Teacher Training

One of the principal themes the NATO Science and Technology Organization (STO) is fostering in 2017 is "Military Decision Making using the tools of Big Data and Artificial Intelligence (AI)". Simulation might play a significant role to play in these developments as it can act as a testbed for such concepts and support the military decision makers in future operations that are enhanced by AI. Simulation is already making a significant impact in the development of AI outside of the defence sector. Companies such as DeepMind and Nvidia are using computer games and simulations to " train " AI and autonomous systems, analogous to humans training in simulations. The rate of progress is high, driven by increases in computing power, availability of data and improved algorithms. AI can now " beat " humans at many computer and board games and is moving towards tackling more strategic games that have parallels with military C2. If such developments translate into the defence sphere then we could foresee humans and autonomous systems training in the same simulation systems, both separately and together, and the AI in the autonomous system being the same as that in the simulation. As autonomous systems proliferate across the nations, M&S technology and techniques might be used to improve the interoperability of autonomous systems. To maximise such synergies, it will be essential that NATO embraces all communities that have an interest in AI. Assessing the risks of potential adversary's use of AI and commercial autonomous systems is also necessary. Despite recent advances, AI development still faces significant technological and ethical challenges and these must be monitored and addressed as necessary.

Qu’est-ce que la laïcité ? Comment, dans un contexte scolaire, faire
observer la laïcité, comme cadre neutre respectueux de tous ?
Comment, dans le cadre de cours, aborder la laïcité comme
principe structurant de notre société, mais aussi comme sujet
qui provoque débats, parce qu’il est le résultat d’évolutions historiques ?
Ce volume, fruit d’un travail collectif de personnes engagées sur différents
terrains du champ éducatif, cherche à présenter des pistes de réflexion sous
une forme dynamique, autour d’une architecture synthétique.
• Une dynamique structurée selon trois types de repères pour penser et
agir avec des élèves.
• Une dynamique liant des textes courts, des développements plus
conséquents à lire en ligne, des compléments en vidéo, des adresses utiles
vers les textes institutionnels. Des pictogrammes signalent ces ressources
et ces liens.
• Une dynamique à créer en proposant aux étudiants, aux stagiaires et
aux formateurs de se saisir de ces textes.
• Une dynamique à amplifier en alimentant la page Laïcité (www.univnantes/
espe/laicite) avec de nouvelles ressources.
Ce numéro de la collection « Repères » pour la laïcité est le produit du
partenariat entre l’ESPE de l’académie de Nantes (Université de Nantes) et
l’Institut du Pluralisme religieux et de l’Athéisme, réseau pluridisciplinaire
(créé par la région Pays de la Loire).
Anne Vézier, Maître de conférences en histoire et didactique de l’histoire,
Référente Laïcité ESPE Académie de Nantes, Université de Nantes
John Tolan, Professeur d’histoire médiévale, Université de Nantes
Dominique Avon, Professeur d’histoire contemporaine, Université du Maine

Literacy instructors are encountering accumulative challenges in today`s classrooms. Large-scale high-stake assessments and managerial/parental expectations have doubled the pressure on teachers to produce high-achieving literacy learners. One of the chief aspects the teacher training programs have been focusing on lately has been the notion of pedagogical content knowledge (PCK). This paper provides an overview of the PCK and how it can be used optimally in classrooms. This article is concluded by some suggestions and arguments on the reciprocal correlations between PCK and effective practice.

Teaching Vocabulary explores different approaches to teaching vocabulary in ESL/EFL classrooms. It provides an overview of the place and importance of vocabulary in English language learning and teaching in an easy-to-follow guide that language teachers will find very practical for their own contexts. Topics covered include understanding vocabulary, the importance of vocabulary, relevant research findings that impact vocabulary, knowing your students’ vocabulary levels, and how to teach vocabulary effectively. [Note: The attached file includes the Table of Contents, front matter, and a sample of Ch. 1.]

