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ISSN: 2033-4443 Journal de l’Association Comenius Journal of the Comenius Association no 26 – september – 2017 www.comeniusassociation.org Journal de l’Association Comenius Journal of the Comenius Association no 26 – september – 2017
Guest Editors George Camacho Instituto Politécnico de Santarém - ESES
Responsible Editors Board of the Comenius Association, Represented by Geneviève Laloy, President
Language Editors Chantal Muller Haute École Namur-Liège-Luxembourg Geneviève Laloy Haute École Léonard deVinci George Camacho Instituto Politécnico de Santarém
Layout Miguel Lourenço [email protected]
The views expressed in this journal are the sole responsibility of the individual authors. ISSN 2033-4443 journal de l’ associationcomenius journal comeniusSeptember 2017
Presidential Note 2
Perspectives : Values in Education 4 - Des valeurs implicites à l’explication des valeurs 5 - Conveying Values Through Tales of Different Cultures 8 - In search for a Didactic Room 12 - Wildlife and school communities – ethical dimensions 15 - Family Issues in Shakespeare 18
Visions and Practices 21 - Learning from a job-shadowing experience 22 - Electronic Journals: tools for refection on student teacher’s international experience in school 25 - Der Erasmus+ Lehrgang „International Teacher Competences“ als kreatives Klassenzimmer 28 - Exploring critical incidents in children’s learning through physical education in Ireland and Switzer land 31
Mobility Experiences 34 - Über eine besonders gelungene kooperation 35 - Every child has a name 38 - Methods managing the general level of noise in a classroom 42 - Hygge, a one-way ticket to fnd happiness at school 44 - How are Danes raising happy children? 46 - Outdoor Learning in a Danish Context 49 - La remise à niveau des primo-arrivants à l’école primaire en Norvège et en Fédération Wallonie-Bruxelles 51
Announcements and Upcoming Events 56 - International Weeks 56 - Staf Weeks 57 - Council of Europe 57 - Projects 57 - Meetings 57
Contributors 58
Partner Institutions 62
Comenius Journal September 2017 1 Presidential Note
It is July 2017 and the Comenius Asso- values specifed by these European bodies ciation has just been granted participa- in the feld of Human Rights, Democracy tory status in the Conference of INGOs and the Rule of Law. The Comenius As- (International Non-Governmental Or- sociation does, in fact, have a role to play, ganizations), a pillar representing civil responsibilities to be assumed, through its society within the Council of Europe. We member institutes, in the face of tomor- welcome this good news, which has been row’s world and the crucial issues we face. Geneviève Laloy the follow-up of a commitment for several President of the Comenius Association years to the Conference. Our wish is to be As we have said many times, education in Head of the International Offce at the same time a mouthpiece of what is all its forms is an essential vector in a dy- Haute Ecole Léonard de Vinci, Belgium being done, debated, built, and decided namic of change for our societies and we at the Council of Europe for Democracy all have the potential to be real players at and Human Rights but also to be a mega- any level of these developments. Our ac- phone of the world of education and more tions must, however, be suffciently refec- particularly of the training of teachers and tive, balanced, the result of collaborative social educators in Europe at the Confer- research, cross-fertilized and enlightened ence of INGOs and the Council of Europe by a thorough study of the values that itself. The task is huge and implies many drive us, the goals we pursue for the planet potential commitments as the role of edu- and the well-being of its inhabitants. cation in the current issues of our societies is decisive. The many international partnerships fa- cilitated by this network making up the In this new edition of the journal are re- Comenius Association allow our future ported the results of various pedagogical teachers and social educators but also all research and mobility experiences with the trainers of our institutions, a real open- a particular focus this time on Values in ing to otherness, a decentration absolutely Education. Following an International Re- necessary to dream of other educational search Day around this theme organized at policies and a more intercultural educa- the University of Winchester in September tion, corresponding to the way our societ- 2016, it seemed pertinent to echo projects, ies are constituted at the moment. research and questions on this essential is- sue in this publication. May we, through our various commitments both at local level and in our schools, in What are the values that build us, consti- our training institutes, and at a more global tute us, bring us together? What are the level, at our international meetings, during values underlying our educational projects, our sessions at the Council of Europe in our international mobility projects, our particular, stay focused on the values that numerous collaborations in Europe and in drive us to carry out, at best, enlightened, the world? How can we clarify these val- effective, promising, innovative, alternative ues? How can we get around the table, to- and sustainable actions. gether, to identify this common, multiple, mosaic soil, in order to give meaning to the educational actions we are carrying out? Geneviève Laloy By becoming more involved in the Coun- cil of Europe through the Conference of President of the Comenius Association INGOs, we adhere at the outset to certain
Comenius Journal 2 September 2017 Presidential Note
Presidential Note
C’est en ce mois de juillet 2017 que nous menons? cap de la réfexion notamment au niveau l’Association Comenius vient de se voir des valeurs qui nous animent pour mener octroyer le statut participatif à la Con- En s’engageant davantage au sein du au mieux des actions éclairées, effcaces, férence des OING (Organisations Inter- Conseil de l’Europe via la Conférence porteuses, innovantes, alternatives et du- nationales Non gouvernementales), pilier des OING, nous adhérons d’emblée à rables. représentant la Société civile au sein du certaines valeurs précisées par ces in- Conseil de l’Europe. Nous nous réjouis- stances européennes en matière de Droits sons de cette bonne nouvelle qui marque de l’Homme, de Démocratie et d’Etat de un engagement depuis plusieurs années au Droit. L’Association Comenius a effective- Geneviève Laloy sein de la Conférence. Notre souhait est ment un rôle à jouer, des responsabilités à d’être à la fois porte-voix de ce qui se fait, assumer, au travers de ses instituts mem- Présidente de l’Association Comenius se débat, se construit, se décide au Con- bres, face au monde de demain et aux en- seil de l’Europe pour la Démocratie et les jeux cruciaux auxquels nous avons à faire Droits de l’Homme mais également d’être face. porte-voix du monde de l’enseignement et plus particulièrement de la formation Comme nous l’avons évoqué à maint- des enseignants et des éducateurs so- es reprises, l’Education sous toutes ses ciaux en Europe auprès de la Conférence formes est un vecteur essentiel dans une des OING et du Conseil de l’Europe lui- dynamique de changement pour nos so- même. La tâche est d’envergure et les ciétés et nous avons tous potentiellement, engagements potentiels nombreux tant le à quelque niveau que ce soit, la capacité rôle de l’éducation dans les enjeux actuels d’être de véritables acteurs de ces évolu- de nos sociétés est déterminant. tions. Nos actions doivent cependant être suffsamment réféchies, pondérées, fruit Dans cette nouvelle édition du journal de recherches collectives, croisées, éclai- sont relatés les fruits de diverses recher- rées et notamment au travers d’un travail ches pédagogiques et expériences de mo- de fond sur les valeurs qui nous animent, bilité avec un focus particulier porté cette les fnalités que nous poursuivons pour la fois sur les Valeurs en Education. Suite à planète et le bien-être de ses habitants. une Journée internationale de Recherche autour de cette thématique organisée à Les multiples partenariats internation- l’Université de Winchester en septembre aux facilités par ce Réseau que constitue 2016, il a paru pertinent de faire écho des l’Association Comenius permettent à nos projets, recherches et questionnements futurs enseignants et éducateurs sociaux autour de cette question essentielle dans mais également à l’ensemble des forma- cette publication. teurs de nos institutions, une véritable ouverture à l’autre, une décentration abso- Quelles sont en effet les valeurs qui nous lument nécessaire pour rêver d’autres poli- construisent, nous constituent, nous ras- tiques éducatives ainsi qu’une formation semblent ? Quelles sont ces valeurs qui résolument plus interculturelle, comme le sous-tendent nos projets éducatifs, nos sont nos sociétés. projets de mobilités internationales, nos nombreuses collaborations en Europe et Puissions-nous, au travers de nos engage- dans le monde ? Comment clarifer ces ments divers tant au niveau local, dans nos valeurs ? Comment se mettre autour de la écoles, nos instituts de formations, qu’à un G ENEVIÈVE LA L OY table, ensemble, pour identifer ce terreau niveau plus global, au sein de nos rencon- commun, multiple, mosaïque, en vue de tres internationales, lors de nos sessions au donner du sens aux actions éducatives que Conseil de l’Europe ou ailleurs, garder le
Comenius Journal September 2017 3 :
Perspectives: Values In Education Perspectives in Values Education
Comenius Journal 4 September 2017 Perspectives: Values in Education
Des valeurs implicites à l’explicitation des valeurs
ABSTRACT
The way a training institute works is never neutral. It is very important to explain values, give references to each person; this contributes to put things clear for everyone.
We started from implied shared values and went through explicitation and clarifcation processes Michel Dechamps during the year 2014-15. On the one hand, it enabled us to put words to our actions and Psychopédagogue aims. On the other hand, the process provided us tools to clarify our intentions internally and ENCBW externally. This article will inform you about the collaborative process which has been set up. HE Léonard de Vinci Louvain-la-Neuve, Belgique RÉSUMÉ
Le fonctionnement d’un institut de formation n’est jamais neutre. Expliciter les valeurs, donner des repères aux acteurs est souhaitable ; cela constitue un acte de clarté vis-à-vis de tous.
Partant de valeurs implicites partagées intuitivement, nous sommes passés par un processus d’explicitation, de clarifcation au fl de l’année 2014 -15. Cela a permis de Perspectives: Values In Education mettre des mots sur nos actions et nos visées, d’une part. D’autre part, la démarche nous a outillé pour pouvoir communiquer clairement nos intentions tant en interne qu’en externe. Cet article vous permettra de découvrir le processus collaboratif mis en place.
“Est valeur ce qui vaut la peine, c’est-à-dire ce qui mérite qu’on lui sacrife quelque chose. C’est ainsi qu’on sacrife l’agréable à l’utile, l’utile au noble, etc. Toute valeur se situe donc dans une hiérarchie de valeurs. S’il n’y a pas d’éducation sans valeur, il est logique qu’il n’y ait pas non plus d’éducation sans sacrifces On n’apprend rien si l’on ne renonce à quelque chose”.
Olivier REBOUL, La philosophie de l’éducation, Paris, PUF, 1989
Une école, une université, un in- proches sélectives ou formatives ; stitut de formation, c’est une his- toire, ce sont des personnes, ce - le déroulement des activités de formation sont des modes de fonctionnement. peut être plutôt collaboratif ou compétitif ;
Cet ensemble est porteur implicite- - la relation entre étudiants et professeurs ment ou explicitement, volontaire- se base sur un rapport plus ou moins hiér- ment ou intuitivement de valeurs. archisé ;
Elles se traduisent dans les grands choix - les structures de participation constituent stratégiques mais peut-être plus encore des indices de démocratisation ou non ; à travers les multiples actions menées au quotidien : -… -le contenu des cours n’est évidemment jamais neutre ; Il n’y a pas de neutralité institutionnelle.
- la manière d’évaluer est basée sur des ap- Aujourd’hui, l’Ecole normale catholique
Comenius Journal September 2017 5 Perspectives: Values in Education
du Brabant wallon - Haute Ecole Vinci posent la question : “Au fond, c’est les responsables de ces entités. De manière (ENCBW) construit sa formation et son quoi les valeurs de notre institution ?” “rassurante”, on a pu constater des con- fonctionnement sur base de 8 valeurs vergences entre les entités de l’ENCBW. non hiérarchisées mais complémentaires : Vers l’explicitation l’ouverture - la citoyenneté - l’apprenant Par un travail d’aller-retour, le au coeur de la formation - l’enseignant ex- Après 25 ans de vie commune, dans une in- groupe de coordination a synthé- pert - la créativité - ensemble - l’enseignant stitution qui a plus que doublé de volume, tisé les apports multiples pour créer acteur social - le développement personnel. il est apparu important de rendre visibles une base de 8 valeurs identifées. nos choix pédagogiques… Encore fallait- Ces valeurs constituent à la fois des il les défnir, vérifer qu’ils soient partagés Deuxième étape : conforter et défnir les éléments vécus et des visées com- par tous. Nous avons donc mis sur pied un valeurs munes. Elles résultent d’un proces- processus pour expliciter cet implicite … sus de réfexion partagé au sein de partagé … ou pas. L’expérience a été menée Si on parle d’une valeur comme la jus- l’institution durant l’année 2014 - 15 au fl de l’année académique 2014 - 2015. tice, la tolérance, la solidarité, il est fort possible que chacun entende der- rière ces mots des choses différentes. La justice, par exemple, peut être iden- tifée comme l’équité (chacun est traité selon ses besoins) ou l’égalité (tout le monde est traité de la même manière).
Lors d’une journée de travail rassem- blant tous les membres du personnel de l’ENCBW, les 8 valeurs choisies ont été dé- fnies, explicités, illustrées. Une occasion de vérifer qu’elles étaient partagées et vécues.
Huit groupes de travail avec comme tâche d’expliciter ce qu’on met derrière chacune des valeurs ; de défnir, don- ner des mots clés ; de voir comment elles se vivent réellement dans l’institution.
Ce vaste travail a permis de nommer (par- fois de renommer) et d’expliciter nos orien- tations pédagogiques. Il a mis en évidence le consensus et les inévitables divergences.
A l’origine… Pour vérifer le bien fondé de ces choix, une démarche complémentaire a été ré- L’ENCBW s’est construite au départ Première étape : identifcation alisée : un passage devant les délégués sur des valeurs partagées par une des étudiants nous a permis de valider équipe relativement restreinte de for- L’ENCBW compte trois départements ce qui était perçu, vécu, ressenti par ceux mateurs. On percevait une volonté de : formation des instituteurs présco- qui constituent la “cible” de notre travail. mettre sur pied une formation des en- laires, primaires et des régents (Agrégé seignants d’avant-garde en adoptant des de l’enseignement secondaire inférieur). Cette deuxième étape a abouti à la dé- choix pédagogiques considérés comme nomination fnale de nos valeurs, celles plutôt militants dans les années 1990. Au sein de chacun des départe- qui sont nommées au début de cet article. ments, un travail d’identifcation des Au fl des années, les orientations péda- valeurs mises en place dans la for- Troisième étape : communiquer gogiques ont été discutées, partagées, mation des futurs enseignants a été investies de manière plus ou moins mené sur base de l’analyse du fonc- Huit valeurs identifées, c’est bien beau. formelle. Elles se sont transmises aux tionnement des activités d’apprentissage. Encore fallait-il les rendre visibles. nouveaux arrivants par effet de contagion sans véritable explicitation. L’institution Les informations recueillies dans chaque Au coeur de la société de l’information, un a grandi, les valeurs implicites ont été département ont été croisées lors de simple texte ne suffsait pas. Nous avons maintenues jusqu’à ce que d’aucuns réunions interdépartementales rassemblant donc décidé de réaliser un “webdoc”.
Comenius Journal 6 September 2017 Perspectives: Values in Education
Pendant plusieurs semaines, un travail - quelles sont les 3 valeurs que vous de capture d’images, d’interviews, de avez envie de transmettre priori- montage (avec l’aide d’un réalisateur ex- tairement dans vos classes futures ? térieur) a permis la réalisation de huit capsules vidéos de quelques minutes. Au moment de rédiger ces lignes (juin 2017), je reçois les éléments Simultanément, la rédaction d’un de réponse, voici ce qui en résulte. document référent a permis de fnal- iser les défnitions, d’expliciter ce qui - Aucune de nos huit valeurs n’est délaissée, se trouve derrière les mots. Il s’agissait même si certaines semblent émergentes. de synthétiser l’ensemble des réfex- ions menées tout au long du processus. - Une de nos valeurs repères -”celles que malgré tout on préfère”- sort du Ces deux outils de communication lot dans les deux questions posées : nous permettent maintenant de répon- “l’apprenant au coeur de la formation”. dre explicitement à la question : “Au fond, c’est quoi les valeurs de l’Ecole - Viennent ensuite pour la première ques- normale ?” et surtout de garder le cap. tion : “l’enseignant expert”, “le dével- oppement personnel”, la “créativité” Pour connaître ce cap - Et pour la seconde : “l’ouverture” Une invitation à aller voir ce que et “l’enseignant acteur social”. nous avons mis derrière les mots en regardant nos capsules vidéo sur http://projet.pedagogique.encbw.be/
Les couleurs de l’ENCBW : venez découvrir son projet pédagogique !
Ou en téléchargeant le texte http://www.vinci.be/fr-be/encbw/Pages/ projet-pedagogique-ENCBW---news.aspx
Information de dernières minutes
Nous avons décidé de confronter des étudiants en fn de formation aux val- eurs de l’Ecole normale. Lors d’une en- quête, deux questions leur ont été posées.
