Rethinking Global Citizenship Resources For New Teachers: Promoting Critical Thinking and Equity
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Notice bibliographique
Résumé
Global citizenship education, or education aiming to develop teacher candidates' knowledge and empathy with transnational challenges, has become increasingly recognized as an important field internationally, requiring a particular set of pedagogical understandings and tools to facilitate learning.Traditionally, global citizenship education resources have been developed by non-governmental organizations to aid teachers in classroom presentations and to profile issues of concern to their constituencies.Understandably, some of these resources require revisions to correspond with teacher candidates' grade levels, learning styles, subject-based disciplines and broad issues of equity.Accordingly, we developed a guide for teacher education candidates and novice teachers based on a collaborative inquiry model that we called a "Primer" in order to assess the compatibility, equity and adaptability of classroom-ready global citizenship education materials.Our aims were to understand how pre-service candidates made use of the Primer as a means to integrate global citizenship topics in the regular curriculum.Based on our research-which was informed by a mixed-method methodology consisting of focus groups, journal reporting, and survey data-we documented teacher education candidates' experiences with the Primer.Our research of how teacher candidates made use of the Primer, offers evidence that their desires and abilities to teach global citizenship themes through classroom-ready resources has been facilitated by utilizing the Primer.Rethinking Global Citizenship Resources for New Teachers 23 * How are differing points of view reconciled in the resource? Pedagogic Questions* What additional research do you need to complete to be able to use this resource?* Is any media or technology integrated into the resource?Is it appropriate for the age and level in terms of interest, cognition and developmental stages?Are there supportive questions to accompany the technological/media resources?* Are assessment and evaluation items suggested for the resource?How do these suggestions fit with Curriculum documents in your region, stages of development, and outcome statements?* Are the content and process components appropriately connected?* Are any of the following strategies used, and if so, are they used appropriately (given the level, age and content)? role plays simulations cooperative learning community service document analysis decision-making.* Is there a reasonable balance of interactive strategies and information providing?(Assess the difficulty of the concept, for which information provision is usually required.)* Is there an opportunity for students to communicate their knowledge or opinions on a topic in a variety of ways, utilizing for example, recognition of Gardners' "Multiple Intelligences"?* Are students invited to seek additional information from a variety of sources? Equity Concerns:
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Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,016 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle