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Die Arbeitsgemeinschaft der Einrichtungen für Weiterbildung an Hochschulen (AG-E) (Karla Kamps-Haller/Bernhard Christmann/Helmut Vogt) Zur Entstehungsgeschichte der Arbeitsgemeinschaft für das Fernstudium an Hochschulen (AG-F) (Burkhard Lehmann) Bundesarbeitsgemeinschaft Wissenschaftliche Weiterbildung für Ältere (BAG WiWA) (Thomas Bertram/Silvia Dabo-Cruz/Karin Pauls/Michael Vesper) Der Artikel beschreibt ihre Entstehungsgeschichte und die Entwicklungsschritte beim Zusammenschluss mit der DGWF und ihrer Vorläuferorganisation. Dabei liegt ein Schwerpunkt auf neuen Zielgruppenanalysen und Forschungsfragen, mit denen zukünftig belastbare empirische Daten zur Bildung Älterer erhoben werden können. Abschließend werden die künftigen Herausforderungen für die BAG WiWA skizziert. Profilbildung und Professionalisierung durch Forschung. Die Arbeitsgemeinschaft Forschung (Wolfgang Jütte/Maria Kondratjuk/Mandy Schulze) Der Beitrag fasst die Zielsetzungen, die Aktivitäten und Aufgaben der Arbeitsgruppe zusammen. Dabei wird vor allem auf das jährliche Forschungsforum als offenes Diskussionsformat mit Werkstattcharakter eingegangen.

Netzwerk für wissenschaftliche Weiterbildung und Personalentwicklung der Universitäten in Österreich: AUCEN (Elke Gornik/Monika Kil/Katharina Mallich-Pötz/Anna Steiger/Christine Stöckler-Penz) In diesem Beitrag werden die Entstehung von AUCEN, die Rahmenbedingungen der Universitätsgesetzgebung für wissenschaftliche Weiterbildung und Personalentwicklung, Projektaktivitäten und aktuelle Herausforderungen ausgeführt. Wirkungsvolle Interessenvertretung der universitären Weiterbildung in der Schweiz: Swissuni (Andreas Fischer). Working together to promote University Lifelong learning in Europe: eucen (Françoise de Viron). This chapter presents eucen, a specific European university lifelong learning network. Using an organisational framework, based on the concepts of collaborative inter-organisational network and community of practice, it describes the characteristics, the functions and benefits of this network and highlights some prerequisites for its development. It concludes by a short test application of the framework to other networks dedicated to LLL at national level and highlights some examples in the case of Germany and the DGWF network.

Entwicklung einer Fachgesellschaft: Die Deutsche Gesellschaft für wissenschaftliche Weiterbildung und Fernstudium e.V. im Wandel (Beate Hörr) Die DGWF blickt auf eine mehr als 45-jährige Geschichte zurück. Dies ist der Anlass die Entwicklung und den Wandel des AUE/der DGWF sowie ihre gewachsenen Strukturen zu beschreiben. Der Beitrag verortet außerdem die DGWF im nationalen, europäischen und internationalen Kontext. Es geht um den Beitrag der DGWF zu Fragen der Standortbestimmung und Definitionen der wissenschaftlichen Weiterbildung, veröffentlicht in ihrer Zeitschrift Hochschule und Weiterbildung, ihren Empfehlungen und Beiträgen. Wissenskooperation durch Tagungen und Publikationen (Wolfgang Jütte/Claudia Lobe/Markus Walber) Der Beitrag wirft einen Blick auf die "Kommunikationsinfrastruktur" der DGWF: die Jahrestagungen und ihre Fachzeitschrift. Es wird nachgezeichnet, wie über die Jahrzehnte die Bedarfe an Kommunikation und ihre Formen einen kontinuierlichen Wandel erfahren haben. Dabei wird ein besonderer Blick auf unterschiedliche Akteursgruppen mit ihren jeweiligen Kommunikationsansprüchen geworfen. Ein Schwerpunkt wird auf die Auswertungsverfahren (Monitoring) der Jahrestagung und die veränderten Publikationsstrategien gelegt.

Landesgruppe Baden-Württemberg (Ulrich Wacker) Landesgruppe Bayern (Gabriele Vierzigmann/Michael Renz/Sylvia Derra/Sybille Barth/Johannes Ries/Volker Stieg) Landesgruppe Berlin und Brandenburg (Peer-Olaf Kalis/Annette Strauß) Landesgruppe Hessen (Silke Vergara) Landesgruppe Nord (Annekatrin Mordhorst/Sabine Riemer/Anno Stockem) Landesgruppe Nordrhein-Westfalen (Stefan Gesmann) Landesgruppe Mitteldeutschland (Maria Kondratjuk/Kerstin Tänzer) Landesgruppe Rheinland-Pfalz und Saarland (Margot Klinkner)

This session highlights the basics of Vocational Education and Training (VET). Each university has its own characteristics. The contributions seek to encourage various forms of VET. Challenges for universities and other institutions are emphasised. The contributions help draw conclusions for the Further structuring of VET in Sub-Saharan Africa. Other country-specific articles from the session concentrate on the characteristics and orientation of VET systems, thereby helping create an overall picture of the status of VET in all participating countries. The participants endeavored to analyze the current situation of VET in Sub-Saharan Africa by exploring the character and individual design of the current VET systems in the participating countries.

Zusammenfassung Der Frage danach, wie sich die Implementierung neuer Studiengange an Hochschulen und die damit verbundenen Entscheidungsprozesse auf der Mikroebene gestalten und in welchem Verhaltnis diese zu formalorganisationalen Regelerwartungen der Hochschule stehen, wird im Rahmen des DFG-Projekts „Erziehungswissenschaft im Bologna-Prozess – Strategien und leitende Orientierungen bei der Reform der Hauptfachstudiengange“ nachgegangen. Ausgehend von Gruppendiskussionen mit Wissenschaftler*innen, die mit Hilfe der Dokumentarischen Methode ausgewertet worden sind, werden in diesem Beitrag die Herausforderungen an die Rekonstruktion kollektiver Orientierungsrahmen vor dem Hintergrund eines Gruppendiskussionsmaterials, welches sich durch argumentierende und theoretisierende Passagen auszeichnet, diskutiert. Zudem werden mit zwei sinngenetischen Typenbildungen, die zum einen den kollektiven Umgang mit disziplinarer Heterogenitat am Hochschulstandort und zum anderen den kollektiven Umgang mit strukturellen Begrenzungen fokussieren, die methodischen Herausforderungen der Typenbildung diskutiert und gleichzeitig die wesentlichen Ergebnisse des Projekts skizziert. Schlagworter: Wissenschaftsforschung, Erziehungswissenschaft rekonstruktive Organisationsforschung, Dokumentarische Methode, Argumentation, Diskursorganisation ----- Abstract The DFG project “Educational Science in the Bologna Process” focusses on the development of academic courses in educational science from a rather microanalytical point of view and asks furthermore how the implementation of courses is confronted with organisational demands. The contribution contains methodological reflections on dealing with group discussions with reasoning scientists and gives insight in the outcomes of the study regarding the negotiation of different conceptions of educational science and the collective coping with universitary demands. Keywords: academic disciplines, educational science, organisation, documentary method, methodological reflection ----- Bibliographie: Ludwig, Katja/Grunert, Cathleen/Hoffmann, Nora Friederike: Herausforderungen rekonstruktiver Forschung an Hochschulen am Beispiel der Studiengangsentwicklung in der Erziehungswissenschaft, ZQF, 2-2017, S. 297-314. https://doi.org/10.3224/zqf.v18i2.08