Current Trends in Translation Teaching and Learning E is a double-blind refereed journal that explores a variety of issues related to translation teaching and learning. We seek qualitative and quantitative research articles that are relevant to this subject. The publications will be available free online via our website. The length of papers should be around 2500 to 6000 words. http://www.cttl.org/

https://www.learningclassesonline.com/2019/09/lesson-plan.html
Lesson Plan: Meaning, Definition, Concept, Introduction, Components, Importance, Principles, Characteristics, Steps, Types, Format, Template, Examples
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With special reference to Herbartian approach A teacher who is attempting to teach without inspiring the pupil with a desire to learn is hammering on a cold iron. Horace Mann Teaching is a complex activity. it needs proper preparation and planning. lesson plan is the blue print of those teaching activities that are to be done in the classroom. Every teacher tries to plan the content in his own style so that he can teach systematically and effectively at the right moment. MEANING AND IMPORTANCE OF LESSON PLANNING Teaching is a process which involves those teaching activities which a teacher performs in the classroom. It is based on planning and specifically lesson planning. Thus, a lesson plan is a detailed plan prepared by the teacher in advance for the daily teaching. It helps the teacher in systematic, and effective teaching. Lesson plan is a teaching outline of the important point of a lesson arranged in order in which they are to be presented; It may include objectives, points to be made, questions to be asked, reference to materials, assignments etc.. Lesson planning is a special skill that is learned in much the same way as other skills.. When the teacher is able to create his own lesson plans, it means he has taken a giant step toward "owning" the content the teach and the methods he use, and that is a good thing. Acquiring this skill is far more valuable than being able to use lesson plans developed by others. It takes thinking and practice to hone this skill, and it won't happen overnight, but it is a skill that will help to define one as a teacher. Knowing "how to" is far more important than knowing "about" when it comes to lesson plans, and is one of the important markers along the way to becoming a professional teacher. It is also in keeping with a central theme of this site that one should learn to plan lessons in more than one way. The corollary is, of course, that there is no one "best way" to plan lessons. Regardless of the form or template, there are fundamental components of all lesson plans that one should learn to write, revise, and improve. The old adage, "Practice doesn't make perfect; perfect practice makes perfect" is at the core of learning this skill.. The teacher regularly achieves the teaching objectives and processes in the form of lesson planning.. It develops the possibilities of adjustment in the classroom situations which makes the teaching effective.It helps in recalling every step of curriculum unit

Anormal Psikoloji kitabı, ruhsal bozukluklar alanında çalışan tüm profesyoneller, psikiyatristler, klinik psikologlar, psikologlar, psikolojik danışmanlar, hekimler, sosyal hizmet uzmanları, psikiyatri hemşireleri ve bu alanlarda öğrenci yetiştiren akademisyenler ile eğitim alan öğrenciler için temel bir başvuru kitabıdır.
2013 yılının Mayısı ayında yayımlanan DSM-5 ölçütlerine göre ruhsal bozukluklarla ilgili sunulan bilgilerin güncellemesinin de yapıldığı bu kitap, tüm dünyada pek çok üniversitenin psikiyatri ve psikoloji bölümlerinde ders kitabı olarak okutulmaktadır.
Kitabın her bölümünde, ilk olarak ruhsal bozukluklarla ilgili vakalar sunulmakta, daha sonra bozuklukların klinik tanıları yapılmakta ve DSM-IV-TR’den farklı olan DSM-5’te yapılan değişikliklere yer verilmektedir. Ayrıca, DSM-5’teki tanı ölçütleri, bozuklukların etiyolojisi ve epidemiyolojisi, bozukluklar üzerinde kalıtımın ve çevrenin etkileri, biyolojik ve sosyal ve kültürel etkiler, en güncel araştırmalardan elde edilen verilerle harmanlanarak sunulmaktadır. Ruhsal bozuklukların tedavisinde etkili olacak terapi yaklaşımları ve ilaçla yapılan tedaviler hakkında da bilgiler veren kitap, sahip olduğu zengin içeriği ile eşsiz bir kaynaktır.
Anormal Psikoloji kitabının; profesyoneller ve öğrenciler için önemli bir rehber olacağına, yardıma ihtiyaç duyan insanların sorunlarının çözümüne, ruhsal bozuklukların tanı ve tedavisinde önemli katkılar sağlayacağına inanıyoruz.

