Pedagogical Innovation

The Blue Tiger is a fairy tale about two children and a blue tiger living in an ancient botanical garden – an environment incongruent with its urban surroundings. It thus includes the theme of protecting a piece of nature and the conflict between old and new and conventional and non-conventional. The children’s struggle against developers and insensitive, corrupt local politicians is a universal metaphor for the
uncertainty that today’s world generates in both children and adults. At the same time, however, in thematic terms – albeit in simplified form for young viewers – it builds on the tradition of the subversive films made in from of and behind the Iron Curtain in the latter half of the 20th century. The world of children is depicted as a world of hope, while the adult world is marked by compromise and despotism.
The film combines live action and animation techniques. This approach, along with the nature of the original book and the genre of the fairy tale played out in the regular fictional world of a contemporary city, presented its makers with plenty of freedom to develop their own stylised design. The animated elements in The Blue Tiger are handled very sensitively but also inventively, combining classic 2D animation with modern digital methods.
Several film traditions come together in the film: It builds on Czech films for children and teenagers, which in the 1970s and 1980s were successful not only in Czechoslovakia but internationally. Also key, however, is the legacy of European (and beyond) authorial animated film of the post-war decades, when filmmakers acquired better conditions for the long-term, systematic development of indigenous,
artistically original films.
The Blue Tiger by Petr Oukropec, a debut director and experienced producer, is an important example of a feature-length film with artistic merit intended primarily for children of younger school age. This genre virtually disappeared from Czech cinema in the wake of the post-1989 collapse of the studio system. The director focuses on producing work for children and teens in a systematic manner, however. The Blue Tiger has enjoyed success not only in the Czech Republic but also in Germany, Switzerland, Poland and Slovakia.
CinEd is dedicated to the transmission of the Seventh Art as a cultural object and material to help conceive the world. To accomplish this, common teaching methods were developed based on a selection of films produced by the European partner countries. The approach is designed to be adapted to our time, characterized by fast, major and continuous change in the way we see, receive, broadcast and produce images.

Future teacher preparation remains a meaningful field of every country and Lithuania as well. Over the latter decade it has been observed a very significant motivation decrease of becoming a teacher. After finishing the studies, not a small part of students, studying in the pedagogical profile study programmes, do not intend to work as teachers. This situation is likely to be influenced by the lack of professional preparation. From this point of view, pedagogical internship is considered as one of the main pedagogical study components. The internship (especially systematic and constant) is a suitable way to effectively relate academic and professional practical future teachers’ preparation.
A research, carried out between January and February this year, in which 124 two Lithuanian university last course students participated showed, that pedagogical internship questions are urgent, the organisation has specific drawbacks and the improvement is not always conducted expediently and purposefully. The context, environment, conditions, requirements for the education are changing in general. Pedagogical internship improvement is impossible without having grounded empiric data about the current state. The carried out research revealed the most important advantages and disadvantages of pedagogical internship and also made it possible to evaluate the effectiveness and improvement guidelines.

Polskie szkolnictwo zmaga się z wieloma problemami. Najważniejszym z nich jest to, że szkoła nie rozwija w uczniach kompetencji kluczowych, najbardziej potrzebnych we współczesnym społeczeństwie. Niewydolność szkoły jest niepokojąca, zwłaszcza w kontekście rozwoju gospodarki opartej na wiedzy. Innowacje edukacyjne stwarzają szansę na unowocześnienie polskiej szkoły, na dostosowanie jej do wymogów XXI wieku. Jednak innowacje pedagogiczne mogą nieść ze sobą również negatywne konsekwencje. W Polsce brakuje poważnej dyskusji na ten temat. Dominujący dyskurs upraszcza kwestię innowacji i oporu wobec nich. Sprowadzenie problematyki innowacji pedagogicznych jedynie do kwestii używania nowych technologii w szkole może zniweczyć szansę na wprowadzenie realnej zmiany w polskim szkolnictwie, do zmiany kultury szkoły i relacji społecznych w niej panujących.

The study was conducted to examine students' perception of vodcast and podcast as instructional material. The study employed a survey research design. The total sample size for the study was two hundred and twenty-five (225) respondents. Data was analyzed and presented using mean statistic and standard deviation. Hypothesis for the study was analyzed using t-test with a p≤0.05 level of significance. Students in the study to a low extent (=1.97) agreed that vodcast and podcast increase productivity, promote creativity and facilitate academic learning. Respondents are of the view that the University of Nigeria, Nsukka postgraduate program is not yet advanced enough to use vodcast and podcast technologies for teaching students (=2.88). Unavailability of technologies had a significant influence on barriers that hinder students from using vodcast and podcast. Based on the findings and conclusion, it is recommended among others, that the University of Nigeria, Nsukka organize a capacity building workshop hinged on the use of top-notch technology for 21st century education; that departments in the university should motivate lecturers to employ technological tools in teaching through incentives as these will encourage every lecturer to key into the move.

Este trabajo desarrolla un análisis descriptivo de 10 universidades en el mundo respecto a la innovación pedagógica y la formación de sus profesores que se desarrollan en sus áreas o centros especializados con miras a establecer las buenas prácticas en la gestión de la innovación y establecer tendencias que sirvan de insumo para que otras universidades diseñen un modelo de innovación pedagógica.

Cet article présente une étude dont l'objectif est d'établir l'impact de l'usage de la médecine narrative dans la pratique des professionnel.le.s de santé chargé.e.s de la formation et/ou de l'encadrement des stages de future.s professionnel.le.s de santé (infirmier.e.s, aides soignant.e.s, kinésithérapeutees etc.). Pour ce faire, nous avons effectué une analyse qualitative des travaux des étudiant.e.s du Master 2 Éducation et formation, parcours «Formateurs de professionnels de santé», université Descartes (Paris, année académique 2018/2019). Les paramètres pris en compte dans notre analyse sont : le cadre de production des narrations analysées (narrations publiques ou produites dans le cadre d'une relation de formation ou de soin) ; spontanées ou produites suite à une sollicitation des étudiant.e.s en Master 2 ; les narrateur.rice.s (professionnel.le.s de santé en formation ou patient.e.s) ; l'objectif visé par le travail mis en place. Cette étude démontre la pertinence de l'usage de la médecine narrative dans la formation des professionnel.le.s de santé, et ses apports en dehors du domaine pédagogique. En particulier, la médecin narrative s'avère être 1) un outil de réflexion sur l'expérience de maladie qui permet de comprendre ce qu'on éprouve lors de la prise en charge d'une personne malade ; 2) un outil de réflexion sur la pratique du soin, de compréhension du vécu de la personne malade qui permet d'établir une relation de qualité et peut amener à l'un ajustement de la pratique du professionnel de santé ; 3) un outil de réflexion sur la pratique de l'enseignement et de suivi personnel et professionnel du parcours des étudiant.e.s.

Mots-clés : formation de professionnel.le.s de santé ; médecine narrative ; innovation pédagogique ; relation soignant.e / soigné.e.

Esta comunicación describe una experiencia de innovación docente, quizá menor, pero significativa en el contexto de la enseñanza de Humanidades dentro de la Universidad Francisco de Vitoria. Dentro de la asignatura “Ética”, se imparte una parte considerable de la misma en forma de seminario de investigación, en cuyas sesiones se discuten textos de autores de referencia, películas y documentales. Lo distintivo del seminario es que no se trata de una clase teórica ni expositiva, pues son los propios participantes los que —habiendo realizado un trabajo previo, evaluable mediante prueba de lectura— determinan las cuestiones a tratar y discuten su importancia. El profesor anima el debate, coordina y aclara dudas básicas. En el texto se explica cómo se llevó a cabo esta iniciativa en la docencia de la asignatura para estudiantes de Administración y Dirección de Empresas durante el curso 2012-2013.

Textbooks will not be separated from the applied curriculum. There are four aspects analyzed in the pedagogical content analysis of the textbook research: the accuracy of concepts, the accuracy of curriculum objectives, the readability of texts, and the visual representation. This study aimed to compare the pedagogical content of biology textbooks on structures and functions of animal tissues from different curricula (

Tigrul albastru spune povestea a doi copii și a unui tigru albastru care trăiește într-o veche grădină botanică– un mediu incongruent cu împrejurimile sale urbane. Filmul include astfel tema protejării naturii și a conflictului dintre vechi și nou, dintre convențional și non-convențional. Lupta copiilor împotriva dezvoltatorilor și a politicienilor locali corupți și insensibili este o metaforă universală pentru incertitudinea generată de lumea de astăzi, copiilor și adulților, deopotrivă. Totuși, în același timp, în termeni tematici – chiar dacă într-o formă simplificată pentru spectatorii tineri – se bazează pe tradiția filmelor subversive făcute înăuntrul și în afara Cortinei de fier, în a doua jumătate a secolului al XX-lea. Lumea copiilor este descrisă ca o lume a speranței, în timp ce lumea adulților este marcată de compromis și despotism. Filmul combină filmări live cu tehnici de animație. Această abordare, alături de caracterul cărții originale și de genul basmului plasat în lumea ficțională a unui oraș contemporan, le-a oferit realizatorilor o mare libertate în a-și dezvolta propriul design stilizat.
Elementele animate din Tigrul albastru sunt realizate foarte sensibil, dar și inventiv, combinând animația clasică 2D cu metode digitale. Filmul reunește mai multe tradiții cinematografice: se bazează pe filmele cehe pentru copii și adolescenți, care în anii 1970 și 1980 au avut succes nu doar in Cehoslovacia, dar și internațional. De asemenea, esențială este moștenirea filmului animat european din deceniile postbelice, atunci când cineaștii au dobândit condiții mai bune pentru dezvoltarea sistematică, pe termen lung a filmelor locale artistice și originale.
Tigrul albastru de Petr Oukropec, un regizor debutant și un producător experimentat, este un exemplu important de film de lungmetraj cu merite artistice, destinat în principal copiilor de vârstă mai mică. Acest gen a dispărut practic din cinematografia cehă după 1989, în urma colapsului sistemului studiourilor de film. Cu toate acestea, regizorul se concentrează în mod sistematic asupra producerii de filme pentru copii și adolescenți. Tigrul albastru s-a bucurat de succes nu doar în Republica Cehă, ci și în Germania, Elveția, Polonia și Slovacia.
CinEd este dedicat transmiterii celei de-a șaptea artă ca un obiect cultural și material ce ajută la înțelegerea lumii. Pentru a realiza acest lucru, au fost dezvoltate metode comune de predare bazate pe o selecție de filme produse de țări europene partenere în proiect. Abordarea a fost concepută pentru a putea fi adaptată timpurilor noastre, caracterizate de schimbări rapide, majore și continue în modul în care vedem, primim, difuzăm și producem imagini.

