Social justice is defined as justice exercised within a society‚ particularly as it is exercised by and among the various social classes of that society. A socially just society is defined by its advocates and practioners as being based on the principles of equality and solidarity; this pedagogy also maintains that the socially just society both understands and values human rights‚ as well as recognizing the dignity of every human being.[1][2] The Constitution of the International Labour Organization
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Norwood‚ N.J.: Ablex‚ 1984. Berkey‚ R.‚ and others. “Collaborating for Reflective Practice: Voices of Teachers‚ Administrators‚ and Researchers.” In Education and Urban Society‚ 1990‚ 22(2)‚ Berlak‚ A.‚ and Berlak‚ H. Dilemmas of Schooling: Teaching and Social Change. New York: Methuen‚ 1981. Berman‚ L. M.‚ and others. Toward Curriculum for Being: Voices of Educators. Albany: State University of New York Press‚ 1991. Journal of Higher Education‚ 1994‚ 65(2)‚ 183–193. Britzman‚ D. P. Practice Makes Practice:
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within the context of both interpersonal and intrapersonal interactions. External factors which influence self-awareness development include socially and emotionally significant relationships‚ facilitative actions of others‚ transformative events‚ and pedagogy. Internal factors that emerged include religion/spirituality‚ and personality/developmental issues. These findings have heuristic value for enhancing self-awareness development within the context of nursing education. The nurse educator can use these
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knowledge and acquire skills; develop habits of mind and positive dispositions towards learning. As such‚ pedagogical knowledge requires an understanding of cognitive‚ social and developmental theories of learning and how they apply to students in their classroom. Pedagogical knowledge is a special combination of content and pedagogy that is uniquely constructed by teachers and thus is the "special" form of an educator’s professional knowing and understanding. The construction of this pedagogical
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Company‚ Inc.: Quezon City‚ Philippines‚ pp. 273 – 275. Music‚ Arts‚ and Physical Education 5. (1995). Garcia‚ C. et. al. Rex Printing Company‚ Inc.: Quezon City‚ Philippines‚ pp. 279 – 287. Practical Strategies for Elementary Science Pedagogy‚ Volume 2. (2011). Gelvezon‚ R. et. al. West Visayas State University Publishing House: Iloilo City‚ Philippines. Sing‚ Sketch‚ Stretch Five. (2005). Gemperoso‚ M. et. al. Abiva Publishing House‚ Inc.: Quezon City‚ Philippines‚ pp. 176 – 178
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A curriculum is a “plan or program of all experiences which the learner encounters under the direction of a school” (Tanner and Tanner‚ 1995: 158). According to Gatawa (1990: 8)‚ it is “the totality of the experiences of children for which schools are responsible”. All this is in agreement with Sergiovanni and Starrat (1983)‚ who argue that curriculum is “that which a student is supposed to encounter‚ study‚ practice and master what the student learns”. For others such as Beach and Reinhatz (1989:
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A Seminar paper On A Comparative Study of the Techno-stress of B.Ed. Students Presented by Fr. Dr. Sibichen K. K. and Dr. Anisha V. Gopalakrishnan Assistant Professors St. Joseph’s Training College‚ Mannanam. INTODUCTION Teacher education and teacher professional development are facing important quantitative and qualitative challenges. Teachers’ use of technologies has an important role in education in the 21st century. Technology can provide powerful environments eliciting modern
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REVIEW OF RELATED LITERATURE The researcher has found the following studies and literature as relevant to the system being proposed. FOREIGN LITERATURE Teacher education is a commonly studied predictor of quality in early childhood classrooms and it has been consistently associated with teacher effectiveness in early childhood classrooms (Bowman et al.‚ 2001; de Kruif et al.‚ 2000; Helburn et al.‚ 1995). Teachers can be popular just because they are friendly and helpful‚ but to be truly professional
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district. A professional educator strives to create a learning environment that nurtures to fulfillment the potential of all students and demonstrates effective pedagogy. Pedagogy in the Webster’s dictionary is defined as‚ “the state or art of teaching” (Merriam-Webster‚ 2010). "Ethics must be seen as a central concern of critical pedagogy( Giroux ‚1994‚)" said by Henry A. Giroux‚ who believes that morals used in teaching need to be coherent with high regards and exemplify the highest ethical standards
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will have been drafted with the Tfel framework in mind (DECDS‚ 2014). As teachers‚ it is imperative‚ especially when attempting to incorporate a cross curriculum priority like Aboriginal and Torres Strait Islander histories and cultures‚ that any pedagogy chosen for a particular lesson‚ fosters deep understanding by the students and also connects their learning to the students’ lives and aspirations. Both of which fall under the different domains of the Tfel
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