This 8-minute mini-lecture describes the basic elements of the Four-Blocks approach to teaching reading and writing.  This is one of the best approach for helping students of varying levels because it recognizes that one size does not fit all.

Il tema della formazione degli insegnanti è al centro della riflessione pedagogica, visto il ruolo che la professionalità docente gioca, oggi più che mai, all’interno delle prospettive di promozione delle diversità e della partecipazione attiva di tutti e di ciascuno.
Prendendo le mosse da tali consapevolezze, il volume passa in rassegna le questioni fondamentali della formazione docente, in particolar modo dell’insegnante specializzato sul sostegno, per rifondare nuove coordinate per la co-costruzione di contesti di classe inclusivi.
Puntando sul binomio scuola-diversità quale valore primario in cui docenti di classe e di sostegno possono ritrovarsi, l’autore vuole puntare i riflettori su percorsi ricerca e di metariflessione in relazione ad alcune dimensioni della professionalità docente, da quelle più generali a quelle motivazionali e identitarie.
Il testo, in tal senso, presenta un questionario di ricerca volto ad indagare tali complesse dimensioni della professionalità docente per disegnare un ritratto fedele delle caratteristiche significative e di senso dei futuri insegnanti in formazione.
Nel complesso, il volume offre una prospettiva pedagogico-formativa che tiene conto della necessità di costruire Sistemi Formativi Integrati volti alla promozione di docenti inclusivi.

"Trainee teachers following the three-year undergraduate BEd course at the University of Wolverhampton undertake a final-year research study. This project requires each individual to investigate an aspect of teaching and learning within an early years or primary school setting.

Reflections on Research presents, in publication, a selection of these final-year projects completed by trainee teachers in 2008 and 2009.

The students themselves have looked back upon the project to critically evaluate the positive and not so positive elements of their investigation. They also considered how what they did as student teachers remains relevant to what they do now as qualified professionals working in the classroom.

See also ‘A Beginner’s Guide to Doing Your Education Research Project’, published by SAGE: http://bit.ly/IrLHvD, and on FACEBOOK: http://on.fb.me/QsLY2Q"

El artículo sintetiza los resultados de la investigación realizada en el 2012, titulada “Estrategia instruccional para la formación de docentes en el uso de las tecnologías de la información y las comunicaciones (tic) adscritos al programa de Ingeniería Civil de la Universidad Cooperativa de Colombia, sede Villavicencio”. La estrategia instruccional es una forma de planeación, organización y ejecución de las situaciones, momentos y contenidos orientados a fortalecer y apoyar el proceso de enseñanza-aprendizaje. La investigación partió de un diagnóstico inicial que evidenció que un alto porcentaje (90%) de profesores del programa de Ingeniería Civil de la Universidad Cooperativa de Colombia, sede Villavicencio, no utilizaban de manera regular las tic en sus métodos de enseñanza; además presentaban un mínimo dominio de las plataformas, ambientes y objetos virtuales de aprendizaje y herramientas de comunicación síncrona y asíncrona. Para solucionar este problema, los autores diseñaron ...