Textbooks play a significant role in the teaching-learning process as a result of didactic transposition, and as a vehicle employed for institutional learning. This descriptive study is devoted to conducting a thematic didactic analysis of textbooks of physics and chemistry of the common core of science and technology of secondary education in Morocco on the subject of atom. This paper focuses on contributing to the treatment of one of the problems that deals with the didactic transposition of the scientific concepts related to the "atom", in order to detect the different problems that can hinder their teaching-learning process. At the methodological level, we used a specific prior grid applied to the same theme. This allowed us to draw a hypothesis on the possible effect of the didactic presentation of concepts related to the atom in understanding the students. It also aim to propose recommendations to remedy the imbalances observed; such as: the dissymmetry between textual and

El Sistema Nacional de Educación del Ecuador, hoy en día, está conformado por el Sistema Intercultural Bilingüe y el Sistema de Educación Superior. En este sentido, las dos primeras etapas vigentes de la educación formal ecuatoriana son la educación básica general (EGB) y los bachilleratos general unificado (BGU) y complementarios. Así, por ejemplo, tanto los años de estudio de la EGB (10 años) como los del BGU (tres años) son de carácter obligatorio. No obstante, esto no fue siempre así. El sistema escolar ha sufrido varios cambios a través del tiempo, entre ellos, de naturaleza estructural y legislativa. Dichas transformaciones se exponen, entre otros temas, en el presente artículo, desde los eventos educativos ocurridos en 1938.
La educación superior, tercera etapa de la educación formal, también ha pasado por algunas innovaciones en sus diferentes aspectos. Por ejemplo, una de estas innovaciones ha sido la institucionalización de la Secretaria Nacional de Educación Superior, Ciencia, Tecnología e Innovación (SENESCYT) que se encarga, entre otras funciones, de establecer los modos de articular a la Función Ejecutiva con el Sistema de Educación Superior. De este modo, el Sistema Nacional de Educación intenta, en general, formar, por sobre todo, a niños, jóvenes y adultos ecuatorianos con una educación de calidad que propicie en los educandos, por ejemplo, el desarrollo de un pensamiento autónomo, reflexivo y creativo, por medio de valores y del aprendizaje y desarrollo de la ciencia y la tecnología, con el fin de lograr un mejor desarrollo económico y bienestar de los habitantes del Ecuador.

Nowadays, the Ecuadorian National System of Education is composed by the Bilingual Intercultural System and the Higher Education System. This way, two first valid phases of Ecuadorian formal education are the general basic education, the general unified baccalaureate and the complementary one. For instance, the general basic education (ten years) and the general unified baccalaureate (three years) are obligatory. However, that was not so before. The Scholarly System has been modified through the time about its legal and organizational aspects as other factors. Such transformations, and other topics, are shown in the present paper, since the educational events occurred in 1938.
  The Ecuadorian Higher Education, the third phase of formal education, has also suffered some changes about its different dimensions. For example, one of the results of these changes has been the creation of the National Secretary of Higher Education, Science, Technology and Innovation. This Governmental Institution comprises some functions such as to determine manners of relating the Executive Function with The Higher Education System. Therefore, the National System of Education, in general, tries to educate Ecuadorian children, young people and adults in the best way with high level education so that students, for example, get a creative, reflexive and autonomous thinking, by learning values, science and technology, in order to achieve a better economic development and level of life for the Ecuadorian people.

Questi fascicoli educativi invitano gli studenti ad approcciarsi liberamente e con flessibilità ai film; una delle sfide più grandi è comprendere e relazionarsi alle immagini cinematografiche usando diversi approcci: la descrizione, uno step essenziale per qualsiasi processo analitico, e l’abilità di estrarre e selezionare immagini, organizzarle, compararle, e confrontarle. Questo permette di far comparazioni con immagini del film mettendole a confronto con immagini provenienti da tutte le arti visive e narrative (fotografia, letteratura, pittura, teatro, cartoni…). L’obiettivo è che le immagini non siano sfuggenti allo sguardo ma che abbiano senso; il cinema, in questo modo, è un’arte sintetica di inestimabile valore che costruisce e rafforza la prospettiva delle nuove generazioni.

The overall purpose of this work is to contribute to the strengthening of links, collaboration and the development of shared understanding and action among teachers, researchers, administrators and policy makers in the design, implementation and diffusion of pedagogic innovations with the use of information and communication technologies (ICTs). Its specific aim is to build a framework for identifying and understanding crucial factors, conditions and processes inherent in the emergence, sustenance, diffusion and adoption of ICTs-related pedagogic innovations in schools.

