Comparative World Problems: An Interdisciplinary Model for Inservice Teacher Training.

Autor/in	Lamy, Steven L.
Titel	Comparative World Problems: An Interdisciplinary Model for Inservice Teacher Training.
Quelle	(1980), (15 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Area Studies; Course Descriptions; Curriculum Development; Educational Strategies; Global Approach; Graduate Study; Higher Education; Inservice Teacher Education; Interdisciplinary Approach; International Relations; International Studies; Masters Programs; Preservice Teacher Education; Program Descriptions; Social Sciences; Social Studies; World Problems + Suchen Sie Ihr Suchwort? Landeskunde; Kursstrukturplan; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrstrategie; Globales Denken; Aufbaustudium; Graduiertenstudium; Hauptstudium; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerfortbildung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Internationale Beziehungen; Internationaler Studiengang; Magister course; Magisterstudiengang; Lehramtsstudiengang; Lehrerausbildung; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Gemeinschaftskunde; Weltproblem
Abstract	This paper presents models for integrating themes and concepts of international studies into an educational program for elementary and secondary teachers. The interdisciplinary program can be taken as preservice or inservice training. It was developed in response to the need for colleges to provide classroom teachers and administrators with new skills, cognitive information, and teaching strategies that are necessary to an understanding of our increasingly interdependent world. The master's degree program described in this paper was developed by the Center for Teaching International Relations at the University of Denver. Students must complete 45 quarter hours which include 18 of education requirements, 10 in international studies, and 17 electives. Two courses (three quarter-hours each) were developed for the program: Curriculum Development Lab in International Studies and Comparative World Politics for Precollegiate Teachers. The first course introduces existing precollegiate curriculum in international studies and gives strategies for curriculum development, implementation, dissemination, and evaluation. It emphasizes skills of communication, participation, cooperation, organization, flexible response to different situations, and appreciation of historical precendents. Sample outlines for all three quarters are given. The second course is intended to help teachers develop sensitivity to world problems of resource scarcity, human rights, disarmament, and political freedom to; to increase their social science skills in research and analysis; and to encourage social participation skills. A sample syllabus for a module on resource scarcity is provided. (AV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01