10.2. Разделы самооценки
| Модуль | Область компетентности | Сосредоточение внимания | Развитие | Адаптация, применение в работе | Продвижение вперед, прогресс |
| Знание и понимание ВДГ/ОПЧ | Область компетентности № 1: цели и задачи ВДГ/ОПЧ. | ||||
| Область компетентности № 2: основные международные рамки ВДГ/ОПЧ | |||||
| Область компетентности № 3: содержание программы ВДГ/ОПЧ | |||||
| Область компетентности № 4: условия осуществления ВДГ/ОПЧ | |||||
| Преподавание и обучение, которые развивают ВДГ/ОПЧ в классе и в школе | Область компетентности № 5: планирование подходов, методов и возможностей обучения | ||||
| Область компетентности № 6: включение принципов и практики ВДГ/ОПЧ в собственное преподавание | |||||
| Область компетентности № 7: создание основных правил для позитивного школьного духа | |||||
| Область компетентности № 8: разработка ряда стратегий и методик, направленных на развитие навыков ведения дискуссии у учащихся | |||||
| Область компетентности № 9: использование разных методов оценки | |||||
| Преподавание и обучение, которые развивают ВДГ/ОПЧ через партнерские взаимодействия и участие общества | Область компетентности № 10: среда обучения, которая содействует использованию разных источников | ||||
| Область компетентности № 11: сотрудничество с подходящими партнерами в обществе | |||||
| Область компетентности № 12: стратегии по преодолению всех форм дискриминации | |||||
| Осуществление и оценка подходов ВДГ/ОПЧ на основе участия | Область компетентности № 13: оценка участия учащихся в принятии решений | ||||
| Область компетентности № 14: моделирование поведения, ценностей и позиций , связанных с демократической гражданственностью и правами человека | |||||
| Область компетентности № 15: обзор, мониторинг и оценка методов преподавания и обучения | |||||
| Общий итог | Все области компетентности |
Таблица A2: Разделы самооценки
10.3. План действий в поддержку профессионального развития (план действий по самооценке в области ВДГ/ОПЧ для отдельных учителей и специалистов по подготовке учителей)
| Область развития | Действия | Кто? | Когда? | Критерии успеха в выполнении задач |
Таблица A3: Образец плана действий для профессионального развития учителей
11. Библиография и материалы
11.1. Материалы, цитируемые в учебном пособии
Источники, цитируемые в Предисловии
Backman, E. and Trafford, B., Democratic governance of schools, Council of Europe Publishing, Strasbourg, 2007.
Bоrzea, C. et al., All European study on education for democratic citizenship policies, Council of Europe Publishing, Strasbourg, 2004.
Bоrzea, C. et al., Tool for quality assurance of education for democratic citizenship in schools, Council of Europe Publishing, Council of Europe, 2005.
Совет Европы, Обучение демократической гражданственности и правам человека, Программа действий (2006-2009), «Учиться и жить в условиях демократии для всех», DGIV/EDU/CAHCIT (2006) 5, 14 марта 2006 года) (Council of Europe, Education for Democratic Citizenship and Human Rights, Programme of Activities (2006-2009), “Learning and living democracy for all”, DGIV/EDU/CAHCIT (2006) 5, 14 March 2006.
Eurydice, Citizenship education at school in Europe, 2005.
Huddleston, T., From student voice to shared responsibility: effective practice in democratic school governance in European schools, Network of European Foundations and Council of Europe, 22 May 2007.
Huddleston, T. (ed.), Tool on teacher training for education for democratic citizenship and human rights education, Council of Europe, Strasbourg, 2005.
Naval, Print and Iriate, “Civic education in Spain: a critical review of policy”, (Online) Journal of Social Science Education; and Osler and Starkey, chapter 10, 2005 (see below, Cluster A).
Источники, цитируемые во Введении
Bоrzea, C. et al., Tool for quality assurance of education for democratic citizenship in schools, Council of Europe Publishing, Council of Europe, 2005.
Bolivar, Non scholae sed vitae discimus: limites y problemas de la transversalidad [Limits and problems of the cross-curricular approach] Revista de Educacion, 309, pp. 23-65, Enero-Abril 1995.
