Educadores Polivalentes: Alternativa Educativa para Comunidades Rurales (Effective Educators: Alternative Education for Rural Communities).

Autor/in	Godoy, Rodrigo Vera
Institution	United Nations Educational, Scientific, and Cultural Organization, Santiago (Chile). Regional Office for Education in Latin America and the Caribbean.
Titel	Educadores Polivalentes: Alternativa Educativa para Comunidades Rurales (Effective Educators: Alternative Education for Rural Communities).
Quelle	(1987), (125 Seiten)Verfügbarkeit
Sprache	spanisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Cultural Awareness; Developing Nations; Educational Development; Educational Needs; Foreign Countries; Nontraditional Education; Rural Areas; Rural Education; Rural Environment; Rural Schools; Socioeconomic Influences; Teacher Education; Teacher Effectiveness + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; Developing country; Developing countries; Entwicklungsland; Bildungsentwicklung; Educational need; Bildungsbedarf; Ausland; Non-traditional education; Alternative Erziehung; Rural area; Ländlicher Raum; Ländliche Erwachsenenbildung; Ländliches Milieu; Rural areas; School; Schools; Schule; Schulen; Sozioökonomischer Faktor; Lehrerausbildung; Lehrerbildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	The document provides educators with data and information regarding the utilization of alternative educational processes in Latin American rural communities. Many communities exist at social and economic poverty levels and are isolated from urban centers. Documents compiled for use at alternative education conferences, held in Paipa, Colombia in 1985 and in Santiago, Chile in 1986, form the basis for this publication. Part 1 describes the development of diverse strategies for training effective rural educators. It proposes a global education plan, potential school and rural community relationships, and criteria for effective teacher training methods. Rural communities are described as: (1) isolated; (2) economically poor; (3) lacking both communication chains with urban areas and social services; (4) not providing schools or only offering education at primary grade levels; (5) having a high illiteracy level; and (6) experiencing high rates of emigration because of poor economic conditions. Diversity among communities exists in ethnic origins, racial backgrounds, dialects, and languages. Part 2 describes a design for training educators so that they will be able to adapt knowledge and teaching methods to different rural communities' characteristics and levels of economic, social, and cultural development. (JHP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC