標(biāo)題: Titlebook: Competences in Education for Sustainable Development; Critical Perspective Paul Vare,Nadia Lausselet,Marco Rieckmann Book 2022 The Editor(s [打印本頁(yè)] 作者: 出租 時(shí)間: 2025-3-21 17:51
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作者: incisive 時(shí)間: 2025-3-21 20:26 作者: temperate 時(shí)間: 2025-3-22 02:51
Masaharu Motokawa,Hiroshi Kajiharatence itself. Three types of competence are identified: a pragmatic understanding comprising a focused set of skills, knowledge and attitudes; a broader concept that aligns with the German . tradition; an innate quality or potential that lies within a given organism, institution or system. These and作者: Chandelier 時(shí)間: 2025-3-22 05:42
James Davis Reimer,Takuma Fujiieducation. It is a shift with some considerable history. This chapter explores the approach to curriculum that underpins the Competence Turn and charts the growing use of the term ‘competence’ in education since the mid-Twentieth Century, looking specifically at how it has been pressed into the serv作者: creditor 時(shí)間: 2025-3-22 11:49 作者: Conclave 時(shí)間: 2025-3-22 15:47
Species Diversity of Animals in Japanes and programs in higher education. However, the current practice of using these key competencies often falls short due to insufficient competence coverage and integration, competence operationalization, alignment between competencies and pedagogies, assessment of competence development, and assess作者: Conclave 時(shí)間: 2025-3-22 18:46
James Davis Reimer,Takuma Fujiitroduces the 12 RSP competences, explaining the provenance and significance of each and why this combination might be considered transformational. The author goes on to explore some of the challenges related to adopting a competence-based approach, noting these challenges as: the concept of competen作者: finite 時(shí)間: 2025-3-22 23:50 作者: BAIL 時(shí)間: 2025-3-23 03:45
Deep time and mass extinctions,o competences is absolutely central to the school. However, there is no evidence that they should be taught. Some opportunities are therefore identified, as well as some risks. Controversies about the competence approach are also mentioned, which, in the last part of the text, leads to some perspect作者: craven 時(shí)間: 2025-3-23 08:54 作者: 來自于 時(shí)間: 2025-3-23 12:08
Collecting and Mounting Specimens Goals. In practice, education for sustainable development (ESD) provides a well-defined context for quality education and competence-based ESD that?can potentially become a framework for reaching effective and deep quality education if certain conditions are met. In this chapter we elaborate and re作者: 完成 時(shí)間: 2025-3-23 14:16 作者: 善于騙人 時(shí)間: 2025-3-23 20:22 作者: 衰老 時(shí)間: 2025-3-24 00:24 作者: Canyon 時(shí)間: 2025-3-24 04:30
https://doi.org/10.1007/978-981-16-8289-6inable development (ESD) in Marnix Academie (MA), Teacher Training Institute for primary education in Utrecht. We conclude that CBL did help with implementing the process, the ‘how’ of ESD. The content, the ‘what’, owned by teachers, is harder to change as it affects the autonomy and competence of t作者: arbovirus 時(shí)間: 2025-3-24 08:15
https://doi.org/10.1007/978-981-16-8289-6es. Student learning is identified, as well as the strengths and limitations of the competence model used. By linking these findings to the institution’s action plan, two useful avenues for training are identified: on the one hand, making the whole institution approach more explicit in order to allo作者: 多山 時(shí)間: 2025-3-24 13:52
Introduction: Forms of Contagion,the development and assessment of ESD competences. It reports the results of a focus group with staff training participants, which discussed the ESD competence framework developed within the Erasmus+?project .. The aims of the focus group discussion were twofold: to reflect on the comprehensiveness 作者: Modicum 時(shí)間: 2025-3-24 14:52 作者: cataract 時(shí)間: 2025-3-24 22:03
Complexity and Criticality in Relation to ESD Competenceso competences is absolutely central to the school. However, there is no evidence that they should be taught. Some opportunities are therefore identified, as well as some risks. Controversies about the competence approach are also mentioned, which, in the last part of the text, leads to some perspectives for teacher education.作者: 極大痛苦 時(shí)間: 2025-3-25 00:01 作者: Allowance 時(shí)間: 2025-3-25 05:05
Competences in Education for Sustainable Development978-3-030-91055-6Series ISSN 2523-3084 Series E-ISSN 2523-3092 作者: SAGE 時(shí)間: 2025-3-25 09:47
Deep time and mass extinctions,o competences is absolutely central to the school. However, there is no evidence that they should be taught. Some opportunities are therefore identified, as well as some risks. Controversies about the competence approach are also mentioned, which, in the last part of the text, leads to some perspectives for teacher education.作者: 存心 時(shí)間: 2025-3-25 12:42
P. Poschlod,J. Bakker,S. Bonn,S. Fischer the last 20?years. The conversation reported in this chapter highlights some of the elements that connect them and the suggestions that can be drawn for the training of educators who are aware of their role as change agents and capable of going beyond the boundaries within which education has often been confined.作者: Nefarious 時(shí)間: 2025-3-25 19:54 作者: QUAIL 時(shí)間: 2025-3-25 21:55
978-3-030-91057-0The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerl作者: debris 時(shí)間: 2025-3-26 02:25
2523-3084 nd models related to ESD competences, while the following two sections focus on implementation and pedagogy. In light of the foregoing material, the shorter Section Four is both reflective and forward looking.?978-3-030-91057-0978-3-030-91055-6Series ISSN 2523-3084 Series E-ISSN 2523-3092 作者: Scintillations 時(shí)間: 2025-3-26 06:29
Book 2022ur sections, with an introduction and concluding chapter. SectionOne introduces concepts and models related to ESD competences, while the following two sections focus on implementation and pedagogy. In light of the foregoing material, the shorter Section Four is both reflective and forward looking.?作者: 冷漠 時(shí)間: 2025-3-26 09:52
Competences in Education for Sustainable DevelopmentCritical Perspective作者: Assignment 時(shí)間: 2025-3-26 13:53
Collecting and Mounting Specimenscompetence-based ESD, ‘qualitative elements’ can ensure a deeper form of quality aligned to the humanistic education paradigm and values-based critical pedagogy. In this context we critically scrutinize an international model for competence-based ESD and discuss how such models can contribute to qua作者: 腐敗 時(shí)間: 2025-3-26 20:43 作者: N斯巴達(dá)人 時(shí)間: 2025-3-26 21:36
ESD Competences for Deep Quality in Educationcompetence-based ESD, ‘qualitative elements’ can ensure a deeper form of quality aligned to the humanistic education paradigm and values-based critical pedagogy. In this context we critically scrutinize an international model for competence-based ESD and discuss how such models can contribute to qua作者: aqueduct 時(shí)間: 2025-3-27 04:14
Development and Assessment of ESD Competences: Staff Training at the University of Vechtas who do not yet have an affinity for ESD. It also raises the question of how to go beyond short workshops and facilitate learning processes that contribute to the more comprehensive development of ESD competences. Finally, it clarifies the need for methods of assessing students’ competence developm作者: Pessary 時(shí)間: 2025-3-27 07:33 作者: 頌揚(yáng)國(guó)家 時(shí)間: 2025-3-27 13:10 作者: largesse 時(shí)間: 2025-3-27 14:38
A Rounder Sense of Purpose: Competences for Educators in Search of Transformation author goes on to explore some of the challenges related to adopting a competence-based approach, noting these challenges as: the concept of competence itself, presentation of the framework, pedagogy, outcomes and assessment. The concluding discussion on assessment is developed in a subsequent chapter in this book.作者: membrane 時(shí)間: 2025-3-27 19:56
