– The Barcelona Conference on Education 2020: Official Conference Proceedings最新文献

An Intersectional Understanding of International Female Doctoral Students’ Narratives 国际女博士生叙事的交叉性理解

– The Barcelona Conference on Education 2020: Official Conference Proceedings Pub Date : 2020-11-22 DOI: 10.22492/issn.2435-9467.2020.13

S. Syed

引用次数: 1

How Can Educators Make Online Work Well? 教育工作者如何使在线工作更好?

– The Barcelona Conference on Education 2020: Official Conference Proceedings Pub Date : 2020-11-22 DOI: 10.22492/issn.2435-9467.2020.8

Cavell Ord-Shrimpton

引用次数: 0

Organizing a Group of Students in Order to Research the Rebound Effect in Industry 4.0 组织学生小组研究工业4.0的反弹效应

– The Barcelona Conference on Education 2020: Official Conference Proceedings Pub Date : 2020-11-22 DOI: 10.22492/issn.2435-9467.2020.12

G. Grădinaru

引用次数: 0

Hybrid Learning Higher Education: The Co-creation of Value in the Student’s View 混合式学习高等教育:学生视角下的价值共同创造

– The Barcelona Conference on Education 2020: Official Conference Proceedings Pub Date : 2020-11-22 DOI: 10.22492/issn.2435-9467.2020.4

W. Fialho, R. Leite, Sofia Gaio

引用次数: 0

Behaviours – Silent Conflicts at High Schools in Ho Chi Minh City, Vietnam 行为-越南胡志明市高中的无声冲突

– The Barcelona Conference on Education 2020: Official Conference Proceedings Pub Date : 2020-11-22 DOI: 10.22492/issn.2435-9467.2020.9

Thi Truc My Nguyen

引用次数: 0

Attitude to Authority and Digital Competences of Bulgarian Primary Teachers 保加利亚小学教师的权威态度与数字能力

– The Barcelona Conference on Education 2020: Official Conference Proceedings Pub Date : 2020-11-22 DOI: 10.22492/issn.2435-9467.2020.6

N. Kaloyanova

{"title":"Attitude to Authority and Digital Competences of Bulgarian Primary Teachers","authors":"N. Kaloyanova","doi":"10.22492/issn.2435-9467.2020.6","DOIUrl":"https://doi.org/10.22492/issn.2435-9467.2020.6","url":null,"abstract":"The thesis of this study is based on the assumption that the authority of the teacher manifests as a specific status or professional role and should be internalized in his overall professional profile. The teacher's role-playing authority is defined “a formal authority” and is strongly influenced by the requirements of the educational environment and the specific professional competences of the teacher. The attitude of the teachers towards they own authority, which implements the set of professional roles and competences, is a prerequisite for the formation and manifestation of an adequate professional model, which directly influences the quality and culture of the educational environment. To explaining of the nature of the social manifestation and experience of the teacher's own authority in terms of his status-role model are used the concept of liberalism conservatism. The research is performed with two scales, which are separately developed sets of statements. The first scale – „Attitude to Authority” – is an adapted and integrative version of the established standardized „Attitude to Authority Scale“ (Ray, 1971) and GAIAS (Rigby, 1982). The second scale, “Digital Competence”, was developed as an integrative scale to explore teachers' attitudes towards digitalization of education and to study specific skills involved in digital competence. Research involve 202 Bulgarian Primary teachers. The results are analysed in three stages: Evaluation of the Scales internal consistency; Factor Analyse and Correlation Analyses. The general conclusion of the study calls into question the effective internalization of this key competence in the professional model of respondents.","PeriodicalId":359435,"journal":{"name":"– The Barcelona Conference on Education 2020: Official Conference Proceedings","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115676427","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Moral Techeducation: The Role of Imagination to Humanize Technological Societies 道德教育:想象对技术社会人性化的作用

– The Barcelona Conference on Education 2020: Official Conference Proceedings Pub Date : 2020-11-22 DOI: 10.22492/issn.2435-9467.2020.1

Fabrizia Abbate

引用次数: 0

Homework Worksheets Designed to Promote Learner Autonomy 旨在促进学习者自主性的家庭作业工作表

– The Barcelona Conference on Education 2020: Official Conference Proceedings Pub Date : 2020-11-22 DOI: 10.22492/issn.2435-9467.2020.2

Ya-Chiu Hsieh, Lin-Ye Tsai

引用次数: 0

Appreciative Inquiry: The Fundamental Questions of AI’s Validity and Appropriateness in Transforming English Education in Japan 鉴赏式探究:人工智能在日本英语教育转型中的有效性和适当性的基本问题

– The Barcelona Conference on Education 2020: Official Conference Proceedings Pub Date : 2020-11-22 DOI: 10.22492/issn.2435-9467.2020.14

Leveth Jackson

{"title":"Appreciative Inquiry: The Fundamental Questions of AI’s Validity and Appropriateness in Transforming English Education in Japan","authors":"Leveth Jackson","doi":"10.22492/issn.2435-9467.2020.14","DOIUrl":"https://doi.org/10.22492/issn.2435-9467.2020.14","url":null,"abstract":"Foreign language education in Japan is currently undergoing educational reform with the implementation of a newly revised course of study which mandates that English classes be taught solely in English (MEXT, 2019). Despite these efforts, it appears to be an illusion as the government limits and controls the contents of English education and instruction. School curriculums are controlled by the National Course of Study and the textbooks used are predominantly chosen from government authorized individuals based on reviews by prefectural boards of education. This has provided many roadblocks to English education in Japan as decisions about curriculum has failed to involve key stakeholders such as teachers and students. Hence, the teachers are not prepared to handle the guidelines in the curriculum in teaching English courses and the demands being placed on them especially with changes to the content and their teaching styles. This traditional way of thinking and decision making has significantly affected the performance of student's English competence. Therefore, as educational leaders it is imperative that Appreciative Inquiry (AI) is recognized as much more than an organizational development tool and therefore utilize its strength to reshape the practice of learning, design and developmentan orientation to educational change. This paper outlines the principles of AI and its applicability to language education reform in Japan; illustrates AI practices and compares AI to traditional approaches of organizational change and its validity and appropriateness. The study highlights recommendations that can be used by educational institutions in successfully managing transformational change.","PeriodicalId":359435,"journal":{"name":"– The Barcelona Conference on Education 2020: Official Conference Proceedings","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122216273","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Museum as Meditative Environment 作为冥想环境的博物馆

– The Barcelona Conference on Education 2020: Official Conference Proceedings Pub Date : 2020-11-22 DOI: 10.22492/issn.2435-9467.2020.3

E. Polyudova

引用次数: 0