key shifts in teacher education, including a move from product-oriented to process-oriented theories and a greater focus on practical experiences and classroom-centered research. It outlines different conceptions of teacher education, from traditional views of training to apply knowledge versus intellectual awareness. Models of language teacher education are presented, from the craft model focusing on observing experts to the reflective model of adapting one's own practice. Theories underlying these models and considerations for teacher education like the role of reflection, narratives, practical experience, research, and the experiences of both native and non-native teachers are also summarized.
INTRODUCTION TO TEACHER EDUCATION
INTRODUCTION TO TEACHER EDUCATION; Concept & Objectives of Teacher Education; Teacher education
Globular curricular innovations
Project CHILD is an instructional program developed at Florida State University that uses technology to enhance curriculum. It modifies school structures and creates classrooms conducive to learning with technology. Teachers become specialists in reading, writing, or math and students rotate between classrooms to receive instruction from each teacher in their cluster. The program focuses on self-contained K-5 classrooms and uses stations for different types of learning activities.
Local and national curricular innovations
The document outlines goals for education in the Philippines. It aims to provide all learners with functional literacy, life skills, appreciation of arts and sports, and desirable values. It also aims to provide quality basic education through a dynamic process that is interactive, collaborative and innovative. Some examples given are thematic teaching, content-based instruction, and inquiry-based learning. The goals are to improve learning achievement, completion rates, access to quality elementary education, and build institutional capacity. It also aims to improve equitable access to secondary education in poverty-affected areas, increase participation and completion rates, and support decentralization to local school levels. Teacher education programs are mentioned that aim to develop generalist elementary teachers and subject-specific high school teachers
Recommended
CURRICULAR AREAS OF PRE-SERVICE TEACHER EDUCATION PROGRAMME
The document discusses concerns with the current teacher education system in India and proposed reforms based on the National Curriculum Framework (NCF) 2005. It notes that the current system treats knowledge as fixed and does not allow critical examination of curriculum. It also lacks opportunities for student teachers to reflect on their experiences. The proposed reforms aim to shift to a learner-centered approach with the teacher acting as a facilitator rather than source of knowledge. The curriculum would focus on understanding learners, participatory learning processes, examining one's own beliefs and biases, and relating academic learning to students' social realities. The reformed teacher education curriculum would include courses in learner studies, contemporary studies, educational studies, curriculum studies, pedagogic studies,
Teacher education
The document discusses teacher education in comparative perspective. It begins by outlining the objectives of the subject, which include describing the aims and objectives of teacher education, understanding the competency and role of teachers, discussing teacher education in Pakistan and other countries, and explaining the role and responsibilities of teachers from an Islamic perspective. It then provides definitions of comparative education and teacher education. The remainder of the document discusses topics like the need for teacher education, objectives of teacher education programs, applying old and new teaching methods, the relationship between ideology and teacher education, the Islamic perspective on teaching, the relationship between communities and teacher education, and the role of research in teacher education, with examples from Pakistan.
Its implications to preservice teacher education
Hi. This is Marvin Morales, i hope this slide will help you in your studies in as an Bachelor of Secondary Education Major in English. i just want to share.
Blended learning
The document discusses blended learning, which combines traditional face-to-face classroom methods with online digital learning. It defines blended learning as integrating online and classroom learning to enhance the student experience. The document outlines characteristics of blended learning like two modes of learning, teacher expertise in both modes, and developing student skills. It also discusses prerequisites for blended learning and different models like rotational, flex, self-blended, and enriched virtual models.
Teacher education
This document discusses key shifts in teacher education, including a move from product-oriented to process-oriented theories and a greater focus on practical experiences and classroom-centered research. It outlines different conceptions of teacher education, from traditional views of training to apply knowledge versus intellectual awareness. Models of language teacher education are presented, from the craft model focusing on observing experts to the reflective model of adapting one's own practice. Theories underlying these models and considerations for teacher education like the role of reflection, narratives, practical experience, research, and the experiences of both native and non-native teachers are also summarized.
INTRODUCTION TO TEACHER EDUCATION
INTRODUCTION TO TEACHER EDUCATION; Concept & Objectives of Teacher Education; Teacher education
Globular curricular innovations
Project CHILD is an instructional program developed at Florida State University that uses technology to enhance curriculum. It modifies school structures and creates classrooms conducive to learning with technology. Teachers become specialists in reading, writing, or math and students rotate between classrooms to receive instruction from each teacher in their cluster. The program focuses on self-contained K-5 classrooms and uses stations for different types of learning activities.
Local and national curricular innovations
The document outlines goals for education in the Philippines. It aims to provide all learners with functional literacy, life skills, appreciation of arts and sports, and desirable values. It also aims to provide quality basic education through a dynamic process that is interactive, collaborative and innovative. Some examples given are thematic teaching, content-based instruction, and inquiry-based learning. The goals are to improve learning achievement, completion rates, access to quality elementary education, and build institutional capacity. It also aims to improve equitable access to secondary education in poverty-affected areas, increase participation and completion rates, and support decentralization to local school levels. Teacher education programs are mentioned that aim to develop generalist elementary teachers and subject-specific high school teachers
National professional standards for teachers in pakistan
The Government of Pakistan is committed to improving education quality by enhancing teacher standards. To this end, the Ministry of Education developed National Professional Standards for Teachers (NPSTs) in 2009 with support from UNESCO and USAID. The NPSTs outline the essential knowledge and competencies teachers should possess in areas such as content mastery, student learning and development, classroom management, assessment, professional conduct, and more to effectively support student achievement.