The teaching of chemistry involves several methods. Literature leads to a comparative analysis of the two main pedagogical trends, the goal-oriented pedagogy and the skill-based approach. During the 2016-2017 school year, the implementation of each of these approaches led to determine their impact on the quality of learning. On the one hand, the goal-oriented pedagogy allows students to master the notional content, and on the other hand, the skill-based approach allows them to develop disciplinary skills. There is a complementarity between them, both in their intentions and in their methods. To improve quality in and of learning, a mapping of processes related to pedagogical development and pedagogical innovation was established. If pedagogical development seeks the effectiveness of teaching and learner’s autonomy through the contribution of ICTs in education and teaching, and the combination of learning methods derived from the goal-oriented pedagogy and the skill-based approach, pedagogical innovation revolves around pedagogical and technological communication, collaborative learning and the flipped classroom. The application aspect of quality management in and of learning was tested through the implementation of a dynamic and multipolar approach in the teaching of chemistry in the 5th grade, both in the Malagasy education system than in the French education system, during the 2017-2018 school year. The comparative analysis of the results obtained showed an improvement in the quality in and of learning of chemistry in the 5th grade compared to the expectations of the programs, and the development of transversal skills for students. A generalization of the meta-model is therefore proposed to support the learner from the youngest age to the university, or even beyond in the continuing education of the employee already in activity. Thus, management through quality in and of lifelong learning is through pedagogical development and pedagogical innovation.

This paper will focus upon education reform initiatives undertaken in teacher education programmes through innovative pedagogy and a learner-centered research agenda (Darling-Hammond et al., 2005); at Bahrain Teachers College (BTC) (see Bahrain Education Reform, 2006). These educational initiatives have been undertaken in order to reform the Bahraini K-12 school system.

The Business Model Canvas is a strategic management and lean start-up template can be used as aid for developing a new, or analyzing and mapping an existing business model of a company. It is a visual chart with elements describing a firm or product's value proposition, infrastructure, customers, and finances. It assists firms in aligning their activities by illustrating potential trade-offs. It gives a graphic representation of a number of variables that show the values of the organisation.

A business model is a description of how your business intends to operate and make money. Sounds simple, RIGHT?

Περίληψη Το ζήτημα της καινοτομίας στην εκπαίδευση συνεχίζει να αποτελεί ζητούμενο για τα εκπαιδευτικά συστήματα παγκοσμίως. Η ελληνική πολιτεία εισήγαγε κατά καιρούς διάφορα καινοτόμα εκπαιδευτικά προγράμματα με σκοπό την προώθηση της δημιουργικότητας στο σχολείο. Σε αυτή την κατηγορία ανήκουν και τα Προγράμματα Σχολικών Δραστηριοτήτων, τα οποία αποτελούν πια θεσμό στην ελληνική εκπαίδευση. Η παρούσα έρευνα επιχειρεί να αποτυπώσει τη συμβολή τους στο ελληνικό σχολείο με σκοπό να αποδείξει ότι η ενασχόληση με τα Προγράμματα Σχολικών Δραστηριοτήτων, αποτελεί μια ευκαιρία εισαγωγής νέων παιδαγωγικών μεθόδων, που οδηγούν στην αναβάθμιση της ποιότητας της παρεχόμενης εκπαίδευσης. Αυτό επιτυγχάνεται μέσα από την διερεύνηση των απόψεων των εκπαιδευτικών πρωτοβάθμιας εκπαίδευσης αναφορικά με τον βαθμό επίτευξης των στόχων, την αναγκαιότητα ύπαρξης και την αποτελεσματικότητα των Προγραμμάτων Σχολικών Δραστηριοτήτων. Επιπροσθέτως, γίνεται μια προσπάθεια να αποτιμηθούν οι απόψεις των εκπαιδευτικών σχετικά με τη λειτουργικότητα και τη βιωσιμότητα των εν λόγω προγραμμάτων καθώς και των αλλαγών που αυτά επέφεραν ή όχι στο σχολικό περιβάλλον και γενικότερα στο ελληνικό εκπαιδευτικό σύστημα. Λέξεις κλειδιά: προγράμματα σχολικών δραστηριοτήτων, καινοτόμες δράσεις, διαθεματικότητα, νέες παιδαγωγικές μέθοδοι, αντιλήψεις εκπαιδευτικών Εισαγωγή Με τον όρο «Καινοτόμα Προγράμματα Σχολικών Δραστηριοτήτων» εννοούμε όλα τα εκπαιδευτικά προγράμματα που αποτελούν καινοτόμες δράσεις και πραγματοποιούνται προαιρετικά από εκπαιδευτικούς στο πλαίσιο Υλοποίησης Προγραμμάτων Σχολικών Δραστηριοτήτων (ΠΣΔ) στα σχολεία Πρωτοβάθμιας και Δευτεροβάθμιας Εκπαίδευσης. Τα ΠΣΔ σκοπεύουν στην ανανέωση του περιεχομένου της σχολικής γνώσης (ΥΠ.Ε.Π.Θ.,1992), προσφέροντας μια διαφορετική προσέγγιση σε αυτή καθώς χαρακτηρίζονται από μια άλλη φιλοσοφία που συνοδεύεται από νέες, εναλλακτικές διδακτικές μεθόδους. Επιπλέον, τα ΠΣΔ επιδιώκουν την προαγωγή του γενικού σκοπού της εκπαίδευσης, ο οποίος σύμφωνα με το Νόμο (Ν.1566/85) κινείται στο σχήμα γνώσεις-δεξιότητες-στάσεις-αξίες-συμπεριφορές. Αναλυτικότερα, τα ΠΣΔ στην Πρωτοβάθμια Εκπαίδευση διακρίνονται στα καινοτόμα διεπιστημονικά προγράμματα (Αγωγής Υγείας, Περιβαλλοντικής Εκπαίδευσης, Πολιτιστικών Θεμάτων) και στα Ευρωπαϊκά Προγράμματα (e-Twinning / Erasmus+). Χαρακτηριστικό των ΠΣΔ αποτελεί το γεγονός ότι δίνεται ιδιαίτερη βαρύτητα στις ομαδοσυνεργατικές και βιωματικές προσεγγίσεις, στην οικοδόμηση της γνώσης και στην ανάπτυξη μεταγνωστικών δεξιοτήτων των μαθητών/τριών, καθώς επίσης στην επικαιροποίηση των Αναλυτικών Προγραμμάτων Σπουδών (Α.Π.Σ.) και στην ευέλικτη διαχείριση του σχολικού χρόνου (Σπυροπούλου κ.α., 2008). Οι στόχοι των ΠΣΔ μεταξύ άλλων είναι η αλλαγή στάσεων και συμπεριφορών των μαθητών, η καλλιέργεια της υπευθυνότητας, η ενίσχυση της αυτοπεποίθησης και της

