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Moral Foundation of the Kindergarten Teacher’s Educational Approach: Self-Reflection Facilitated Educator Response to Pluralism in Educational Context  [PDF]
Arniika Kuusisto,Silja Lamminm ki-Vartia
Education Research International , 2012, DOI: 10.1155/2012/303565
Abstract: This paper investigates the moral foundation of Kindergarten teachers’ educational approach from the perspective of sensitivity towards religions and other worldviews. As a context for the examination, the paper presents the current situation of the Finnish multi-faith kindergartens through the empirical mixed method data gathered from five day care centres in the capital Helsinki area. The findings illustrate that at present, the multitude of religions and other worldviews in the increasingly diverse Kindergarten context causes continuous negotiations among the staff on both the educational practices and in the teachers’ educational partnership with families. In particular, there is a lot of uncertainty of how—if at all—education on religions and worldviews should be implemented in the multicultural, multi-faith kindergarten. Some of the staff members have difficulties in encountering religious diversity in a positive or neutral light, as religions are often seen through limitations to everyday practicalities and educational contents. It is argued that in order to develop a constructive, worldview sensitive educator response to pluralism, and thus to encourage the development in the moral foundation of the teachers’ work, the teachers would need supported opportunities for dialoguous self-reflection. To support this, working models for intercultural and inter-faith sensitivity are suggested.
Moral Foundation of the Kindergarten Teacher’s Educational Approach: Self-Reflection Facilitated Educator Response to Pluralism in Educational Context  [PDF]
Arniika Kuusisto,Silja Lamminm?ki-Vartia
Education Research International , 2012, DOI: 10.1155/2012/303565
Abstract: This paper investigates the moral foundation of Kindergarten teachers’ educational approach from the perspective of sensitivity towards religions and other worldviews. As a context for the examination, the paper presents the current situation of the Finnish multi-faith kindergartens through the empirical mixed method data gathered from five day care centres in the capital Helsinki area. The findings illustrate that at present, the multitude of religions and other worldviews in the increasingly diverse Kindergarten context causes continuous negotiations among the staff on both the educational practices and in the teachers’ educational partnership with families. In particular, there is a lot of uncertainty of how—if at all—education on religions and worldviews should be implemented in the multicultural, multi-faith kindergarten. Some of the staff members have difficulties in encountering religious diversity in a positive or neutral light, as religions are often seen through limitations to everyday practicalities and educational contents. It is argued that in order to develop a constructive, worldview sensitive educator response to pluralism, and thus to encourage the development in the moral foundation of the teachers’ work, the teachers would need supported opportunities for dialoguous self-reflection. To support this, working models for intercultural and inter-faith sensitivity are suggested. 1. Introduction In this paper we examine the moral core of teaching from the viewpoint of worldview sensitivity. More precisely, through the findings of our empirical data as well as the framework set by the national and municipal curriculum guidelines, we will explore the kindergarten teachers’ response to worldview diversity. As a part of this, we examine the kinds of practical level educational approaches that are employed by the teachers in relation to worldviews, and the discourses they engage in dealing with the worldview diversity in the kindergarten. Finally, we will suggest some directions for supporting the teachers’ self-reflection towards coping with the worldview sensitivity as a part of their professional development. Due to increasing religious diversity, both the children and the staff in today’s kindergartens and schools are exposed to more diversity of worldview backgrounds than the previous generations ever were. Nevertheless, the empathy towards other cultures and worldviews does not develop automatically when diversity in the environment increases. Rather, the worldview differences present a particular challenge to individual’s own cultural and
Regulation of pluralism in France. Context, analysis and interpretation  [cached]
Núria Almiron-Roig, Ph.D.
Revista Latina de Comunicación Social , 2010,
Abstract: This article offers a historical and up-to-date study of the media regulation in France with regards to the protection of pluralism. To this end, the article presents a study on the French legal framework for the media, which is complemented with the opinions of scholars, journalists, trade union representatives, members of public organizations regulating the media, and relevant figures with expertise in the media sector in France. The views of these actors were obtained through a series of in-depth interviews conducted in Paris in July 2008 and December 2009. The study reveals that the legal framework, which uses multiple mechanisms and instruments to guarantee pluralism, both external (mainly, corporate concentration) and internal (media contents), is highly complex, vast, difficult, and almost impossible to apply. The study suggests that the French legal framework is a top example of inefficient hyper-regulation, which the author sees as a result of the ferocious battle between the two strongest modern forces in France: the egalitarian democratic values, based on solidarity and deeply rooted in the historical tradition of the French Republic; and the neoliberal capitalism based on the ideas of material accumulation and individualism.
Perceptions on Multimedia technology by College of Education Teachers
Nachi Muthu,Vijaya Kumari
Journal of Education and Learning , 2012,
Abstract: Multimedia means, combination of text, audio, still images, animation, video and interactivity content forms delivered electronically. e-learning is a process and e-content is a product. The objectives of the study are to find out the significant relationship between the college of education teachers’ perception towards multimedia technology on the basis of gender wise, locality wise, maritial wise, subject wise, technical skill wise, experience wise and possessing degree wise. Evaluation of Multimedia Perception scale (EMPS) developed by the investigator with a relaibility of 0.89 and it collected 350 teachers from Tamil Nadu State of Indian Context. From the analysis, there is no significant differences between the perceptions of multimedia technology in terms of gender, locality and maritial status. The same perception was rejected on the basis of subject, technical skills, higher degree level and their experiences. The quality of learning depends not only on the form of how the process is carried out but also on what content is taught and how the content is presented.
Analysis on the Management of College Teachers’ Tacit Knowledge  [cached]
Linying Zhang,Zhijun Han
International Education Studies , 2008, DOI: 10.5539/ies.v1n3p21
Abstract: Knowledge management, especially, tacit knowledge management, is a significant guarantee for the sustainable development of universities. The transfer of college teachers’ tacit knowledge is the key and difficult point in tacit knowledge management of universities. This paper starts from the existence and application condition of college teachers’ tacit knowledge in China and puts forward countermeasures and suggestions for college teachers’ tacit knowledge management.
TO THE QUESTION OF CONTEXT CLASSIFICATION
Chzhao Sjaobin
Magister Dixit , 2012,
Abstract: The research of context theory history allows the author to make the context classification: context in the text (including intertextual discourse), pragmatical situations or backgrounds (situational context and emotional context in the text, a real situation out of the text), time-social context, personal or individual context, invented context. This classification helps to promote context research in the translation theory.
An Analysis on the Recessive Drain of College Teachers in Perspective of Psychological Contract  [cached]
Shumao Zhang,Xueli Huang
International Journal of Business and Management , 2009, DOI: 10.5539/ijbm.v4n3p126
Abstract: To study the recessive drain of college teachers is meaningful in practice. This paper, in perspective of psychological contract, analyzes the characteristics of psychological contracts of college teachers, the relationship between psychological contract breaches and recessive drain of college teachers, and the influencing factors of contract breaches, advancing relevant countermeasures for dealing with the recessive drain of college teachers from an angle of contract breaching process.
A Teaching Attitude Adjusting Model for College Teachers Based on Attitude Theories  [cached]
Linying Zhang,Zhijun Han
International Education Studies , 2008, DOI: 10.5539/ies.v1n1p64
Abstract: Teaching attitude of teachers influences the accomplishment of teaching objectives, the quality of teaching and students’ learning outcomes and is the main variable in the process of higher education teaching. By referring to attitude theories and group characteristics of college teachers, this paper analyzes the elements that influence teaching attitude of teachers, establishes a teaching attitude adjusting model for college teachers, aiming at providing new administrative framework and critical control point for the management of teaching attitude of college teachers.
Action Research of Young College English Teachers  [cached]
Xiaoqian Duan,Suzhen Ren
Theory and Practice in Language Studies , 2011, DOI: 10.4304/tpls.1.5.497-500
Abstract: Action research allows for immediate action which is more convenient and accessible to young college English teachers who are pressured by the urgency of rapid and successful development in educational field. Practitioners develop skills in observing and evaluating their own teaching methods and begin to unconsciously employ the principles of action research in their professional life. The active participation of teachers will lead to a bright future of professional development and fulfillment.
Adaptation Research on the Flow of College Teachers and Social Economic Development in Xinjiang  [cached]
Qingbo Zhang,Qiong Jia
Asian Social Science , 2010, DOI: 10.5539/ass.v6n3p86
Abstract: The flow of college teachers is an important part of college staff construction. The demands for higher education by Xinjiang’s social economic development go to the flow of college teachers indirectly. Based on an analysis on the basic condition of Xinjiang’s social and economic development as well as a retrospect on the policies on the harmonious development of higher education and regional economy there, this paper puts forward some strategies on how to adapt the flow of college teachers to the social economic development in the new situation.
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