Comparative Studies in Teacher Education
This document provides an overview of teacher education systems in Pakistan and Scotland. It discusses the goals and structures of teacher education in each country. In Pakistan, teacher education aims to develop teaching skills, pedagogical theory, and professional skills. It occurs through traditional religious-based education and modern formal education. Challenges include regional disparity and lack of trained teachers. In Scotland, teacher education aims to promote self-development and loyalty to the country. It follows a curriculum for excellence focused on skills and personal attributes. Science education includes 8 subject areas. References for further information are also provided.
Importance Of Teacher Education
Teacher plays a very pivotal role in shaping up the children personality and behavior, which ultimately form the future of the society.
Challenges
This document discusses the challenges in professional development for teachers. It defines professional development as activities that promote career growth, such as continuing education. Some challenges include improperly qualified teacher educators, ensuring quality programs, and barriers like scheduling conflicts and cost. Suggestions for improving professional development include proper selection of teachers, better training facilities, incentives for teachers in remote areas, and addressing under-employment.
Curriculum Development
The document provides an overview of curriculum development, including its definition, objectives, challenges and process. It discusses the bases and approaches to curriculum development, as well as the key considerations and models for developing curriculum. The Tyler and Taba models of curriculum development are described. The document also covers developing goals and objectives, selecting content and learning experiences, and evaluation of curriculum through both formative and summative approaches. Overall, the document provides a comprehensive overview of the concepts, approaches and process involved in curriculum development.
In service Teacher Education
This document outlines key aspects of effective in-service teacher education programs. It discusses the goals of improving teacher skills and student learning. There are typically two categories of in-service programs: extended courses mirroring pre-service education or workshops and professional development activities. Key principles for effective programs include involving teachers in planning, emphasizing pedagogical content knowledge, building reflective practice, including all teachers, and linking programs to school improvement. Various models are described, such as standardized cascading models and site-based approaches like lesson study. Challenges and indicators of success are also discussed.
Teacher education and challenges of 21st century
The document discusses 21st century skills for teachers and schooling. It notes that critical thinking, creativity, collaboration, communication, information literacy, media literacy, technology literacy, flexibility, leadership, initiative, productivity and social skills are important for teachers. Communication is key for meaningful collaboration, creativity and critical thinking. Technological skills are essential for a more literate world. Students should be taught life skills like goal setting, teamwork, and social skills. Overall, the document advocates for reforms in teacher training, technology integration, and developing a curriculum focused on 21st century skills.
Teaching Competencies
The document discusses several domains of teaching competencies including the National Competency-Based Teacher Standards (NCBTS), competencies for global teachers, educational foundations, and learning environment. It provides details on the standards identified under each of these domains, such as the NCBTS identifying competencies all teachers should possess, competencies for 21st century teachers including facilitating learning skills and assessing students, what teachers need to understand regarding educational history, theories and laws, and factors that influence the learning environment.
Curriculum development at primary and secondary level
The document discusses curriculum development at the primary and secondary levels in Pakistan. It outlines the various bodies responsible for curriculum development in each Pakistani province. The main functions of these bodies include preparing schemes of studies and curricula. The curriculum development process involves evolving objectives, developing schemes of study and syllabi, approving textbooks and instructional materials, and training teachers. The goals are to align curriculum with the national education policy while considering market demands, research, and global issues.
Report curriculum
The document discusses innovations in education and the 2002 Basic Education Curriculum implemented in the Philippines. It describes how innovations are necessary to keep pace with societal changes. The 2002 BEC aims to raise quality and accessibility of education through a restructured curriculum focusing on five learning areas. It emphasizes interactive, collaborative and innovative teaching approaches like thematic teaching, content-based instruction, focusing inquiry, and developing generic competencies across subjects.
Brc and crc
BRC and CRC are two resources used for academic activities and resource teachers training programs. here the definition of brc and crc and role of BRC and CRC for disabled childrens. under SSA
INTRODUCTION TO TEACHER EDUCATION/ INSTRUCTIONAL TECHNIQUES
A buzz session is a classroom technique where students are divided into small groups to discuss an issue or task. Each group works simultaneously in the same room, creating a "buzzing" noise. To conduct a buzz session, the teacher divides students into groups in advance or on the spot, specifies each group's task, and allows 20 minutes or less for discussion. Groups then present the results of their discussion. Brainstorming is a related technique where ideas are spontaneously generated and discussed to solve a problem. It can be done individually or in groups, following rules to encourage wild ideas and avoid criticism.
School based orientation on lac
The document outlines a policy for establishing Learning Action Cells (LACs) in schools as a teacher professional development strategy. LACs are groups of teachers who meet regularly to collaboratively plan lessons, discuss challenges, and improve teaching practices. The policy details the objectives, theoretical framework, topics of discussion, implementation process, and roles of various DepEd offices in supporting LACs. Progress will be monitored based on evidence of critical reflection, increased curriculum knowledge, and changes to pedagogy rather than direct correlations between LAC activities and student performance.