En este artículo, el equipo de tutoras que ha implementado la materia inicial del título de Grado de Maestro en la Facultad de Humanidades y Ciencias de la Educación (HUHEZI¿Mondragon Unibertsitatea) describe su realización y reflexiona sobre dicha experiencia. Esta materia, realizada en dos fases, está concebida, en primer lugar, como la base de todo un proceso de formación, de aprendizaje autónomo y de camino hacia un perfil profesional y ciudadano de los estudiantes. En segundo lugar, guía a los estudiantes hacia la auto-regulación y los entrena en la auto¿reflexión, en el diagnóstico y la construcción de competencias personales y profesionales, y en la orientación social, pedagógica y metodológica de la formación de grado.

he field of teacher education is in a state of flux… some might say upheaval… as a plethora of traditional university-based and “alternative route” pathways for preparing new teachers compete for the attention and support of both policy makers and prospective teacher candidates.    In this context, the emergence of alternative route programs has produced a good deal of what might be termed “horse-race” research comparing outcomes of various teacher preparation models (e.g., Henry, et al, 2013; Xu, Hanaway, & Taylor, 2011).    While results of these studies have varied, the general conclusion of researchers is that there is as much within-group variation in program features and quality as there is between groups—with both alt-route and traditional programs sharing many of the same structural features and curriculum content (Boyd, et al, 2008).  The “horse-race” approach has not been a productive strategy for understanding the features and affordances of varying models of teacher preparation.

Objetivo: O objetivo deste trabalho é revelar as ações necessárias para que a reflexão da prática possa se constituir como estratégia no alcance de melhores resultados da formação continuada de professores. Métodos: O Método científico tecnológico foi utilizado para estabelecer as etapas e meios para se alcançar as respostas dessa investigação. O método foi utilizado para identificar a questão norteadora, organizar, buscar os referenciais científicos, organizar os dados e estruturar a resposta. Resultados: O trabalho concluiu que a reflexão da prática é uma estratégia eficaz para a formação continuada de professores uma vez que possibilita aos docentes colocarem em análise as suas próprias realidades e poderem ressignificarem suas ações pedagógicas. Para isso, foram elencadas algumas ações necessárias: 1) Haver a promoção de um processo de formação continuada que seja reflexivo e baseado na relação ação-reflexão-ação; 2) que a formação continuada seja desenvolvida através de um formato teórico-prático; 3) haver aporte teórico aos professores participantes; 4) valorizar a diversidade didático-metodológica; 5) estimulo aos professores a refletirem e a colocarem em prática os aprendizados. Conclusão: a formação continuada de professores tem sido objeto de intensas discussões ao longo das últimas décadas. As preocupações estão fincadas em torno das atividades envolvidas nesse processo formativo. Existem dúvidas e questionamentos sobre as estratégias que podem ser utilizadas na formação continuada de professores na busca de melhores resultados formativos. Nesse contexto, a reflexão da prática foi evidenciada como uma ação estratégica para ampliar os benefícios da formação.

This paper argues for the need of recording, analyzing, and improving instructional practices in the classroom in order to improve student learning. It describes the process of conducting lesson study, and gives examples for the effective use of lesson study as a student-centered professional development opportunity for teachers. In the past, most professional development opportunities for teachers were offered in a lecture format, where an expert provided the information with little or no active engagement of the audience. Teachers in this scenario could not observe how the strategies presented in the lectures really work in the classroom or how they affect students (http://www.enc.org/features/focus/archive/lessonstudy ). There was not much known about what was going on in the typical classroom for research analysis or for professional development purposes. One important study that was part of the Third International Mathematics and Science Study (TIMSS 1999 Video Study, see Natio...

How can you get future teachers and school lbrarians to know and use local public libraries? The author who is a teacher trainer (library science, reading education, children's literature)  at the  University College of Teacher Education Styria (Padagogsche Hochschule Steiermark) is covinced that it is necessary to deepen the emotional attachment between teachers and libraries.