Parmi les valeurs fondamentales de l’ENCBW,
- quelles sont les 3 valeurs que vous M ICHEL DECHAM PS avez essentiellement vécues du- rant vos trois années de formation ?
Comenius Journal September 2017 7 Perspectives: Values in Education
Conveying Values Through Tales of Diferent Cultures
ABSTRACT
It is important for educational institutions to support their students to become aware of the values of their own tradition and culture and learn about the values of other cultures.
Folk and fairy tales of diferent nations and cultures are efective ways of promoting Agnes Streitmann intercultural dialogue. Tales share the same universal, traditional values and are PhD, Senior Leecturer simultaneously specifc, historically and culturally bound. They convey common truths and Apor Vilmos Catholic College, values and they also represent diferent kinds of cultural heritage, customs, and traditions. Vác, Hungary The joint tale project of Winchester University (UK) and Apor Vilmos Catholic College Jonathan Rooke (Hungary) demonstrate one way shared folk and fairy tales can facilitate students’ learning Senior Lecturer and appreciation of values and make connections to students’ classroom practice. University of Winchester Winchester, United Kingdom RÉSUMÉ Il est important que les instituts de formation soutiennent les étudiants dans la prise de conscience Participating students in 2016/17, who reflected des valeurs qui sous-tendent leur propre culture et leurs traditions et dans celles des autres. on the project: - from AporVilmos Catholic College - Fanny Pusz- Les contes traditionnels des diférents pays et cultures sont un outil efcace pour promouvoir tai, Zsuzsi Pánti, Fruzsina Mácsai, Dorottya Papp; le dialogue interculturel. Ces contes partagent à la fois les mêmes valeurs universelles et sont - from University of Winchester - George le refet spécifque et historique d’une culture donnée. Ils transmettent des vérités et des Tonge, Emily Fuller, Joe Cookson, Rebecca valeurs qui représentent nos diférents héritages culturels, nos coutumes et nos traditions. Tooms, Jennifer Mulvany and Elliot Boyd. Le projet conjoint de l’Université de Winchester (GB) et du Collège Catholique Apor Vilmos (Hongrie) montre comment les contes partagés peuvent faciliter l’apprentissage et la reconnaissance des valeurs et indique des pistes pour le travail en classe.
I. Foktales are universal and timeless but also his- torically bound
Folktales represent a literary genre which When we think of the practical possibili- abounds in all kinds of values, and ad- ties of conveying values, we should know dresses commonly shared psychological, that especially in early childhood, but of moral and cultural issues in a delightful course later as well, informal educational imaginative way. They are works of art infuences are more effective than formal which can foster personality develop- efforts. Imagination plays a decisive role ment, make signifcant contribution to in interpreting one’s experiences, so tales a child’s moral education, and they of- are excellent possibilities for shaping the fer delightful, enchanted literary pat- personality especially in early childhood. terns to express the values of our cul- “A folk tale in which the good and the tural heritage which are worth sharing. bad are clearly defned and we are totally aware who is the positive and who is the First, let’s outline those positive psycho- negative character, can be a really useful logical aspects, values and contributions tool for achieving a value-based educa- which folktales make to our personality tion, as it deeply infltrates into the child’s development, and which enrich a child’s thinking and consciousness.” (Fülöpné inner growth everywhere in the world. Erd , 2015, p. 4). Folktales offer solutions
Comenius Journal 8 September 2017 Perspectives: Values in Education
and suggestions for how to “grow safely about them in a symbolic form. Arnold II. Intercultural dialogue into maturity … they confront the child van Gennep, the famous folklorist, depicts through folktales – A good squarely with basic human predicaments”, these moments of transition as rites of pas- practice and assert that struggling courageously he sage and argues that these transititons of can overcome the obstacles, he can defeat human life have the same structure all Educational institutions have a great re- the “monsters”, the “dragons”, the “witch- around the world: separation – transition sponsibility in supporting their students’ es”, that is the diffculties of life. (Bettel- – incorporation. (Van Gennep, 2004). desire to enhance their knowledge of their heim, 1989, p. 14). Furthermore, folktales These moments of transition are usually own tradition and culture. It is essen- both address, express and satisfy the basic accompanied by serious existential anxiet- tial that they make young people “aware needs of the human psyche. They not only ies, and folktales, which can be considered of their own roots and provide points of serve as an outlet for expressing the child’s encoded representations of these tribal reference which allow them to defne formless anxieties, and his violent fanta- rituals, also offer solutions and sugges- their own personal place in the world.” sies, but they also make children aware tions for how to deal with the problems ac- (Congregation for Catholic Education, that people all around the world share companying these moments of transitions. 2013, paragraph 22). Firstly, because they the same universal feelings such as love should respect “the human person who and hate, envy and pride, joy and sorrow. If we consider only the psychological, seeks the truth of his or her own being” anthropological aspects of folktales men- and secondly, because self-awareness, Folktales are marked by a kind of abstract- tioned above, we can say that they repre- an awareness of one’s own tradition and ed style: their fat and one-dimensional sent universal issues which do not relate culture, is the frst step towards recog- characters are typical rather than unique. to time and place, that they express uni- nizing the equal dignity of another other Descriptions are really basic, details are versal feelings and address basic human person with a different culture and faith. usually eliminated. Plot developments are themes. Although it is true, paradoxically, (Congregation for Catholic Education, formulaic, situations are simplifed. But it the opposite of it is true as well. As Andrew 2013, paragraph 22). Pedagogical institu- is exactly this “abstraction” and “sublima- Teverson asserts “… fairy tales like myths tions devoted to value-oriented education tion” which make folk tales “into a genre and legends, take different forms at differ- are called to encourage their students to that is capable of addressing fundamental ent times, and the forms they take refect learn about and respect other people’s human experiences at a basic and ‘univer- the places in which they have settled, and culture and faith, and on the basis of this sal’ level.” (Teverson, 2013, p. 34). As Max the particular historical moments in which knowledge to start a dialogue with people Lüthi, the famous German scholar asserts they have been recorded, interpreted and possessing different cultural heritage. the generalizing style of folktales, “ ... is preserved. Fairy tale is not universal or the prerequisite for the folktale’s ability timeless; neither is it innocent of history These are the values which inspired two to encompass the world. Only thus is the and politics. On the contrary, it speaks teacher training institutes from Comenius epic-like short form of the folktale able to powerfully of the times in which it has Association– The University of Winchester become all-inclusive. No realistic, individ- been told.” (Teverson, 2013, p. 7). And (UK) and Apor Vilmos Catholic Uni- ualising portrayal would be able to achieve we can add that it speaks powerfully of the versity (Hungary) – in 2015 to launch a such universality.” (Lüthi, 1986, p. 79). places in which it has been told. Although joint project to compare and share English due to, for example, the commercial ac- and Hungarian folk and fairy tale tradi- In folktales important existential issues tivities of merchants in the Mediterranean tions and explore associated pedagogy. and problems are conveyed in a brief and world in the Middle Ages, tales from the pointed way, which enable children to East blended into the European tradition, 1. In-college work grasp the meaning of them in their most and there are affnities between Oriental essential form. Several scholars argue that and European tales, we can state that there The project aims to promote and provide the universal, regular, recurrant themes of are signifcant differences between them. both academic and practical background folktales are due to the fact that they are Despite “crosscultural contamination” we for the students. The theoretical aspects rooted in rituals of tribal cultures, which can defnitely distinguish the typical mo- comprise reading and analyzing folk and addressed the signifcant moments of tifs, meanings, plots, characters and set- fairy tales favouring those belonging to transition in human life. These moments tings of European folk tales from those of the same tale type and share similar tale of transition concern such crucial issues the Oriental ones. (Zipes, 2001, p. 847). motifs, functions and meanings, and are of life as for example birth, becoming a young adult, courtship, love, marriage, giving birth, aging and death, and speak
Comenius Journal September 2017 9 Perspectives: Values in Education
common to both England and Hungary. 2. Pedagogical experience in school section of the fairy tale accurately was in- During the 2015/16 and 2016/17 academ- credibly rewarding and encouraging for me ic years students have done research and In parallel with the English and Hun- as a trainee teacher,” wrote one student. pedagogical work on tales of animal bride- garian students’ cooperation, there is groom fairy-tale cycle, on the different also primary school work. Students re- It became apparent that the students in Jack and the Beanstalk variants, and on the search possible ways of working with the Hungary and England were being exposed Gingerbread Man and other tales belonging children based on the tales. They pre- to different pedagogical techniques specifc to the Fleeing Pancake tale type. In semi- pare lesson plans, dramatize and per- to their own country’s national curriculum. nars students investigate different aspects form the tales with children. Records These pedagogical approaches will become of the tales within cultural, narrative, mor- of their pedagogical practice in class- relevant and valuable sites for knowledge al, and psychoanalytical frameworks, and rooms is recorded on the project website. exchange. The strong tradition of puppetry they are familiarized with critical meth- in Hungary does not exist in England and odologies used in the study of folk and In the autumn term schools that have ex- this is of great interest to Winchester stu- fairy tales e. g. Propp’s structuralist para- isting good partnerships with the univer- dents. The imaginative cartoon series enti- digm, Bettelheim’s psychological frame- sities host the students and assist them tled Hungarian Folk Tales, directed by Mar- work, and Zipes’ socio-political approach. in their practical classroom work with cell Jankovics are also exciting productions, children. Students work with children in which are worthy of interest, and are likely Besides doing research on the texts, stu- their home country, experimenting with to entertain the English students. They dents are encouraged to investigate the ideas for teaching children about the folk represent the rich tradition of Hungarian ways the tales are represented in diverse and fairy tales. They refne these and then animation flm-making. The use of tablet cultural forms through books, picture prepare to share the classroom pedagogi- technology e.g. Apple iPads is a signifcant books, artwork, puppetry, drama, media cal techniques with their partner students part of UK trainee teachers’ learning expe- adaptations, images, illustrations, build- during the project-week at the partner rience. Consequently, Winchester students ings, museums etc. They share their re- institution in the spring term. Students have been exploring the possibility of using search fndings on a project website, said they enjoyed collaboratively plan- the app I Can Animate to enable children http://folkandfairytaleproject.weebly.com, ning in a group, sharing ideas and being to script and make digital puppet shows which is populated with research from part of a team. It was rewarding for them based on the fairy and folk tales. Students students of both universities about the se- to see the lessons they planned together described the impact of the project on lected folk and fairy tales. Here students running smoothly in the classroom. These them as “rewarding”, “it opened my eyes” are gathering essays, research papers, are then critiqued and further refned fol- and “encouraging”. They said it gave them flm links and records of their pedagogi- lowing the experience of working with confdence, pushed them to learn more cal practice in classrooms. For the in- children using the approaches. The most creatively, to experiment and, interestingly, formal communication students made a popular storytelling techniques used by “not to be afraid to make a fool of myself” closed facebook page. Being participants the students so far are as follows: Ka- in the classroom in order to make the chil- in a long-term project into folk and fairy mishibai (paper theatre), story mountain, dren’s experience of the tales come alive. tales has been satisfying for the students. tablet technology, dramatization of tales. In evaluations, students stated that they The project continues with a new group of Practical and artistic aspects are also em- learned about using different ways to re- students in 2017/18 with a focus on Cinder- phasised in both institutions. The theoreti- tell, recreate teach a fairy tale through ella fairy tales. cal, research part of the project is accom- multisensory activities. They discovered panied by art and craft activities aiming at that children of all ages were enthusias- preparing puppets, props, scenery, illus- tic and could learn using the approaches trations etc to be used in performances in and children needed time to explore the A G NES S TREITM A M N seminars and in school work with children. stories. “Watching the children develop in JONATHAN ROOKE their understanding and performing their
Comenius Journal 10 September 2017 Perspectives: Values in Education
References
Bettelheim, B. (1989). The Uses of Enchantment. The Meaning and Importance of Fairy Tales. Alfred A. Knopf, Inc. New York.
Congregation for Catholic Education (for Institutes of Study). Educating to Intercultural Dialogue in Catholic Schools Living in Harmony for a Civilization of Love. Vatican City. (2013). paragraph 22. http://www.vatican.va/roman_curia/congregations/ccatheduc/documents/rc_con_ccatheduc_doc_20131028_dialogo-interculturale_en.html]. (Accessed 9 July 2017).
Fülöpné Erd M. (2015). Értékelv kisgyermeknevelés multikulturális közegben (Value-Based Early Education in Multicultural Context). Katolikus Pedagógia. pp. 4-7.
Lüthi, M. (1986). The European Folktale: Form and Nature (Trans. John D. Niles). Indiana University Press, Bloomington.
Teverson, A. (2013). Fairy Tale. Routledge, London and New York
Van Gennep, A. (2004). The Rites of Passage, Routledge, Psychology Press, London
Zipes, J. (2001). Cross-Cultural Connections and the Contamination of the Classical Fairy Tale. In Zipes J. (ed.) The Great Fairy Tale Tradition: From Straparola and Basile to the Brothers Grimm, W. W. Norton and Company, New York. pp. 845–869.
Comenius Journal September 2017 11 Perspectives: Values in Education
In search for a Didactic Room Entering the Idea of a Didactic Room
ABSTRACT
In planning for education and the arts of learning and teaching over a period of more than four decades, there have been mishaps and successes and at least intui- tively these experiences have been taken into the work for a changed practice. Some of these memories and experiences will be told here, in search for a Didactic Room where everyone learning and teaching is comfortable and not disturbed by their situated life. I will name these experiences and memories as constitutive, in search Bengt Söderhäll for and trying to chisel out values of an educational and educaring room. In this, ex- Senior Lecturer of Education amples from my time as a learner as well as a teacher will be used and the example Faculty of Education and Business Studies, of rhythm in this room is from what happened in a course with Erasmus students. Department of Culture Studies, Religious Studies and Educational Sciences, Univer- RÉSUMÉ sity of Gävle En travaillant dans le monde éducatif et dans le monde des arts, comme apprenant Gävle , Sweden et comme enseignant, sur une période de plus de quarante ans, j’ai expérimenté une série de mésaventures et de succès, qui ont contribué au moins intuitivement à des changements de pratique. Certaines de ces expériences et certains de ces souvenirs sont racontés ici, dans une quête d’un Espace Didactique, dans lequel tous – enseignants et apprenants - se sentent bien, Ces expériences sont constitutives de ma recherche des valeurs pour un espace éducatif et bienveillant. Ces exemples proviennent de mon expérience comme apprenant et comme enseignant et l’exemple sur le rythme de ce qui s’est passé lors d’un cours Erasmus.
Entering the Idea of a Didactic Room
Jan Frans Verhas (1834-96): De meesterschilder (1877) – The Master Painter, Museum voor Schone Kunsten (MSK), Gent The echo of what is yet to come is defeaning.