In this study, we present the experiences of three educational projects with over thirty years of pedagogical innovation in the Basque Country: ‘The Amara Berri System’, ‘Eskola Txikiak’ and ‘The Antzuola Project’. These include innovations with an inclusive focus as well as practices that affect the curriculum and school organisation for the purpose of satisfying community demands and fulfilling objectives related to diversity and school well-being. The results obtained in the fieldwork have encouraged us to think about how barriers such as curriculum and school organization can be overcome through educational projects that cater to the diversity and needs of the educational community.

This dissertation investigates the design of large online courses from the pedagogical perspective of knowledge communities. Much of the learning sciences literature has concerned itself with groups of up to 20-30 students, but in universities, courses of several hundred to more than a thousand students are common. At the same time, new models for life-long and informal learning, such as Massive Open Online Courses, are emerging. Amidst this growing enthusiasm for innovation around technology and design in teaching, there is a need for theoretically grounded innovations and rigorous research around practical models that support new approaches to learning.

One recent model, known as Knowledge Community and Inquiry (KCI), engages students in the co-construction of a community knowledge base, with a commonly held understanding of the collective nature of their learning, and then provides a sequence of scaffolded inquiry activities where students make use of the knowledge base as a resource. Inspired by this approach to designing courses, the research began with a redesign of an in-service teacher education course, which increased in size from 25 to 75 students. This redesign was carefully analyzed, and design principles extracted.

The second step was the design of a Massive Open Online Course for several thousand in-service teachers on technology and inquiry, in collaboration with an affiliated secondary school. A number of innovative design ideas were necessary to accommodate the large number of users, the much larger diversity in terms of background, interest, and engagement among MOOC learners, and the opportunities provided by the platform. The resulting design encompasses a 6- week long curriculum script, and a number of overlapping micro-scripts supported by a custom- written platform that integrated with the EdX platform in a seamless manner.

This thesis presents the course structure, including connection to disciplinary principles, its affordances for community and collaboration and its support of individual differentiated learning and collective epistemology. It offers design principles for scripting and orchestrating collective inquiry designs for MOOCS and higher education courses.

The paper explores educational ideas and practical issues within democratic schools in Poland. A recent development that started in 2013, democratic schools are set up by parents dissatisfied with the country's mainstream education system, as an alternative learning environment free from the perceived shortcomings of public schooling. The major question addressed is: How are these schools innovative? The notion of educational innovation is analyzed in terms of educational ideology and of practice, including organization and pedagogy. The authors argue that while the founders and the staff of democratic schools are driven by and preoccupied with the fundamental problems of learning, upbringing, and child development, they are more dedicated to rethinking or redefining them and less engrossed by devising pedagogical solutions or didactic techniques. Central aspects of democratic schools' ideology of education are identified, such as taking children's interests as the starting point in designing educational processes and prioritizing children's well-being and the development of their social competences over academic skills. Practical innovations include approaching education as a matter of debate and experimentation, organizational modifications of everyday practice, in particular involving children in decision-making processes on school matters, and respectful, equality-based child-adult relationships. The article concludes with an account of controversies around the sustainability and the potential impact of democratic schools.

Teachers have important influence on learners’ academic achievement. However, Chepkorio division in Elgeyo Marakwet County has witnessed average results in academic performance in the Kenya Certificate of Primary Education (KCPE) examination. The study target population comprised of 521 teachers and 47 headteachers from Chepkorio Division. A sample size of 42 headteachers and 226 teachers were selected. The data was analysed both qualitatively and quantitatively using both descriptive and inferential statistics. It was found out that teachers utilised learner-centred approaches more as compared to teacher-centred ones; print media: textbooks and references books were commonly used as opposed to audio and video media in classrooms. The study recommends that; in-service training should be provided to teachers and head teachers should supervise teachers’ utilisation of various instructional resources in classrooms.

The educational booklets invite students to freely and flexibly engage with the films; one major challenge is to comprehend and relate to the cinematographic images using different approaches: description, an essential step for any analytical process, and the ability to extract and select images, organize, compare, and confront them. This includes images in the film being discussed and others, as well as images from all visual and narrative arts (photography, literature, painting, theatre, cartoons…). The objective is that images will not be fleeting but rather make sense; cinema, in this way, is an especially invaluable synthetic art in that it builds and bolsters the perspective of young generations.

