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Dit werkboek geeft praktijkgerichte adviezen om met pedagogisch medewerkers in gesprek te gaan over hun werk. Het laat zien hoe je samen na kunt denken over de pedagogische taken van het kindercentrum. Sinds 2019 moet iedere pedagogisch medewerker worden gecoacht door een pedagogisch begeleider. Dat stelt de wet Innovatie Kwaliteit Kinderopvang (IKK) verplicht. Kindercentra zitten te springen om goed opgeleide begeleiders. Met dit boek krijgen opleidingen en begeleiders in kindercentra praktische ‘tools'aangereikt waarmee ze direct in de praktijk aan de slag kunnen. Bij ieder hoofdstuk staan concrete opdrachten en tips. Het boek is geschreven in een taal die de medewerkers uit de kinderopvang begrijpen en die hen aanspreekt. De alledaagse praktijk van de kinderopvang komt tot leven in sprekende voorbeelden. Dringende pedagogische vragen komen aan bod. Hoofdpersonen in het boek zijn de pedagogisch medewerkers: hun taken op de werkvloer staan centraal.
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Didactics --- Educational sciences --- kritische pedagogiek --- didactiek --- theoretische pedagogiek --- onderwijsonderzoek
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Didactics --- Educational sciences --- kritische pedagogiek --- didactiek --- theoretische pedagogiek --- onderwijsonderzoek
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Educational sciences --- vergelijkende pedagogiek --- onderwijs
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This book provides a comprehensive and in-depth description of the education system in Lao PDR. It covers pre-school, primary, secondary general, secondary technical and vocational, post-secondary non-higher education, and adult non-formal education and training. In addition to the main content, the book includes a glossary of terms and abbreviations used; and an appendix on the organizational structure of the Ministry of Education and Sports, including the linkages between the national, provincial and district level. The content covers public and private sector education provision alike.
Educational sciences --- vergelijkende pedagogiek --- onderwijs
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Logopedie --- Leerstoornis --- Ontwikkelingsstoornis --- Pedagogiek --- Didactiek --- NT2 --- Taalverwerving
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Teaching --- Educational sciences --- vergelijkende pedagogiek --- onderwijs --- opvoeding
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School management --- Educational sciences --- vergelijkende pedagogiek --- onderwijs
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This is the first international and interdisciplinary handbook to offer a comprehensive and an in-depth overview of findings from contemporary research, theory, and practice in early childhood language education in various parts of the world and with different populations. The contributions by leading scholars and practitioners are structured to give a survey of the topic, highlight its importance, and provide a critical stance. The book covers preschool ages 3-6, and looks at children belonging to diverse ethno-linguistic groups and experiencing different histories and pathways of their socio-linguistic and socio-cultural development and early education. The languages under the scope of this handbook are identified by the contributors as immigrant languages, indigenous, endangered, heritage, regional, minority, majority, and marginalized, as well as foreign and second languages, all of which are discussed in relation to early language education as the key concept of the handbook. In this volume, “early language education” will refer to any kind of setting, both formal and informal (e.g. nursery, kindergarten, early childhood education centers, complementary early schooling etc.) in which language learning within a context of children's sociolinguistic diversity takes place before elementary school. .
Teaching --- Educational sciences --- vergelijkende pedagogiek --- onderwijs --- opvoeding
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This book examines teachers’ conceptions and practices of assessment in Tanzania. Adopting a sociocultural perspective, it reveals how Tanzanian teachers understand the role of assessment in relation to their classroom practices, community and other factors. The book determines that although teachers in Tanzania generally consider assessment to be useful for evaluating and monitoring learning, improving student performance and for accountability, their assessment practices are rarely seen as directly supporting student learning; it is not that teachers do not know how to implement the mandated assessment reforms. Instead, they are reluctant to adopt and embrace the reforms because they consider them to be contradictory to their teaching roles, and overly burdensome, if not implausible, given the physical, economic and cultural contexts of teaching and learning. This book argues that improving traditional assessments, rather than radically transforming them, can be more effective for cultivating practices that suit the physical, political, economic and cultural contexts of Tanzanian schools. Highlighting the significance of sociocultural factors in educators’ professional practices, while also illustrating the major challenges in implementing global reform agendas in diverse contexts, it is a valuable resource for educators and scholars interested in development and educational reform in African contexts.
Teaching --- Educational sciences --- vergelijkende pedagogiek --- onderwijs --- opvoeding
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