Comenius Journal 12 September 2017 Perspectives: Values in Education
In search for a Didactic Room Entering the Idea of a Didactic Room nar with Erasmus student teachers a few ler, worked as a harbour gard and died years ago. The two stories of experiencies of a heart attack the year after our work Before being aware of it, I entered didac- as I remember them now, are, as I under- in the woodshed. He was running af- tic rooms without knowing that they could stand it, together with others, constitutive ter a liquor smuggler with his German be understood as didactic rooms, or could for my professional point of departure. Shepherd Dog named Devil next to him. be looked upon as didactic rooms. Well, I The sum of these two stories and others is When my mother told me Birger had found some of these rooms when I began that I have found a position thinking about died, I remember that I thought he had to scrutinize experiences and memories and trying to act aligned from this think- travelled back to his Skull Cave after hav- from my own childhood, pupilhood, stu- ing, that every person is capable to be in- ing a glass of milk, taking off his hat and denthood, teacherhood and researchhood. terested and interesting and that the teach- trenchcoat, changing from Mr Walker to Writing rooms this should be understood er’s task is to organize the didactic room The Phantom, The Man Who Cannot Die. as situations, places and times when all in a way so that everyone is allowed to be felt completely comfortable, rooms where capable of being interested and interesting. Birger asked me what hand was my best nothing is threatening or hampering the and he put the handle of the axe in my arts of learning and teaching. This inter- This text is an offspring of a work about right hand, showed with his hand the way est for didactic rooms was at a low level The Arts of Learning and Teaching, a to chop and stood back. I succeeded to early in my teaching career, as my defni- work where my own and experiences of cut the log of wood, birch it was and quite tion of scientifc research neglected auto- others and the Arts in general and par- soon a lot of pieces were lying around my biographic material, as it could be looked ticularly fction literature are senders. feet and the chopping-log. Birger kneeled upon as anecdotic. But, in my planning for down and showed me the sharpness of teaching, these moments of ideal (sic!) di- The painting by Verhas above, I saw the the edge of the ask by putting it against dactic rooms where working intuitively or frst time in 1970and it did not attract me his left thumb nail, scraping of a thin layer. as a kind of background radiation. With at all. Fortyfve years later I saw it again I did the same. After that Birger showed growing self-confdence in professional and it had an immediate effect on me. me how to stack the wood and soon we matters, my mind opened to my own his- It took me into the room where the four sat on the stairs of the house in the shad- tory and became a method to walk into children are, I became the ffth activist, ow drinking aunt’s gooseberry lemonade. episodes as I remembered them. Yes, in interested and interesting and capable. In- this retrospect there are aspects of ratio- transitively it invited me and told me that The Rhythm of the Room in 2014 nalization, and I guess if I had not become this is it. This is an ideal didactic room. a teacher and a teacher educator, other Between the two visits to MSK a lot had In search for a maybe impossible and too aspects memory – and oblivion – could happened. The frst time I saw the painting idealistic didactic room, many metaphores have become obvious – or stayed silent in it meant nothing tome. The second time it have been tried, deriving from one and a the past. Anyhow, when I was recruited had become emblematic for a didactic room half decade of learning and from four de- to teach in teacher education more than cades of teaching. A hitherto never used twenty years ago, after twenty years in Chopping Wood in 1957 metaphor arrived in the spring of 2014, primary, secondary and adult education, in a group of ffteen Erasmus students these episodes from my different practices Birger was a tall man, bald head, al- from Belgium, Germany and Spain. I had moved from implicit to semi-explicit and ways talking with a low and mild voice. sent an e-mail to the students before we explicit. As I arrived from the professional He was married to my aunt. They had started the courses at the University of teaching – and learning – feld I made the no children, but they loved children, Gävle, Sweden, to bring a story to tell in assumption that this my professionality in as I remember. Birger had probabaly their mother tongue and in English. One teaching was what the teacher education planned to take me into the woodshed of the students suggested that we also to needed me for and the reason why I was some time, when I think of it sixty years take out a song from our neighbourhood recruited, so, I began to chisel out learn- afterwards. The axe and the chopping- and tell each other about it. One day when ing and teaching moments of a high degree block were my size, the wood pieces to we were talking about the different songs of reciprocity and mutual understanding be chopped were not full of knags, quite we had presented, one of the student and direction. From the chiseling, I will clean. At least I remember no problem of said that the rhythm of polska, time sig- tell two of the many stories, as texts say- any sort that frst day in the woodshed. nature as valse ¾ and stress on the frst ing something about what a didactic room of the three-beat, another student told is. The frst is from my childhood, before I Birger, who played the bass helicon, was us about her frustration when she was in began school, and the second from a semi- a syndicalist, an esperantist and teetotal- her teens and her parents played the Pink
Comenius Journal September 2017 13 Perspectives: Values in Education
Floyd song Money1 . – I just felt sick when cided end of the seminar. This our not rooms they are partners of and in. We may I heard it, she said. It was impossible to foreseen result of the music presentation, suggest that the two stories point out as- keep time! We listened to it together and became the core of our talk for the remind- pects and values of educating and educar- understood her comment as we all agreed ing seminars and when some of us met two ing as constitutive for the Arts of Learning that the time signature was unusual. years later in Gent, we continued the talk. and Teaching. Rhythm and time signature as echos into the future didactic rooms. Within seconds we moved from talking The Two Stories about the song, seeing the analogy with the rhythm of a classroom and question about The wood chopping and the music lis- how to deal with didactic rooms disturbed tening point out a value of comfort and by different time signatures. We had con- reciprocity, situations where all taking part B ENG T S Ö D ERHÄLL structed a metaphor for our professional show interest and subordinate themselves work and stayed quite long after the de- to the objective pointed out in the didactic
1Money is written by Roger Waters and was released on the album The Dark Side of the Moon in 1973. The time signature of the song is 7/4-4/4.
Bengt Soderhall
Photographer Ove Wall
Comenius Journal 14 September 2017 Perspectives: Values in Education
Wildlife and school communities – ethical dimensions
B ENG T S Ö D ERHÄLL RÉSUMÉ
Valeurs dans l’éducation – La vie sauvage et les communautés scolaires – dimensions éthiques
Mária Both Selon Socrate, le Beau et le Bien sont inséparables. L’étude présente College Associate Professor examine les défis de l’enseignement des sciences contemporain en Apor Vilmos Catholic College partant de ce constat. Les biologistes ont découvert que la stabilité Faculty of Mathematics, Natural Science and dans la nature dépend de la diversité des créatures et de leur système de Information Technology fonctionnement. Nous examinons les possibilités de l’enseignement des Vác, Hungary sciences en ce sens. La coopération des communautés scolaires peuvent sauvegarder des valeurs dans ce domaine également. Nous proposons le László Csorba F. compte rendu de notre projet de trois ans, dans le cadre duquel notre Senior Research Fellow institut – Apor Vilmos Catholic College – a réussi à réaliser ces objectifs. Hungarian Institute for Educational Re- search and Development Budapest Eszterházy Károly University of Applied The mythical mind Sciences, Eger Hungary For an outsider, myths are mere strange his actions cause chaos, that is (i.e.) a stories. However, for people living in a state that lacks law, measure and beauty. mythical world, they carry a sense of a more Pictures of the myth carry a lot of mean- complete understanding, experience and ing. Zeus may appear in the thunder, maintenance of reality. Myths concen- Pallas Athena in the shape of an owl but trate and unite truth (cosmic knowledge), springs, stones and trees have also had goodness (acts that meet existence) and their gods. However, god is not the thun- beauty (sense of harmony). According der, the owl or the tree itself but some- to members of traditional societies, the thing that is admirable within them (Eli- world that they live in is organized - it is ade, 1957) A chemist who did not notice the COSMOS (Platon, Gorgias, 508a). the meaning of the stone, who did not enjoy the experience of hierophany, the Besides meaning neatness, the Greek no- “whole”, might say by analyzing the stat- tion ‘cosmos’ also means discipline, bril- ue of Nike of Samothrace that it is noth- liance and glory via good deeds. Stepping ing more than calcium carbonate. Myths out from the well-tended world, strange, through hierophany, through the variable chaotic space and time begins. As Mircea but never random interaction of a part Eliade points out that the consciousness and the whole could become a com- of Cosmos stems from the confdence mon source of knowledge and beauty. that the landscape and its people are in contact with the gods. Myths become a This unit, however, was destroyed at the standard of values through human rites end of the classical ancient Greek era. imitating the divine acts (Eliade, 2005) The encounter of a wide variety of peo- Man as a Microcosm is good if his ac- ple with different values, knowledge and tions serve the maintenance of the world beauty ideals had caused self-refection, order (Macrocosm), and he does evil if the fragmentation of the belief of abso-
Comenius Journal September 2017 15 Perspectives: Values in Education
lute Cosmos and creation of relative val- subsystems. Thus, the diversity of the com- The pilot project lasted from the autumn ues. “Man is the measure of all things”, ponents can be permanently sustained. of 2014 to the autumn of 2016 with the proclaimed the sophistic Protagoras, ex- Diversity, complexity and stability as sys- participation of 8 schools, 15 classes, a tending his teaching not only to the good tem specifcations can also be described in total of 304 students and 10 teachers and the evil in the ethical sense but also to terms of mathematics. They cause elemen- from schools in Vác and the area. The “the right and the false” and “the beauti- tary sensory impressions, therefore they programme consisted of two main parts: ful and the ruthless” (Plato: Theaethetus). carry aesthetic values, and they are also the drafting of a new pedagogical method Socrates - and Plato, who recalled his per- organic value-categories. What the three and the implementation of a new form of sonality - tried to fnd a way to answer the aspects have in common, is respect for life. inter-institutional cooperation. The goal sophistry challenge. Plato saw it as feasible was to create a new, complex learning- to re-establish unity in universal ideals. These system-wide insights can be extend- organisation structure to bridge over pub- Kalokagathia - a unity of beauty and good- ed in many areas - such one is the process lic education and higher education levels. ness - also included the right knowledge, as of education. If you disconnect the system Teacher candidate students are considered - according to its interpretation - everyone of educational institutions into subsys- partners in the development of the pro- seeks for good but we can follow the real tems, the complexity of the system can be gramme management and research while good only by having the right knowledge, examined, i.e. the degree of autonomy of creating a free, inventive atmosphere. The and in the absence of that, we will defnite- the subsystems as well as the interaction experiment involved volunteer teacher col- ly miss the direction. (Anderson, 2014) between them. The continuity of culture, leagues with decades of experience and ex- the traditions of literacy can be observed in pected operational criticism and openness. Diversity, complexity, stability parallel with the stability of communities, We handed over to them the new method, and the conditions for the survival of these developed materials, we created experi- Paul Juhasz-Nagy the famous Hungarian traditions can be searched for. Diversity mental demonstration tools. All of them scientist recounted a story, in which the can be measured via teaching and evalu- were carefully brought together, so that teacher on a student-trip had cried out in ation methods, theories, or paradigms, by they should avoid risk of accidents and front of a rare orchid, Orchis simia: „Do taking into consideration how they help students can build some of them even at kneel down!” He made his pupils ac- the adaptation of innovations in the sys- home. During a one-year preparation we cept the holiness of nature (Juhasz-Nagy, tems and how they are related to the sta- have developed with our college students 1991). What does sacredness of nature re- bility of the system as a whole. Whichever a science history-based curriculum for the ally mean? We cannot return to the world level of analysis is selected, the lower level 5th-class primary school children in teach- of antique myths neither considering the has to ft to a higher one. Let us remember ing Science (The features of materials). Christian theological point of view nor the relationship between Microcosm and This module contained histories about the secular scientifc one. What we can Macrocosm, and the connection between discoveries at an appropriate level for chil- do is to refect on the viewpoints of the ancient hierophany and modern discovery. dren’s age. It also contained relevant ex- past. E.g. James Lovelock in his scientifc periments and workbooks. The aim was to Gaia-theory uses the name of the ancient Our research sensitize students for scientifc cognition, earth-goddess as an inspiring metaphor for understanding natural phenomena by (Lovelock, 1979). If we look at the rela- The school as an organization is specifc developing a research attitude through the tionship between science and ethics, we to the culture adopted by its members, stories (for example Lavoisier’s life, his ex- do not regard Nature as an absolute ref- which include the commonly understood periments carried out with air, water and erence point, but, according to the sci- values, beliefs and presuppositions. Inter- soil), by scientifc problem identifcation, ences, as a balanced system pregnant with national research indicates that the com- by searching of explanation. We examined a lot of opportunity, or, according to the petitiveness of a school as an organization the attitude of teachers and students to- Bible, a gift, a neat Garden. Our special is determined by values such as: innova- wards the changes via questionnaires and human task in either case is its (or Her) tion, transparency, diversity, creativity, and interviews. We were also interested in the cognition, its preservation and its care. collaboration (Moon, 2014). According effects of the experimental method on the to psychological research, the atmosphere memory and on the support of effective- The unfolding ecology of the 19th -20th of organizations that create new values is ness in the inter-institutional cooperation. century pays prior attention to the main similar to the concept of creativity and At the beginning of the lesson, the children characteristics of this Garden: i.e. (that support, which has been developed by were taught a scientifc discovery (for ex- is) the interrelation between their stabil- Göran Ekvall (Ekvall, 1996). Accordingly ample, the discovery of oxygen, magnet) ity, complexity and diversity. The stability there is mutual trust among the mem- by the teacher’s narrative. Then for small of the communities indicates the ability to bers of the organization, they are open to groups of students, the teacher introduced maintain the identity of the variable exter- each other, accept each others autonomy the experiment illustrating the story and nal environment. To do so, complexity is and get reciprocal support of their initia- last they attempted to explain the result to- inevitable, i.e. an organised interconnec- tives. The organisation is characterised by gether. We expected the storytelling to be a tion of a suffcient degree autonomous the diversity of views, knowledge, experi- spiritual medium that helps them to relive ence and mutual acceptance of opinions. the strange ’mysterious” phenomena. It is
Comenius Journal 16 September 2017 Perspectives: Values in Education
assumed that narration supports the un- self-identity, stability, which also involves derstanding of science concepts, laws, the return to the traditions of the school world imaginary mind, the internal imaging pro- and search for new methods, innovation. cess. The teacher recalled frst in thought, The complexity of life communities cor- and then repeated in the experiments some responds to the existence and relation- elements of an old story, which is instruc- ship of units with partial autonomy in tive even today. The students were lead the school world, i.e. the interconnection on by the enjoyment of the empathy and of disciplines and the institutional coop- understanding to the “cosmic” world. This eration. History in nature and history of world was comprehensible, the students sciences is unique, it is a non-repetitive were made to recognize its secrets, and they process (evolution and the history of the were able to discover its rules and laws. notions). During a lesson, narrative gives students the opportunity to experience the Closing thoughts pleasure of discovery, to experience emo- tional identifcation with the explorer, to Based on our experience, we realise a understand the method of cognition (ex- connection between the life in communi- periments) and the resulting knowledge. ties and the world of schools. Both are a The narratives, like myths, provide com- learning organization in which learning munity-building knowledge. However, the is a modifcation, construction of an in- receptors in our case – unlike with myths M ÁRIA BOTH ner order and the result is the adaptation - can refect on the process, so their knowl- L ÁSZL Ó C SORB A F. to changed conditions. One of the condi- edge and commitment becomes personal. tions for adaptation is the preservation of
References
Eliade, M (1957).: Das Heilige und das Profane. Vom Wesen des Religiösen. Rowolhlt Tascenbuch V. Hamburg
Eliade, M. (2005): The Myth of the Eternal Return. Cosmos and History. Pricceton University Press
Ekvall, G. (1996): Organizational climate for creativity and innovation. European Journal of Work and Organizational Psychology 5. 1. sz. 105−123.
Juhász-Nagy P. (1991): Ecology and Economics: in Search of Unity. Abstracta Botanica
Lovelock, J.E. (1979): Gaia. Oxford University Press
Moon, M. (2014). The 5 Cultural Values that Drive Organizational Agility www.i4cp.com/trendwatchers/2014/07/16/the-5-cultural-values-that-drive-organizational-agility
Plato: Theaethetus 151D-186E; Gorgias, 508a
Comenius Journal September 2017 17 Perspectives: Values in Education
Family Issues in Shakespeare
RÉSUMÉ
Problèmes familiaux chez Shakespeare
Nous avons célébré le 400e anniversaire de la mort de William Shakespeare l’année dernière. Ses œuvres nous inspirent depuis des siècles. Il est l’un des plus grands atouts de la culture européenne. Katalin Palkóné Tabi Par conséquent, il semble raisonnable de se tourner vers ses œuvres si nous voulons changer College associate professor, PhD notre monde,si nous voulons changer la vie des gens. En tant que professeur d’enseignement Apor Vilmos Catholic College secondaire et supérieur de l’anglais, de la littérature et du théâtre, je crois que les pièces de Vác, Hungary théâtre de Shakespeare peuvent faire une diférence pour l’éducation - en dépit du fait que la lecture devient de moins en moins populaire dans notre monde audiovisuel et axé sur l’action.
Les valeurs familiales sont en crise aujourd’hui. Les parents qui sont traditionnellement censés ofrir une stabilité émotionnelle à leurs enfants sont de moins en moins capables de le faire. En conséquence, le nombre de problèmes d’enfants augmente dans les écoles. Je suis convaincue que discuter des pièces de Shakespeare peut être particulièrement efcace pour aider les étudiants de l’enseignement secondaire et supérieur à devenir émotionnellement plus sains et donc des adultes plus responsables dans la société. Dans cet article, je voudrais montrer ce que Shakespeare peut nous ofrir en termes de relations parents-enfants - avec quelques conseils pédagogiques
ABSTRACT
We celebrated the 400th anniversary of William Shakespeare’s death last year. His works have been inspiring us for centuries. He is one of the greatest assets of European culture. Therefore, it seems reasonable to turn to his works if we want to change our world. If we want to change people’s lives. As a secondary and higher education teacher of English, Literature and Drama, I believe that Shakespeare’s plays can make a diference to education – despite the fact that reading is becoming less and less popular in our audio-visual and action-centred world.
