Literaturnachweis - Detailanzeige
| Autor/in | Kristensen, Hans Jorgen |
|---|---|
| Institution | Danish Inst. for Educational Research, Copenhagen. |
| Titel | Curriculum Change and Teacher Qualification. An Attempt to Point Out Some Consequences for the Teacher Qualifications of a Change in the Danish Societal Curriculum. |
| Quelle | (1980), (42 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 87-7416-184-9 |
| Schlagwörter | Curriculum Development; Curriculum Evaluation; Educational Change; Educational Trends; Elementary Secondary Education; Foreign Countries; Government School Relationship; Inservice Teacher Education; Relevance (Education); School Community Relationship; Sociocultural Patterns; Teacher Education Curriculum; Teacher Qualifications; Vocational Education; Denmark |
| Abstract | This paper focuses on curriculum problems in Denmark and presents some new trends in the Danish Fokeskole Act along with implications for future curriculum development. The need to create a stronger connection between the school curriculum and the surrounding community is emphasized. It is generally believed in Denmark that the curriculum of the school has been too isolated from the surrounding community. New subjects such as contemporary studies, education and vocational orientation, and vocational studies are the foundation for new developments in school community interaction. Political parties and trade unions view the idea of school community interaction in various ways. The Danish Employers' Association sees the concept of a progressive curriculum as a means for creating a better adjustment to working life. The Specialist Workers Union views these new developments as a means of enabling students to adopt a more critical attitude towards the capitalist society. Innovations in teacher education are presently taking place within the framework of higher education by stressing broader teacher qualifications and better inservice training of teachers through the inclusion of a well-founded understanding of contemporary social issues. (JN) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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