Applying Educational Psychology in a Changing World: Some Lessons from Mongolia

Autor/inn/en	Burden, Robert; Taylor, William
Titel	Applying Educational Psychology in a Changing World: Some Lessons from Mongolia
Quelle	In: School Psychology International, 35 (2014) 4, S.341-356 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-0343
DOI	10.1177/0143034313486048
Schlagwörter	Foreign Countries; Educational Psychology; Inservice Teacher Education; Rural Schools; Cooperative Learning; Independent Study; Learning Strategies; National Standards; Needs Assessment; Program Development; Program Evaluation; Curriculum Development; Masters Degrees; Program Descriptions; Summer Programs; Teacher Workshops; Mongolia + Suchen Sie Ihr Suchwort? Ausland; Erziehungspsychologie; Pädagogische Psychologie; Lehrerfortbildung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Kooperatives Lernen; Selbststudium; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Bedarfsermittlung; Programmplanung; Programme evaluation; Programmevaluation; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Sommerkurs; Mongolei
Abstract	This article describes the evaluation of a project designed to provide in-service training for teachers in rural schools in Outer Mongolia in techniques of independent and co-operative learning. Difficulties faced by Mongolian teachers in implementing a new national standards based curriculum were identified by the Mongolian State Education University responsible for teacher training. In conjunction with an EU funded UK team of educators, a Master's degree course was established based upon principles of reflective practice and action research. Sixty-eight teachers from two Mongolian rural provinces completed the course, which mainly took place at intensive summer workshops supported by interim visits to schools by the Mongolian and UK tutors. The project was evaluated by means of a form of illuminative evaluation utilizing the SPARE wheel model of Burden and Williams (1996). This is based upon a socio-cultural view of learning which emphasizes in particular the importance of relating educational interventions to the social and historical context in which they occur. It is argued that applied educational/school psychology would benefit from more large-scale involvement of this nature in global educational systems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10