Family values are in crisis today. Parents who are traditionally supposed to provide emotional stability for their children are less and less able to do so. As a result, the number of problem children is growing at schools. I am convinced that discussing Shakespeare’s plays can be especially efective in helping secondary and higher education students become emotionally healthier, and thus more responsible adults of the society. In this article, I would like to show what
The world is in crisis today because fami- fore, it is vital to teach and let our children lies are in crisis today. The decomposi- experience these values. Literature is one tion of traditional family patterns and the way to do so. Although reading is going changes in parent-child relationships all out of fashion and students’ vocabulary is contribute to problems with commitment diminishing, they do want to take respon- and respect in a broader sense towards sibility for their own life. As a teacher of lit- each other and our environment. There- erature, I fnd it challenging to exploit this
Comenius Journal 18 September 2017 Perspectives: Values in Education
desire in my students to understand more enter a relationship with a shipwrecked King Lear also starts with two cases of of their life, and I believe that Shakespeare, prince called Ferdinand. So much so that groundless distrust: Lear’s towards Corde- dead for 400 years now, can still teach us a it is Miranda, not Ferdinand, who push- lia and Gloucester’s toward Edgar. How- lot. In this article, I would like to show how es their relationship to the point of pro- ever, paradoxically, this does not result to deal with family issues with the help of posal: “Do you love me?” – she asks the in a reciprocal hatred from their good three prominent plays, Hamlet (1601), prince (3.1.67); and not much later: “. . children. On the contrary, they remain King Lear (1606) and The Tempest (1611). . Hence, bashful cunning! / And prompt faithful to them whereas the evil children me, plain and holy innocence. / I am your (Goneril, Regan and Edmund), whom the Where are the fathers mothers? wife, if you will marry me” (ll. 81-83). fathers trusted, treat them with cruelty and disdain. The positive counterpoint When discussing the situation of fami- What is common in Lear’s daughters and can be the relationship between Pros- lies, it is a commonplace to talk about Miranda is their strong will – whether they pero and Miranda characterized by mu- the absence of fathers in families of the use it for good or bad purposes. We could tual respect, love and trust, which brings Western world1. Surprisingly enough discuss with our students (either as whole about unity and harmony in the end. though, in most Shakespeare plays it is the class or in small groups) the traditionally mother who is missing. Not in Hamlet, of assumed gender roles versus the reality The different forms of trust and distrust course, but if you take King Lear or The due to a change in the family structure. (and the mixture of the two, as in the case Tempest, for example, the absence of the Hamlet and his controversial relationship of Hamlet towards his parents) could be mother fgure is conspicuous. How does with his mother can also be brought into explored with the students, together with this affect a child’s emotional dimension? this discussion. After this, students could the possible causes behind these feelings. create freeze frames in small groups dis- Then a classroom debate can be set up to Out of King Lear’s three daughters, two, playing an easily recognizable scene. Then compare and contrast the characters’ argu- Goneril and Regan, are scheming (they the others could utter the thoughts of the ments for behaving in a certain way in a deprive their father of his power), and ag- characters in the scene (thought tracking) relationship. In Hamlet and his mother’s gressive (Regan and her husband, Corn- to explore the motives behind a person’s case, for instance, one group could collect wall blind the old Gloucester brutally, and actions or behaviour. As a follow-up, stu- arguments for Hamlet, and another group Goneril poisons Regan for jealousy over dents can be asked to write a short journal for Gertrude. Then, in pairs (one Hamlet Edmund, Gloucester’s evil son). Their un- entry in the name of a character about his/ and one Gertrude in each), students could womanly characters are in sharp contrast her thoughts about his/her missing parent. present their arguments and have a debate with the honest and benevolent Cordelia, about their relationship. The emphasis has Lear’s third daughter, who is loyal and Distrust and chaos to be on what they should do to make their loving to her father despite having been relationship better. As a follow-up, students banished and disinherited at the beginning Both in King Lear and Hamlet, the lack of can be given a home assignment to create of the play. Only she who rejects power respect for the father fgure brings about posters in groups about a chosen protago- can remain feminine and gentle. Corde- distrust and chaos. In Hamlet, this lack of nist. This can be done in the convention of lia can see the difference between them trust seems justifed since the step-father the “role on the wall” when the person is and her: “I know you what you are; / And, Claudius does turn out to be the murderer drawn on a large piece of paper, and any like a sister, am most loath to call / Your of Hamlet’s father. What is more, Ham- known facts or ideas (inferred or concrete, faults as they are named” (5.1.265-266) let’s mother might be an accomplice in subjective or objective) about him/her can – she says before leaving Lear’s palace. this crime. This would be quite distress- be written around him/her for a better un- ing for Hamlet in itself, but the problem derstanding of the character. In The Tempest, Prospero, a politician and is further complicated by the appear- scholar with magical abilities, reared his ance of his father’s ghost, who calls for Obedience – at what cost? only daughter, Miranda himself on an is- revenge. Hamlet does not know whether land for 12 years. As the play unfolds, we he can believe the Ghost or not, and he Shakespeare’s plays are especially instruc- understand that Miranda has become an also has some misgivings about his own tive if we want to contrast the life goals empathetic and warm-hearted – if not salvation. His distrust on an interpersonal and problems of the older and the younger completely refned – woman who is de- and spiritual level brings about depres- generations. One of Hamlet’s tragedies is voted to her father but, at the same time, sion, lunacy and, eventually, personal and that he sacrifces his own life to satisfy his strong-minded and mature enough to political chaos with many dead bodies. father’s wish. Instead of dealing with his
1See Edward Kruk’s study on father absence.
Comenius Journal September 2017 19 Perspectives: Values in Education
own plans (to court Ophelia or to pur- You may think that these issues are too the idea of “What would have happened sue his studies at Wittenberg), he takes it harsh and sensitive to be dealt with in the if…” writing a passage about a charac- upon himself to take revenge on Claudius literature classroom. However, the beauty ter’s converse decisions and the possible for his father’s violent death. By the end of literature is that you do not have to deal consequences in terms of (dis)obedience. of the play, however, this task proves over- with any of these issues personally and whelming for him. We can see the same directly. They are told as a story, and if thing happening to Laertes, Polonius’s you make all tasks and discussions open- son. Fuelled by bitter anger at the news of ended, you will allow students to share his father’s death, he returns from France as much of their personal story as they Conclusion to Denmark to take revenge on Hamlet, want. So, it is vital not to force anything. but, by becoming a pawn in Claudius’s Teaching Shakespeare has never been easy evil plan, he brings forth his own death. If we look at the other two plays discussed due to the language barrier, but the plot here, we can see that, in contrast to Ham- lines are accessible and absorbing even It should be noted that “revenge” as a let, Lear’s daughters all struggle with the for today’s teenagers. As I tried to show theme was a literary convention in Shake- issue of disobedience – Regan and Goneril here, students can relate to the problems speare’s time. Nevertheless, it is important in an evil way, and Cordelia in a righteous of Shakespeare’s characters, and this can to see its signifcance for today’s dysfunc- way. What is more, Miranda in The Tempest hopefully help them cope with their own tional families. Very often children feel obeys her father in most respects (not all problems indirectly. Values in Shakespeare obliged to carry their parents’ burdens though), and they still maintain a loving are never dogmatic, and this is exactly what (whether they are fnancial troubles, di- relationship. Shakespeare’s genius is that makes it an excellent teaching material. He vorce, emotional problems or some kind of he does not offer ready-made solutions to inspires us, teaches us, heals us, and makes addiction), children often “take revenge” us. Therefore, we can discuss it with our us more open-minded and empathetic. for their parents’ problems2, and this de- students what can justify obedience or prives them of leading their own life and disobedience, where the limit to each is, developing a healthy emotional attitude. and how they can infuence a parent-child This is what actually happens to Ophelia, relationship. In small groups, students who obeys his father, Polonius to such an can use the spidergram-technique with a extent that it wrecks her relationship with parent-child relationship in the centre (e.g. Hamlet, which then results in her madness “Gertrude and Hamlet”) to brainstorm and suicide. All in all, it seems that the any interesting ideas or motives. This way, younger generation in this play care too they can get a better insight into the na- K ATAL IN Palkóne T abi much for their parents’ problems, and do ture of the given parent-child relation- not defend their own boundaries enough. ship. As a follow-up, they could ponder
2In a study, Robert S. Pynoos and Kathi Nader call the attention to the fact that “Like adults, children respond to trauma with symptoms of reexperiencing, emotional constriction or avoidance, and increased arousal” (Pynoos, 535)
References
Pynoos, Robert S. and Kathi Nader. “Issues in the Treatment of Posttraumatic Stress in Children and Adolescents”. J. P. Wilson et al. (eds.), International Handbook of Traumatic Stress Syn- dromes, Chapter 46, Springer Science+Business Media, 1993, pp. 535-549.
Kruk, Edward. “Father Absence, Father Defcit, Father Hunger: The Vital Importance of Paternal Presence in Children’s Lives”. Psychology Today, Posted May 23, 2012, https://www.psychologytoday.com/blog/co-parenting-after-divorce/201205/father-absence-father-defcit-father-hunger. Accessed 22 June 2017.
Shakespeare, William. King Lear (New Swan Shakespeare. Advanced Series). Bernard Lott (ed.), Longman, 1974.
Shakespeare, William. The Tempest (New Penguin Shakespeare). Anne Righter (ed.), Penguin Books, 1974.
Shakespeare, William. Hamlet (The Arden Shakespeare, Third Series). Ann Thompson and Neil Taylor (eds.), Arden Shakespeare, 2006.
Comenius Journal 20 September 2017 Visions and Practices Visions and Practices
Comenius Journal September 2017 21 Visions and Practices
Learning from a Job-Shadowing Experience
RÉSUMÉ
Cet article résume le projet <
ABSTRACT
This article outlines the Toddler Well-Being Project and the job-shadowing experience of Kathryn Hogarth, an Early Year’s Professional working in a Children’s Centre in England. Undertaking a one-week job shadowing experience in a Norwegian Early years setting provided Kathryn with the opportunity to observe others’ practice, discuss ideas with colleagues and take time for self-refection. Engaging in professional discussion and sharing practical skills with colleagues from across Europe has enabled all participants to gain new skills and knowledge.
The job-shadowing experience has enabled participants not only to identify strengths in their own work, but also to apply new learning into their own settings. The participants’ experiences and examples of good practice will be shared with a wider audience through the project website. This article details refections and provides concrete examples of the efect of the job shadowing experience on practice in Early Years settings.
The Toddler Wellbeing project aims training week and then working though to improve the practice of early years the manual and audits, focusing on keys practitioners working with disadvantaged areas of improving Toddler Wellbeing. toddlers. This is in order to help them get the best start to formal education, in the During the frst year of the project, I hope that they will go on to maximise was focused on my own setting, reading their potential and be active citizens in the the research, carrying out audits, and future. I have been a part of the project sharing the information with volunteers since March 2016, attending the initial
Comenius Journal 22 September 2017 Visions and Practices
and professional partners. Working in ideas about things that could be done peers, so it was perfectly normal for them. Children’s Centres across the London differently. The discussions confrmed Some of the older children seemed to Borough of Richmond upon Thames, existing strengths in our work, including fnd it hard to comprehend why we didn’t I work with children and their families the strong professional relationships with understand them, but soon found ways of in the local community. The frst year Midwives, Health Visitors and Speech and communicating, taking our hands to lead of the project has also been about Language Therapists. They also highlighted us around, or using lots of hand gestures involving the families in the project, using how fexible and responsive we are to the and facial expressions. By the end of the the audit tool to open up discussions family’s needs, and that help is available frst day, I knew the Norwegian words for around their home circumstances, their to support the families holistically. The tractor, crane, and lorry as I had been sitting children’s development and what well- job-shadowing gave us the opportunity to next to a 3 year old boy who was very keen being means to them as individuals. have a professional dialogue, and gather to share his interest in vehicles with me. the views of early years practitioners from three countries, which promoted I found that I could follow the organisation new insights and understanding. of the day fairly easily. The way it is structured means it fows easily and The picture on the left shows the participants logically, and the teachers use songs for the of the project as well as Children’s Centre transition periods which gives a clear signal volunteers and members of the Speech that the current activity is about to change. and Language team. Everyone was The use of songs and rhymes for transition involved in evaluating the ‘Stay and Play’ times was just one of the similarities group, discussing what went well, how to between Norway, England and Spain, and increase the well-being of the children who it felt very familiar. Circle and story times attended the session, and how to support were also similar, with the teacher having the families in the local community. set a learning outcome, planned what they Once we had established the project within would say and chosen specifc resources. the Children’s Centre, we then took part I was then given the opportunity to visit the in job-shadowing. The participants from Norwegian Kindergarten, Sandvedhaugen It was very hard to sit back and observe, Norway and Spain came to observe four Barnehage, along with participants from without getting involved in the children’s practitioners in England, working across England and Spain. We spent one week play. As the week progressed, I started to two Children’s Centres and one Nursery at the setting, shadowing the teachers, fnd the balance of observing and interacting setting offering full day-care. The project practitioners and children. It was unlike with the children who were interested in us. as a whole encourages participants to anything I have experienced before, as we refect on the reasons why they work in a were encouraged to step back from every Myself and the other participants found certain why, but the preparation for the day, hands on practice, and take time purely we had time to refect on the way the visits made me looks at my setting with to observe and consider what we saw. Not setting worked, how the day moved fuidly new eyes. I started to consider whether helping to arrange the room. Not helping to from one section to another, and how the I was achieving what I wanted from my set up lunch. Not helping the children with children responded to the interactions sessions, or if things were being interpreted their coats. Just observe and contemplate. throughout the day. The whole process differently by the children. Were they promoted refection – both self-refection able to not only enjoy the activity but The children had been well prepared for and refection with colleagues, and achieve a new level of understanding, our arrival. I sent a photograph of myself we were given time to sit together and taking their learning to the next step. and a description of my job to the early compare ideas and experiences. We found years setting, and they were displayed many similarities in our practice, but also Having refected alone on this before on the wall for the children to see. As a many differences. While you can read the job-shadowing, these discussions result of the preparation, the children were case studies about good practice online continued when the other participants curious and eager to interact with us. It was and in books, seeing practice frst hand, arrived. We were able to talk together about absolutely fascinating to realise the extent and being immersed in it for a week is their thoughts on the setting, from an to which we could communicate without so much more inspiring and thought- outside expert’s point of view. It was really a common language, especially with the provoking. It also enables me to give very enlightening and also very empowering to younger, pre-verbal children. They use their real examples of the good practice I saw. have the visitors give positive feedback at body language and facial expressions to the end of the week, as well as hear their communicate with their teachers and their
Comenius Journal September 2017 23 Visions and Practices
When the children arrive in the morning, can get ready independently. Some are able they are welcomed with open arms by to dress themselves from a very young age their teachers, and as the parents come and I saw a 14 month old girl put on her right into the classroom to help put their waterproof overalls all by herself. When I clothes away and set up the breakfast, the got back to my setting I made sure that I teachers have time to chat to the family shared this experience with the parents, together, taking their time and really and tried to convey the value of giving valuing the information that is shared at children time to do things independently. this moment. We are able to do this in the Children’s Centres but in my experience, there are few Nurseries in England that have adopted this practice. It made me refect on the physical contact teachers have with children. The children in the Norwegian Kindergarten would often go to the teacher throughout the day for a support hug, or pat on the back and then go back to their play looking revitalised and calm. In England, I feel that we use a lot more verbal praise and reassurance, but very little physical contact, making The picture above shows the meeting of it much less like a home environment. participants on the fnal day of the job- shadowing week in Norway. Practitioners We were encouraged not only to discuss from Spain, England and Norway were things verbally, but to write up our involved, as well as University staff. refections on a daily basis. This helped to focus on the most surprising or We are now moving on with the project, challenging parts of the day, but also on and hoping to share our experiences the ordinary, and how everyday tasks with professionals across Kingston and are done differently. For example, when Richmond by holding a Well-Being the children transition from inside to Conference. For more information outside in England, there is often a about the project, and to see the K ATHRYN H O G ARTH rush to get shoes and coats on, and the materials that have been developed, practitioners and parents will often step in please go to www.toddlerswellbeing.eu to help. In Norway I saw that extra time is factored in to the routine, so children
Comenius Journal 24 September 2017 Visions and Practices
Electronic Journals: tools for refection on student teacher’s international experience in school
RÉSUMÉ