This study aims to investigate the factors influencing teaching profession choices of pedagogical formation trainees. Survey model was used in the study in which quantitative and qualitative data were collected, aiming to describe any situation as either are in the past or present. The study group of the research consists of 420 teacher candidates trained in Pedagogical Formation at Mersin University Faculty of Education in 2016-2017 academic year. In the research "Personal Information Form" which aims to reveal the personal characteristics of the teacher candidates developed by the researchers and "Motivations For Teaching Scale" developed by Watt & Richardson (2007) and adapted to Turkish by Eren & Tezel (2010) has been used as a quantitative data collection tool. The open-ended questionnaire developed by the researchers was used as a qualitative data collection tool. The general results of the study show that the teaching profession is preferred because of intrinsic, extrinsic and altruistic motivational reasons. Some situations in which internal causes are more effective, such as the reasonable workload, the duration of a vacation, satisfactory fees; gender is not a significant variable; the variation of age group and department make a difference in the individuals' motivation to teach are the main findings of the research. From this point forth, it can be referred that the reason for choosing the teaching profession is multidimensional. The results of the study reveal that pedagogical formation trainees have similar reasons for career choice as teacher candidates in teacher training institutions.In this sense, it is considered that there is a need to determine the implementations that can be made for the teaching profession choices of pedagogical formation trainees and to examine the effectiveness of these implementations.

OBJETIVOS

- Desarrollar la capacidad creativa del alumnado, habilitando procedimientos creativos en las actividades del aula.
- Comprender qué se entiende por creatividad  y producto creativo, así como el origen del desarrollo de la creatividad en los seres humanos.
- Valorar diferentes estrategias que permiten emprender el proceso creativo en las personas, aprovechando los recursos del entorno y las tecnologías de la información y la comunicación (de ahora en adelante, TIC).
- Analizar la importancia de desarrollar en el alumnado el pensamiento creativo y el pensamiento crítico, así como conocer los principales recursos y estrategias para desarrollarlos en las aulas.
- Conocer estrategias generales para adaptar los diferentes elementos de la metodología de enseñanza-aprendizaje para desarrollar el pensamiento creativo y todos los tipos de pensamiento asociados.
- Conocer ejemplos de estrategias y actividades generales aplicables a todas las áreas del currículum y en cualquier actuación educativa que tenga como finalidad trabajar el desarrollo de la creatividad.
- Analizar diversas propuestas de actividades para trabajar la creatividad en las diferentes áreas del currículo escolar.
- Conocer ejemplos de programas y recursos dirigidos a desarrollar la creatividad en el alumnado.
- Identificar recursos que permitan al profesorado profundizar más sobre el diagnóstico y la puesta en marcha de actuaciones que permitan desarrollar la creatividad docente.
- Analizar diversas maneras para lograr la participación de las familias en el desarrollo de la creatividad de sus hijos e hijas.

Denne artikkelen handler om norske engelsklaereres kompetanse i å arbeide med barn som har et annet morsmål enn norsk, og som laerer engelsk som fremmedspråk. Problemstillingene er "Hva slags utdanning og kunnskap innen flerspråklighet har engelsklaerere i Norge?," "I hvilken grad føler engelsklaerere i Norge seg forberedt på å undervise i flerkulturelle og flerspråklige klasserom?" og "Hvilken type kunnskap, ferdigheter og ressurser føler de behov for?". Vi presenterer resultater fra en nasjonal spørreundersøkelse hvor i alt 176 engelsklaerere deltok. I tillegg presenterer vi resultater fra fokusintervjuer med i alt fire laerere fra to skoler. Resultatene viser at selv om engelsklaererne til en viss grad føler seg forberedt på arbeid med elever som ikke har norsk som morsmål, har svaert få av dem utdanning som fokuserer på flerspråklighet. Svarene fra spørreundersøkelsen og fra intervjuene viser at engelsklaererne gjerne vil ha mer kompetanse på dette området. Vi vil derfor understreke betydningen av utdanning i teori og praksis om flerspråklig utvikling og flerkulturell utdanningsteori, og ikke minst betydningen av tilgang til faglig utvikling som fokuserer på flerspråklighet i skolen og i samfunnet for engelsklærere i Norge.