Rogie g. saz (educ. 110)
This document discusses the key stakeholders in curriculum implementation including learners, teachers, administrators, parents, community members, and other groups. It notes that learners are at the center of curriculum as they are its primary beneficiaries and the measure of its success. Teachers play a dual role as curriculum developers and implementers, shaping lessons and bringing the written curriculum to life. Administrators and managers oversee the school vision and evaluation. Parents support the curriculum through their involvement and resources. The community provides knowledge and resources to supplement what schools offer. Other stakeholders like professional organizations and government agencies regulate aspects of the curriculum.
Contextualize Lesson Plan
How to contextualize, localize, and "indigenize" lesson plans. That is why we don't agree to some proposal of lazy educators to have a common lesson plan for all teachers.
RA 7784
Shows the Philippine law on Centers of Excellence for Teachers, and about the Teacher Education Council
Teacher preparations
This document provides an overview of teacher preparation. It begins with definitions of key terms like teacher education, teacher educators, and teachers. It then outlines the purposes and guidelines of teacher preparation, including imparting subject knowledge, developing pedagogical skills, understanding child psychology, and developing proper attitudes. It discusses the components and types of teacher education programs. It also addresses the teaching methods used in teacher preparation like lesson planning, PowerPoint presentations, demonstrations, and discussions. Finally, it considers the roles and challenges of teacher education in India.
National curriculum 2006 classroom teaching
The document summarizes key aspects of Pakistan's National Curriculum 2006. It outlines the structure of the curriculum, including developmental levels from grades 1-12, key learning areas, standards, benchmarks, and student learning outcomes. It describes how the curriculum shifted emphasis from teacher-centered to student-centered learning. It also discusses how the curriculum relates to textbooks, teaching strategies, resources, teacher guides, lesson planning, examinations, and the academic calendar. The role of education administrators is to ensure teachers develop lesson plans according to the curriculum's student learning outcomes and adopt recommended teaching strategies.
Innovation in service teachers training program
The document proposes an innovative framework for in-service teacher training programs with the following key elements:
1. It shifts from one-time training to a continuous development program built around communities of practice, learning partnerships, and networked learning.
2. The program focuses on developing understanding through interactive courses, teacher learning projects, monthly seminars, and online forums to discuss pedagogy, content, attitudes and skills.
3. It emphasizes e-readiness, reflective practice, research, and sharing best practices to interconnect teachers and continuously enhance their knowledge, skills, and professional judgment.
Finnish Core Curriculum: New Approach to Learning
Core Curriculum of Basic Education:
- basic values and principles
- transversal competences
- changes in school culture
- implementation: challenges and possibilities
- October 2016
Structured soft skills (not only) for Technical Leaders - Agilia Brno 2014
You are not a born leader. You haven't been prepared to be one but you were chosen to be. And then everything changed. Now you should be a good communicator, negotiator, mediator, facilitator, motivator. You have heard that you should be a servant leader, should prefer collaboration over contract negotiation, people over processes but … you think: „What the heck should I exactly do?“ Most of the leadership hints are general, fuzzy and unstructured. If it sounds familiar to you, this is a talk for you.
We will talk about fundamental soft skills in a structured way. You will see a lot of schemas, diagrams, algorithms, dependencies you weren't aware of before. This way misty soft world will become familiar and easier to understand for left-brainers (people loving to think in an analytical way).
What we will talk about?
How to resolve tough (conflict) situations.
How to find a problem solution.
How to conduct effective meetings in a way nobody told you about earlier.
Who will benefit from this?
Technical leaders, team leaders, any other kind of leaders working dealing with software development.
Leaders and all technical folks interested in developing their soft skills.
Technical guys (developers, testers, ux designers) at least having clue that soft skills might be really important in their work.
Inservice Training
3.4 INSERVICE TRAINING Prof.S.G.Isave, Tilak College of Education, Pune outlines the requirements and benefits of inservice training for college teachers. It notes that junior lecturers must complete one orientation course and one refresher course in their first six years, and senior scales must complete two refresher courses between years 6 to 11. Inservice training can be organized by universities, academic staff colleges, departments, colleges and other central and state government bodies. The training includes workshops, seminars, conferences, action research, paper presentations and courses which help teachers update their knowledge, acquire new skills, and improve performance. However, limitations include lack of willingness, physical limitations, and conventional
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National professional standards for teachers in pakistan
The Government of Pakistan is committed to improving education quality by enhancing teacher standards. To this end, the Ministry of Education developed National Professional Standards for Teachers (NPSTs) in 2009 with support from UNESCO and USAID. The NPSTs outline the essential knowledge and competencies teachers should possess in areas such as content mastery, student learning and development, classroom management, assessment, professional conduct, and more to effectively support student achievement.
Comparative Studies in Teacher Education
This document provides an overview of teacher education systems in Pakistan and Scotland. It discusses the goals and structures of teacher education in each country. In Pakistan, teacher education aims to develop teaching skills, pedagogical theory, and professional skills. It occurs through traditional religious-based education and modern formal education. Challenges include regional disparity and lack of trained teachers. In Scotland, teacher education aims to promote self-development and loyalty to the country. It follows a curriculum for excellence focused on skills and personal attributes. Science education includes 8 subject areas. References for further information are also provided.
Importance Of Teacher Education
Teacher plays a very pivotal role in shaping up the children personality and behavior, which ultimately form the future of the society.
