Lifelong Education and Training of Teacher and Development of Human Capital

Aleandri, Gabriella; Refrigeri, Luca

doi:10.1016/j.sbspro.2014.05.372

Cited by 15 publications

(12 citation statements)

References 11 publications

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“…The reason why elements of visualization that transform mediated learning content into a more visual form is to be included in the teaching process of natural science subjects is that in such a form the information is much easier to understand by pupils or students and the new information is more memorable [41,42,43]. The combination of visual and verbal component of the information increases the probability of understanding the curriculum and its application to modelled real situations through practical tasks (Mayer and Sims in [38]).…”

Section: Discussionmentioning

confidence: 99%

Teachers’ Attitudes to Incorporation Digital Means in Teaching Process in Relation to the Subjects they Teach

2019

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The paper presents some of the empirical results of the research focused on iden-tification of the ways the primary and secondary school teachers use interactive educational activities and digital means in their teaching practice in dependence on the subjects they teach. The main research question was whether the ways of the use of interactive educational activities and digital means are the same for all teachers, independently on the character of the subject they teach, or whether it depends on the taught subject. As the results have showed, the purposes signifi-cantly differ in dependence on the character of the taught subjects. In the paper, in more detail results for teaching natural science subjects and foreign languages are discussed.

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Section: Discussionmentioning

confidence: 99%

Teachers’ Attitudes to Incorporation Digital Means in Teaching Process in Relation to the Subjects they Teach

2019

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“…The benefits of lifelong education have been understood to be drivers of broad social, political, economic, and environmental transformation (Benavot et al, 2022). Education is seen to be fundamental to supporting a nation's development and growth (Aleandri & Refrigeri, 2014), and equal access to high-quality education should be made available to every citizen, thereby providing the conditions to ensure inclusive and equitable education opportunities for all (United Nations, 2015). Lifelong education can take various forms, such as formal, informal, and non-formal (Riddell et al, 2014).…”

Section: Tablementioning

confidence: 99%

Education in a democratic and meritocratic society: Moving beyond thriving to flourishing

Low

2023

EPAA

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Following multiple disruptions and crises, global education stakeholders grapple with the issue of how to prepare learners for a future wrought with uncertainty and unpredictability. During the COVID-19 pandemic that caused global school closures, disruptions to learning occurred in differing scopes and magnitudes across different countries. International organisations reported that some students have incurred a 1-to-3-year learning loss, which might have ramifications on their holistic development and, further down the line, their socioeconomic prospects. An equitable solution must be sought for the world to move beyond recovering to flourishing. This article attempts to elucidate the underlying principles of Singapore’s education system through Dewey’s concept of democracy and education, defined from an apolitical stance. For Singapore, democracy is also balanced with pragmatic meritocracy, which is upheld as a means to provide equal opportunities for all, regardless of socioeconomic background. This paper describes Singapore’s democratic and meritocratic society, setting the backdrop for an education system that seeks to develop its citizens into resilient, values-anchored, and lifelong learners ready to confront the challenges of the future.

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“…process of professional development of primary and middle English teachers in rural areas, this paper uses the theory of teacher professional development and lifelong education, combined with national policies and regulations and the relevant documents of educational authorities, draws lessons from the experience of typical developed countries, the professional development strategy of rural primary and middle school teachers in rural areas under the lifelong education is as follows [4][5][6][7][8]:…”

Section: Advances In Social Science Education and Humanities Researcmentioning

confidence: 99%

Professional Development Strategies of English Teachers for Rural Primary and Middle Schools in Lifelong Education Perspective

Ji¹,

Wang²

2017

Proceedings of the 2017 4th International Conference on Education, Management and Computing Technology (ICEMCT 2017)

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Abstract. The professional level of English teachers has profound influence on English teaching. Only by continuously improving the professional level of English teachers can we achieve the goal of English teaching. Based on the analysis of the problems existing in the development of primary and middle English teachers in rural areas, this paper puts forward the strategies of English teachers' professional development in rural primary and middle schools from the perspective of lifelong education, and fundamentally resolves the professional development problems of English teachers in rural primary and middle schools to improve the professional and technical level of English teachers and English teaching effect. Theoretically to further enrich and supplement the existing basic education theory and methods, and practically for the school or the education department of decision-making behavior to provide a certain scientific reference.

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Lifelong Education and Training of Teacher and Development of Human Capital

Cited by 15 publications

References 11 publications

Teachers’ Attitudes to Incorporation Digital Means in Teaching Process in Relation to the Subjects they Teach

Teachers’ Attitudes to Incorporation Digital Means in Teaching Process in Relation to the Subjects they Teach

Education in a democratic and meritocratic society: Moving beyond thriving to flourishing

Professional Development Strategies of English Teachers for Rural Primary and Middle Schools in Lifelong Education Perspective

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