Сборник материалов международной научно-практической конференции
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itog-sbornik-materialov-mnpk-04.03.2020
| – Primary school head-teacher
As one head-teacher of a large three-form entry primary school explains: “The main aim is to make learning an experience and engage children rather than have teachers teach to a passive audience. “This is driven by a belief that learning should be fun and that if children come to school ready to learn, as our children do, then the diet of learning should be exciting and promote a lifelong love of learning. Academic success is at the core of the decision to make these changes, but also a desire to develop children as inquisitive, knowledgeable and happy people.” While siloing subjects can make it easier for schools to map out the curriculum and ensure sufficient time is given to each topic, it doesn’t represent how knowledge is used in the real world. Skills-based lessons can take a number of forms and are an incredibly flexible way to teach. For example, whereas a traditional English lesson may involve reading a novel, remembering the plot and writing an essay about it, in a skills-based approach the focus would be less on recall and 19 understanding and more on questioning, collaborating and delving deeper into core issues raised. This often involves additional resources such as videos, graphics and research to engage students in the topic. The development of pedagogical competency in the institutional context of higher education has multiple dimensions. These include individual, person-specific development along a career path. Another dimension is the institutional anchoring of pedagogical competence through continuing education and training programs, assessments, and the development of cultural contexts promoting quality. The third dimension, not discussed in depth here, involves the laying down of legal and procedural frameworks regarding teacher aptitude in the relevant statutes governing institutions of higher education and the regulations covering professorships, post-doctoral programs and doctoral programs. A fourth dimension is the development of competency-based national standards to which the universities are bound. Some strategies and approaches are visible among the German universities. However, in comparison to the developments seen in the neighboring European countries, primarily to the north and west, German universities have been unable to keep up. жүктеу/скачать 1,78 Mb. Достарыңызбен бөлісу:
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