Educational sciences in postmodernity.

Sonst. Personen	Krajncan, Mitja (Hrsg.)
Titel	Educational sciences in postmodernity.
Quelle	Aachen: Shaker Verlag (2015), 287 S.Verfügbarkeit
Reihe	Schriften zur Bildungs- und Freizeitwissenschaft. 9
Beigaben	Illustrationen
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	978-3-8440-3628-2
Schlagwörter	Pädagogik; Postmoderne; Bewältigung; Kind; Vorschulerziehung; Schulforschung; Klassenraum; Schulgebäude; Lehrer; Lehrerausbildung; Lernumgebung; Begabtenförderung; Unterrichtsforschung; Inklusion; Stress; Geometrieunterricht; Mathematikunterricht; Naturwissenschaftlicher Unterricht; Partizipation; Arbeitsbedingungen; Beruf; Professionalisierung; Berufswahl; Behinderung; Sehbehinderung; Sonderpädagogischer Förderbedarf; Slowenien
Abstract	The monograph [...] represents a variegated walk through novelties in the area of educational sciences. Thus the first paper analyses the development of geometric concepts. [...] The next article presents the significance of participation in educational work. It presents the founding element of social pedagogic orientation into individual's lifeworld and means opening various opportunities for developing social skills, building identity, acquiring self-confidence, self-awareness, developing pro-social behaviour, potential for cooperation, co-organization, and empowerment of the individual. [The authors] highlight [...] the results of the survey that point to the following topics: inadequately informed education staff in the field of detection and work with talented students; poor self-assessment skills of teachers in the field of knowing personality characteristics of gifted and appropriate use of teaching strategies in dealing with them; great need of teachers for further education and professional training. The next area deals with the field of blind and partially sighted through example of cross-curricular integration in teaching blind and partially sighted children with the objective to create in students comprehensive, more understandable, and more useful knowledge that would serve them in their further work and teaching in inclusive classes. [...] The next contribution wishes to shed light on preschool teachers' planning of work in endeavours towards elements of quality. Teachers' attitudes towards inclusion of children with special needs. [...] Adapting physical environment of learning space for inclusive education presents further research in the field. The results presented according to external and internal physical learning space for various needs of children and pupils indicate open and flexible learning space, adequate lighting and colours, flexible furniture, information and communication technologies, animals and plants inside and outside schools, and playgrounds with adapted playground equipment are what has been found to be the most important. Occupational/career choices of persons with special needs are the next topic. [...] The authors highlight the significance of recognising and managing stressful situations that appear as the consequence of circumstances and working conditions at workplace. In parallel they also present the impact of work stress on the professional development of individuals, specifying both positive and negative consequences and explaining both positive (eustress) and negative stress (distress). [...] The last contribution presents the ways in which a class teacher and other teachers who teach the class can contribute to the development of class community. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2016/3