Azərbaycan Respublikası Təhsil Nazirliyinin 5 may 1996-cı il tarixli Nizamnaməsi ilə təsdiq edilmiş, Ədliyyə Nazirliyində dövlət qeydiyyatına alınmışdır. Qeydiyyat № 11/3165 «Azərbaycan məktəbi» jurnalı akademik səviyyədə tədqiq olunan və elmi heyət tərəfindən müsbət qiymətləndirilən Azərbaycan, rus, ingilis və türk dillərində orijinal məqalələrin nəşrini həyata keçirir. Müəlliflərin şəxsi maraqlarını təbliğ edən məqalələr qəbul edilmir. Jurnal aşağıdakı bölmələrdən ibarətdir: Pedaqogika, tədris və təlim, nəzəriyyə və təcrübə, pedaqoji psixologiya, təhsil tarixi və fəlsəfəsi, təhsil siyasəti və texnologiyaları, kurikulum və metodika. Nəşrlər bölməsində elmi, pedaqoji sahədə yeni dərc edilən kitablar tanıdılır. «Azərbaycan məktəbi» ildə dörd dəfə nəşr olunur, həmçinin, xüsusi buraxılışlar, konfrans və simpozium materialları da dərc edir. Jurnal Azərbaycan Respublikasının Prezidenti yanında Ali Attestasiya Komissiyasının tövsiyə etdiyi elmi nəşrlər sırasındadır.

Azerbaijan Journal of Educational Studies is an academic journal founded by the Ministry of Education of the Republic of Azerbaijan. The journal publishes original articles in the following areas of research: education management; educational philosophy and educational theory; education policy; curriculum; educational technologies; pedagogy; sociology of education; history of education; special education; teacher training; assessment, etc. The journal also includes reviews of books on education published in local and foreign publications. Azerbaijan Journal of Educational Studies is published four times per year. The journal is among the publications recommended by the Supreme Attestation Commission under the President of the Republic of Azerbaijan.

The Geopolitics of teaching done in high school in geography discipline is often not working optimally and end up becoming content before facing the historical side of that geographical. With this, you need the teacher to use new means to teaching and student learning. In this perspective, the work is mainly focused propose the use of sport as a helper tool in teaching Geopolitics. By this, a workshop with students of the 3rd year of high school using sport as exemplification of basic use of Geopolitics held throughout history and today was held. It was observed that through sports the student can verify the importance of major sporting events for the host country and the participants not only aimed at the entertainment side but to the policy side. Students understand that the number of medals and achievements reflect the geopolitical interests and are often used as ways to compete against rival geopolitical country.

This news report published by Chilean Newspaper El Mercurio summarizes some of the key ideas on education leadership, networks, and collaboration presented by Santiago Rincón-Gallardo in his keynote for the VII International Seminar of the Leading Schools Network in Santiago, Chile, on July 11, 2015.

El objetivo de esta investigación fue diseñar y ejecutar
una intervención pedagógica discursiva e interactiva
para facilitar la lectura y comprensión de
textos explicativos en castellano escrito a un grupo
de escolares sordos. Los referentes teóricos son: la
comprensión textual desde la perspectiva discursiva
e interactiva (Martínez, 2001, 2004, 2015); los
géneros discursivos (Bajtín, 1982); código restringido
y código elaborado (Bernstein, 1983) y la visión
socioantropológica en la educación de los sordos
(Skliar, 1997). La metodología de investigación fue
cuasiexperimental y se realizó en tres fases: pretest,
intervención pedagógica y postest. Los resultados
muestran que la intervención sí facilitó la lectura y
comprensión de textos escritos explicativos con modos
de organización descriptiva y comparativa.

O Tigre Azul é um conto de fadas sobre duas crianças e um tigre azul que vivem num antigo jardim botânico – um ambiente incongruente num contexto urbano. A história debruça-se sobre o tema da protecção da natureza e os conflitos entre velho e novo, convencional e não convencional. A luta das crianças contra as construtoras e os insensíveis e corruptos políticos locais é uma metáfora universal da incerteza que crianças e adultos sentem no mundo contemporâneo. Ao mesmo tempo, no entanto, em termos temáticos – embora de forma simplificada para um público jovem – O Tigre Azul segue a tradição dos filmes subversivos do outro lado da Cortina de Ferro da segunda metade do século XX. O mundo das crianças é representado como um mundo de esperança, enquanto que o mundo dos adultos é marcado pela cedência e pelo despotismo.
O filme combina imagem real com técnicas de animação. Esta abordagem, juntamente com a natureza do livro original e o género do conto de fadas ocorrendo no mundo ficcional de uma cidade contemporânea, proporcionou aos seus criadores liberdade suficiente para desenvolverem um design estilizado. Os elementos de animação em O Tigre Azul são tratados de forma sensível, mas também criativa, combinando animação clássica em 2D com métodos digitais contemporâneos.
O filme reúne várias tradições cinematográficas, indo beber aos filmes checos infantis e juvenis que, nos anos 1970 e 1980, tiveram enorme sucesso não só na Checoslováquia, mas também internacionalmente. Igualmente fundamental, contudo, é o legado do cinema de animação europeu (e não só) do pós-guerra, altura em que os cineastas adquiriram melhores condições para uma produção sistemática e sustentável de filmes nacionais artisticamente originais.
O Tigre Azul, de Petr Oukropec, um realizador estreante e produtor experiente, é um exemplo significativo de uma longa-metragem de valor artístico destinada essencialmente a crianças em idade escolar. Este género desapareceu virtualmente do cinema checo na sequência do colapso do sistema de estúdios após 1989. No entanto, o realizador continuou a dedicar-se à criação de obras para crianças e adolescentes. O Tigre Azul foi um sucesso não só na República Checa, mas também na Alemanha, Suíça, Polónia e Eslováquia.
O CinEd dedica-se à transmissão da Sétima Arte enquanto objecto cultural e material que ajuda a pensar o mundo. Para tal, elaborou-se uma pedagogia comum a partir de uma selecção de filmes produzidos pelos países europeus parceiros do projecto. A abordagem quer-se adaptada à nossa época, caracterizada por mudanças rápidas, extraordinárias e constantes na maneira de ver, receber, difundir e produzir imagens.