Zusammenfassung In der jungeren Vergangenheit wird die Teilhabe von Kindern und Jugendlichen mit Behinderungen vor allem durch die UN-Behindertenrechtskonvention (UN-BRK) in Deutschland (wieder) zum Thema der Bildungspolitik und damit in den Fokus der schulischen sowie fruhkindlichen Bildungseinrichtungen geruckt. Insbesondere im Zuge der Diskussion um inklusive Bildungsprozesse und -strukturen kommt es auch in Ausbildungseinrichtungen der Fruhpadagogik zu veranderten Anforderungen und Anspruchen eine Neuorientierung anzuregen und die Auszubildenden fur inklusive Settings zu sensibilisieren. Der Beitrag zeigt, wie sich in der Rekonstruktion der Entwicklung fruhpadagogischer Ausbildungs- und Studienangebote im historischen Verlauf die Dominanz der Differenzlinie „Gesundheit“ auf struktureller sowie inhaltlicher Ebene abzeichnet, welche eine Konstruktion des Regelkindes begrundet und dazu fuhrt, dass trotz der erkennbaren Absicht, (im Kontext von Inklusion) eine Padagogik mit allen Kindern anzustreben, die Beobachtung von Bedurfnissen weitgehend anhand gesundheitlicher bzw. biologischer Differenzkategorien strukturiert wird. So wird in der Ausbildungslandschaft weiterhin eine Padagogik fur Menschen mit Behinderung getrennt von anderen Padagogiken gelehrt, wodurch eine historisch ableitbare Konstruktion des sog. Regelkindes in der fachschulischen, aber auch der hochschulischen Ausbildung nicht nur reproduziert, sondern damit auch weiterhin verstarkt wird. Schlagworter: Behinderung, Ausbildung, Fruhpadagogik, Teilhabe ----- The “Standard Child” as the Norm – The (Historical) Preparation of Disability in Training Early Educational Staff Abstract In recent years the participation of children and young people with disabilities is (again) brought up as a central topic in education policy in Germany and thus the focus of school and early childhood education facilities mainly because of the UN Disability Convention (UN CRPD). In particular, the debate on inclusive education processes and structures yields changing demands and claims towards a reorientation in educational institutions of early childhood education and a sensitization of trainees for inclusive settings. The article shows how the dominance of “health” as a category of difference is emerging on the structural and the content level in the reconstruction of the historical development of early educational training and study programs in the historical course. It also shows how the construction of a “standard child” is established which leads the observation of needs as largely structured on the basis of health / biological categories of difference despite the apparent intention (in the context of inclusion) to generate an education for all children. In professional training the education for people with disabilities is still taught separately from other pedagogies and therefore a historically derivable construction of the socalled “standard child” (German: Regelkind) is not only reproduced but also reinforced in the education of pedagogical staff. Keywords: Disabilities, Education, Early Childhood Education, Participation ----- Bibliographie: Haude, Christin/Volk, Sabrina: Das Regelkind als Norm – Zur (historischen) Herstellung von Behinderung in der Ausbildung fruhpadagogischer Fachkrafte, Diskurs Kindheits- und Jugendforschung, 1-2017, S. 5-18. https://doi.org/10.3224/diskurs.v12i1.02

Zusammenfassung Die Durchfuhrung von kunstlerischen Seminaren als Teil des Curriculums in padagogischen Masterstudiengangen basiert auf der Annahme, dass die padagogische Interaktion zwischen Lehrer und Schuler, Kindergartnerin und Kind etc. nicht nur auf theoretischem Wissen und praktischem Konnen beruht, sondern daruber hinaus ein Prozess ist, der starke Analogien zu kunstlerischen Prozessen (mit anderen Worten: zur Kreation eines Kunstwerkes) aufweist. Mit Interviewdaten, die im Rahmen einer Studie im Masterprogramm an der Alanus Hochschule fur Kunst und Gesellschaft in Alfter gewonnen wurden, untersuchen die Autoren, wie sowohl Studierende als auch Dozierende die Bedeutung einschatzen, die die kunstlerischen Lehrveranstaltungen fur die Personlichkeitsbildung der Studierenden und deren Vorbereitung auf die padagogische Praxis haben. Die Ergebnisse der Interviewauswertung zeigen, dass die kunstlerischen Elemente des Curriculums von grundlegender Bedeutung fur die Studierenden sind. Fur viele von ihnen sind sie eine Moglichkeit der Personlichkeitsentwicklung und Selbstentdeckung. Die kunstlerische Arbeit in den Seminaren wird auserdem als eminent handlungsorientiert und nutzlich fur die eigene padagogische Praxis wahrgenommen. Aus den Einschatzungen der kunstlerischen Seminaraktivitaten durch die Studierenden lassen sich drei Typen der Wahrnehmung und des Umgangs mit Kunst im Studium bilden. Dieser Klassifikation werden die Einschatzungen der Dozierenden der Kunstseminare gegenuber gestellt. In einem zweiten Schritt der Analyse werden Auswirkungen und Nutzen der kunstlerischen Seminare aus Sicht der Studierenden identifiziert. Zum Schluss werden Auserungen aus einer Gruppendiskussion prasentiert, die mit den Absolventen ein Jahr nach Beendigung des Studiums durchgefuhrt wurde und in der die Teilnehmenden des Masterstudiengangs uber die nachhaltigen Folgen der kunstlerischen Kurse, insbesondere fur ihre padagogische Praxis, reflektieren. ----- Bibliographie: Heinritz, Charlotte/Rohler, Alexandra: Bedeutung und Auswirkungen von Kunstangeboten im Curriculum von padagogischen Studiengangen. Erfahrungen mit kunstlerischen Seminaren im Padagogikstudium an der Alanus Hochschule fur Kunst und Gesellschaft, BIOS, 1-2013, S. 6-27. http://dx.doi.org/10.3224/bios.v26i1.16894