European Commission, Directorate General of Education and Culture, Common European principles for teacher competences and qualifications, presented at the European Testing Conference on Common European Principles for teacher competences and qualifications, Brussels, 20-21 June 2005.
Kerr, D., “Citizenship: local, national and international”, in Gearon, L. (ed.), Learning to teach citizenship in the secondary school, London, 2003.
OECD, “The definition and selection of key competencies”, DeSeCo publications, 2005, www.oecd.org/dataoecd/47/61/35070367.pdf.
ORE (Observatoire des Reformes en Education), Revisiting the concept of competence as an organizing principle for programs of study: from competence to competent action, ORE, Montreal, 2006.
Weinert, Franz E., Concepts of competence, Max Planck Institute for Psychological esearch, Munich, 1999.
Источники, цитируемые в Резюме
Crick, B., Education for citizenship and the teaching of democracy in schools, the Crick report, London: QCA, 1998.
Davies, I., “What subject knowledge is needed to teach citizenship education and how can it be promoted? A discussion document for consideration by initial teacher education tutors”, 2003, Citized website: www.citized.info.
Habermas J., The theory of communicative action, Volume 1, Cambridge, UK: Polity Press, 1984.
Habermas, J., The theory of communicative action, Volume 2, Cambridge, UK: Polity Press, 1987.
Luke, A., Muspratt, S., & Freebody, P. (eds), Constructing critical literacies: teaching and learning textual practice, Cresskill NJ: Hampton Press, 1997.
McNamara, D., “Subject knowledge and its application: problems and possibilities for teacher educators”, Journal of Education for Teaching, 17 (2), pp. 113-128, 1991.
Reece, P. and Blackall, D., “Making news: literacy for citizenship”, http://makingnewstoday.uow.edu.au (March 2008).
Schulman, L., “Those who understand: knowledge growth in teaching”, Educational Researcher, 15, pp. 4-14, 1986.
Библиография Модуля А
Audigier, F., Basic concepts and core competencies for education for democratic citizenship, Council of Europe, 2000.
Banks, J.A., Handbook of research on multicultural education, Simon & Schuster/Macmillan, New York, 1995.
Davies, I., “What subject knowledge is needed to teach citizenship education and how can it be promoted? A discussion document for consideration by initial teacher education tutors”, Citized website: www.citized.info, 2003.
McNamara, D., “Subject knowledge and its application: problems and possibilities for teacher educators”, Journal of Education for Teaching, 17(2), 1991.
Naval, C., Print, M. and Veldhuis, R., “Education for democratic citizenship in the new Europe”, European Journal of Education, 37(2), 2002.
Osler, A. and Starkey, H., “Education for democratic citizenship: a review of research, policy and practice 1995-2005”, Academic Review, BERA, 2005.
QCA, Education for citizenship and the teaching of democracy in schools (the Crick report), QCA, London, 1998.
Shulman, L., “Those who understand: knowledge growth in teaching”, Educational Researcher, 15, pp. 4-14, 1986.
Sliwka, E., Diedrick, M. and Hofer, M. (eds), Citizenship education – Theory, research, practice, Waxmann, Mьnster, 2006.
Torney-Purta, J. et al., Citizenship and education in twenty-eight countries: civic knowledge and engagement at age fourteen, International Association for the Evaluation of Educational Achievement (IEA), Amsterdam, 2001.
Wieviorka, M., The arena of racism, Sage, London, 1995.
Библиография модуля В
Backman, E. and Trafford, B., Democratic governance of schools, Council of Europe Publishing, Strasbourg, 2007.
Black, P . et al., Assessment for learning: putting it into practice, Open University Press, New York, 2003.
Cunningham. J., “Rights, responsibilities and school ethos”, in Baglin Jones, E. and Jones, N. (eds), Education for citizenship: ideas and perspectives for cross-curricular study, Kogan Page, London,1992.
Devries, R. and Zan, B., Moral classrooms, moral children: creating a constructivist atmosphere in early education, Columbia University Press, New York, 1994.