Please access the attached PDF file to see the abstract for a recent paper accepted (subject to minor revision) by the international journal Emotional and Behavioural Difficulties.

Keywords: child and adolescent mental health; social, emotional and behavioural difficulties (SEBD); pre-service teacher training; teacher education

Das Konzept des Open Space richtet sich explizit an Großgruppen und ist damit für den Einsatz im Rahmen einer Schul-gemeinschaft sehr gut geeignet. Ziel von Open Space ist es, allen Teilnehmenden einen Veranstaltungsrahmen zu geben, in dem sie sich freiwillig, kreativ, offen und eigenverantwortlich an Veränderungs-und Gestaltungsprozessen beteiligen können. Das Open-Space-Prinzip wurde von Harrison Owen entwickelt. 1 Sein Aus-gangspunkt liegt in der Betrachtung von Kommunikation: Owen hatte beobachtet, dass Teilnehmende von Konferenzen oder Besprechungen häufig die Kaffeepausen, in denen sie sich ungezwungen und ohne Moderation nach Belieben mit anderen Teilnehmenden austauschen konnten, als die interessantesten und fruchtbarsten Phasen solcher Großveranstaltungen be-werteten. Dies ist nachvollziehbar, da die Kommunikation während dieser Pausen nicht fremdbestimmt wird, sondern jede Person ihre Gesprächspartner*innen nach Demokratische Schulentwicklung mit Open Space: Teilhabe für die ganze Schulgemeinschaft Dr. Julia Frisch Schule entwickeln-ohne feste Tagesordnung, ohne starres Rednerpodium mit festgelegten Beiträgen und alle Mitglieder der Schulgemeinschaft können frei entscheiden, was sie wann tun möchten und werden mit ihren Ideen und Anliegen gehört. Klingt das sowohl interessant, als auch ein wenig verrückt? Open Space als Werkzeug zur demokratischen Schulentwicklung macht es möglich. Belieben und abhängig von den eigenen Interessen selbst wählen kann, hierbei auf Augenhöhe Kontakte knüpfen und weiteren Austausch anstoßen kann. Diese Vorteile gleichberechtigter und ungesteu-erter Kommunikation lassen sich mit der Open-Space-Methode auch auf kom-plexe Projekte aus der Schulentwicklung übertragen. Dieser Anwendungsbereich eignet sich insofern besonders für den Einsatz dieses Konzepts, da Open Space auf folgenden Voraussetzungen beruht: • Das zu bearbeitende Thema ist komplex, • Es darf kein vorab feststehendes Ergebnis geben, • Die Teilnehmenden sollten möglichst heterogen zusammengesetzt sein, um verschiedene Perspektiven und Meinungen zum Thema zu versammeln. Diese Kriterien treffen auf Schulentwick-lungsprojekte in der Regel zu, da die be-troffenen Akteur*innen von der Schulver-waltung über das Schulpersonal und die Eltern bis hin zu den Schüler*innen sehr vielfältig sind, ebenso wie deren Wünsche an Schulentwicklung und ihr Interesse an demokratischer, gleichberechtigter Teilhabe am Entwicklungsprozess. Die Methode eignet sich sowohl für kleine Gruppen wie eine Schulklasse als auch für große Versammlungen beispielsweise des gesamten Kollegiums oder der ganzen Schulgemeinschaft. Selbstorganisiertes Arbeiten in kleinen und großen Gruppen Open-Space-Veranstaltungen brauchen als Rahmenbedingungen einen Veranstal-tungsort mit mehreren Arbeitsräumen oder-bereichen und einem zentralen Versammlungsort mit großer Pinnwand sowie die Teilnehmenden selbst. Diese tragen zu Beginn der Veranstaltung nach einer Einführung durch neutrale Modera-tor*innen ihr Anliegen, an dem sie gern arbeiten oder das sie diskutieren möch-ten, auf der zentralen Pinnwand ein: Nun mateneen | Praxisteil | Demokratische Schulentwicklung mit Open Space