Who is employed in further education programmes? What are their qualifications? Under which conditions do they work and how satisfied are they with their work? It is the first study to provide representative data on the qualifications, employment situations and working conditions of employees in the adult and further education industry. The data of this two-step personnel survey was collected in 2014. More than 6,000 adult educators from more than 1,800 training institutions participated in the survey. This study serves as a supplement to educational reporting in Germany, which has hitherto rather been focussed on providers, offers and participation. Furthermore, it offers a reliable basis for assessments regarding the professionalisation of adult and further education. Moreover, the collected data may be used for further research. Wer sind die Beschäftigten in der Weiterbildung? Über welche Qualifikationen verfügen sie? Unter welchen Bedingungen arbeiten sie und wie zufrieden sind sie mit ihrer Arbeit? Erstmals legt die Studie repräsentative Daten zu Qualifikation, Beschäftigungssituation und Arbeitsbedingungen des Personals der Erwachsenen- und Weiterbildung vor. Die Daten für diesen Personal-Survey wurden 2014 in zwei Stufen erhoben, an denen über 6.000 Erwachsenenbildner:innen aus mehr als 1.800 Weiterbildungseinrichtungen teilgenommen haben. Die vorliegende Studie ergänzt die Bildungsberichterstattung zur Weiterbildung in Deutschland, deren Fokus bisher auf Anbietern, Angeboten und Beteiligung lag. Darüber hinaus bietet sie eine verlässliche Basis für Einschätzungen zur Professionalisierung der Erwachsenen- und Weiterbildung. Die erhobenen Daten können zudem für weitergehende Forschungen genutzt werden.

The current study aims to investigate the relation of training and motivation with job performance and study has used connivance sampling technique to acquire the data. Where the population of the study contains on the southern Punjab schools and sample of the study contains on the DG-Khan schools teachers. Thus, correlation analysis, regression analysis are applied at the study. And the results showed the significant relation of training, insignificant relationship of motivation with job performance.

Colleges of education encompassed the production of professional teachers who are equipped with skills and methodologies of teaching in our primary and junior secondary levels of education in Nigeria. Essentially, colleges of education are to provide full-time courses in teaching, instruction and training and to conduct courses in education for qualified teachers. In order to achieve this objective, academic quality assurance is required. Against this background, the paper examines academic quality assurance and determines the general opinion on academic quality assurance in the colleges of education. It equally highlights some challenges to academic quality assurance in the colleges of education. Finally, the paper proffered some solution required by the colleges of education to stamp out the challenges for future development. Finally, the paper recommends that there should be regular monitoring and evaluation of all the units concern with the certification of colleges of education graduates. DOI: 10.5901/ajis.2013.v2n7p173

O artigo trata da utilizacao de brinquedos e brincadeiras como recurso de aprendizagem no Ensino Superior. A pesquisa partiu de oficinas realizadas ha sete anos, na disciplina "Elementos de Realidade Regional e Brasileira Contemporânea", do Curso de Comunicacao Social da Universidade Catolica de Brasilia. Verificaram-se influencias no cotidiano e exercicio profissional de sete ex-alunos que haviam participado das oficinas. Palavras-chave : Brincar; educacao; exercicio profissional. ABSTRACT The article discusses the use of toys and playing activities as learning resources in high school. The research was based on workshops given seven years ago within the class "Elements of contemporary regional and Brazilian Reality" in the course of Social Communication of the University Catolica de Brasilia. We noticed influences in the everyday practices and professional exercising of seven former graduates who had taken part in the workshops. Keywords: Playing; education; professional exercising. RESUMEN El articulo trata del uso de juguetes y juegos como recurso de aprendizaje en la ensenanza superior. La pesquisa partio de talleres realizados hace siete anos, en la materia "Elementos de la Realidad Regional y Brasilena Contemporanea, del curso de Comunicacion Social de la Universidad Catolica de Brasilia. Uno de los objetivos es verificar se ha habido influencias en el cotidiano y en el ejercicio profesional de siete ex alumnos que habian participado de los talleres. Palabras-clave : Jugar; educacion; ejercicio profesional. Referencias a) Bibliograficas (livros, artigos, publicacoes eletronicas) ADORO CINEMA (sobre filme Tarja Branca). Disponivel em http://www.adorocinema.com/filmes/filme-229187/trailer-19538718/ . Acesso em 02.08.2015. ALCOFORADO, Luis Carlos. Educacao brasileira: velhos vicios. Correio Braziliense , Brasilia, 02.02.2015. p.11. ARENHART, Deise. Contribuicoes de Florestan Fernandes ao estudo das culturas infantis. 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Disponivel em http://danielcara.blogosfera.uol.com.br/2015/06/24/pne-completa-um-ano-mas-precisa-sair-do-papel/. Acesso em 02.ago.2015. CINECLICK (sobre filme Tarja Branca). Disponivel em http://www.cineclick.com.br/tarja-branca-a-revolucao-que-faltava. Acesso em 02.08.2015. COMISSAO DE PROFESSORES. Carta aberta ao Ministro Cid Gomes. Correio Braziliense , Brasilia, 10.02.2015. p.3. CORTELLA, Mario Sergio. Os alunos nao sao mais os mesmos. In Novos Paradigmas da Educacao (video). Sao Paulo: Atta Midia e Educacao, 2003. D´AVILA, Cristina e VEIGA, Ilma Passos Alencastro (orgs.). Didatica e docencia na educacao superior : implicacoes para a formacao de professores. Campinas, SP: Papirus, 2012. DUARTE, Mauricio. O basico do basico. Disponivel em http://www.revistadacultura.com.br/revistadacultura/detalhe/14-09-04/A_base_do_b%C3%A1sico.aspx. Acesso em 02.08.2015. DUARTE JUNIOR, Joao-Francisco. O que e realidade . 10.ed., 5.reimpr. Sao Paulo: Brasiliense, 2004. (1a edicao: 1984). ______. O sentido dos sentidos : a educacao (do) sensivel. Disponivel em http://www.bibliotecadigital.unicamp.br/document/?code=vtls000211363. Acesso em 02.08.2015. ECO, Umberto. O nome da rosa . Rio de Janeiro: Record, 2009. FERNANDES, Florestan. As Trocinhas do Bom Retiro: contribuicao ao estudo folclorico e sociologico dos grupos infantis. In: ______. Folclore e mudanca social na cidade de Sao Paulo . 2.ed. Petropolis/RJ: Vozes, 1979. FREIRE, Paulo. Acao Cultural para a Liberdade e Outros Escritos . Sao Paulo: Paz e Terra, 2011. ______. Pedagogia da Autonomia - saberes necessarios a pratica educativa. Sao Paulo: Paz e Terra, 1996. FREITAS, Fidalgo de. O esgotamento ( burnout ) nos professores. Millenium on line n 0 15 . Jul. 1999. Disponivel em http://www.ipv.pt/millenium/15_spec1.htm. Acesso em 02.08.2015. GOMES , Patricia. Professor precisa abrir a cabeca , diz Jose Pacheco. Disponivel em http://porvir.org/porpessoas/para-inovar-e-preciso-professor-abra-cabeca-diz-jose-pacheco/20120522. 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Sindicalismo docente da educacao basica no Brasil. Brasilia: Paralelo 15, 2015. SANTOS, Andrey G.. Educacao : ensino precisa passar por renovacao urgente! Disponivel em http://www.profissionaisti.com.br/2015/01/educacao-ensino-precisa-passar-por-renovacao-urgente/ (06.01.2015). Acesso em 02.08.2015. SAVIANI, Dermeval. Florestan Fernandes e a educacao. Estud. av. , Sao Paulo, v. 10, n. 26, Abr. 1996. Disponivel em http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0103-40141996000100013. Acesso em 02.08.2015. SILVA, Maria Alice Setubal (org.). Memorias de brincadeiras na cidade de Sao Paulo nas primeiras decadas do seculo XX. Sao Paulo: Cortez/CENPEC, 1989. SOARES, Vilhena. Curiosidade e o motor da aprendizagem. Correio Braziliense , Brasilia, 25.01.2015. p.18. SUERTEGARAY, Paloma. A magica missao de ensinar as criancas. Correio Braziliense , Brasilia, 03.02.2015. p.26. STEFANEL, Xandra. Filme 'Tarja Branca' propoe revolucao pela brincadeira. Disponivel em http://www.redebrasilatual.com.br/entretenimento/2014/06/tarja-branca-propoe-uma-revolucao-pela-brincadeira-9425.html. Acesso em 02.08.2015. TAVARES, Braulio. Cronicas. In Jornal da Paraiba. Disponivel em http://www.jornaldaparaiba.com.br/coluna/brauliotavares. Acesso em 02.08.2015. TRINDADE, Naira. Atraso generalizado. Correio Braziliense , Brasilia, 09.12.2014. p.7. VYGOTSKY, Lev S. A formacao social da mente . 6.ed. Sao Paulo: Martins Fontes, 1998. b) Filmograficas O PERIGO DA HISTORIA UNICA. Chimamanda Adichie. TedGlobal, 2009. Disponivel em http://www.ted.com/talks/lang/pt/chimamanda_adichie_the_danger_of_a_single_story.htm. Acesso em 02.08.2015. TARJA BRANCA - a revolucao que faltava. Filme. Diretor Cacau Rhoden. Sao Paulo: Maria Farinha Filmes, 2014. Disponivel em: Url: http://opendepot.org/2716/ PID: http://nbn-resolving.de/urn:nbn:de:0168-ssoar-458115 Abrir em (para melhor visualizacao em dispositivos moveis - Formato Flipbooks ): Issuu / Calameo