Le Tigre bleu s’intéresse à l’histoire de deux enfants et d’un tigre bleu qui vivent dans un ancien jardin botanique, un monde qui contraste l’environnement urbain. Il aborde le thème de la protection d’un morceau de nature et celui du conflit entre l’ancien et le nouveau, ou encore le conflit entre le commun et l’inhabituel. La lutte que mènent les enfants contre les développeurs-constructeurs et contre les politiciens communaux insensibles et corrompus est une métaphore universelle de la précarité des enfants autant que de celle des adultes de notre époque. Bien qu’il soit conçu pour un jeune public, le film suit thématiquement la tradition des films politiquement subversifs, produits dans la seconde moitié du XXe siècle des deux côtés du Rideau de fer. Le monde des enfants est décrit comme un monde d’espoir, alors que le monde des adultes est dénaturé par les compromis et les jeux de pouvoir.
Le film combine des technologies classiques avec celles de l’animation en 2D, ainsi que des techniques plus modernes. Ce choix, qui découle du caractère de l’oeuvre littéraire originale, ainsi que le registre du conte merveilleux et le contexte du récit, situé dans une grande ville contemporaine, ont largement ouvert l’espace créatif, produisant une conception artistique hors du commun. Dans Le Tigre bleu, les éléments animés interviennent avec sensibilité et inventivité. L’oeuvre associe la tradition tchèque des films pour la jeunesse, populaires surtout dans les années 1970 et 1980, dont le succès a dépassé les frontières, avec l’héritage mondial du cinéma d’animation d’auteur d’après-guerre. Les artistes ont connu une amélioration des conditions de pr oduction, avec pour résultat des oeuvr es uniques et élaborées.
Le Tigre bleu marque les débuts de Petr Oukropec, producteur expérimenté, à la réalisation, et il constitue un exemple remarquable de long-métrage artistique conçu principalement pour les jeunes écoliers. Ce genre a presque disparu après la chute du système de production tchécoslovaque, en 1989, ce qui na pas dissuadé Petr Oukropec de se consacrer à la création pour les enfants et les jeunes. Le Tigre bleu a rencontré un grand succès non seulement en Tchéquie, mais aussi aux États-Unis, en Suisse, en Pologne ou encore en Slovaquie.
CinEd s'attache à une mission de transmission du 7ème art comme objet culturel et support pour penser le monde. Pour ce faire, une pédagogie commune s'est élaborée à partir d'une collection de films issus de productions des pays européens partenaires du projet. L'approche se veut adaptée à notre époque marquée par une mutation rapide, majeure et continue dans la façon de voir, recevoir, diffuser et produire les images.

Les méthodologies d'apprentissage des langues étrangères ont fortement varié durant les siècles, et notamment au 20e. De la grammaire traduction à la méthode actionnelle, en passant par les méthodes structuro-globales, behavioristes, naturelles, communicatives, voire éclectiques, les raisons des modifications sont à chercher tant du côté de l'évolution et des avancées scientifiques, notamment dans le domaine des sciences humaines, que des modifications des besoins et de la prise en compte de la valeur des échanges linguistiques, sans oublier les changements idéologiques qui les sous-tendent. Les évolutions technologiques ont également apporté leur lot de potentialités nouvelles. Tous ces changements ont également eu un impact sur la relation entre apprenants et enseignants, à côté de laquelle se sont par ailleurs développés d'autres modes d'apprentissage qui sont venus compléter la panoplie des méthodes, notamment en contexte multilingue. L'apprenant, devenu acteur de son apprentissage, trouve des ressources ailleurs qu'auprès de l'enseignant de langue, que ce soit par le biais d’enseignements de matières spécifiques donnés en langue étrangère (enseignement ÉMILE-CLIL), de nouvelles technologies (blended learning ou Moocs, plateformes en ligne ou applications) ou en ayant recours à des pairs, le cas échéant, hors de la classe (tables de conversation ou tandems linguistiques). Le présent volume se propose d'étudier scientifiquement quelques-uns de ces dispositifs d'accompagnement : leur conception, leurs conditions d'apparition et les résultats observés.

*** For a sneak peak at the Preface and Intro of the book, visit:
https://content.taylorfrancis.com/books/download?dac=C2017-0-67372-1&isbn=9781351032100&format=googlePreviewPdf

This book is about three complementary ideas: 1) learning is a practice of freedom; 2) liberating learning in public education requires widespread cultural change in classrooms, schools, and entire education systems; and 3) social movements have been the most powerful vehicles for widespread cultural change, and in their logic of operation lie the keys to liberate learning. Drawing on existing knowledge and new research on educational change, the author offers nine principles of action to liberate learning in schools and across entire educational systems. Topics discussed include learning, pedagogy, leadership, education policy, widespread cultural change, collective action, and whole system improvement. Written for educators and leaders interested in transforming teaching and learning in classrooms and schools, as well as for public intellectuals and people interested in widespread pedagogical change, the book articulates a new way to think about and pursue educational change.