Education is a developing process, which reflects itself in the changes around the world. The increase in demand for high quality education is changing education and is reminiscent of a continuous process, like a circle, and teachers, who are supposed to be the driving force behind the provision of inclusive and high-quality education for students, have to stay at the cutting edge of new trends of education. They should try to move away from the banking system of education and move towards a discovery learning system. Nonetheless, we assume that teachers’ professional development should be one of the priorities to help educators enlighten and prepare students with the right tools they need to succeed in the world and to contribute to the society. This article reviews the link between teachers’ professional development and students’ academic achievement using Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines to develop quantitative data extraction from ERIC, JSTOR, ScienceDirect, NCBI, and also Google scholar to provide a quantitative overview of the existing evidence. The review found a significant relationship between teachers’ TPD and students’ academic achievement. The study further suggests more research on TPD, especially on teacher’s research skills. In conclusion, it seeks to suggest that policy-makers invest in teacher professional development as it is a way to improve students' academic achievement and teachers’ personal development.

Knowing that writing is a crucial but challenging language skill in both academic and career lives, researchers have continually explored ways to facilitate learning and teaching of writing at different educational levels. This experimental study investigates the impact of using mentor texts in undergraduate writing classes on the students' writing proficiency. A quantitative, pre-posttest experimental design was used to achieve this purpose. Based on the strong relationship between reading and writing, and stemming from the modeling approach to learning, mentor texts are tested as potential tools in teaching word choice, sentence structure, and organization for Arab university undergraduates studying English as a foreign language. This is done by examining expository essays written by 128 female students before, during, and after the fifteen-week study period. The subjects are divided into control and experimental groups. A non-parametric Friedman test of differences among repeated measures is conducted and rendered a Chi-square value of 125.242 which is significant (p<.01). Comparing the scores of the three components of the essays, which are word choice, sentence structure, and organization, resulted in the finding that mentor texts could be an effective strategy to teach these three writing traits to undergraduate students.

W artykule zostały przedstawione wyniki dwóch studiów empirycznych, których celem było zbadanie stosunku przyszłych nauczycieli do nowych edukacyjnych rozwiązań TIK. Studia ta ukazują, że podejście nauczycieli do TIK kształtowane jest nie – jak zakładało wiele wcześniejszych badań – w placówce w której podejmują oni pracę, ale w jednostkach w których są kształceni pedagogicznie. Ponadto pokazują, że stosunek przyszłych nauczycieli do TIK wynika także z ich edukacyjnych/szkolnych doświadczeń – z potrzeby reprodukowania znanych im (nisko stechnicyzowanych) modeli edukacji. Koniecznym wydaje się więc wprowadzenie do systemu kształcenia nauczycieli nowego modelu wiedzy i kompetencji, uwzględniającego zapotrzebowanie na wiedzę i kompetencje technologiczne. Takim modelem może stać się tytułowy TPACK (Technological, Pedagogical and Content Knowledge model) – jego podstawowe założenia zostały przedstawione w ostatniej części tekstu, jako swego rodzaju rekomendacja wynikająca z przytoczonych badań.

In Caribbean Discourse in Inclusive Education, Stacey Blackman and Dennis Conrad respond to traditional notions of inclusive education that omit individuals of African-Caribbean origin and provide a premise for discussing emerging concepts in inclusive
education in the Caribbean context. This premise allows them to move beyond limited notions of inclusive education, such as those that focus exclusively on special education in the region (e.g., Johnstone, 2010). Their comprehensive approach to inclusiveness across countries within the English-speaking Caribbean, emphasis on the complexity of exclusivity as a force that instantiates inclusivity, and explicit focus on special education as an inclusive practice are all elements that allow this book to move discussions of inclusive education forward in ways that reflect a “broad equity agenda for all students” (Waitoller & Artiles, 2013, p. 321).