Social constructions of education historically have impacted adversely on marginalised Indigenous Australian students whose mobile lifestyles and cultural positioning challenge teachers’ social inclusion practices. This paper examines the preparation and capacity of pre-service teachers to engage with mobile Indigenous students and their communities. Evidence is drawn from practicing teachers who reflected on their experiences in working with Indigenous students and their communities since graduation and how their experiences, both pre- and post-graduation, impacted on their beliefs and practices. Individual interviews were conducted with four teachers who also participated in the first stage of the study as a group of 24 second year primary pre-service teachers at a regional Australian university. It was found that pre-service teachers representing a range of world views benefit from positive, scaffolded experiences that provide opportunities to develop practices that foster social justice and inclusion. The findings of this study have implications for providing pre-service teachers with opportunities to understand how historical factors impact on Indigenous student mobility in contemporary Australian educational settings and the development of socially inclusive pedagogical practices. Further longitudinal research to expand the evidence base around developing culturally-appropriate pedagogical practices in pre-service teachers is needed to support their transition into teaching. (author's abstract)

This text is the result of a piece of research, which gives an account of how meetings and dialogues between educational traditions, on the one hand, recount, changes, conflicts, and challenges to face in responding to educational demands that populations, organizations, and social movements present; and, on the other hand, they reveal existing tensions in political and institutional settings, the demands of the labor market of social educators against the academic and formative developments related to its professionalization. The dialogues and exchanges, then, have not but are not alien to these contexts, and it is in them, which the theoretical, methodological, and practical references are configured of current proposals for the training of social educators and for projects of critical social pedagogy in Latin America. El presente texto resultado de investigación da cuenta de cómo los encuentros y diálogos entre tradiciones socioeducativas, por un lado dan cuenta de las transiciones, cambios, conflictos y de los desafíos a enfrentar al responder a las demandas educativas que las poblaciones, organizaciones y movimientos sociales presentan; y, por el otro, ponen de manifiesto las tensiones existentes en los escenarios políticos e institucionales, en las exigencias del mercado laboral de los pedagogos sociales frente a los desarrollos académicos y formativos vinculados a su profesionalización. Los diálogos e intercambios, entonces, no han sino, ni son ajenos a estos contextos, y es en ellos que se vienen configurando los referentes teóricos, metodológicos y práxicos de las actuales propuestas de formación de educadores sociales y de proyectos de pedagogía social crítica en América Latina.

Seit den neunziger Jahren hat die Interkulturalitätsforschung eine Reihe von Paradigmenveränderungen vollzogen, die es in die Trainingspraxis umzusetzen gilt. Ein Dilemma interkultureller Trainer besteht nicht nur darin, dass von Auftraggebern nach wie vor komplexitätsreduzierende "griffige" Erklärungsmodelle gewünscht werden, die den neuen Paradigmen nicht mehr entsprechen. Es besteht auch darin, dass in vielen Bereichen wie etwa in Personalentwicklungsabteilungen noch Trainingsmaterialien alter Provenienz dominieren. Der Beitrag möchte vor diesem Hintergrund dazu anregen, interkulturelle Trainings neu zu denken und Orientierungen für entsprechende Entwicklungsarbeiten skizzieren. Since the 1990s Intercultural Studies research has experienced a number of paradigm shifts, which have also influenced the practice of trainings. This has presented itself as quite a dilemma for the trainer: not only do clients often wish for complexity-reducing and "easy-to-use" explanatory models generally unreflective of new paradigms, older training materials still often predominate in many areas, not least within Personnel Development Departments. Mindful of this situation, the present contribution seeks to stimulate thought regarding ways in which trainings may be newly conceived, and looks to sketch approaches to how this may be done.