https://doi.org/10.1007/978-3-540-74278-4erent educational tasks, requiring different teaching and learning approaches, different assessments, and perhaps even different teachers. The chapter submits that replacing the term . with the terms . and ., as appropriate, would allow ESD practitioners to communicate with one another and others far more effectively than they do at present.作者: 會(huì)議 時(shí)間: 2025-3-28 00:37
Some Nomenclatural Considerations of helping teachers address the UN Sustainable Development Goals in their teaching and improving their ethical competence. The chapter closes with reflections on the difficulties and opportunities of integrating ESD competences into pre-structured institutional models.作者: unstable-angina 時(shí)間: 2025-3-28 02:45 作者: Morbid 時(shí)間: 2025-3-28 08:57
https://doi.org/10.1007/978-981-16-8289-6ve. External influences, such as the Sustainable Development Goals and UNESCO membership also helped to facilitate change. We conclude that implementing ESD successfully is a slow, people-orientated, culture-focussed process that needs a multi-level, whole institution approach. Change agents need to be aware of this.作者: 表主動(dòng) 時(shí)間: 2025-3-28 12:19 作者: reserve 時(shí)間: 2025-3-28 16:24
The Highs and Lows of Working ESD Competences into HEI Frameworks of helping teachers address the UN Sustainable Development Goals in their teaching and improving their ethical competence. The chapter closes with reflections on the difficulties and opportunities of integrating ESD competences into pre-structured institutional models.作者: Initial 時(shí)間: 2025-3-28 19:48 作者: electrolyte 時(shí)間: 2025-3-29 02:11
The Rise of Competence-Based Learning in the Netherlands and Its Impact on the Implementation of ESDve. External influences, such as the Sustainable Development Goals and UNESCO membership also helped to facilitate change. We conclude that implementing ESD successfully is a slow, people-orientated, culture-focussed process that needs a multi-level, whole institution approach. Change agents need to be aware of this.作者: CRACK 時(shí)間: 2025-3-29 06:46 作者: 主動(dòng) 時(shí)間: 2025-3-29 08:25 作者: 額外的事 時(shí)間: 2025-3-29 12:19 作者: armistice 時(shí)間: 2025-3-29 15:46
Working on ESD Teacher Competences in Switzerland: A Case Study at the University of Teacher Educatiw students to experience being change agents; on the other, allowing more frequent links between ESD approaches and the training courses themselves. The whole process requires a lot of internal lobbying in order to achieve strong sustainability objectives.作者: 微塵 時(shí)間: 2025-3-29 21:15
ESD Competences and Teacher Educators’ Professional Development: Findings and Implications of the Cyessional development, building critical communities locally and internationally. The chapter highlights the value of working with ESD competence frameworks but closes with a reminder of the importance of contextualizing any such framework.作者: Engaging 時(shí)間: 2025-3-30 00:48
Book 2022ways in which competences have been conceptualized and implemented.?By marshaling a dialogue between chapters and sections, the book provides a coherent whole that will become a key source on ESD competences. The contributors develop a?conceptual map against which to chart existing (and future) ESD 作者: 騷擾 時(shí)間: 2025-3-30 07:16 作者: Breach 時(shí)間: 2025-3-30 08:24 作者: 鉗子 時(shí)間: 2025-3-30 15:15
Educators’ Competence Frameworks in Education for Sustainable Developmentgroup and how specifically a target group is defined and (2) the relation between content knowledge and pedagogical knowledge. Further research is needed, in particular with regard to the theoretical foundations and the operationalization of the competence frameworks.作者: PANG 時(shí)間: 2025-3-30 16:52 作者: progestogen 時(shí)間: 2025-3-31 00:40 作者: Hangar 時(shí)間: 2025-3-31 04:13 作者: Organonitrile 時(shí)間: 2025-3-31 07:35
Species Diversity of Animals in Japanment of professional success. Herein, we briefly review these shortcomings and outline ways to overcome them, including institutional reforms—providing guidance to scholars, educators, and administrators on how to improve competencies-based educational practice and better contribute to advancing sustainability.作者: foodstuff 時(shí)間: 2025-3-31 10:41