Duerr, K., Spajic-Vrkasˇ, V. and Ferreira Martins, I., Strategies for learning democratic citizenship, Council of Europe, 2000.
Goleman, D., Emotional intelligence, Bantam Books, New York, 1995.
QCA, Education for citizenship and the teaching of democracy in schools (the Crick report), QCA, London, 1998.
Rogers, B., The language of discipline: a practical approach to effective classroom management, Northcote House Publishers, Plymouth, 1994.
Библиография модуля C
Ajegbo, K., “Curriculum review: diversity and citizenship”, DfES, London, 2007.
Billig, S. and Shelley, H., Research on K-12 school-based service-learning. The evidence builds. PhiDelta Kappan, Science Education, Bloomington, in a study sponsored by the Carnegie Corporation of New York and CIRCLE (Center for Information and Research on Civic Learning and Engagement), 2000.
Citizenship Foundation, Education for citizenship, diversity and race equality: a practical guide, Citizenship Foundation, London, 2003.
Совет Европы, “Жить и учиться в условиях демократии. Концепция”, специальный комитет экспертов по Европейскому году гражданственности через образование, CAHCIT, Совет Европы, Страсбург, 2005 год (Council of Europe, “Learning and living democracy. Concept paper”, Ad hoc Committee of Experts for the European Year of Citizenship through Education, CAHCIT, Council of Europe, Strasbourg, 2005).
Dewey, J., Democracy and education, NY Free Press, New York (1916) 1966. Also available at Google books: http://books.google.com.
Donnelly, C., “What price harmony? Teachers’ methods of delivering an ethos of tolerance and respect for diversity in an integrated school in Northern Ireland”, Educational Research, Vol. 46 (1), 2004.
Giroux, H., Ideology culture and the process of schooling, Temple University Press, Philadelphia/Falmer Press, London, 1981.
Gearon, L., “NGOs and education: some tentative considerations”, Reflecting Education, 2 October 2006.
Gowran, S., Opening doors: school and community partnership in poverty awareness and social education initiatives, draft guidelines for partnership development, Curriculum Development Unit, CDVEC and Combat Poverty Agency, Dublin, 2004.
Hart, R., Children’s participation: the theory and practice of involving young citizens in community development and environmental care, Earthscan, London, 1997.
Held, D., “Democracy and the new international order”, in Achibugi, D. and Held, D. (eds),
Cosmopolitan democracy, Polity Press, Cambridge, 1995.
Osler, A., “The Crick report: difference, equality and racial justice”, Curriculum Journal, 11(1), 2000.
Osler, A. and Starkey, H.,“Learning for cosmopolitan citizenship: theoretical debates and young people's experiences”, Educational Review, 55 (3),2003.
QCA, Play your part: post-16 citizenship, QCA, London, 2004.
Zacharakis-Jutz, J. and Flora, J., “Issues and experiences using participatory research to strengthen social capital in community development”, in Armstrong, P., Millerm, N. and Zukas, M.(eds), Crossing borders, breaking boundaries, University of London, 1997.
Библиография модуля D
Backman, E. and Trafford, B., Democratic governance of schools, Council of Europe Publishing, Strasbourg, 2007.
Bandura, A., Social foundations of thought and action: a social cognitive theory, Prentice-Hall, Englewood Cliffs, NJ, 1986.
Barell, J., Teaching for thoughtfulness. Classroom strategies to enhance intellectual development, Longman, London, 1991.
Brookfield, S.D., Becoming a critically reflective teacher, Jossey-Bass, San Francisco, 1995.
Goodlad, J., A place called school, McGraw-Hill, New York, 1984. Available at Google books: http://books.google.com.
Huddleston, T. (ed.), Tool on teacher training for education for democratic citizenship and human rights education, Council of Europe, Strasbourg, 2005.
Huddleston, T. and Kerr, D. (eds), Making sense of citizenship: a continuing professional development handbook, Hodder Education, London, 2006.
Rowe, D., The business of school councils, Citizenship Foundation, London, 2003.
Zeichner, K., “The reflective practitioner”, in Reason, P. and Bradbury, H. (eds), Handbook of action research: participative inquiry and practice, Sage, London, 2001.