Challenges
This document discusses the challenges in professional development for teachers. It defines professional development as activities that promote career growth, such as continuing education. Some challenges include improperly qualified teacher educators, ensuring quality programs, and barriers like scheduling conflicts and cost. Suggestions for improving professional development include proper selection of teachers, better training facilities, incentives for teachers in remote areas, and addressing under-employment.
Curriculum Development
The document provides an overview of curriculum development, including its definition, objectives, challenges and process. It discusses the bases and approaches to curriculum development, as well as the key considerations and models for developing curriculum. The Tyler and Taba models of curriculum development are described. The document also covers developing goals and objectives, selecting content and learning experiences, and evaluation of curriculum through both formative and summative approaches. Overall, the document provides a comprehensive overview of the concepts, approaches and process involved in curriculum development.
In service Teacher Education
This document outlines key aspects of effective in-service teacher education programs. It discusses the goals of improving teacher skills and student learning. There are typically two categories of in-service programs: extended courses mirroring pre-service education or workshops and professional development activities. Key principles for effective programs include involving teachers in planning, emphasizing pedagogical content knowledge, building reflective practice, including all teachers, and linking programs to school improvement. Various models are described, such as standardized cascading models and site-based approaches like lesson study. Challenges and indicators of success are also discussed.
Teacher education and challenges of 21st century
The document discusses 21st century skills for teachers and schooling. It notes that critical thinking, creativity, collaboration, communication, information literacy, media literacy, technology literacy, flexibility, leadership, initiative, productivity and social skills are important for teachers. Communication is key for meaningful collaboration, creativity and critical thinking. Technological skills are essential for a more literate world. Students should be taught life skills like goal setting, teamwork, and social skills. Overall, the document advocates for reforms in teacher training, technology integration, and developing a curriculum focused on 21st century skills.
Teaching Competencies
The document discusses several domains of teaching competencies including the National Competency-Based Teacher Standards (NCBTS), competencies for global teachers, educational foundations, and learning environment. It provides details on the standards identified under each of these domains, such as the NCBTS identifying competencies all teachers should possess, competencies for 21st century teachers including facilitating learning skills and assessing students, what teachers need to understand regarding educational history, theories and laws, and factors that influence the learning environment.
Curriculum development at primary and secondary level
The document discusses curriculum development at the primary and secondary levels in Pakistan. It outlines the various bodies responsible for curriculum development in each Pakistani province. The main functions of these bodies include preparing schemes of studies and curricula. The curriculum development process involves evolving objectives, developing schemes of study and syllabi, approving textbooks and instructional materials, and training teachers. The goals are to align curriculum with the national education policy while considering market demands, research, and global issues.
Report curriculum
The document discusses innovations in education and the 2002 Basic Education Curriculum implemented in the Philippines. It describes how innovations are necessary to keep pace with societal changes. The 2002 BEC aims to raise quality and accessibility of education through a restructured curriculum focusing on five learning areas. It emphasizes interactive, collaborative and innovative teaching approaches like thematic teaching, content-based instruction, focusing inquiry, and developing generic competencies across subjects.
Brc and crc
BRC and CRC are two resources used for academic activities and resource teachers training programs. here the definition of brc and crc and role of BRC and CRC for disabled childrens. under SSA
INTRODUCTION TO TEACHER EDUCATION/ INSTRUCTIONAL TECHNIQUES
A buzz session is a classroom technique where students are divided into small groups to discuss an issue or task. Each group works simultaneously in the same room, creating a "buzzing" noise. To conduct a buzz session, the teacher divides students into groups in advance or on the spot, specifies each group's task, and allows 20 minutes or less for discussion. Groups then present the results of their discussion. Brainstorming is a related technique where ideas are spontaneously generated and discussed to solve a problem. It can be done individually or in groups, following rules to encourage wild ideas and avoid criticism.
School based orientation on lac
The document outlines a policy for establishing Learning Action Cells (LACs) in schools as a teacher professional development strategy. LACs are groups of teachers who meet regularly to collaboratively plan lessons, discuss challenges, and improve teaching practices. The policy details the objectives, theoretical framework, topics of discussion, implementation process, and roles of various DepEd offices in supporting LACs. Progress will be monitored based on evidence of critical reflection, increased curriculum knowledge, and changes to pedagogy rather than direct correlations between LAC activities and student performance.
Rogie g. saz (educ. 110)
This document discusses the key stakeholders in curriculum implementation including learners, teachers, administrators, parents, community members, and other groups. It notes that learners are at the center of curriculum as they are its primary beneficiaries and the measure of its success. Teachers play a dual role as curriculum developers and implementers, shaping lessons and bringing the written curriculum to life. Administrators and managers oversee the school vision and evaluation. Parents support the curriculum through their involvement and resources. The community provides knowledge and resources to supplement what schools offer. Other stakeholders like professional organizations and government agencies regulate aspects of the curriculum.
Contextualize Lesson Plan
How to contextualize, localize, and "indigenize" lesson plans. That is why we don't agree to some proposal of lazy educators to have a common lesson plan for all teachers.
RA 7784
Shows the Philippine law on Centers of Excellence for Teachers, and about the Teacher Education Council
Teacher preparations
This document provides an overview of teacher preparation. It begins with definitions of key terms like teacher education, teacher educators, and teachers. It then outlines the purposes and guidelines of teacher preparation, including imparting subject knowledge, developing pedagogical skills, understanding child psychology, and developing proper attitudes. It discusses the components and types of teacher education programs. It also addresses the teaching methods used in teacher preparation like lesson planning, PowerPoint presentations, demonstrations, and discussions. Finally, it considers the roles and challenges of teacher education in India.