Actuellement, les étudiants ont un meilleur niveau en littératie numérique et sont de plus en plus familiers avec les plateformes digitales. Cet article montre comment l’utilisation d’applications digitales peut aider dans la formation initiale des enseignants à réfléchir à sa pratique d’une manière riche et facilement accessible. Un outil aussi simple que l’iPad peut renforcer l’expérience des étudiants en stimulant l’étude comparative et en favorisant Tasnim Curtis la discussion collaborative à l’intérieur de communautés de recherche où les Senior Lecturer étudiants réfléchissent en profondeur à ce qu’ils ont appris. Les étudiants University of Winchester sont confrontés avec de nouvelles expériences dans des classes étrangères qui Winchester, United Kingdom peuvent remettre en question leur idées sur comment les enfants apprennent, sur l’environnement scolaire et le rôle de l’enseignant. Ce journal électronique Jonathan Rooke fournit un contexte dans lequel les pairs peuvent exprimer leurs réflexions et ainsi Senior Lecturer s’établit un partage, ce qui enrichit les diverses perspectives et permet d’arriver University of Winchester à de nouvelles compréhensions de l’identité et de la pratique de l’enseignant. Winchester, United Kingdom
written with Emma Forest, Georgia Bell, Joanna Journals for their journey systems because high quality refection K ATHRYN H O G ARTH Flynn and Dan Carter-Bishop is promoted by talking about teaching Students: There are two types of journey that with others (Petty, 2014). Experimentation University of Winchester students undertake when they visit other with an electronic refective tool pointed Winchester, United Kingdom countries to see how education works in the way towards a rich method that different cultures. There is the journey by helps students to evaluate and learn air, rail or bus and then there is the journey from their international experience. the trainee teacher takes into their own teacher-identity and their own classroom The app practice. Students can be supported to make the most of this second journey with Students were asked to download onto an electronic refective journal on an iPad. their iPads the app ‘Book Creator’, https://bookcreator.com and use it in The context the classroom. It is a popular app that is commonly used in English primary Six Swiss and four English students each schools and can be downloaded free spent a week in one another’s universities of charge. Once installed on the iPad, as participants in a PEERS programme at students can create a small book in which the Univeristy of Winchester and at Haute still images, flm, audio fles and written École Pédagogique du Canton de Vaud with text can be used to record their thoughts, Rosanna Margonis-Pasinetti. They worked feelings and observations. Learning to use together planning and resourcing lessons the app was easy as it required them to to team-teach in the classroom. The purpose transfer existing digital skills whilst new of the study exchange was to compare skills were readily acquired by the digitally how students prepare for their school literate students. The app enabled them practice, what they do in school to learn to gain a better understanding of their to be teachers and how children learn an own teaching as they used it to refect additional language. Throughout the project both internally and externally on their the two groups of students were constantly practice (Killeavy & Moloney, 2010). discussing and evaluating their education
Comenius Journal September 2017 25 Visions and Practices
Process for using the electronic and Hodgkinson, 2008). The electronic reflective journal refective journals promoted a higher quality of refection than students might 1.Immediate and quick population of have had on their own because peers could the e-journal with thoughts, observations see images of the classroom or children’s and refections. work which can be discussed. Students could show peers flms of themselves 2.Group meeting facilitated by tutors teaching or a guided tour of the classroom at the end of the day to discuss and share environment with a commentary. different perspectives. This made classroom experience very transparent for other students and enabled 3.Refne and complete the journal for that them to join in the thinking process with day informed by the collaborative dialogue. each other and the moment could be re- lived again through a different perspective. The Internal Dialogue- Step 1 Listening back to audio fles of thoughts and observations recorded during the The electronic journal supported the classroom experience enabled students to individual internal dialogue that students analyse their own thinking. Refections on must have when they refect on their this platform are more accessible than only teaching. In the classroom students students’ written refections. Dialogue recorded short flms of learning, the while examining a flm or an image provides environment and themselves commenting a context in which students can think on what they were experiencing. In out loud and test new ideas and insights addition, they made short audio fles while about teaching and learning in a mutually at the school to capture their immediate supportive context. The comments raw thoughts as they emerged as well as and questions from other students can photographs of the children’s work and shape and mould the students’ initial the classroom displays. This fexible refections into deeper understandings of resource offers students a multi-modal teaching and learning and promote much The collaborative refections at the end of approach to their refection and analysis more rigorous and valuable refections each day allowed students to take away of their experience in class. An advantage to inform future classroom practice. fresh perspectives to view the classroom of using this app was that it allowed experience the following day. When the students to capture in-the–moment Deeper Reflection-Step 3 Swiss and English students planned thoughts and experiences. The range together, the electronic journal facilitated in of means of recording ideas extended The roughly captured immediate depth refection, promoted more complex well beyond the written word and this experiences as well as the group discussion dialogue and informed the classroom enabled students to collect a richer pool were further refned when the students practice to follow. Back at the home of observations, initial thoughts and ideas spent time alone returning to the refective university elements of the refective journal which they could use as raw materials journal. They could add and expand on can be shown to peers in seminars where for more sophisticated refection later. comments, consider flms and images they diverse classroom practice is the focus. had taken. As they designed the pages of The External Dialogue- Step 2 their electronic journals they could sift through their thoughts and organise them After the classroom experience, the into a coherent set of perspectives. This students met together with their tutors more considered refection facilitated to share their electronic journals. In this valuable and deeper insights about their way, they re-visited their own privately understanding of the nature of learning constructed thoughts about teaching and teaching. “The trip was very thought- and learning in a supportive community provoking as we saw the differences of enquiry. As students shared the pages between Swiss schools and UK schools. I of their journal, peers transformed their won’t forget what I saw in the Swiss schools, thinking by asking questions, requiring especially with the refective electronic one another to elaborate and extend journal that we made during our time there. T ASNIM C URTIS their ideas, justify their judgements and These were a very useful (and easy and J ONATHAN R OOKE socially construct new models of how they fun) way to record our thoughts and keep understood teaching and learning (Mercer track of our learning” wrote one student.
Comenius Journal 26 September 2017 Visions and Practices
Bibliography Petty, G. (2014) Teaching Today. Oxford: OUP Mercer, N. and Hodgkinson, S. (2008) Exploring Talk in Schools. London: Sage. Killeavy, M. and Moloney, (2010) A Reflection in a social space: Can blogging support reflective practice for beginning teachers? Teaching and Teacher Education, 26, 1070- 1076.
Comenius Journal September 2017 27 Visions and Practices
Der Erasmus+ Lehrgang „International Teacher Competences“ als kreatives Klassenzimmer
ABSTRACT
The Erasmus+ Course International Teacher Competences as a Creative Classroom
The Erasmus+ Course International Teacher Competences (ITC) is a 30 ECTS Heiko Vogl credits course especially designed for foreign students in initial teacher MA BEd Prof. education. The main challenge of this course is the heterogeneity of the Stellvertretender Institutsleiter im Institut participants. Students from different countries, different universities, für Diversität und Internationales with different mother tongues and different level of foreign language Pädagogische Hochschule Steiermark competences join this course. This highly diverse group of students needs Graz, Austria an innovative learning and teaching approach to support individual learning in order to ensure the required learning outcome. The Creative Classroom (CCR) model offers such an innovative learning environment. It fully embeds the potential of Information and Communication Technologies (ICT) to innovate learning and teaching practices. In order to support students’ learning in this course the multi-dimensional concept for Creative Classrooms is used - it consists of eight encompassing and interconnected key dimensions and 28 reference parameters. ICT facilities are core elements of the didactical design of this course to support students’ learning in this diverse und multilingual setting.
This paper focuses on how ICT facilities are used in the Erasmus+ Course International Teacher Competences based on the eight key dimensions of Creative Classrooms.
unterstützt. Das Creative Classroom (CCR) Der Lehrgang „International Teacher Modell beschreibt solche innovativen Competences“ (ITC) ist ein 30 ECTS- Lernszenarien, welche zusätzlich das Credits Kurs, der speziell für nationale volle Potenzial der Informations- und und internationale Studierende der Kommunikationstechnologie (IKT) im Pädagoginnen-/Pädagogenbildung Unterricht nutzen. Um das Lernen der an der Pädagogischen Hochschule Studierenden im ITC zu unterstützen, Steiermark (PHSt) entwickelt wurde. wurde schon beim Design dieses Die größte Herausforderung dieses Lehrgangs das CCR-Modell verwendet. Kurses ist die Heterogenität der Dieses mehrdimensionale Modell Teilnehmer/innen. Studierende aus besteht aus acht ineinandergreifenden verschiedenen Ländern, verschiedenen und miteinander verbundenen Universitäten, mit unterschiedlichen Schlüsseldimensionen, welche in weitere Muttersprachen und verschiedenen 28 Referenzparametern unterteilt sind. Die Fremdsprachenkompetenzen besuchen IKT ist ein Kernelement der didaktischen diesen Lehrgang. Diese heterogene Überlegungen betreffend dieses Modells. Studierendengruppe braucht einen Sie ermöglicht es, das individuelle und innovativen Lern- und Lehransatz, fexible Lernen der Studierenden in diesem welcher individuelles und fexibles Lernen vielfältigen und mehrsprachigen Kontext
Comenius Journal 28 September 2017 Der Erasmus+ Lehrgang Visions and Practices „International Teacher Competences“ des Lehrgangs optimal zu unterstützen. Vilaneuva, & Vogl, 2011) gearbeitet. beschreiben das CCR-Modell zusätzlich, als kreatives Klassenzimmer indem sie die Schlüsseldimensionen Im Folgenden werden der Lehrgang Der Lehrgang ITC wird seit 2015 differenziert erklären und mit praktischen ITC und das CCR-Modell kurz für österreichische Studierende und Beispielen veranschaulichen. Ein beschrieben sowie exemplarische internationale Erasmusstudierende weiteres Ziel der Referenzparameter Beispiele der Umsetzung einzelner sowohl im Sommersemester, wie auch im ist es, einen systemischen Ansatz für Referenzparameter im Lehrgang gezeigt. Wintersemester angeboten. Die Teilnehmer/ eine nachhaltige Umsetzung und innen der bisherigen Durchgänge kamen Implementierung von CCR in ganz Die Ziele des Lehrgangs „International aus 15 unterschiedlichen Ländern Europa darzustellen (Bocconi u. a., 2012). Teacher Competences“ sind die (Belgien, Deutschland, Griechenland, internationalen/europäischen Großbritannien, Italien, Kroatien, Lettland, LehrerInnenkompetenzen zu erweitern Niederlande, Österreich, Polen, Spanien, Der ITC als „Creative Classroom“ und im Bereich der Schulpraxis zu festigen Thailand, Tschechien, Türkei, Ungarn) (Pädagogische Hochschule Steiermark, und wurden von Partnerhochschulen der Bereits bei der Konzeption des Lehrgangs 2015). Die leitenden Grundsätze PHSt entsandt. In ihren Heimatländern wurde darauf geachtet, innovative sind die Schlüsselkompetenzen für besuchten sie Hochschulstudien im Bereich pädagogische Praxis zu implementieren. lebensbegleitendes Lernen (Europäische der Pädagoginnen-/Pädagogenbildung Aktuell sind im ITC 18 von 28 Bausteine Union, 2006), die Dimensionen der oder Pädagogik, unterschiedliche (Referenzparameter) des CCR realisiert. multikulturellen Persönlichkeit (Van der Studiensemester beziehungsweise Besonderen Wert wird dabei auf die Zee & Van Oudenhoven, 2000) und die Studienzyklen. Um diese heterogenen Qualitätssicherung gelegt. Beispielsweise europäischen LehrerInnenkompetenzen Gruppen optimal zu unterstützen, wurde wurde als Form der Qualitätsentwicklung (Schratz, 2010). Der Umfang des von Anfang mit innovative Lehr- und der Demingkreis implementiert Seit Lehrgangs beträgt 30 ECTS Credits. Lernmethoden geplant. Als eine der 2016 gibt es eine kontinuierliche Diese sind in sechs Module mit jeweils Grundlagen für das didaktische Design des Begleitforschung zu diesem Lehrgang fünf ECTS Credits aufgeteilt. Die ITC wurde das CCR-Modell verwendet. (Vogl, Krammer, Linhofer, & einzelnen Module unterscheiden sich Weitlaner, 2016). Die Ergebnisse hinsichtlich ihrer Schwerpunkte. Modul 1 „Creative Classrooms“ sind innovative der Begleitforschung belegen, dass beinhaltet die Einführung in internationale Lernumgebungen die IKT in Lern- und insbesondere das kollaborative Lernen in Modelle der LehrerInnenbildung und das Lehrmethoden implementieren und so heterogenen Gruppen auschlaggebend kollaborative Arbeiten in internationalen versuchen dieses technologische Potential für diesen erfolgreichen Lehrgang ist. Die Gruppen. Modul 2 vergleicht nationale, vollständig auszuschöpfen. Der Begriff Heterogenität der Teilnehmer/innen wird europäische und internationale “Creative” verweist auf die Innovation nicht als Problem, sondern als Chance Bildungsprogramme. Modul 3 beschäftigt von Lern- und Lehrprozessen durch wahrgenommen. Weitere innovative sich mit der mehrsprachlichen Bildung, Technologien. „Classroom“ bezieht alle Elemente des Lehrgangs sind die welche im Modul 4 in Praxisschulen Arten von formalen, nicht formalen Verwendung von Produkten aus Erasmus+ angewandt wird. Die Module 5 Kreativität und informellen Lernumgebungen ein. Projekten, die Einbeziehung von Open und Diversität sowie Modul 6 individuelle Dem CCR-Modell basiert auf innovative Educational Resources (OER) und Massive Schwerpunkte ermöglichen den pädagogische Praktiken und offene Open Online Kursen (MOOCs). Für die Studierenden große Wahlfreiheiten und Bildungsprinzipien, die es Lernenden Leistungsbeurteilung wird weitestgehend eine Individualisierung des Programms. ermöglichen „21st century skills“ auf klassische Settings verzichtet. Für den Der Großteil der in den Modulen zu erwerben. Um den individuellen gesamten Lehrgang wird ein e-Portfolio für verwendeten Inhalte und Konzepte geht Bedürfnissen und Erwartungen von die Leistungsbeurteilung herangezogen. direkt auf Produkte europäischer Projekte Lernenden des 21. Jahrhunderts gerecht zu Einzelne Lehrveranstaltungen können zurück. Beispielsweise wird in den beiden werden, wurde dieses multidimensionale auch durch die Gestaltung von ersten Modulen intensiv mit Materialien Modell entwickelt. Es besteht aus acht Radiobeiträgen im Campusradio Igel aus den EU-Projekten VoiceS (J vová ineinandergreifenden und miteinander abgeschlossen werden. Durch Barcamps & White, 2015; Linhofer & Vogl, 2014; verbundenen Schlüsseldimensionen. wird auf das Vorwissen der Lernenden Vogl, Kamitz, Linhofer, & Grabner, 2015; Diese sind: Bildungsinhalte, Assessment, aktiviert. Die aktuelle Lebenssituation VoiceS: Thematic Field Group New Lernmethoden, Lehrmethoden, Führung als Erasmusstudierende/r wird in den Teacher Education, 2015), FaceIT und und Werte, Netzwerke und Infrastruktur Unterricht mit einbezogen. Mittels ETSize (Bakker, Dekker, Smeets, & Vogl, (Bocconi, Kampylis, & Punie, 2012). online Comics (Erasmus+ InComic) 2011; Bakker, Dirba, & Vogl, 2011; Bakker, und Stop Motion Videos refektieren die Hempen, Valenke, & Vogl, 2011; Bakker, 28 Referenzparameter (Bausteinen)
Comenius Journal September 2017 29 Visions and Practices
Studierende darüber. Reale und virtuelle Kollegen im Ausland.“ (Studierende, 2017) Netzwerke werden im ITC aktiv gefördert. Vor dem Start und nach Beendigung Die systematischen Vorgaben des CCR- des Lehrgangs werden die Studierenden Modells ermöglicht es, solche innovative über Social Media betreut. Den Lehr- und Lernszenarien mittels IKT zu zusätzlichen Nutzen der IKT im Lehrgang entwickeln. Im Lehrgang „International beschrieb eine Teilnehmerin wie folgt: Teacher Competences“ war es notwendig diese Szenarien zu implementieren um den Anforderungen der Lernenden des „Heutzutage müssen die Lehrkräfte 21. Jahrhunderts gerecht zu werden. auch im Bereich der Informations- und Kommunikationstechnologie kompetent sein. Nicht nur um die Schüler/innen zu unterstützen, die diese Technologien ständig verwenden. Sondern auch für die persönliche H EIKO V O LG Professionalisierung (das lebenslange Lernen der Lehrer/innen) und die Vernetzung mit anderen Schulen sowie Kolleginnen/
Literatur Bakker, F., Dekker, J., Smeets, R., & Vogl, H. (Hrsg.). (2011). European Professionalism. School concepts in Europe. Abgerufen von http://www.european- teachers.eu/images/ebooks/etsize_4_european_professionalism.pdf Bakker, F., Dirba, M., & Vogl, H. (Hrsg.). (2011). European Diversity. Multiculturalism. Abgerufen von http://www.european-teachers.eu/images/ebooks/ etsize_3_european_diversity.pdf Bakker, F., Hempen, B., Valenke, M., & Vogl, H. (Hrsg.). (2011). European Citizenship. Abgerufen von http://www.european-teachers.eu/images/ebooks/ etsize_2_european_citizenship.pdf Bakker, F., Vilaneuva, M., & Vogl, H. (Hrsg.). (2011). European Identity. Cultural Awareness, Cultural Heritage. Abgerufen von http://www.european-teachers. eu/images/ebooks/etsize_1_european_identity.pdf Bocconi, S., Kampylis, P. G., & Punie, Y. (2012). Innovating Learning: Key Elements for Developing Creative Classrooms in Europe. (European Commission, Hrsg.). Luxembourg. Abgerufen von http://ftp.jrc.es/EURdoc/JRC72278.pdf Europäische Union. (2006). Empfehlung des Europäischen Parlaments und des Rates vom 18. Dezember 2006 zu Schlüsselkompetenzen für lebensbegleitendes Lernen vom 18. Dezember 2006 zu Schlüsselkompetenzen für lebensbegleitendes Lernen (2006/962/EG). Brüssel. Abgerufen von http://eur-lex.europa.eu/LexUriServ/ LexUriServ.do?uri=OJ:L:2006:394:0010:0018:de:PDF J vová, A., & White, J. (2015). VoiceS - The development of soft skills and professional competences for European teachers. Olomouc. Abgerufen von http://www. european-teachers.eu/products/e-books/voices-the-development-of-soft-skills-and-professional-competences-for-european-teachers-new-e-book Linhofer, S., & Vogl, H. (Hrsg.). (2014). VoiceS - Integrated Competences For European Teachers. Giving Voice(S) To Professionalism And Citizenship In School Networking. Graz. Abgerufen von http://www.european-teachers.eu/products/e-books/voices-integrated-competences-for-european-teachers-giving-voice-s-to- professionalism-and-citizenship-in-school-networking Pädagogische Hochschule Steiermark. (2015, September 15). Curriculum für den Lehrgang International Teacher Competences. Abgerufen von https:// www.ph-online.ac.at/phst/wbMitteilungsblaetter_neu.display?pNr=1592&pDocNr=564828&pOrgNr=1 Schratz, M. (2010). What is a “European Teacher”? In ENTEP - The First Ten Years After Bologna (S. 97–102). Bucure ti: Editura Universit ii din Bucure ti. Van der Zee, K. I., & Van Oudenhoven, J. P. (2000). The multicultural personality questionnaire: A multidimensional instrument of multicultural effectiveness. In European Journal of Personality (Bd. 14, S. 291–309). Vogl, H., Kamitz, K., Linhofer, S., & Grabner, M. (2015). Blended Learning – from theory to practice. In A. J vová & J. White (Hrsg.), VoiceS - The development of soft skills and professional competences for European teachers (S. 26–33). Olomouc. Abgerufen von http://www.european-teachers.eu/products/e- books/voices-the-development-of-soft-skills-and-professional-competences-for-european-teachers-new-e-book Vogl, H., Krammer, G., Linhofer, S., & Weitlaner, R. (2016). Erasmus+ Course -International Teacher Competences: a successful concept of internationalization at the University College of Teacher Education Styria. In E. Messner, D. Worek, & M. Pecek (Hrsg.), Teacher Education for Multilingual and Multicultural Settings (S. 155–167). Graz: Leykam. Abgerufen von https://www.researchgate.net/publication/310618874_Erasmus_Course_-_International_Teacher_Competences_a_successful_concept_of_ internationalization_at_the_University_College_of_Teacher_Education_Styria VoiceS: Thematic Field Group New Teacher Education. (2015). New Teacher Education in Europe. A position paper in 9 statements. Enschede.
