1 |
På låtsas och på riktigt. Verklighetsnära lärande i Freinetpedagogik och entreprenöriell pedagogikSegerbäck, Martin January 2013 (has links)
Structuring education so that students can discover connections between schoolwork and their everyday lives is a crucial task for a teacher. This is especially true in today’s school system that seeks to foster a spirit of lifelong learning, since educational motivation depends on being able to connect to the tasks at hand. In a system where these connections are not present, students will be motivated only by institutional mechanisms such as test results and grades. This leads to them using a number of techniques for “optimizing the system” by getting maximal results for minimal effort.This essay looks at two pedagogical movements that aim to decrease the gap between schoolwork and students’ reality. Freinet pedagogy, named after Célestin Freinet (1896-1966) is a “pedagogy of labour” that concentrates on equating the “labour of the hand” and the “labour of the mind”. Entrepreneurial pedagogy, which has been gaining ground during the last few years, is centred on project-based learning that stimulates the skills commonly found among successful entrepreneurs.These movements have several important differences, most notably the idealistic political visions of the Freinet movement that are absent in the more modern, pragmatic entrepreneurial pedagogy. In spite of this, they are united by the principle of school being as close to the students’ reality as possible – a fact that gives hope for the school of tomorrow.
|
2 |
A curriculum for vocational business subjects in Botswana junior secondary schoolsSithole, Burman Musa 06 1900 (has links)
The aim of this research was to examine the extent to which the pedagogical practices of
Business Studies teachers in Botswana junior secondary schools conform to pedagogical
practices recommended for imparting practical business skills relevant to the world of work. It
also aimed to identify the strengths and weaknesses of teachers’ current practices with a view to
proffer a teaching model that would help to maximize learner acquisition of business skills and
competencies.
Literature related to the pedagogy of business education subjects was reviewed to give a general
conceptual and methodological foundation for the investigation. An overview of the
methodological approaches and the qualitative research design selected for application to the
study were provided including the data-gathering procedures and the conceptual framework that
supported and informed the research.
The major findings of the study were that Business Studies teachers subscribe mainly to the
transmission paradigm of teaching. Teachers’ failure to use constructivist pedagogies prescribed
in the syllabus were attributed to a multiplicity of challenges they face in their day-to-day
practices. The challenges that beset the pedagogy of business subjects emanate from a variety of sources such as the scarcity or non-availability of teaching materials and resources, a congested
syllabus and problems associated with striking a balance between the theoretical and practical
aspects of the subject. Teachers indicated that the Business Studies syllabus is too long and with
the little time allocated to teach it on schools timetables, it is impractical to expect them to
complete the syllabus using constructivist teaching approaches which they perceive as pedagogically burdensome and time-consuming. Despite the teachers’ constraints in creating
constructivist learning environments, the use of an entrepreneurial pedagogy in the form of the
mini enterprise whereby students are involved in setting and running a concrete enterprise is
prevalent.
The study concluded by suggesting a pedagogical model, based on the findings, to improve
Business Studies curriculum delivery. It was also recommended that support structures aimed at
monitoring and ensuring that the delivery of business education is done according to the
stipulated business curriculum standards be put in place. / Curriculum and Instructional Studies / D. Ed. (Didactics)
|
3 |
A curriculum for vocational business subjects in Botswana junior secondary schoolsSithole, Burman Musa 06 1900 (has links)
The aim of this research was to examine the extent to which the pedagogical practices of
Business Studies teachers in Botswana junior secondary schools conform to pedagogical
practices recommended for imparting practical business skills relevant to the world of work. It
also aimed to identify the strengths and weaknesses of teachers’ current practices with a view to
proffer a teaching model that would help to maximize learner acquisition of business skills and
competencies.
Literature related to the pedagogy of business education subjects was reviewed to give a general
conceptual and methodological foundation for the investigation. An overview of the
methodological approaches and the qualitative research design selected for application to the
study were provided including the data-gathering procedures and the conceptual framework that
supported and informed the research.
The major findings of the study were that Business Studies teachers subscribe mainly to the
transmission paradigm of teaching. Teachers’ failure to use constructivist pedagogies prescribed
in the syllabus were attributed to a multiplicity of challenges they face in their day-to-day
practices. The challenges that beset the pedagogy of business subjects emanate from a variety of sources such as the scarcity or non-availability of teaching materials and resources, a congested
syllabus and problems associated with striking a balance between the theoretical and practical
aspects of the subject. Teachers indicated that the Business Studies syllabus is too long and with
the little time allocated to teach it on schools timetables, it is impractical to expect them to
complete the syllabus using constructivist teaching approaches which they perceive as pedagogically burdensome and time-consuming. Despite the teachers’ constraints in creating
constructivist learning environments, the use of an entrepreneurial pedagogy in the form of the
mini enterprise whereby students are involved in setting and running a concrete enterprise is
prevalent.
The study concluded by suggesting a pedagogical model, based on the findings, to improve
Business Studies curriculum delivery. It was also recommended that support structures aimed at
monitoring and ensuring that the delivery of business education is done according to the
stipulated business curriculum standards be put in place. / Curriculum and Instructional Studies / D. Ed. (Didactics)
|
Page generated in 0.0828 seconds