National curriculum 2006 classroom teaching
The document summarizes key aspects of Pakistan's National Curriculum 2006. It outlines the structure of the curriculum, including developmental levels from grades 1-12, key learning areas, standards, benchmarks, and student learning outcomes. It describes how the curriculum shifted emphasis from teacher-centered to student-centered learning. It also discusses how the curriculum relates to textbooks, teaching strategies, resources, teacher guides, lesson planning, examinations, and the academic calendar. The role of education administrators is to ensure teachers develop lesson plans according to the curriculum's student learning outcomes and adopt recommended teaching strategies.
Innovation in service teachers training program
The document proposes an innovative framework for in-service teacher training programs with the following key elements:
1. It shifts from one-time training to a continuous development program built around communities of practice, learning partnerships, and networked learning.
2. The program focuses on developing understanding through interactive courses, teacher learning projects, monthly seminars, and online forums to discuss pedagogy, content, attitudes and skills.
3. It emphasizes e-readiness, reflective practice, research, and sharing best practices to interconnect teachers and continuously enhance their knowledge, skills, and professional judgment.
Finnish Core Curriculum: New Approach to Learning
Core Curriculum of Basic Education:
- basic values and principles
- transversal competences
- changes in school culture
- implementation: challenges and possibilities
- October 2016
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National professional standards for teachers in pakistan
National professional standards for teachers in pakistan
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Curriculum development at primary and secondary level
INTRODUCTION TO TEACHER EDUCATION/ INSTRUCTIONAL TECHNIQUES
INTRODUCTION TO TEACHER EDUCATION/ INSTRUCTIONAL TECHNIQUES
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Structured soft skills (not only) for Technical Leaders - Agilia Brno 2014
You are not a born leader. You haven't been prepared to be one but you were chosen to be. And then everything changed. Now you should be a good communicator, negotiator, mediator, facilitator, motivator. You have heard that you should be a servant leader, should prefer collaboration over contract negotiation, people over processes but … you think: „What the heck should I exactly do?“ Most of the leadership hints are general, fuzzy and unstructured. If it sounds familiar to you, this is a talk for you.
We will talk about fundamental soft skills in a structured way. You will see a lot of schemas, diagrams, algorithms, dependencies you weren't aware of before. This way misty soft world will become familiar and easier to understand for left-brainers (people loving to think in an analytical way).
What we will talk about?
How to resolve tough (conflict) situations.
How to find a problem solution.
How to conduct effective meetings in a way nobody told you about earlier.
Who will benefit from this?
Technical leaders, team leaders, any other kind of leaders working dealing with software development.
Leaders and all technical folks interested in developing their soft skills.
Technical guys (developers, testers, ux designers) at least having clue that soft skills might be really important in their work.
Inservice Training
3.4 INSERVICE TRAINING Prof.S.G.Isave, Tilak College of Education, Pune outlines the requirements and benefits of inservice training for college teachers. It notes that junior lecturers must complete one orientation course and one refresher course in their first six years, and senior scales must complete two refresher courses between years 6 to 11. Inservice training can be organized by universities, academic staff colleges, departments, colleges and other central and state government bodies. The training includes workshops, seminars, conferences, action research, paper presentations and courses which help teachers update their knowledge, acquire new skills, and improve performance. However, limitations include lack of willingness, physical limitations, and conventional
Importance of research publication pg society
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3. The writing process is described involving establishing publication targets, organizing writing sessions, and following steps of writing the title, abstract, introduction, main content, and conclusion for paper submissions.
Inservice Ppt
1. The document outlines strategies for designing assignments that prevent plagiarism, including educating students about plagiarism and copyright law, starting research with student interest and multiple resources, providing note-taking strategies and graphic organizers, modeling paraphrasing and note-taking, practicing and assessing paraphrasing skills, and designing lessons requiring critical thinking and synthesis of information.
2. Key points and resources are provided under each strategy to help teachers implement them, such as defining plagiarism, developing questioning skills, using graphic organizers for note-taking, teaching the difference between quoting, paraphrasing and summarizing, and using Bloom's taxonomy for critical thinking.
3. The document recommends starting with student interests and prior
National council for teacher education
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The document discusses various soft skills that are important for career success such as communication skills, teamwork, leadership, stress management and more. It defines soft skills as personality traits, attitudes and behaviors rather than technical or formal knowledge. Effective communication skills are emphasized as the cornerstone of soft skills, including both verbal and written communication abilities as well as body language awareness. The document stresses the importance of soft skills for handling interpersonal relationships, decision making, and professional development.
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Structured soft skills (not only) for Technical Leaders - Agilia Brno 2014
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Similar to Pre-Service Teacher Training for longer term resilience and preparedness
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This document discusses several examples of good multi-grade teaching programs from around the world. The best-known example is Escuela Nueva from Colombia, which encourages active and participatory learning through self-instructional materials. Another example is the School in a Box program developed by the Rishi Valley Institute, which provides an educational kit for multi-grade classrooms. The document also discusses multi-grade programs in the Philippines, including the Multi-grade Program in Philippine Education and the Instructional Management by Parents, Community and Teachers approach. Finally, it mentions the Learning and Teaching in Multi-grade Settings project in Nepal and Sri Lanka that adapted curricula for multi-grade classrooms.
Empowering Students to Stay in School: A Project in Malawi
The Student Empowerment and Education after-school
program, implemented in five village primary schools in
April 2016, encourages and empowers students, especially
girls, to stay in school. The global grant/vocational training
team project incorporated a cross-cultural, collaborative
approach to develop the program and train Malawian
teachers to refine, implement, and own it. Hear teacher and
student stories, and learn how you can incorporate a similar
process to design your next international project.
D. Miller 2017 Resume
Dawn S. Miller is an experienced school administrator with expertise in curriculum development, instruction, and special education. As Assistant Principal of T. Benton Gayle Middle School from 2005 to present, she led the development and implementation of a school-wide intervention program to improve student achievement through data analysis and research-based practices. She also established a blended learning lab, led professional development for teachers, and formed a climate committee to address issues identified in a school survey. Her work resulted in improved communication, trust, and student discipline at the school.
DepEd Sdo Albay Lesson Study Journey
This is a brief documentary of the Lesson Study Implementation of in the Department of Education Schools Division of Albay, Philippines.
URS poster
The document summarizes barriers to education in Mozambique based on a community partner project and observations. Key barriers identified include teacher absenteeism due to lack of staff, transportation difficulties, and sickness. Students also face low socioeconomic status, with many not having breakfast or proteins, impacting their ability to learn. Finally, the education system lacks foundations, with World Bank findings showing few students able to do basic math or read at an appropriate grade level. The project aimed to address these issues through an after-school academic program.
Active learning
Active learning is an approach to instruction that engages students in the learning process through activities and discussions. It places responsibility on students to take ownership of their education. Teachers act as facilitators rather than just providers of information. Research shows active learning increases student engagement, understanding, enjoyment, and retention of material compared to traditional lecturing. However, it may take more time and preparation from teachers and requires student participation.
Extended Resume
Tessa Farbstein has experience teaching grades 2nd through 5th as a student teacher. She earned her MA in Teaching and SB 2042 Multiple Subject Credential from the University of San Francisco in 2014. Her experience includes teaching math, ELA, science and social studies to diverse students. She also has experience working as a crew leader for the Youth Conservation Corps and as a volunteer for an environmental education program.
BEA Ignite2015 - Davie
The document discusses the paradigm shift from teaching-centered to learning-centered education. It provides examples of how education is becoming more learner-centered, with an emphasis on collaboration, interaction between students and instructors, and applying content to real-world experiences. Key aspects of learning-centered education include emphasizing what and how students learn, placing students at the center of the learning process, and evaluating based on retention and application of knowledge.
TEACHING MULTI-GRADE CLASSES-WEEK13.pdf
This document discusses several effective practices for multi-grade teaching from around the world. It describes programs like Escuela Nueva from Colombia that uses flexible promotion, self-instructional materials, and student participation. The School in a Box program provides learning activities arranged in five styles. The document also discusses the IMPACT program from the Philippines that reduces costs by increasing student-teacher ratios and utilizing community resources. Finally, it mentions projects in Nepal and Sri Lanka that adapted curricula for multi-grade settings.
Portfolio
Lisa Brown's teaching portfolio summarizes her educational philosophy and experience working as a special education teacher. Her philosophy focuses on treating students as human beings first and providing practical instruction to prepare them for life. She believes in creating a nurturing classroom environment that stimulates learning for all students. Brown has experience implementing accommodations and modifications, conducting assessments, and using applied behavior analysis strategies. She is skilled in reading instruction, classroom management, and integrating technology. Brown's recommendations emphasize her organizational skills and ability to support student achievement.
Mod 3 rbl, pbl, ibl, cbl,
LLED 469: Resource Based Teaching and Learning and Inquiry-based Teaching and Learning. Compare with other -based methodologies such as project-based, problem-based, and most recently challenge-based teaching.
ADPMozambique
ONE WORLD UNIVERSITY was created by ADPP Mozambique and the Federation Humana People to People in 1998.
In 2005, the institution was approved by the Council of Ministers in Mozambique as a private university. It was accredited to deliver academic courses and degrees to the level of Bachelor and Masters with a national recognized qualification. It was also given its’ official name ISET – Instituto Superior de Educacao e Tecnologia — in short
ISET/OWU.
212811144 field-study
homework help,online homework help,online tutors,online tutoring,research paper help,do my homework,
https://www.homeworkping.com/
Preparing educators to teach students with limited/interrupted formal educati...
Teachers often feel unprepared to address the learning needs of ELLs with limited/interrupted formal education, especially at the secondary level. To help them, we developed a checklist with criteria for the effective instruction of these students. We demonstrate our use of this checklist with ESL math and social studies teachers.
Seizing the Learning World Scaling Learning Design for Transformation
The document summarizes the results of a learning design methodology called Carpe Diem that was used to redesign courses at the University of Western Australia. The methodology involved collaborative workshops to redesign courses using technology and active learning strategies. Surveys of students found that the redesigned courses led to high levels of student satisfaction, engagement, and participation across multiple disciplines. The methodology was found to effectively support teaching staff and promote innovation in course design.
Nature-of-Curriculum-Reporting-1.pptx
The document discusses the nature and meaning of curriculum. It defines curriculum as the instructional and educative program through which students achieve their life goals and aspirations. Curriculum refers to the lessons and academic content taught in a school. It further discusses student-curriculum relationships, teacher-curriculum relationships, the traditional and modern concepts of curriculum, and the characteristics of an effective curriculum.
Experiencia pedagógica wessex school (1)
- The school has around 20 students per classroom from ages 2 to 17 years old. It aims to provide a holistic education through various extracurricular activities and emphasis on both academic and personal growth.
- Students have high English proficiency but struggled on Spanish language tests due to being taught most subjects in English from a young age. Support has been added to improve Spanish skills.
- Three key factors for designing quality education are implementing support for students with learning difficulties, determining an updated curriculum, and ongoing teacher training. Challenges include gaining agreement on support plans and determining curriculum approach. Strengths include a collaborative teaching team.
- To effectively plan lessons, more observation of different age groups and subjects is needed to fully
Resume Sample For Teachers
Jaycris C. Agnes is a professional educator with over 12 years of experience as a school teacher. She has a Bachelor's degree in Secondary Education with a major in Biological Science. Her objective is to obtain a teaching position where she can utilize her strong dedication to students' development and educational needs. She has experience planning lessons, adapting to different learning styles, monitoring student performance, communicating with parents, and participating in professional development courses. Her achievements include implementing instructional programs to encourage academic potential and organizing remedial programs for students needing extra assistance.
Session 2 - Day 1 project based learning.pptx
This document outlines an agenda for a four-day professional development training for teachers on project-based learning. Day 1 includes an introduction to project-based learning approaches and how to design effective projects. Examples of projects for different grade levels are provided, covering topics like reducing environmental impact, designing a school library application, and increasing voter turnout. The role of teachers in guiding project-based learning is also discussed, including helping students select topics, facilitating research, and providing feedback. Sample projects for primary, middle, and high school grades are outlined.
Similar to Pre-Service Teacher Training for longer term resilience and preparedness (20)
Empowering Students to Stay in School: A Project in Malawi
Empowering Students to Stay in School: A Project in Malawi
Preparing educators to teach students with limited/interrupted formal educati...
Preparing educators to teach students with limited/interrupted formal educati...
Seizing the Learning World Scaling Learning Design for Transformation
Seizing the Learning World Scaling Learning Design for Transformation
Recently uploaded
2024: The FAR - Federal Acquisition Regulations, Part 40
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
PUBLIC FINANCIAL MANAGEMENT SYSTEM (PFMS) and DBT.pptx
PUBLIC FINANCIAL MANAGEMENT SYSTEM (PFMS) and DBT - EXPLANATION
Indira awas yojana housing scheme renamed as PMAY
Indira Awas Yojana (IAY) played a significant role in addressing rural housing needs in India. It emerged as a comprehensive program for affordable housing solutions in rural areas, predating the government’s broader focus on mass housing initiatives.
2024: The FAR - Federal Acquisition Regulations, Part 41
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
Contributi dei parlamentari del PD - Contributi L. 3/2019
DI SEGUITO SONO PUBBLICATI, AI SENSI DELL'ART. 11 DELLA LEGGE N. 3/2019, GLI IMPORTI RICEVUTI DALL'ENTRATA IN VIGORE DELLA SUDDETTA NORMA (31/01/2019) E FINO AL MESE SOLARE ANTECEDENTE QUELLO DELLA PUBBLICAZIONE SUL PRESENTE SITO
Practical guide for the celebration of World Environment Day on june 5th.
Land degradation, desertification and drought resilience. UN ENVIRONMENT PROGRAMME -WORLD ENVIRONMENT DAY 2024.
在线办理美国乔治华盛顿大学毕业证（gwu毕业证书）学历学位证书原版一模一样
原版一模一样【微信：741003700 】【美国乔治华盛顿大学毕业证（gwu毕业证书）学历学位证书】【微信：741003700 】学位证，留信认证（真实可查，永久存档）offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原海外各大学 Bachelor Diploma degree, Master Degree Diploma
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
在线办理(西班牙UPV毕业证书)瓦伦西亚理工大学毕业证毕业完成信一模一样
学校原件一模一样【微信：741003700 】《(西班牙UPV毕业证书)瓦伦西亚理工大学毕业证》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
RFP for Reno's Community Assistance Center
Property appraisals completed in May for downtown Reno’s Community Assistance and Triage Centers (CAC) reveal that repairing the buildings to bring them back into service would cost an estimated $10.1 million—nearly four times the amount previously reported by city staff.
原版制作(Hope毕业证书)利物浦霍普大学毕业证文凭证书一模一样
学校原件一模一样【微信：741003700 】《(Hope毕业证书)利物浦霍普大学毕业证文凭证书》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
karnataka housing board schemes . all schemes
The Karnataka government, along with the central government’s Pradhan Mantri Awas Yojana (PMAY), offers various housing schemes to cater to the diverse needs of citizens across the state. This article provides a comprehensive overview of the major housing schemes available in the Karnataka housing board for both urban and rural areas in 2024.
Awaken new depths - World Ocean Day 2024, June 8th.
UN WOD 2024 will take us on a journey of discovery through the ocean's vastness, tapping into the wisdom and expertise of global policy-makers, scientists, managers, thought leaders, and artists to awaken new depths of understanding, compassion, collaboration and commitment for the ocean and all it sustains. The program will expand our perspectives and appreciation for our blue planet, build new foundations for our relationship to the ocean, and ignite a wave of action toward necessary change.