Comenius Journal 30 September 2017 Visions and Practices
Exploring critical incidents in children’s learning through physical education in Ireland and Switzerland
RÉSUMÉ H EIKO V O LG Etude des incidents critiques dans l’apprentissage des élèves en éducation physique (EPS) en Irlande et en Suisse
Maura Coulter L’étude des incidents critiques lors de l’apprentissage des élèves en EPS est la thématique Assistant Professor in Education d’un programme d’échange impliquant huit étudiants-enseignants et deux formateurs de School of Arts Education and Movement Suisse (HEP Vaud) et d’Irlande (Institute of Education, DCU). Cet échange fait partie d’un Dublin City University | Institute of projet PEERS dont le but est de favoriser la collaboration en éducation. La littérature autour Education de l’observation d’incidents critiques en lien avec l’apprentissage et celle sur la qualité de Dublin, Ireland l’enseignement de l’EPS (4 à 15 ans) ont été examinées. Le projet a été composé de visites de classe à Dublin (5) et dans le canton de Vaud (4) pendant des leçons d’EPS. L’accent a été Magali Descoeudres mis sur une réfexion commune au sujet des efets des incidents critiques. Les étudiants ont Chargée d’enseignement également partagés des expériences culturelles. Ils ont fnalisé cette recherche lors de leur travail Haute Ecole Pédagogique du Canton de de fn de cursus universitaire. Un entretien de groupe fnal a été conduit par les formatrices Vaud afn de comprendre les perceptions des étudiants quant à l’apport de leur participation à un Unité d’enseignement et de recherche projet PEERS ; la notion de global teacher étant le concept moteur de chacun des participants. Education Physique et Sportive Lausanne, Switzerland ABSTRACT
Exploring critical incidents in how children learned during physical education lessons was the theme of an exchange programme involving teacher education students (n=8) and university lecturers (n=2) from Switzerland (HEP Vaud) and Ireland (Institute of Education, DCU) as part of the PEERS Project whose aim is to enhance collaboration on educational themes. They examined literature on observing lessons for critical incidents around learning and literature on teaching quality physical education to children (4-15 years). The project involved observation of teachers in Dublin (Ireland- n=5) schools and in schools in Vaud (Switzerland n=4) as they taught physical education. A key emphasis was on refecting together on how critical learning incidents efected children’s learning during the provision of quality physical education lessons while students also shared cultural experiences. The students documented their learning as part of their fnal year coursework in both the Irish and Swiss universities. A fnal interview was conducted by the university lecturers investigating the students’ perceptions of their learning from the PEERS project underpinned by the concept of becoming global teachers.
Introduction
Exploring critical incidents in how children as part of the PEERS Project. Six fnal learned during physical education (PE) year undergraduate students studying was the theme of an exchange programme to become primary teachers (2 Swiss;2 involving teacher education students (n=8: Irish) and two Masters students studying 2 male; 6 female) and university lecturers PE (Swiss) and two teacher education (n=2) from Switzerland (HEP Vaud) and lecturers (one Swiss, one Irish) observed Ireland (Institute of Education, DCU) PE lessons in both countries. The lesson
Comenius Journal September 2017 31 Visions and Practices
observations related to teaching PE to investigating their perceptions related to the class to give a round of applause for children from 4-15 years, informed by their learning from the PEERs project. two girls who put effort into class, creating literature related to critical incidents and Some of the fndings are outlined here. a positive and encouraging atmosphere in their role in learning in PE (Griffn, 2003; the class.’ The students also commented Francis, 1997). Schempp (1985) described As the students observed questioning, that praise was just as important for critical incidents as ‘events identifed by demonstrating and explaining and noted older children as it was for the 4 year student teachers as signifcant in making that the teachers used questioning for olds. In fact, with the older group we progress toward becoming a better teacher’ a variety of reasons in the lessons. For observed, praise to motivate was key to (p.159). The project involved observation example, at the end of a lesson with very participation levels. Students commented of teachers in Dublin and Lausanne as young children, one student noted that that they assumed praise would have been they taught PE and a key emphasis was on the teachers asked the children, ‘What used more with the younger children. refecting together on how critical learning new skill did we learn?’ and ‘How did you incidents effected children’s learning. roll the ball?’ The teacher ensured the All students noted the biggest difference The students also explored how the children recognised the learning aspect between the countries occurred when analysis of critical incidents can contribute of PE and not just the physical activity managing children’s behaviour during to their learning as future teachers. component. In many cases the students, PE and came to the conclusion that that when observing demonstrations, noted behaviour management was different The PEERS project work that these were used when the skill being due to class size. In smaller Swiss taught was very technical and visual classes, the teacher expects attention and The students observed teachers in Dublin support was required. The students concentration during lessons. However, (n=6 lessons) teaching games skills, also observed that teachers could have in Ireland the students felt that maybe athletics and gymnastics. Four months used the children to demonstrate. teachers’ expectations for behaviour was later we observed lessons in Lausanne not as high, or maybe it did not cause (n=4) on gymnastics, athletics and ice When we discussed ‘inclusion’ the a problem if there was a certain level of hockey. Before observing the lessons, they students realised that inclusion meant distraction and/or noise during the lesson engaged in discussion and decided on the many things, from having everyone due to class size. One Swiss student, elements of teaching physical education participating to providing adaptations observing in Ireland, noted that, ‘despite that they would observe: (a) questioning, for children with special needs. Students the complexity to manage such a class, the demonstrating and explaining within observed that one ‘teachers aim is for girls teacher made them move and learn some lessons, (b) inclusion of all children, (c) to participate and enjoy the lessons to develop things (play in a team, bat the ball and management of children’s behaviour, and and maintain enjoyment for physical activity throw it, run, stand positions on the feld, (d) feedback to children. The students throughout their life … The teachers goal isn’t participate as much as they can, …), and made notes as they observed and at the for them to all become athletes. She wants tried to make them aware of the responsibility conclusion of each week the lecturers to teach them life, connectivity, manners, they have when they play in a team.’ and students scheduled a formal meeting discipline, … through PE class. The teacher where they shared observations and wants to include everyone by giving them a The fnal incidents observed were refected (Kolb, 1984) on the lessons. choice and a “voice”!’ Exclusion was also where feedback occurred. One student They noted the differences between both important, for example we observed that commented on her interpretation of countries in how these incidents were when a child was misbehaving, the teacher, feedback as follows; ‘I observed some addressed by the teachers and also how following a warning, asked him to stand feedback in terms of differentiation. At they the students would have behaved out for a few moments before allowing the one point one of the boys were fnding it in the same situation. The students child to return to activities but not before difficult to catch a ball between them and documented their learning as part of their apologising for his unacceptable behaviour. the teacher suggested that they would stand fnal year coursework in both the Irish closer to one another. I also observed other and Swiss universities. A fnal interview To encourage inclusion and participation forms feedback such as peer feedback for was conducted with the eight students one student noted that the teacher ‘got example in one pair I heard a one boy say
Comenius Journal 32 September 2017 Visions and Practices
to another ‘Yeah you made it!’. As well as how we teach. However, the smaller this the children received feedback from class sizes and better equipped Swiss their success in a particular activity, ‘when context allow for additional feedback they missed the target or didn’t catch the ball and increased physical activity. Similar that in itself was feedback for them to carry pedagogical issues arise both at primary out the activity differently the next time.’ All and secondary level regardless of country. the students expressed their interest in a Some activities are context/country practice carried out by one of the teachers specifc and related to the national observed, ‘the girls do a refection after each culture such as ice-hockey and Gaelic class and grade their performance 1-10 as well Games, though the students recognised as put a happy/sad/straight face for how they that these activities could be taught in felt’. They all appreciated this approach their respective countries – bringing to self-assessment and it provided the global experiences to their classes. Finally, teacher with additional written feedback observing good practice and noting how on the lesson and the children’s learning. teachers capitalise on critical incidents was a valuable learning experience everyone. Students in both countries reported that they beneftted from the opportunity to see the practices in both countries. One student commented, ‘it shows how much it is similar but yet we see a different perspective, we see how PE is valued in Lausanne with time allocation, equipment and facilities and access in Switzerland but other than that seeing PE in Lausanne is like getting a second opinion and its reassuring to us because we see we are all teaching very similar ways. It’s great to see a different perspective on things.’
Additional experiences varied from orienteering, ice skating and Gaelic Games to visiting the Guinness Storehouse, the Olympic Museum, coastal towns and historical sites and castles. All agreed that these were very signifcant in terms of sharing cultures and allowing time and space for students and lecturers to meet and discuss shared interests. The focus of the PEERS project on preparation of global teachers, was part of the fnal discussion by students and lecturers. Some interesting points emerged - we are more similar than different… M AURA C OUL TER M A G A L I DESCOEUD RES Content of the lessons is similar and
References
Griffn, M. (2003). Using Critical Incidents to Promote and Assess Refective Thinking in Preservice Teachers. In Refective Practice, 4:2, 207-220, DOI: 10.1080/14623940308274
Francis, D. (1997). Critical Incident Analysis: a strategy for developing refective practice. Teachers and Teaching, 3:2, 169-188, DOI: 10. 1080/1354060970030201
Schempp, P.G. (1985). Becoming a Better Teacher: An Analysis of the Student Teacher Experience. Journal of Teaching in Physical Education, 4, 158-166.
Kolb, D.A. (1984): Experiential learning: experience as the source of learning and development Englewood Cliffs, NJ: Prentice Hall.
Comenius Journal September 2017 33 -
Mobility Experiences Mobility Experien ces
Comenius Journal 34 September 2017 Mobility Experiences
Über eine besonders gelungene Kooperation
ABSTRACT
The organization of a successful teaching-mobility is a special requirement for the International Ofce of any university and university college. Therefore, the cooperation of Damian Miller (PHTG Thurgau) and Oskar Dangl (KPH Wien / Krems) can be used as an excellent example of cooperation in teaching, research and on a personal level.
Oskar Dangl “If one asks me what the success of this cooperation is, I would say: the Lehrer an der Kirchlichen Pädagogischen recognition of the specifc competence, the resulting professional complement, Hochschule Wien/Krems and above all the personal friendship that has evolved over the time.” Kirchliche Pädagogische Hochschule (KPH) Wien/Krems, In this article, both teachers try to identify the reasons for this cooperation Wien, Austria and at the same time, provide an outlook on started or new joint projects.
Damian Miller ABSTRACT Lehrer an der Pädagogischen Hochschule Thrugau Die Organisation einer gelingenden Lehrenden-Mobilitäten stellt für das Internationale PHTG - Pädagogische Hochschule Thrugau Büro jeder Universität und Hochschule besondere Anforderungen. Daher kann die, Mobility Experiences Kreuzlingen, Switzerland bereits über Jahre laufende Kooperation der Lehrenden Damian Miller (PHTG Thurgau) und Oskar Dangl (KPH Wien/Krems) als hervorragendes Beispiel für eine Zusammenarbeit in Lehre, Forschung und auch auf persönlicher Ebene herangezogen werden.
„Wenn man mich fragt, worauf sich der Erfolg dieser Zusammenarbeit gründet, dann würde ich sagen: auf der Anerkennung der je spezifschen Fachkompetenz, der sich daraus ergebenden fachlichen Ergänzung und vor allem auch auf der persönlichen Freundschaft, die sich im Laufe der Zeit entwickelt hat.“
Im Artikel versuchen beide Lehrenden die Gründe für diese Zusammenarbeit aufzuzeigen und geben gleichzeitig auch einen Ausblick über gestartete bzw. neue gemeinsame Projekte.