Available at:  https://www.routledge.com/Liberating-Learning-Educational-Change-as-Social-Movement/Rincon-Gallardo/p/book/9781138491762

20% discount code: BSE19

La implementación del aprendizaje móvil en el ámbito educativo se ha acelerado en los últimos años. Existen centros educativos en España que incorporan dispositivos electrónicos posibilitando, por medio de metodologías activas como el aprendizaje basado en proyectos, en problemas o en estudios de caso, que el alumnado se acerque a la construcción colectiva del conocimiento, con base en a una pedagogía participativa y un modelo comunicativo bidireccional; un planteamiento que se puede entender como el conjunto de acciones pedagógicas y didácticas que garantiza un verdadero aprendizaje a través de la participación directa del alumnado sobre el acto educativo. A pesar de esta realidad esperanzadora, aún quedan propuestas didácticas que se acercan más a la tradición conductista que ha imperado durante siglos, que a la nueva realidad digital que posibilita una forma alternativa de aprender. El proyecto de innovación analizado en este estudio, ha pretendido apostar por un modelo pedagógico participativo, tomando los dispositivos móviles como recurso clave para el desarrollo de los aprendizajes. A través de una investigación sobre la acción y teniendo como referente la consideración de la comunidad educativa y el grado de motivación del alumnado ante la tecnología, hemos observado una valoración positiva, considerando el aprendizaje móvil como un canal que puede ayudar a la mejora de la calidad de la educación.
There are educational centers in Spain that incorporate electronic devices which enable, through active methodologies such as projectbased learning, problems or case studies, that allow a student centres approach as well as the collective construction of knowledge, based on a participatory pedagogy and a bidirectional communicative model.  This approach that can be understood as the set of pedagogical and didactic actions that guarantee a  real world learning process through the direct participation of the students in an educational act. Despite this hopeful reality, there are still didactic proposals that are closer to the behaviorist tradition that has prevailed for centuries than  the new digital reality that enables an alternative way of learning. The innovation project analyzed in this study has supported a participative pedagogical model, taking mobile devices as a key resource for the development of learning. Through  research within the participation and taking as a reference the consideration of the educational community and the degree of motivation; the students before using the technology, have observed a positive evaluation, considering the mobile learning as  a digital channel that can help to improve the quality of education.

Hiring decisions can be risky. How much can employers save by better understanding the motivations and objectives of each applicant?  How much time and expertise should be invested in getting to know each applicant? Will such efforts raise the return on investment?  What are the shortcomings and deficits of the criteria to evaluate, compare and rank applicants?  How do they need to get changed to reflect the shift in the relative order of job skills between employees when the composition of the team (total of all employees) changes by hiring, firing or replacing?  A job description combines tasks and steps to a random set of job responsibilities.  But could there be better ways to bundle tasks together and to look for the most qualified applicant for this particular arbitrarily defined task bundle?  Could the employer benefit from regrouping all small tasks, which a company must perform, by changing which and how many small job tasks will be bundled together in different job descriptions?  And if so, how can reassigning each little tasks from different jobs to the most suitable employee (task-centered approach) instead of looking for the most qualified applicant for a particular job (job-centered approach) help in improving productivity and profitability?  How and why will the new task-centered approach help to increase the workforce diversity more than the job-centered approach?  How can reassigning tasks help disabled and handicapped lacking essential job functions to get hired anyways?  How can employers benefit from not only looking for the most qualified applicant for any particular job (i.e. arbitrarily bundle of tasks and steps) Why does the task-centered based hiring decision benefit employees, employees, applicants and disabled job-seekers more than job-centered based hiring decisions?  What are the benefits to seek the best employee for each task (task-centered) instead of the most qualified applicant for a particular job?  How can employers benefit from a paradigm shift replacing the job-centered with the task-centered hiring perspective?  How can the multi-dimensional effects, which different combinations of employees (i.e. teams) on the overall productivity and profitability be measured?  How much welfare and unemployment benefits could be saved if employers were aware of the additional benefits when making task or employee based hiring decisions instead of exclusively looking for the most qualified applicant?  How can reassigning job-tasks to different employees help applicants to become the most qualified job-seeker despite lacking essential job functions?  How could employers be convinced that they'd benefit most from reassigning tasks from different jobs to the employee most qualified for a particular task instead of only looking for the best applicant for a particular job consisting of an arbitrary bundle of tasks?

Policy implementation studies have examined how teachers experience and respond to top-down education reforms. However, experiences of pedagogical change from the inside out remain largely unexplored. This book analyses the experiences of a group of teachers in Mexican public middle schools as participants in a project of pedagogical transformation from the inside out. These teachers experienced substantial changes in their practice and are redefining their relationship with the wider educational system. The author argues that a focus on the instructional core is a productive way to link teachers’ drive to improve educational opportunities for their students to the wider institutional mandate to reform schools on a large scale. In order to enable and support teachers’ efforts to transform their practice, he calls for the creation of bargaining arenas where actors at different levels of the educational system engage in collective discussion and decision making. The work presented here will appeal to researchers, policy makers, and practitioners interested in examining or promoting education reform from the inside out.