Teachers as Key Players in Values Education: Implications for Teacher Formation

Gellel, Adrian-Mario

doi:10.1007/978-90-481-8675-4_10

Cited by 13 publications

(7 citation statements)

References 5 publications

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“…While implementing the 'programs' advocated by Gellel (2010) and Shor (1998) may require some pedagogical and even structural change to existing teacher education courses, the answer to the two initially posed questions as to whether effective teaching in general, and values education in particular, are, and should ideally be expressions of particular sets of values, is an unequivocal yes.…”

Section: Resultsmentioning

confidence: 99%

Teacher Values and Relationship: Factors in Values Education

Brady

2011

AJTE

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Section: Resultsmentioning

confidence: 99%

Teacher Values and Relationship: Factors in Values Education

Brady

2011

AJTE

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“…Hence, we find Habermas regularly cited among scholars engaged in values pedagogical research (cf. Crawford 2010; Crotty, 2010;Gellel, 2010;Henderson, 2010;Lovat et al, 2010). The genius of Habermas as a foundational character for teacher education is that he is, at one and the same time, a modern and an ancient character.…”

Section: New Foundations For Teacher Educationmentioning

confidence: 99%

Values Pedagogy and Teacher Education: Re-conceiving the Foundations

Lovat¹,

Dally²,

Clement³

et al. 2011

AJTE

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“…That is, following the standards of achievement agreed upon developmentally or about the previous achievements, which help in preserving learner's educational rights on the one hand and are developmentally beneficial to the person and the group on the other side. (Gellel, 2010) Structural assessment is based on real tasks performed by students. They are not associated with pen and paper and maybe practised outside of learning and teaching sites.…”

Section:  Seventh Motive: Education For Knowledge Buildingmentioning

confidence: 99%

Motives of the Egyptian Education Future for Sustainable Development: A Comparative Analysis Between 2020 and 2030

Singer

Mahmoud²

2020

HSSR

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Purpose of the study: The current study aims to identify the engines of the future of Egyptian education to achieve the fourth goal of the United Nations Convention on Sustainable Development. Methodology: The research followed the analytical method in the comparative analysis of the future of Egyptian education between 2020 and 2030. Main Findings: The results of the research, in addition to the conclusions of researchers from the literature and previous studies, stressed on the importance of the existence of ten motives for the future of education for sustainable development 2030. Applications of this study: This research attempts to address this dilemma through the perspectives and engines of education for sustainability. Where teachers can meet the Education for Sustainable Development (ESD) approach to enhance knowledge and positive attitudes towards appropriate action for sustainability in relevant, meaningful, exciting, and creative ways, this research offers experiences that allow pupils to become more connected to nature, develop children's sense of practical orientation that embraces positive attitudes, change behaviour and hope for the child's future. Novelty/Originality of this study: There is no research or studies that addressed the motives of the Egyptian education future for sustainable development.

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Teachers as Key Players in Values Education: Implications for Teacher Formation

Cited by 13 publications

References 5 publications

Teacher Values and Relationship: Factors in Values Education

Teacher Values and Relationship: Factors in Values Education

Values Pedagogy and Teacher Education: Re-conceiving the Foundations

Motives of the Egyptian Education Future for Sustainable Development: A Comparative Analysis Between 2020 and 2030

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