Combined Illegal, Unregulated and Unreported (IUU) Vessel List.
The best available, up-to-date information on all fishing and related vessels that appear on the illegal, unregulated, and unreported (IUU) fishing vessel lists published by Regional Fisheries Management Organisations (RFMOs) and related organisations. The aim of the site is to improve the effectiveness of the original IUU lists as a tool for a wide variety of stakeholders to better understand and combat illegal fishing and broader fisheries crime.
To date, the following regional organisations maintain or share lists of vessels that have been found to carry out or support IUU fishing within their own or adjacent convention areas and/or species of competence:
Commission for the Conservation of Antarctic Marine Living Resources (CCAMLR)
Commission for the Conservation of Southern Bluefin Tuna (CCSBT)
General Fisheries Commission for the Mediterranean (GFCM)
Inter-American Tropical Tuna Commission (IATTC)
International Commission for the Conservation of Atlantic Tunas (ICCAT)
Indian Ocean Tuna Commission (IOTC)
Northwest Atlantic Fisheries Organisation (NAFO)
North East Atlantic Fisheries Commission (NEAFC)
North Pacific Fisheries Commission (NPFC)
South East Atlantic Fisheries Organisation (SEAFO)
South Pacific Regional Fisheries Management Organisation (SPRFMO)
Southern Indian Ocean Fisheries Agreement (SIOFA)
Western and Central Pacific Fisheries Commission (WCPFC)
The Combined IUU Fishing Vessel List merges all these sources into one list that provides a single reference point to identify whether a vessel is currently IUU listed. Vessels that have been IUU listed in the past and subsequently delisted (for example because of a change in ownership, or because the vessel is no longer in service) are also retained on the site, so that the site contains a full historic record of IUU listed fishing vessels.
Unlike the IUU lists published on individual RFMO websites, which may update vessel details infrequently or not at all, the Combined IUU Fishing Vessel List is kept up to date with the best available information regarding changes to vessel identity, flag state, ownership, location, and operations.
Recently uploaded (20)
2024: The FAR - Federal Acquisition Regulations, Part 40
2024: The FAR - Federal Acquisition Regulations, Part 40
PUBLIC FINANCIAL MANAGEMENT SYSTEM (PFMS) and DBT.pptx
PUBLIC FINANCIAL MANAGEMENT SYSTEM (PFMS) and DBT.pptx
2024: The FAR - Federal Acquisition Regulations, Part 41
2024: The FAR - Federal Acquisition Regulations, Part 41
Contributi dei parlamentari del PD - Contributi L. 3/2019
Contributi dei parlamentari del PD - Contributi L. 3/2019
Practical guide for the celebration of World Environment Day on june 5th.
Practical guide for the celebration of World Environment Day on june 5th.
Researching the client.pptxsxssssssssssssssssssssss
Researching the client.pptxsxssssssssssssssssssssss
Awaken new depths - World Ocean Day 2024, June 8th.
Awaken new depths - World Ocean Day 2024, June 8th.
Combined Illegal, Unregulated and Unreported (IUU) Vessel List.
Combined Illegal, Unregulated and Unreported (IUU) Vessel List.
Pre-Service Teacher Training for longer term resilience and preparedness
- 1. Pre-Service Teacher Training for longer term resilience and preparedness: The case of primary school teachers during recent floods in Malawi
- 2. ContentContent Introduction Malawi as a fragile context The project: Resumption of T&L in flood affected schools Skills and attitudes: roots in the pre-service training Conclusions and reflections
- 3. Malawi as a fragile context • Malawi considered a fragile country •Developmental challenges •Low educational attainment: Humana’s work •Climate change increasing vulnerability
- 4. The project – Overview Resumption of teaching and learning in flood affected schools: 26 teacher graduates deployed to 13 camps in 3 districts: Nsanje, Phalombe and Chiwakwa Existing collaboration with UNICEF as part of the ‘Enjoy Learning – Improved education for Children’ Psychological support, early childhood development, remedial and afternoon clubs, community activities Over 7,800 children during phase 1 and 3,600 during phase 2.
- 5. The project – Activity pictures Pre-school activities
- 6. The project – Activity pictures Distribution of books and assistance in camps
- 7. v. Farmers’ Clubs: 3 yearsSkills and attitudes: roots in the pre-service training (I) Skill Ability to take responsibility Adaptability Project examples Take ownership of varied and complex task and in unknown contexts Proactive in finding solutions: improvised classrooms and materials Humana’s Pre-service training Pedagogical Method (DMM) Broadness of syllabus
- 8. v. Farmers’ Clubs: 3 yearsSkills and attitudes: roots in the pre-service training (II) Skill Supportiveness Effective educators Project examples Psychological support in situation of distress Varied pedagogical approaches and activities for children, youth and adults Humana’s Pre-service training Community engagement and solidary humanisim Balance of practical and theoretical training
- 9. Transferrable skills and attitudes that work well in fragile contexts they were not purposefully conceived for Strengthens the case case for teachers as dynamisers of Education 2030 Framework and Sustainable Development Goals ‘Another kind of teacher’ – Humana’s work over the past 30 years Conclusions and reflections
- 10. Olga Guerrero, European Partnerships Coordinator Olga.guerrero@humana.org Zikomo Kwambiri!