1. Defining critical thinking 2. The importance of thinking critically about family values 3. How to teach critical thinking 4. Strategies as a means to develop critical thinking 5. Critical thinking in the EVE lessons 6. Conclusion

1. Structure of the assignment 2. Before the lesson 3. During the lesson 4. After the lesson 5. Conclusion

1. Motivations for joining the project 2. Working with students from foreign countries 3. Use English as a common language 4. Differences between cultures 5. Teaching in a Slovak school 6. Problems with working in a multicultural group 7. Teaching and learning about European Values 8. Conclusion

1. Developing lesson plans and choosing strategies 2. The aims of the lesson plans in general 3. Strategies as a means to achieve theaims of the lesson plans 4. Evaluating the quality of lesson plans 5. Difficulties during lessons and adaptations afterwards 6. Student teachers’ overall feeling about their work 7. Using the strategies in future classes 8. Conclusion

1. Evaluations 2. Main changes to the curriculum Framework 3. Looking Forwards

No description available.

The European Values Education (EVE) project is a large-scale, cross-national, and longitudinal survey research programme on basic human values. The main topic of its second stage was family values in Europe. Student teachers of several universities in Europe worked together in multicultural exchange groups. Their results are presented in this issue.

The European Values Education (EVE) project is a large-scale, cross-national, and longitudinal survey research programme on basic human values. The main topic of its second stage was religion in Europe. Student teachers of several universities in Europe worked together in multicultural exchange groups. Their results are presented in this issue.

A Home Economics Curriculum Framework was developed in 1984 in the A.C.T and implementation commenced in 1985. The purpose of this study was to examine the implementation process in order to identify areas of concern and difficulties encountered. The study is set in the context of the establishment of School Based Curriculum Development in the A.C.T Education System and the program of Curriculum Review and Renewal set up in 1983. The initiation and development of the Home Economics Curriculum Framework within this context was explored. A case study was undertaken covering the period 1985-1987 involving six A.C.T High Schools which first implemented the Home Economics Framework. Fullan's model of implementation was used as a focus for the study and both qualitative and quantitative data techniques were applied.

Submitted by William Paiva (williampaiva17@hotmail.com) on 2015-03-27T18:00:30Z No. of bitstreams: 1 CLÁUDIA PATRÍCIA SCHUTZ VAZ.pdf: 514830 bytes, checksum: 973863d134d9afa02a59923379f125a2 (MD5) / Approved for entry into archive by Vitor de Carvalho (vitor_carvalho_im@hotmail.com) on 2015-04-01T17:48:03Z (GMT) No. of bitstreams: 1 CLÁUDIA PATRÍCIA SCHUTZ VAZ.pdf: 514830 bytes, checksum: 973863d134d9afa02a59923379f125a2 (MD5) / Made available in DSpace on 2015-04-01T17:48:03Z (GMT). No. of bitstreams: 1 CLÁUDIA PATRÍCIA SCHUTZ VAZ.pdf: 514830 bytes, checksum: 973863d134d9afa02a59923379f125a2 (MD5) Previous issue date: 2012 / Essa dissertação teve como propósito analisar como os professores, de uma escola da rede estadual de ensino, se apropriaram do Referencial Curricular Lições do Rio Grande, enquanto proposta de governo, no seu trabalho diário em sala de aula e na própria organização da escola, durante o ano letivo de 2010. O Referencial Curricular Lições do Rio Grande foi elaborado por uma universidade privada e colocado a disposição dos professores e alunos no ano de 2010, sendo que no ano anterior foi oferecido um curso para capacitação dos professores. O referencial seguiu as orientação dos Parâmetros Curriculares Nacionais que agrupavam as disciplinas por áreas de conhecimento e suas tecnologias, e propõe um trabalho educativo com mais ênfase na interdisciplinaridade e no uso das tecnologias como ferramentas educativas. Utilizando entrevistas semi-estruturadas perguntamos a dez professores, que atuam na referida escola, sobre o referencial em questão. Para análise das respostas foi empregado a técnica do Discurso do Sujeito Coletivo. Este método foi escolhido, pois permite que a fala dos professores deixe de ser individual e passe a ser coletiva preservando a opinião de cada um. Podemos perceber nos discursos que os professores se apropriaram do material de duas formas, através do curso oferecido pela secretaria e pela leitura do material enviado para as escolas. Quanto à organização na escola, os professores no seu discurso, colocam que faltou organização da equipe diretiva para que houvesse uma maior integração entre os docentes. Em um discurso, o mais controverso, os professores falam do Lições e da sua prática na sala de aula criticando o material por estar distante da realidade da escola, ao mesmo tempo dizem já utilizar as práticas indicadas na preparação e execução de suas aulas. Os professores relatam ainda que o material era de boa qualidade e apresentava boas ideias, mas indicam resistências por não terem sido envolvidos diretamente em sua organização e por ser uma proposta de governo com o qual haviam muitas disputas politicas. A pesquisa mostrou o quanto os professores são resistentes a propostas vindas de fora da escola, mas por outro lado podemos perceber que mudanças foram geradas por esse material. Os discursos indicam um trabalho mais coletivo na escola, integrando os professores de vários áreas do conhecimento o que pode ser um indicativo de aceitação para a nova Proposta Pedagógica para o Ensino Médio Politécnico e Educação Profissional Integrada ao Ensino Médio. / This dissertation had as a purpose to analyze how teachers from a public school, have appropriated of the Rio Grande Curricular Reference lessons, while government proposal, in their daily work in the classroom and in the own organization of the school, during the school calendar in 2010. The Reference Rio Grande Lessons curriculum were developed by a private University and placed at the disposal of teachers and students in the year 2010. In the previous year it was offered as a course for training to the teachers. The benchmarks followed the guidance of National curriculum parameters comprising the subjects by fields of knowledge and their technologies, and proposes a work education with more emphasis on interdisciplinarity and on the use of technologies such as educational tools. Using semi-structured interviews ten teachers, who work on that school, were asked about the reference in question. For analysis of responses was employed the technique of the collective subject discourse. This method was chosen because it allows the teachers voices to become collective other than individual preserving each other’s opinion. We can describe from the speeches that the teachers have appropriated of the material in two ways, one through the course offered by the department and the other by reading the material sent to the schools. As to the organization in the school, the teachers in their speech say that there was a lack of organization from the policy team on creating a greater integration among teachers. In a speech, the most controversial, teachers speak of Lessons and practice in classroom criticizing the material because it is too far from the reality of school, at the same time they say they already use the practices set out in the preparation and implementation of their classes. Teachers report in their speeches that the material was of good quality and had good ideas but they also indicated resistance for not being involved directly in its organization and because it was proposed by the Government with which they have had many political disputes. We believe this research showed how much teachers are resistant to proposals coming from outside the school but on the other hand, we realize that changes were generated by this material. The speeches show that a collective work in the school integrating teachers of various areas of knowledge which can be an indication of acceptance for the new pedagogic proposal for Polytechnic high school and Professional Education integrated into High School.