Підготовка канадських учителів до ефективної професійної діяльності з тендерного виховання учнів (Сanadian teacher training and professional development for effective gender-equity education of secondary school students)
Цифровий архів НаУОА
Переглянути архів Інформація| Поле | Співвідношення | |
| Relation |
https://eprints.oa.edu.ua/7394/
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| Title |
Підготовка канадських учителів до ефективної професійної діяльності з тендерного виховання учнів (Сanadian teacher training and professional development for effective gender-equity education of secondary school students) |
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| Creator |
Костюк, О. (O. Kostiuk)
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| Subject |
Педагогіка
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| Description |
У статті розкрито особливості інтеграції/ендерного компоненту до змісту професійної підготовки майбутніх учителів та підвищення кваліфікації педагогів канадських шкіл. З’ясовано, що /ендерна складова в основному представлена в курсах загальної психолого-педагогічної, фахово-дидактичної підготовки, фахових предметів. (The article the highlights integration of gender component into the content o f initial teacher training and professional development o f in-service teachers. Based on the analysis o f the Bachelor o f Education Degree in the British Columbia Faculty o f Education, the author argues that gender issues are included in the broader notions o f “diversity” and “inclusivity”, being reflected in the general courses on Psychology and Pedagogy, major and minor subject courses, curriculum and instruction courses. For instance, gender is explored in such courses as “Human development, teaching and diversity”, “Education, knowledge, and curriculum', “Education, school, and social institutes", “Assessment and evaluation at classroom”, “Ethics and teaching profession”. In addition, gender issues arepresented in the major/minor subjects’ curriculum and instruction. Primarily, they are directed at teaching future teachers to plan and organize students' learning so that all students’ diverse needs and learning styles are met; to develop mutual respect and cooperation skills among students; tofoster deep interest amongstudents in the subject taught; to emphasize on the value o f the subject and employment perspectives; to articulate high expectations of students’ academic achievements; to reflect and explore potential o f the subject taught as a means o f gender equity promotion in the school setting. It has been estimated that teaching practice and community-feld experience contribute to enhancement offuture teachers’gender awareness. Moreover, deeper gender equity knowledge is gained due to beginner teachers’ conferences, mentorship programs and initial teacher induction programs, which are aimed at supporting the teacher during his or her first years o f work. Thematic analysis of in-service teachers’professional development demonstrates that numerous gender issues are discussed with all school teachers at conferences, symposiums, seminars, lectures, workshops, online courses etc. While the gender issues on which the teachers are informed or their scope may vary depending on the courses which the teacher conducts at school, there are some themes which arepresented to all teachers.) |
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| Date |
2015
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Стаття
PeerReviewed |
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application/pdf
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| Language |
uk
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| Identifier |
https://eprints.oa.edu.ua/7394/1/5.pdf
Костюк, О. (O. Kostiuk) (2015) Підготовка канадських учителів до ефективної професійної діяльності з тендерного виховання учнів (Сanadian teacher training and professional development for effective gender-equity education of secondary school students). Педагогічна освіта: теорія і практика. Збірник наукових праць (Вип.19). с. 105-110. |
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