1.Einleitung: grundsätzliche Würdigung
Es freut mich, über eine ganz besonders machen musste. Eine derart großartige gelungene internationale Kooperation Zusammenarbeit wie mit meinem im Rahmen des Erasmus-Projekts Kooperationspartner und Freund Damian kurz berichten zu dürfen. Ich habe Miller habe ich aber nirgends sonst erlebt. seit mindestens zehn Jahren mit Ich bin froh und dankbar, dass ich mit verschiedenen Partnern Erfahrungen ihm im Rahmen des Erasmus-Projekts sammeln dürfen im Erasmusprojekt. zusammenarbeiten darf. Das verdanke ich Darüber kann ich generell sagen, dass einer großartigen Intuition der damaligen ich niemals eine schlechte Erfahrung Leiterin des internationalen Büros der
Comenius Journal September 2017 35 Mobility Experiences
KPH Wien/Krems, Frau Kollegin Brigitte wir es in diesem Jahr auch an der KPH Themen, die er referiert. Im Studiengang Bruschek, die unsere Kooperation Wien/Krems übernommen haben. Sek II befinden sich Studierende, die vorgeschlagen und angebahnt hat. Ihr allesamt im Minimum ein Masterstudium sei daher an dieser Stelle auch besonders 3.Die Gastbesuche von Damian Miller an abgeschlossen haben. Einige sind gedankt. Den kurzen Bericht über unsere der KPH Wien/Krems promoviert, arbeiten bereits in einer Kooperation möchte ich in zwei Teilen Mittelschule und/oder unterrichten an anlegen: Zunächst berichte ich über meine Im Gegenzug zu meinen Besuchen an Hochschulen. Solchen Studierenden einen Erfahrungen bei meinen Gastaufenthalten der PH Thurgau, die jeweils in das Mehrwert in einem Gastreferat/-seminar an der PH Thurgau; dann werde ich Wintersemester fallen, kommt Damian bieten zu können ist nicht einfach. Ich beschreiben, was die Gegenbesuche Miller stets im Sommersemester hatte schon andere Erfahrungen. Oskar meines Kollegen und Freundes Damian zu mir an die KPH Wien/Krems Dangl ist als Gastdozent übrig geblieben Miller bei mir an der KPH Wien/ und unterrichtet in meinen und wird es auch bleiben. Es sind Krems für mich bringen und bedeuten. Lehrveranstaltungen. Es handelte sich in vor allem thematische Schwerpunkte den letzten Jahren immer um Einsätze und Passungen die die Kooperation 2.Meine Erasmus-Einsätze an der PH in Seminaren. Heuer gab es erstmals begründen und begünstigen: Thurgau auch die Gelegenheit für zwei große Vorlesungen in übergreifenden Gruppen. a. Schulgeschichte: Die Menschenrechte Im Laufe ca. fünf Jahre unserer bilden in der Schweizer Schulgeschichte Zusammenarbeit hat es sich so ergeben, Für mich stellen die Gastauftritte von einen zentralen Ausgangspunkt zur dass ich stets im Wintersemester an die Damian Miller eine höchst willkommene Delegitimation und Aussetzung der PH Thurgau eingeladen werde. Dort darf Abwechslung und Bereicherung dar. ständischen Gesellschaft des Ancien ich im Rahmen der Lehrveranstaltungen Aus den Evaluierungen geht hervor, Régime im 18./19. Jh. In der Monarchie meines Kollegen Damian Miller dass auch die Studierenden das so insbesondere des Josephinismus hatte die unterrichten. Dazu kommt jeweils noch sehen und erleben. Die Rückmeldungen Schulpflicht eine andere Funktion. Grenze ein besonderer Vortrag für die Kolleginnen zu den Gastveranstaltungen sind stets an Grenze entstanden zwei strukturell und Kollegen der PH Thurgau, was eine hoch positiv. Den Lehrveranstaltungen vergleichbare aber funktional vollkommen besondere Herausforderung darstellt. würde Wesentliches fehlen, wenn es unterschiedliche Pflichtschulwesen, diese Gastseminare meines Freundes die der vertieften Analyse würdig Wir vereinbaren ein Thema, das Damian Miller nicht geben würde. sind. Diese Diskussionen leisten wir in zur Lehrveranstaltung bzw. für die Der „Blick von außen“ wirkt extrem den Lehrveranstaltungen zum Thema Kolleginnen und Kollegen passt. Der bereichernd und manchmal auch „Eine Schule für die Demokratie.“ große Vorteil liegt für mich darin, dass ich im bildenden Sinne irritierend. dort Inhalte aus meinem Spezialgebiet, b. Menschenrechte: Die eengeschichtliche der Menschenrechtspädagogik 4.Mehrwert für Lehre und Forschung Kontinuitätslinie von der Schule von vortragen darf. Das ist deshalb für Salamanca über die habeas corpus acte, mich relevant und wichtig, weil ich Die Umkehrung der Reihenfolge zur die bill of rights, der droids de l’homme seit der Gründung der KPH Wien/ traditionellen Kommunikationspraxis et du citoyen bilden eine zentrale Krems das Kompetenzzentrum für von Universitäten, „Forschung und Begründung der Schweizer Schulpflicht. Menschenrechtspädagogik leiten darf. Lehre“ zu „Lehre und Forschung“ erfolgt Da findet die menschenrechtliche Die Gastauftritte an der PH Thurgau bewusst. Hochschulen im Typus der Ausrichtung von Oskar Dangl und geben mir die Möglichkeit, wesentliche Fachhochschulen sowie Pädagogischen mir eine substanzielle Passung der Ergebnisse und Produkte der Arbeit Hochschulen folgen einer anderen Zusammenarbeit und verschiedener – des Kompetenzzentrums in einem funktionalen Logik als Hochschulen/ nota bene nicht immer harmonierender internationalen Kontext zu präsentieren. Universitäten der Grundlagenforschung. Diskussionen. Genau aus solchen Ich kann sagen, dass sie dort stets zuweilen kontroversen Diskussionen aus mit großem Interesse und breiter Die zu Recht in Anspruch verschiedenen Perspektiven entstehen Anerkennung aufgenommen werden. genommene Beurteilung „erfolgreiche für die Studierenden Seminare, die sie Zusammenarbeit“ nährt sich nicht sehr schätzen und wir beide profitieren Irgendwann hat Damian Miller angeregt, aus dem Motiv der Selbstlegitimation, für unsere hochschuleigene Lehre. wir könnten eine der Lehrveranstaltungen sondern aus den jährlich vorgenommenen in Form eines Co-Teachings halten, institutionellen Evaluationen des c. Eine wichtige fachliche Gemeinsamkeit das auch die Studierenden mit Studiengangs Sek II der PHTG. In betrifft, von der besonders Damian Miller einbezieht. Sie beteiligen sich daran den quantitativen sowie qualitativen profitiert, die profunden theologischen durch Fragen, die dann von uns beiden Statements erreicht die Skala hinsichtlich Kenntnisse von Oskar Dangl. Da die aus unserer jeweiligen Perspektive externe Referentinnen/-en regelmässig Pädagogik ab der Aufklärung des 18. beantwortet und diskutiert werden. Zustimmungen in der obersten Quartile. Jh. als „Erbin der Theologie“ bezeichnet Dieses innovative Format hat sich an Dies ist zurückzuführen auf Oskar Dangls werden kann, entfachen sich zwischen der PH Thurgau derart bewährt, dass solide und belastbare Kenntnis der uns interessante Diskussionen,
Comenius Journal 36 September 2017 Mobility Experiences
insbesondere, was die kryptoreligiöse und dennoch säkulare Inszenierung pädagogischer Klassiker anbetrifft. d. Bildungspolitik: Die Diskussionen um die strukturellen und inhaltlichen Merkmale der beiden Bildungssysteme sind anregend für die Studierenden und die beiden Dozenten. e. Die vertiefte Kooperation führte dazu, dass Jürgen Oelkers und Damian Miller gemeinsam zum Schluss gekommen sind, die Zusammenarbeit auszuweiten und haben Oskar Dangl für einen Buchbeitrag zum Thema „Kritik der pädagogischen Selbststeuerung“ eingeladen und sind dankbar, dass wir eine Zusage erhalten haben.
5. Zusammenfassung
Insgesamt gesehen kann ich sagen, dass es ein großer Verlust wäre, wenn diese höchst wertvolle Kooperation nicht mehr stattfinden könnte. Wenn man mich fragt, worauf sich der Erfolg dieser Zusammenarbeit gründet, dann würde ich sagen: auf der Anerkennung der je spezifischen Fachkompetenz, der sich daraus ergebenden fachlichen Ergänzung und vor allem auch auf der persönlichen Freundschaft, die sich im Laufe der Zeit entwickelt hat. Für all das bin ich sehr dankbar und D A M IAN MI LLER wünsche mir daher, dass es das Erasmus- O SKAR DANGL Projekt auch zukünftig noch lange gibt.
Comenius Journal September 2017 37 Mobility Experiences
Every child has a name
RÉSUMÉ
Le thème de la semaine internationale organisée par l’University of Gävle (Sweden) était la migration actuellement en Europe. (Gävle, Sweden – 6 - 10 Mars 2017)
Sofie Beliën Une participante raconte cette expérience d’une manière personnelle: fuir son propre pays pour aller Student – bachelor for primary education vivre ailleurs, qu’est-ce que ça veut dire pour un enfant? Quel est l’efet pour un enfant de se trouver THOMAS MORE MECHELEN soudain dans un monde tout à fait étrange… ? Et qu’est-ce que moi, future enseignante, je peux faire? Mechelen, Belgium
An ordinary day and a context you’re used to. What else do we need? Nothing, yet we still dare to ask for more. But what if there’s no such thing as a ‘normal’ context? What does that do to you? I’ve travelled to fnd myself out of my usual context to discover not only what such changes do to me, but also to others. Travel along.
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Every child has a name To discuss or to ignore Unknowingly what to expect I found in previous example might expect the the immigrant children, so they get the myself discussing the nowadays daily non-Swedes to hate the snowy weather chance to express themselves in their own subject of migration with people from too, which is a misguided assumption. language. Second, adults who immigrated Sweden, the Netherlands, Germany, This is something really important to also get a chance to feel included. I had Austria, Spain, Denmark and then keep in mind if we want to become good the opportunity to speak with some of course other Belgians. Before the teachers. If one of our pupils is new to the very kind immigrants. To call them this, international week started, I had no idea country and therefore new to the context, doesn’t make me feel okay. We still very what to think or say of these matters. But we have to start with investigating often consider immigrants as a problem. even after a few minutes of discussion, their thoughts on the context. This isn’t fair to them nor to ourselves I had no choice but to admit the because obviously they are needed. These importance of it. In our everyday routine A chance to express yourself very kind persons completely opened up we feel as if we have no reason to talk and they told horrifying stories about about migration and more specifically When a child, a parent, a person in general how they got to Sweden and what it immigrants. If we come across difficulties comes to another country because of fear is like to be in a completely different concerning them, we might even choose or danger, they have to leave everything country without a home or clothes or ignorance over acceptance. What we behind. It’s not only about having to miss other necessities. If they had a chance, shouldn’t forget is that we cannot stand your family and friends. An immigrant they would go back to their countries without each other. To live together, also loses everything he is used to. because of all the persons they had to we have to understand one another The language, the habits, the food, the leave behind. But the gratefulness they and listen. That’s why this discussion manners… everything is different. And showed towards Bengt and Kia and the and these talks we had in Gävle matter. the only way to survive is to adapt. But schools who gave them an opportunity without a chance to feel included, you to work and ‘feel useful’ again, was The danger of an unknown context can’t adapt. In Gävle we have visited a unbelievable and unforgettable. The idea school where adult immigrants teach to let these people teach each other not immigrant children for one hour a day. only helps the children or the adults who The idea? To give the pupils a chance to fled from their homes, it also helps us. express themselves. Did you know that And to talk to them, was the best way to most of the immigrant schoolchildren understand what they are going through. do understand the subject matter, but can’t explain themselves because of Rapatac the different language? Children in Anderssbergskolan have the chance to As teachers in the making, we obviously be taught and guided by a person who had to talk about schools. But this speaks the same mother tongue. There organization who helps children before are many reasons to give this a try in and after school hours, is also absolutely our schools. First of all, every child has worth mentioning. It is called Rapatac and a name. This is not only a fact, it’s also a located in the center of Gävle. Rapatac If you put 22 not-Swedes in the snowy metaphor. In your class, every child has intends to provide a secure environment streets of Gävle, you might spot over a name and therefore is important and for children and youth to learn, grow and half of them smiling because of the snow a part of the group. Everyone should be fully enjoy their free time as well. The they haven’t had in their own countries. included and listened to. If a child doesn’t most important quote is ‘School first.’ If you simply ask one Swede what he have the chance to express himself, how This can be found on one of the walls thinks about that same weather, the word is a teacher supposed to listen to that and is meant to tell everyone that no dreadful will be used. It’s all about context child? How is that child supposed to matter what you do here, school always and what someone is used to. Very often, learn? To avoid this problem, we should goes first. Children who come to Rapatac people expect others to feel or think the include other people who speak the should first make their homework, same about a certain context. The Swedes same language. Immigrant adults guide before they go play. Rapatac has seven
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guiding words for all their activities: dropped in a new context. They have to respect, fellowship, trust, responsibility, learn and understand new things. But also attraction, relation and commitment. is important to listen to their needs. We Important to know is that the organization have to listen to each other. There is no only exists thanks to sponsors and the way to survive, without understanding commitment of some extremely helpful each other. Without you I cannot stand. and admirable people. If I could ever make some organization like this work Second of all, I will never forget the in Belgium, I would without a doubt. I three amazing people who gave me think becoming a teacher isn’t only about the opportunity to learn and see all teaching and subject matter. For me it is these things. I want to thank Kia, Bengt also about caring and helping. Rapatac and Therese for everything they’ve certainly does these things. They organize done for us. Thank you so much! activities of all sorts for the children who would like to do something else. They Third, I’ve also learned some funny but have constructed a game room, a music memorable facts. There are some easy room, a library, a technics room, a place to things to bring people together. You can eat, sit, drink, make your homework, … sing. We did this very often with Bengt all without any help from the government. and Kia and the others in the group. Even after ‘school hours’ we were still singing The importance of a week like this together outside in the snow. Another good way to bring people together is Thinking back on all this still brings dancing. We had the amazing opportunity tears to my eyes because it wasn’t just a to learn some Swedish folkdance. The regular experience. What we, as a group dancing team Rillen showed us an easy have been through, is quite impossible way to have fun together. The dances to describe in words. Again, a chance though, weren’t all that easy. But we to express yourself is really important. surely all had the time of our lives. But to write all this down in a simple article, will never be enough. Words The week was also a chance to take new fail me in my quest to tell the story opportunities. I wrote a poem to thank of my international week to Sweden. Bengt, Kia and Therese for the insights and the wonderful week in general. I I have learned that every single human tried to put it all into words. But as I said being has an importance in our lives, before, words fail me. It is really hard an importance that is way bigger than to explain the things we learned, to talk expected. We are so used to place each about how we felt. Yet I tried. Thanks other in these imaginary boxes. We have to the entire group: Daphne, Lindsey, these stereotypical ideas about each other Linda, Joram, Charlotte, Jenny, Simone, without being aware of it. This week Gina, Patrick, Koen, Joseph, Rosina, S O F IE BE L IËN has changed a lot for me because we Lance, Katoo, Laura, Coral, Cristina, were confronted with the harsh truth. Laura, Samson, Daniel and Ebba. First of all I want to underline the fact that refugees do not want to leave their homes. They have no choice but to leave. And when they actually do so, they have no idea where to go. It is not easy to be
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“there once was a girl walking under a snowfake flled sky it seemed to be thoughts she was captivated by and if you looked more closely you’d spot tears in each eye but no one seemed to care
there once was a boy who fed from his land everyone was shouting words that he could not understand he had nothing at all just a teddy bear in his hand but no one seemed to care
there once was a woman who graduated as an engineer she had to leave her country out of danger and fear she got to a safer place her diploma means nothing here but no one seemed to care
there are three Swedish people who had the idea to bring people together no matter the country their origins and beliefs S O F IE BE L IËN made those people see that someone should start to care
this group of people listened to understand a student, a teacher a father a friend they looked in each other’s eyes and fount out what this all meant: if I am without you, I cannot stand
-Sofie Beliën
Comenius Journal September 2017 41 Mobility Experiences
Methods managing the general level of noise in a classroom
ABSTRACT
Monitoring the general level of noise is an indispensable management skill of every teacher. Easier said than done, don’t you think? How to deal with pupil’s noise in practice, without undermining their intrinsic motivation, disturbing the efective learning activities and agitating yourself all the time? Which methods and rituals could help you with this difcult challenge? And which other things do you need to take in account as a Carina Reiter teacher? We will try to fnd a satisfying and in-depth answer to all these challenging tasks. Erasmus exchange student at UC South Denmark, Campus Haderslev as an indicator for the teacher’s level of Pädagogische Hochschule Steiermark control. That’s the reason why teachers Graz, Austria frequently try to reduce it to a mini- mum. But in fact, certain noisiness Laura Van Engeland could refer to a productive atmosphere Erasmus exchange student at UC South and working climate ongoing during Denmark, Campus Haderslev group work. And if two students are Thomas More Mechelen University College whispering while the teacher is exposing Mechelen, Belgium a certain subject, perhaps it could be a ‘good’ thing? The teacher could interpret this kind of babbling as a sign of low involvement and adapt in this way his didactical approach. But what if the pupil Srd. Otting school - 14th March 2017 was explaining a difficult lesson part to his neighbour? So, teachers should We, two exchange students from Belgium always think about the reasons for noise. and Austria studying to become primary school teachers, are spending the whole Our experiences during the spring term 2017 at University College observation South Denmark in Haderslev. During some observations in a Danish primary Of course, we observed some common school or even our personal trainee strategies to provide silence in a practice itself, we will focus on methods classroom like the traditional “Schhh” of regarding to control the noise level in a the teacher and naming ‘trouble-makers’ classroom and the most important factors clearly. Addressing disturbing pupils a teacher should consider for facilitating personally is always a good method, but a nice learning environment where every the teacher needs to be aware that pupils pupil could work effectively. Furthermore, should be correctly identified. Therefore, we will add our personal experiences it is essential to learn the pupil’s names we made back home in our countries in a new class very quickly. We also had and try to create a helpful guideline for the chance to observe following methods: teachers, especially in primary education. The little witch Is a higher noise level in a ‘The little witch’ is a small figure on classroom always a bad thing? the teacher’s desk. The teacher calls her ‘the little helper’. When the noise Surveys showed that many teachers level in the classroom is too loud, the themselves see the noise level of a class teacher takes ‘the little witch’ and slams
Comenius Journal 42 September 2017 Mobility Experiences
it on the desk. The pupils know this is noise meter could be seen as a preventive also need to be aware that there are a lot Methods managing the general level of a sign to calm down and stop talking. approach, while this signal is used when of preventive measures and activities to it’s too noisy in the classroom. With a consider about in the planning of a lesson. Clapping hands peg, you can indicate if it’s too loud (red First of all, the content, the pace of the noise in a classroom If it gets too loud, the teacher starts light) in the classroom or it’s fine (green education process and the tasks should clapping hands and the pupils are light). When they have to pay attention be appropriate to the level of the pupils. supposed to join into the rhyme. to it, it could be put on the orange light. Further-more, it might require individual This continues until the whole class approaches and differentiation in the is clapping in the same pattern and 3. ‘The silence position’ is a special way activities. Otherwise they could be bored focuses the attention on the teacher. of waiting until the pupils are quiet and or overwhelmed, which could be a reason ready for the lesson, the task or further for babbling. Of course, it is also necessary Raising the hands explanations. It is a non-verbal method that you build on a good relationship The method of raising the hands is of classroom management (after Pearl with your pupils. On the one hand, you similar to clapping hands. If the teacher Nitsche) that is often related to a certain need respect and authority, on the other wants attention, he/she raises the hand position in the classroom – the so-called hand, you shouldn’t make abuse of it. and the pupils should do the same. anchor e.g. the teacher is al-ways standing in front of the teacher’s desk with folded In conclusion, we can say that managing Some interesting methods to arms across the chest and looking into the general level of noise is an manage the noise level the pupil’s eyes. Some students who indispensable management skill of every are ready and want to go on, might also teacher, but at the same time a very tuff When teachers need students to stop ask the other chatting or rest-less pupils one. You need to be aware that some talking in order to focus their attention to remain silent. Thus, it should also methods work in one classroom, while on what the teacher is about to say, lead to a kind of self-regulation among they don’t have any effect in another some clear signals could be useful. classmates like many other methods. classroom. So, it is essential to find your There are a variety of techniques and own way to handle this noisiness, because tools that can be used in this way as 4. Rhymes are used to quieten down the no strategy will work if it is not authentic. quiet signals. Whichever one is chosen, whole classroom and gain attention. The pupils need to be taught (through clear teacher could sing for instance: “1, 2, 3, explanation) to respond to the signal eyes on me!” and the pupils respond “1, 2, quickly. Depending on the class, a teacher eyes on you!”. Another example is: “1, 2, could use one (or a combination) of 3, 4, 5!” and “Once I caught a fish alive!”. these following methods, inspired by our experiences in Austria and Belgium: 5. If you have the right infra-structure available, you could also us some online 1. A noise meter as a visual cue for noise control tools, for example the indicating the acceptable noise level ‘Too Noisy App’. As the general noise in the classroom. As we mentioned level in a classroom increases beyond before, students need to first be an acceptable level, the noise level taught that different volume levels meter indicates the level of noise, and Pictures: https://www.pinterest.com/ are appropriate depending on the the background graphics within the explo- re/geluidsmeter/ https:// activity and how to interpret each app change to reflect the noise levels. bossysmile.wordpress. com/2011/02/10/ level. Then, throughout the day, a peg focus-on-traffic- light/ can signal students about appropriate What else do you need to take in noise level per-mitted for each activity. account? C ARINA REITER 2. The traffc light could be applied in the It is not all about the techniques you use to L AURA V AN E N G E L AND same way as the above-mentioned noise create a quiet learning environment. You meter. The only difference is that the
References
Kyriacou, C. (2014). Essential Teaching Skills – Chapter 5: Lesson management. Oxford.
