Developing schools for democracy in Europe. An example of trans-European cooperation in education.

Sonst. Personen	Sayer, John (Hrsg.); u.a.
Titel	Developing schools for democracy in Europe. An example of trans-European cooperation in education.
Quelle	Wallingford: Triangle Books (1995), 230 S.Verfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	1-873927-13-4
Schlagwörter	Demokratische Bildung; Bildungssystem; Schulreform; Familienerziehung; Schule; Lehrerfortbildung; Lehrerrolle; Hochschule; Reform; TEMPUS (Europaweites Mobilitätsprogramm für den Hochschulbereich); Großbritannien; Mitteleuropa; Osteuropa; Polen; Tschechische Republik; Ungarn
Abstract	Since 1990, the EU Trans-European Mobility Schemes for University Studies (TEMPUS) programmes have been a vehicle for joint educational projects (JEPs), and a few of them have been focused on teacher education and training. This volume offers a sample of work from one such project, Developing Schools for Democracy in Europe ( DSDE). In part I a background and description of the DSDE project as formally constituted is offered, and for the first time the final text of its report on the preparation and continuing development of teachers is published. Part II focusses on joint work to support a university contribution to teachers' continuing education (in the Czech Republic), on the organisation required for a university centre and the proposals which that centre is prompted to make for a national framework. Part III is devoted to examples of joint work and personal perceptions among teachers, tutors and researchers in Krakow, where the DSDE project began with small pilot experiments connected in a continuum of teachers' initial and continuing education, and associated support for school leadership peer-development. The authors share their viewpoints of educational reform in Poland, the DSDE initial teacher training experiment, and the situation in schools as viewed by teachers and researchers. Part IV illustrates ... the examination across and within centres of home-school relationships (Czech Republic, Great Britain). It is an area which has been designated for follow-up study and research. ... Part V on aspects of citizenship and values (Great Britain, Hungary) is also an example of the external connecting points vital if full use is made of any one TEMPUS programme. The DSDE project has sought both to inform and to be informed by parallel work through other organisations. (DIPF/Text taken from the original/Kr.)
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	1997_(CD)