The relevance of the studied problem is caused by need to organize a system-activity approach for studying the subject “the Holocaust”. The purpose of the paper is to analyze the role of practical training at the lessons of history and social science at the Russian educational organizations and in the system of professional development of teachers. The leading research approach of the problem is the principle of active tolerance. The author considers the system of practical tasks, gives an example of practical work and concludes about high efficiency of practical training for studying the Holocaust topic. The materials of the paper can be useful to teachers of social and humanitarian cycle and teachers, methodologists of the system of professional development of teachers.

Die Beobachtung und Beschreibung kultureller Unterschiede kann je nach Erkenntnis- und Verständigungszweck in unterschiedlichen Abstraktionsgraden erfolgen. Ähnlich wie bei einem digitalisierten Foto kann die Bildauflösung dabei durch Hinein- oder Heraus-Zoomen verändert werden und neue Perspektiven auf die Situation oder die anderen Beteiligten generieren. Der Grundgedanke dieses Hinein- und Heraus-Zoomens in interkulturellen Interaktionen wird für die verschiedenen Phasen der Gruppenentwicklung in Anlehnung an das klassische Modell von Tuckman (1965) betrachtet. Im Sinne der Förderung von konstruktiver Verständigung und produktiver Zusammenarbeit über kulturelle Differenzen hinweg werden Wege zum bewussten Gegensteuern eigendynamischen Heraus- oder Hinein-Zoomens aufgezeigt und die Potenziale für ein gemeinsames Lernen zweiter Ordnung diskutiert. Cultural differences may be observed and described in varying degrees of abstraction, depending upon the intended insight or understanding. Similar to a digitized photograph the resolution of the image will be changed by zooming in or out, and new perspectives on the situation or the other actors may be generated. The basic idea of zooming in and out in intercultural interactions is applied to the various phases of group development, following the classical model of Tuckman (1965). Ways to counterbalance non-productive zooming are pointed out as means to facilitate constructive understanding and productive collaboration across cultural differences, and potentials for mutual second-order learning are discussed.

O artigo aborda o uso de novas tecnologias na pesquisa e na formação inicial de professoras de educação infantil no curso de pedagogia. Apresenta o percurso para a escolha e utilização do blog como instrumento de registro e documentação dos dados durante o período de estágio supervisionado na educação infantil. Seu objetivo é apresentar a análise de dados armazenados no blog, sobretudo os registros de três alunas que participaram do programa de residência pedagógica. A análise dos dados evidencia as principais categorias de interesse e preocupação das alunas durante o estágio supervisionado na creche: crianças, rotina, planejamento, espaço. O blog favoreceu a aprendizagem de aspectos essenciais da educação infantil e mostrou-se como ferramenta importante tanto para a formação inicial de professoras na educação infantil, quanto para a pesquisa. The paper explores the use of new technologies in research and in early childhood education teacher's training at School of Education. It shows the trajectory to the blog choice and the implications of its use during early childhood education teacher's training. Its aim is presenting the analysis of data collected in a private blog, specially from three students records, related to the teachers' training program. The data analysis shows as main categories of concerns and interest of the students: children, routine, planning, space. The blog made easy the learning about the main aspects of early childhood education and showed itself as an important tool for research and teacher's training.

La determinación de las competencias profesionales marcadas por el Proyecto Tuning señala el desarrollo de las diferentes titulaciones. Sin embargo, en la especificación de éstas, el alumno ha tenido una escasa participación. Con el presente estudio, realizado con una ayuda de la VI Convocatoria de Proyectos de Innovación de la Universidad de Córdoba, se pretende determinar la importancia que los futuros maestros conceden a las competencias establecidas en el referido Proyecto para su titulación. El cuestionario, construido ad hoc para la recogida de datos, fue aplicado a una muestra de estudiantes matriculados en primer curso de Magisterio - especialidad Educación Primaria - de la Facultad de Ciencias de la Educación de la Universidad de Córdoba, durante su asistencia a una asignatura troncal. Los datos recabados fueron sometidos a tratamiento estadístico mediante el paquete SPSS. The selection of the professional competences marked by the Tuning Project indicate the development of the different degrees. However, in the specification of these competences, the student has had little involvement. In this study, conducted with a grant from the VI Call for Innovation Projects at the University of Cordoba, to determine the importance that future teachers attach to the competences established in that Project for their degree is pursued. The questionnaire, constructed ad hoc to collect data, was applied to a sample of students enrolled in the first course of Initial Teacher Education - speciality in Primary Education - within the Faculty of Educational Sciences at the University of Cordoba, during their attendance at a core subject. The obtained data were subjected to statistical treatment using the SPSS Package.

Teachers are often urged to nurture creativity but their conceptions of creativity in specific school subjects may have limitations which weaken their attempts to do so. Primary school teachers in England were asked to rate lesson activities according to the opportunity they offered children for creative thought in science. The teachers could, overall, distinguish between creative and reproductive activities but, as predicted, there was evidence of narrow conceptions of school science creativity, biased towards fact finding, practical activity, and technological design. Some teachers saw creativity in essentially reproductive activities and in what simply stimulated interest and on-task talk. Some implications and recommendations for teacher training and professional development are discussed.

XIII Symposium Internacional sobre el Practicum y las Prácticas Externas, celebradas en Poio (Pontevedra), 29 junio - 1 de julio de 2015., En este trabajo, analizamos el grado de satisfacción del alumnado de la Facultad de Ciencias de la Educación de la Universidad de Granada sobre las prácticas externas en centros, a través de un cuestionario cuantitativo-cualitativo construido al efecto. Con ello, se pretende establecer que los procesos diseñados para el desarrollo de las prácticas, responden a las expectativas generadas en el alumnado, así como a asegurar la gestión de la calidad del Prácticum. Realizado el análisis descriptivo y cualitativo, se confirman algunos aspectos como potencialmente fuertes y otros en los que será necesario un rediseño de los mismos. Todo ello, nos llevará a un proceso de mejora de la organización de las prácticas que permitirá el aseguramiento de su calidad.

Esta pesquisa em estágio pós-doutoral tem como tema as ações e estratégias pedagógicas transdisciplinares que são desenvolvidas no Colégio Logosófico de Goiânia. A partir do momento em que esta escola não tem como pressuposto básico a teoria da transdisciplinaridade, torna-se interessante a investigação pelo fato de que as ações e estratégias pedagógicas utilizadas, tendo como base a Pedagogia Logosófica, fundamentada na Logosofia, preconizada pelo filósofo argentino Carlos Eduardo González Pecotche, são compatíveis com esta teoria, expressa nas ações docentes e das gestoras do colégio, e nas ações estratégicas, presentes no planejamento realizado, em conjunto, e no dia a dia com os alunos. As aportacões teóricas se baseiam em Moraes (1997, 2004, 2008), Pecotche (2008), Ausubel (1982), Morin (2007a), M.V.R.Suanno (2013, 2014), Torre & Violant (2006a) e J.H.Suanno (2013 e 2014). O objetivo está em identificar as ações pedagógicas e atitudes transdisciplinares construídas pelos docentes do Colégio Logosófico de Goiânia que contribuem para o desenvolvimento dos alunos como indivíduos que possuem responsabilidade humana, social e ambiental. Este objetivo tem origem na necessidade de conhecer as ações pedagógicas transdisciplinares desenvolvidas no Colégio Logosófico de Goiânia.Palavras-Chave: transdisciplinaridade, ação pedagógica, escola criativaABSTRACTThis research on post-doctoral training is themed actions and transdisciplinary teaching strategies that are developed in the College Logosophical of Goiânia. From the moment that this school does not have the basic presupposition of the theory of transdisciplinarity, it is interesting to research by the fact that the actions and used teaching strategies, based on the Logosophical Pedagogy, based on Logosophy recommended by the Argentine philosopher Carlos Eduardo González Pecotche are compatible with this theory, expressed in the actions of teachers and the school management, and strategic shares present in the planning done together and on a daily basis with students. The theoretical contribution is based on Moraes (1997, 2004, 2008), Pecotche (2008), Ausubel (1982); Morin (2007a), MVRSuanno (2013, 2014), & Violant tower (2006a) and JHSuanno (2013, 2014). The goal is to identify the pedagogical actions and transdisciplinary attitudes built by Logosophical College faculty in Goiânia that contribute to the development of students as individuals with human, social and environmental responsibility. This goal stems from the need to know the disciplinary pedagogical actions developed in the College Logosophical of Goiânia.Keywords: transdisciplinarity, pedagogical action, creative school

Der Beitrag versucht die Frage zu klären, inwiefern es einen fachliterarischen Kanon in der Interkulturellen Bildung gibt und was ihn ausmacht. Zur Beantwortung der Frage wird auf Befunde einer kleinen Umfrage unter Expert_innen der Interkulturellen Bildung im deutschsprachigen Raum zurückgegriffen, die die zehn wichtigsten Texte, die Studierende der Interkulturellen Bildung gelesen haben sollten, nennen sollten. Die Ergebnisse zeigen, dass das Feld um wenige Autor_innen herum zentriert ist, die v. a. aus den Erziehungswissenschaften stammen, und eine spezielle Textform wissenschaftlicher Publikationen dominiert: das Lehrbuch. This article intends to question the existence and content of a specialized literary canon in the field of intercultural education. In order to investigate this question a small survey with German speaking experts of intercultural education was carried out. These experts were asked to name the ten most important texts that students of intercultural education need to read in the course of their studies. The results show that the field is centered on a relatively small circle of authors, positioned in education studies, and that a special text type in scientific publications dominates: namely the textbook.

This paper develops elements of reflection on the constituent components of the Franciscan identity, from the place where educational speeches are exercised, as a proposal for the training of trainers from the appropriation of values and Franciscan principles as a proposal of life, in the midst of a world immersed in a profound crisis of sense. El presente texto desarrolla elementos de reflexión en torno a los componentes constitutivos de la identidad franciscana, desde el lugar donde son ejercidos los discursos pedagógicos, como una propuesta para la formación de formadores desde la apropiación de valores y principios franciscanos como una propuesta de vida, en medio de un mundo inmerso en una profunda crisis de sentido.

The teaching of vocational subjects in secondary schools has become paramount to achieving the entrepreneurship goals and realizing the objectives of the functional educational system. This paper examined the need for ensuring qualitative teaching of vocational subjects in secondary school, with great emphasis on methodological procedure of development of learning content. Various vocational subjects that were purported to be taught in schools as stated in the NPE (2004, 2008) were highlighted. Problems and prospects of teaching vocational subjects were identified and the various useful methods for teaching vocational subjects were explained. Recommendations on possible strategies to ensuring qualitative teaching of vocational subjects in secondary schools were suggested.

Artículo elaborado a raíz del proyecto de innovación docente:"Desarrollo de la competencia "compromiso ético" durante el practicum a través del estudio de caso y los cuentos", coordinado por Purificación Pérez-García. (Código: 12-146). Año 2013. Aprobado por el Vicerrectorado de Ordenación Académica y Profesorado. Período de ejecución: 25-09-2012 a 10-02-2015 Professionals who have undergone their training at university should possess not only the knowledge-base necessary to practice in their chosen profession, but also the ethical principles that ensure responsible professional practice and the corresponding benefits for society. The research project addressed in the present article aimed to contribute to fostering ethical competence and commitment amongst future teachers. During the experience the participants had the opportunity to design tasks that stimulated reflection, critique and ethical awareness. Specialistai, įgiję universitetinį išsilavinimą, turi būti sukaupę ne tik žinių, kurios būtinos profesinėje veikloje, bet ir gebėti vadovautis etikos principais, kurie užtikrintų atsakingą ir vi- suomenės gerovei reikalingą profesinę veiklą. Tyrime, pristatomame šiame straipsnyje, analizuo- jamos būsimųjų mokytojų etinės kompetencijos plėtros ir atsidavimo darbui problemos. Tyrimo dalyviai turėjo galimybę kurti užduotis, kurios skatino refleksiją, kritiką ir etinį sąmoningumą. Los profesionales que han recibido su formación en la Universidad, poseerán no solo el conocimiento base necesario para la práctica en su profesión, sino también los principios éticos que aseguran la práctica profesional responsable y el correspondiente beneficio para la sociedad. El proyecto de investigación presentado con este título tiene como objetivo contribuir a estimular la competencia ética y el compromiso entre los futuros docentes. Durante la experiencia, los participantes tuvieron la oportunidad de diseñar tareas que estimularan la reflexión, la crítica y la conciencia crítica. Les professionnels ayant reçu leur formation auprès des Universités disposeront, non seulement des connaissances de base nécessaires à l'exercice de leur métier, mais aussi les principes éthiques garantissant un exercice professionnel responsable portant bénéfice sur la société. Le projet de recherche présenté sous ce titre a comme objectif la contribution à la favorisation de la compétence éthique et de l’engagement parmi les futurs enseignants. Lors de cette expérience, les participants ont eu l’occasion d’élaborer des tâches favorisant la réflexion, la critique et la pensée critique. Профессионалы, получившие университетское образование, не только получают основные знания для работы по своей профессии, но и моральные принципы, которые обеспечивают ответственную профессиональную работу и соответствующую выгоду для общества. Целью исследовательского проекта, представленного под этим именем, является участие в стимуляции профессиональной этики и компромисса среди будущих преподавателей. Во время проведения эксперимента, участники получили возможность разработать задания, стимулирующие размышление, критику и критичиское сознание. 在大学接受过培训的专业人员，不仅要具备专业实践所必备的基本知识，还需保证具有负责任的专业实践和相应的社会效益道德原则。该主题的研究项目旨在促进未来教师的道德能力和承诺。在此过程中，参与者有机会设计作业，以激发反思，批评和批判意识 يتحلى المهنيون اللذين تلقوا تعليمهم في الجامعة ليس فقط بالمعرفة الأساسية الضرورية لممارسة مهنتهم، وإنما يكتسبون كذلك المبادئ الأخلاقية التي تضمن الممارسة المهنية المسؤولة والفائدة المترتبة عنها للمجتمع. لمشروع البحث المقدم بهذا العنوان هدف السعي لتنشيط الكفاءات الأخلاقية والإلتزام بين معلمي المستقبل. أتيحت للمشاركون الفرصة، خلال التجربة، لتصميم مهام تحفز التفكير والنقاش والوعي النقدي.

Dieser Artikel ist ein Werkstattbericht des Workshopkonzepts zum Thema Kulturelle Vielfalt im Promotionsprozess, das im Dezember 2012 und Juni 2013 an der Universität Hildesheim erprobt wurde. Die Grundidee der Veranstaltung ist es, Promovierenden einen Raum zu geben, in dem sie sich über die Begriffe Kultur und kulturelle Vielfalt und über deren Bedeutung für ihre Promotionsprojekte auseinandersetzen können. Anhand verschiedener Schreib- und Diskussionsmethoden wurde Kultur als eine wesentliche Prozesskomponente während der Promotion thematisiert. Der Artikel bietet einen detaillierten Einblick in die Ziele und Methoden der beiden Workshops, beschreibt die konkrete Umsetzung der einzelnen Bestandteile und liefert Evaluationsergebnisse aus dem Feedback der Teilnehmenden und aus Sicht der durchführenden Personen. This article is the report of a workshop format on Cultural Diversity in the PhD Process which took place in December 2012 and June 2013 at the University of Hildesheim. The basic idea of the event was to provide a space in which PhD students could discuss the terms culture and cultural diversity and explore their meaning in regard to their PhD projects. By means of various writing methods and discussion rounds, culture was addressed as one important component in the PhD process. The article gives detailed insight into the aims and methods of the workshop format, describes the concrete implementation of its elements and provides results from both the participants' feedback and the organisers' evaluation.

El objetivo de esta investigación es analizar y comparar las estrategias de evaluación que utilizan cuatro universidades españolas en la asignatura de Prácticas Externas, con el objetivo de ver si se corresponden con los resultados de aprendizajes y las competencias del Grado de Educación Infantil y el Grado de Educación Primaria. El marco teórico y conceptual está marcado por las políticas docentes y laborales en las que crear un Espacio Europeo de Educación Superior a nivel universitario y un Marco Europeo de Cualificaciones Profesionales (EQF). A nivel laboral obliga a las universidades a abordar los procesos de enseñanza y aprendizaje de forma diferente. En este sentido se aborda en primer término el tema de la planificación docente y cómo pasar de las competencias a los resultados de aprendizaje en la educación superior. El término de resultados de aprendizaje nos lleva a pensar las actividades y la evaluación de forma diferente. Es en este sentido que en la investigación que se presenta se analizan los planes de estudios de la asignatura de Prácticas Externas de dos grados (el Grado de Educación Infantil y el Grado de Educación Primaria) de cuatro universidades españolas (Universidad de Oviedo, Universidad de León, Universidad de Valencia y Universidad de Barcelona). El objetivo de análisis es comparar las estrategias de evaluación y ver su relación con los resultados de aprendizajes de las asignaturas de prácticas. Finalmente se ofrecen los resultados del análisis, así como propuestas para mejorar la docencia y la calidad de los aprendizajes de los futuros maestros de educación infantil y primaria. Es necesario que desde la universidad hagamos un esfuerzo por hacer visibles cuáles son los resultados de aprendizaje de los estudiantes, cómo en la asignatura de prácticas se integran los aprendizajes adquiridos en el aula universitaria y cómo nos ayudan en esa construcción del conocimiento los centros de prácticas.Palabras clave: estrategias de evaluación, resultados de aprendizaje, competencias, Espacio Europeo de Educación Superior (EES), Marco Europeo de Cualificaciones Profesionales (EQF)ABSTRACTThe objective of this research is to analyse and compare the evaluation strategies used by four Spanish universities on the course named External Traineeship in order to observe if they correspond to the learning outcomes and competences of the Early Childhood Education Degree and the Primary Education Degree. The theoretical and conceptual framework is marked by educational and labour policies in which a European Higher Education Area at the university level and a European Vocational Qualifications Framework at work level are created, which forces universities to address the processes of learning and teaching differently. In this manner the issue of educational planning is firstly addressed, as well as the strategy to move from competence to learning outcomes in higher education. The concept “learning outcomes” leads us to conceive the activities and the assessment differently. It is in this sense that the research hereby presented analyses the syllabus of the course External Traineeship of two degrees (Degree in Early Childhood Education and Primary Education Degree) given by four Spanish universities (University of Oviedo, University of Leon, University of Valencia and University of Barcelona). The purpose of the analysis is to compare the evaluation strategies and observe their relationship with the learning outcomes of the practical courses. Finally the results of the analysis are presented, as well as proposals to improve the teaching and learning quality of future teachers of kindergarten and primary education. It is necessary that an effort is made from the university to make the learning outcomes of the students visible, how in the traineeship the knowledge acquired in the university classroom is integrated and how the training centres help in the build-up of that knowledge.Keywords: evaluation of learning strategies, learning outcomes, competences, European Higher Education Area (EHEA/EEES), European Vocational Qualifications Framework (EQF), curricula, teaching planning.RESUMOO objetivo desta pesquisa é analisar e comparar estratégias de avaliação que usam quatro universidades espanholas a respeito de práticas externas, a fim de ver se eles correspondem aos resultados de aprendizagem e competências de Grau Educação Infantil e Licenciatura Educação Primária. O referencial teórico e conceptual é marcado por políticas educacionais e trabalhistas que criam um ensino superior europeu a nível universitário e um Profissional Europeu de Qualificações (QEQ) com forças universidades de nível de trabalho para abordar o ensino e aprendizagem diferente. Neste sentido principalmente ele abordou a questão do planejamento educacional e como passar de competência para os resultados da aprendizagem no ensino superior. Os resultados de aprendizagem prazo leva-nos a pensar e actividades de avaliação de forma diferente. É neste sentido que a pesquisa apresentada no currículo do Placement objecto de dois graus (Licenciatura em Educação Infantil e Ensino Fundamental Grau) quatro universidades espanholas (Universidade de Oviedo, Universidade analisados Leon, Universidade de Valência e da Universidade de Barcelona). O objetivo da análise é comparar as estratégias de avaliação e ver a sua relação com os resultados de aprendizagem dos sujeitos da prática. Finalmente, os resultados da análise são oferecidos, bem como propostas para melhorar o ensino ea aprendizagem de qualidade dos futuros professores de jardim de infância e educação primária. É necessário que a universidade faça um esforço para tornar visível o que os resultados de aprendizagem dos alunos, como no curso de aprendizagem prática adquirida na sala de aula da universidade estão integradas e como eles nos ajudam na construção de centros de conhecimento práticos.Palavras-chave: avaliação de estratégias de aprendizagem, resultados da aprendizagem, competências, o Espaço Europeu do Ensino Superior (EEES), Profissional de Qualificações

Mit der Einführung der neuen Pädagoginnen- und Pädagogenbildung in Österreich gehen Änderungen des Lehrer/ innendienstrechts einher. Eine Neuerung stellt die Umsetzung einer verpflichtenden Berufseinstiegsphase für alle Lehrerinnen und Lehrer dar. Dieser Artikel präsentiert am Beispiel eines Modellprojekts im Bundesland Steiermark, das in drei Schulbezirken von 2012 bis 2014 durchgeführt worden ist, Vorbereitungs- und Implementierungsstrategien von Mentoring im begleiteten Berufseinstieg. Am Beispiel der Primarstufe werden Gelingensbedingungenund relevante Faktoren von Mentoring und begleitenden Fortbildungsangeboten für Schulleiter/ innen, Mentorinnen und Mentoren sowie Berufseinsteiger/ innen diskutiert. (Autorenreferat) Due to the development of a new teacher training program in Austria, changes in service law come now into effect. These include obligatory support for all teachers during their first steps into the new profession. This article exemplarily outlines a model project in Styria (2012–2014) that considers strategies for preparing and implementing mentoring. Furthermore, circumstances and factors for a successful application of mentoring are discussed for teachers at the beginning of their careers in primary schools. (author's abstract)

The need for a change in the status and quality of teaching at German universities has been on the public agenda for several years now and actions have been taken to improve the situation by a number of stakeholders. This thesis examines the role which foundations have played in this process and links its empirical analysis to the existing theoretical framework about the roles which foundations can play in society (Anheier & Daly, 2007). The qualitative analysis is based on an examination of written material as well as twelve interviews conducted with foundation and university representatives as well as policy makers. Its main results are firstly a typology consisting of the three main categories of "Competitions", "Networking" and "Think Tank" describing current foundation programs aimed at university teaching. Secondly, case studies analyzing the programs Wettbewerb Exzellente Lehre and Lehren indicate that they both originated from a failure of the state to set up programs regarded necessary for the improvement of university teaching. Thirdly, while foundation programs certainly contributed to putting the issue on the political agenda, a causal connection between the Wettbewerb Exzellente Lehre in particular and the subsequent Federal-Länder program Qualitätspakt Lehre cannot be clearly established. Lastly, the analysis suggests the addition of a category of "networkers" to the conventional canon of roles which foundations play in society. The thesis concludes by providing policy recommendations aimed at foundation program managers and points out some risks such as a lack of sustainability and evaluation threatening the effectiveness of foundation programs. (author's abstract)

Die Evangelische Kirche Kurhessen-Waldeck denkt Erwachsenenbildung regional und hilft Teilnehmern im Fernstudiengang "Lebendig Lernen" dabei, neue Wege zu gehen.

Der Beitrag gibt einen Überblick über die ersten Ergebnisse systematischer empirischer Forschung in der Politikdidaktik (bis 2013). Ausgewertet werden Studien zum politischen Wissen von Schüler/-innen und zur politischen Kompetenz von Politiklehrer/-innen.

The professional training of candidates for the teaching practice has become a topic of concern for all those dedicated to it professional, academic and politically. In this sense, it is important to identify the qualities (knowledge, skills and other competencies) which a highly qualified teacher must have. This issue is now more essential since the current convergence policies of the European Union raise more demands and needs in preparing excellent teachers, requiring a thorough study prior to the design of any training proposal. The present work is a clear contribution in this direction; we analyze in detail the professional profile required by the university professor in order to contribute to the training of internationally qualified professionals.

The article discusses the need to improve the methodology of modern students learning mathematics. The author analyzes the results of the experimental teaching for two years, which is based on a comprehensive system of learning based on a synthesis of the implementation of the basic educational program and the supplementary education to students.

The purpose of this study was to examine College of Education students’ perceptions of school psychologist’s roles and functions. Participants were 200 (164) students in College of Education, Katsina-Ala. A questionnaire was employed to collect the data. It was found that college students majoring in secondary education rated all roles/functions as significantly more important than those majoring in primary education (p < .05). Students majoring in secondary education and those majoring in primary education differed significantly in their expectation on who they thought should serve the various roles and functions of a school psychologist if a school psychologist is not available. NCE 2 rated all of the roles/functions significantly higher than did NCE 1 (p < .05). However, NCE 1 and NCE 2 did not differ significantly (p > .01) on who they thought should perform the various roles and functions of an unavailable school psychologist. Implications of the findings were also presented in this article.

Der Aufsatz untersucht die Frage, inwieweit sich die Prinzipienethik der Medizin für eine pädagogische Ethik nutzen lässt. Zunächst wird die Prinzipienethik vorgestellt. Anschließend wird auf Gemeinsamkeiten in Bezug auf den Wissenschaftsstatus und die Herausforderungen in der Medizin und in der Pädagogik hingewiesen. Mögliche Anknüpfungspunkte zwischen der Prinzipienethik und einer Ethik der Pädagogik werden untersucht.