Nitsche, P. (2016). Nonverbales Klassenzimmermanagement: Strategien aus der Praxis für die Gruppe. Unterrichten mit Logik und Liebe. Pearls of Learning Press.
Nolting, H-P. (2003). Unterrichtsstörungen. Möglichkeiten zur Störungsprävention und Konfiktlösung. Schulmagazin 5 bis 10 Heft 1 / 2003, S. 53-56.
Comenius Journal September 2017 43 Mobility Experiences
Hygge, a one-way ticket to fnd happiness at school
Camille Denayer Hygge, a Danish concept that you will home as possible, forgetting life’s worries. Erasmus exchange student at UC South encounter for the first time if you go to Denmark, Campus Haderslev Denmark, so much more than just a word. In other words, when you feel hygge, it means Henallux It actually cannot be translated even that you are enjoying those beautiful little Namur, Belgium though the closest English version of it moments in your life, together with great people would be “cosiness”. The mystery about in a cosy atmosphere. Why could this feeling Amélie Laurent the translation will actually attract you so of well-being not be transferred to school? Erasmus exchange student at UC South much that you will be wanting to learn Denmark, Campus Haderslev more about it, experience it and incorporate ENCNW this concept in your way of teaching. Let’s put some hygge in our schools Louvain-la-Neuve, Belgium Hygge, the perfect recipe to well- Hyggesnak, chit-chat or cosy being conversation that doesn’t touch on controversial issues.
If you go and observe a Danish lesson, you will see that a lot of habits are very different from the ones we know from Belgium. For example, a school lesson will always start with a hand- shake, a dance or anything that would make the pupils feel comfortable and be able to learn in good conditions with a happy mood. Wouldn’t you also be motivated to be in class after having danced with your classmates and seeing your teacher going crazy on the last hit of Rihanna? Hygge could be families and friends getting together for a meal, with the lighting dimmed, Hyggeonkel, a person who plays or it could be time spent on your own reading with the kids and may be a litlle too a good book. It works best when there’s not lenient, the uncle of hygge. too large an empty space around the person or people. The idea is to relax and feel as at- “Miss Laurent, Miss Denayer” would be the
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Hygge, a one-way ticket to fnd happiness at school
Belgian way of calling a teacher but the real way Hygge or not Hygge ? or the hygge way that is used here in Denmark would be “Amélie, Camille”. The teacher is When it comes to hygge, don’t take it too on the same level as the pupils because of the seriously and let your creativity take control mutual respect that is established between them. whilst inventing some new rituals for your That’s why there is no difference between the classes. Everything can be good as long as way of calling a pupil and calling the teacher. it contributes to the well-being of everyone and, by the way, hygge was never meant to be translated, it was meant to be felt. Hyggebukser, that one pair of pants you would never wear in public but are so comfortable that they are likely to be, secretly, your favourites. found to give a peaceful, secure and healthy In bare feet, in joggings or with your favourite place for the pupils to blow off steam. But Justin Bieber sweater, this would be the you can also experience the same kind of normal and relaxed way of going to school in atmosphere with your pupils outside the school Denmark. In fact, in some Danish schools, by going on a day-trip to a feld or to the beach, the pupils are invited to enter school without and the only goals of the day would be eating their shoes. The reason of it? First of all, to marshmallows around a bonfre and being hygge. avoid a dirty and dusty foor but, most of all, to feel hygge of course! Indeed, this is a good atmosphere for the pupils, who feel at home Hyggestund, a moment of hygge. and are more capable of learning because of the good conditions in which they are put. Other hygge ideas to experience with your pupils? A pyjamas day once a week, a class breakfast Hyggehjørnet, to be in the mood for every Monday to start your week perfectly, a hygge, the corner of hygge. reading afternoon when your pupils are tired and just want to relax, an emotion-circle to start Have you ever seen a relaxation - reading area in every lesson so the pupils can talk about their C A M I LLE DENAYER the Belgian schools? Obviously not… However, feelings or share something about their day with A M É L IE LAURENT it does exist in some schools in Denmark the rest of the class... Those could be some of the and it is actually what the teachers have things that you could incorporate in your classes.
Bibliography
BBC News, (2015), Hygge: A heart-warming lesson from Denmark? Available at: http://www.bbc.com/news/magazine-34345791 [Accessed 18th April 2017].
Scandinavian Study, (2014), Hygge? Hygge! Available at: http://scandinavianstudy.com/hygge/ [Accessed 18th April 2017].
Wiking, M., (2016). The little book of hygge the Danish way to live well. Penguin Random House UK, 287p.
Booth, M. (2015). The almost nearly perfect people. Great Britain: Pengun Random House UK, 406p.
Comenius Journal September 2017 45 Mobility Experiences
How are Danes raising happy children?
RÉSUMÉ
Etant bientôt institutrice en école primaire en Belgique, je suis très intéressée par l’approche que développent d’autres personnes vis à vis d’une problématique. J’ai eu la possibilité d’aller au Danemark en Erasmus, Britt De Laet un pays sur lequel j’avais déjà entendu beaucoup de choses positives. Je Erasmus exchange student at UC South connaissais peu de choses sur ce pays mais plus j’apprenais plus cela Denmark, Campus Haderslev devenait clair pour moi : les Danois savent comment être heureux ! Thomas More Mechelen Mechelen, Belgium Quel est leur secret ? Comment sont-ils aussi heureux ? Que faisons- nous différemment en Belgique et comment peut-on prendre exemple sur les Danois ? Petit à petit et avec ces questions en tête, j’ai commencé à mieux connaître la culture Danoise. Concentrée sur l’enseignement et l’éducation des jeunes enfants, je parlais avec de nombreux instituteurs, élèves, parents Danois et je lisais plusieurs livres.
Rien est aussi important que le bien-être des enfants quand on veut leurs apprendre quelque chose. La façon avec laquelle on les accompagne pendant leur développement peut aussi leur apprendre à être heureux et avoir un meilleur bien-être. Dans cet article, je décris comment les Danois font cela.
Denmark is known for being one of In Belgium, most of the children start the happiest places on Earth! During their school life when they are 2,5 years my internship, I tried to figure out old. They meet other children and learn the differences between Belgium and by playing. So far so good. Being in Denmark. Two countries, not far away Denmark I noticed that I am very afraid from each other but clearly with some that a child might get hurt. I am definitely differences. Soon I will graduate as a not the only one in Belgium! We try pre-school teacher in Belgium, it is my to protect our children against every responsibility to help children from possible danger. They are almost never 2,5 years to 6 years old to grow in their allowed to climb. Not on their playhouse development. To assure that my pre- and certainly not in trees. What if they schoolers are developing I need to take fall? We are responsible for the children care for their well-being. Because children so we need to be sure they cannot get hurt. who don’t feel well, are not going to learn new things. What can I learn from Around the age of 3 the real competition Denmark that will help me to increase begins. In many classrooms, there is a the well-being of my future toddlers? scale where you can see who is the best
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How are Danes raising happy children?
at making a puzzle and who is the worst. When I was observing in classes 1, 5 and Another important part of the Danish Every time when someone makes a puzzle 6 I saw how they were working in groups education is playing. In Denmark, I they can take his or her picture and place all the time. The teacher did not praise the noticed playing is much more than just it higher. If they are high enough they can stronger students but encouraged them a break from the real learning. Child start making puzzles with more pieces. to help students who had a difficult time development centre in Massachusetts Between 4 and 5 years old we expect with the subject. This teamwork made the believes playing effects all life that the children are at least capable of class a real team. There was no stress or adaptability skills. What I learned about writing down their own name. At the competition between the students. They Denmark is that I intervene too soon. age of 6 they start reading and writing. learn to understand the perspective of Through playing, children are developing Keep in mind: the faster your child is other students. This type of empathy their inner drive. This inner drive is very reading, starting to write, making the and the collaboration between students important to master themselves and to puzzle with most pieces… the better your gives a deep level of satisfaction and be able to solve their own problems. child is. This is a success for us and being happiness. People get more satisfaction This way they feel like they control successful has a high value in Belgium. from cooperating than from winning their own life. Children who feel like alone. Another reason why there was they do not control their life are more I started reading about Denmark. After no stress or competition is because there likely to have anxiety and depression. some research, observation in my were no tests or points given to the internship school, conversations with young children. There is nothing to win Vygotsky said children need the right my teachers and the teacher from my by being the best, no comparing to each amount of space to learn and grow internship I started to understand the other. Everyone is the same, Danes do not with the right amount of help. The right differences. The book ‘The Danish way work with star students in their classes. amount of space is a difficult part for me. of parenting’ really helped me reflecting I admire the Danish people, they trust about the way we raise and the values Typical for the Danes is not praising the children and only intervene when it we have. Belgium is not bad in raising the child for being smart. They praise is necessary. This way the children build children. But then again it is always a good their children for their work and effort. trust in themselves. When I was observing idea to see if you can improve yourself! I praised children many times for being in a Danish kindergarten we went on a smart without realizing that I was putting trip into the forest. Many times, I had to What can make us happier? Two big pressure on them by saying that. When close my eyes because I was afraid. I did problems that makes children and adults you praise them for their work and what not trust the children; I misjudged their feel unhappy are stress and anxiety. To deal they could become, you are giving them strength and their abilities. After a while with stress and anxiety a child needs to be the chance to try more and become better. I realized I was the one who was making confident, self-assured and resilient. How These children will have a growth mindset. children doubt them self. I wanted to are Danes teaching their children this? If I say he is already by nature very smart, protect the children from any danger. But he may feel bad when something did not this way I was disturbing them in their In Denmark, I learned that individual go easy. This is called a fixed mindset, it own development. Not only grows the competition is making us less happy. is already done, he does not need to work self-confidence from ‘dangerous’ playing, Parents and teachers in Denmark focus on it. Instead of searching for a solution they also learn self-control. This way they on things like socialization, autonomy, or trying to be better there is a high find out how much stress they can endure. democracy and self-esteem. This develops chance he will just give up when he fails. their resilience and a strong internal Instead of this fixed mindset we need to Is this playing not a waste of time? Because compass to guide them through life. work on the growth mindset to be happy. in Belgium we start reading and writing
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around 6 years old and in Denmark they instead of showing them empathy? are still playing instead. David Elkind But empathy improves the quality did some research, pushing children to of meaningful relationships. This is read earlier makes them read better at very vital for our sense of well-being. first. But those levels out in a few years’ time and there is a high price to pay for it. A last topic we need to remember when The children get a higher level of anxiety we want to be happy and have happy and a lower self-esteem in the long run. children is, we feel what we think. They sometimes call the Danes realistic Playing is also very important for the social optimists. They concentrate on the skills and quality of their coping skills. good instead of on the bad and try to They learn the different emotions such as see the bigger image than only one part fear and anger and to get along with others of an argument. My favourite ‘Danish’ which is an essential skill for happiness! quote is: ‘There is no bad weather for children, there are only wrong clothes’. Another way to learn about the emotions is honesty, being honest about your Note: Special thanks to Jessica Joelle Alexander feelings. Children do not only need to and Iben Dissing Sandahl. Your book gave me a learn about the easy feelings. It helps very clear view on my own observations. It helped them to learn about the hard feelings me to reflect on myself and to create this article as well. To know it is OK to have them. Learning about them helps the children to regulate their emotions and stay in touch with themselves. If you stay in touch with yourself you act on your intrinsic goals, reaching these goals will increase your level of well-being.
Characteristic for a Danish movie is a tragic or sad ending. Knobloch-Westerwick said that watching these movies makes people happier than a feel-good movie with happy ending. Talking about tragedies creates empathy, authenticity and a deep respect for humanity.
Empathy is also crucial for our own happiness. In Belgium being the best has a high value. Maybe we are afraid B RITT DE LAET to be vulnerable or get cut-off by others. Is that why we easily shame people
References:
Alexander J.J. & Sandahl I.D. (2016) ‘The Danish way of parenting.’ London, England: Piatkus and Little, Brown book group.
(Stevnhoj, 2005) , Dit barn bor i Danmark, Accessed on: 22/04/2017, https://bornsvilkar.dk/sites/default/fles/dit_barn_bor_i_danmark_engelsk.pdf
(Podulka, 2015) How to parent like a Dane, Accessed on: 23/04/2017, http://time.com/4033896/how-to-parent-like-a-dane/
Danish Agency for higher education, Teaching style in Denmark, accessed on: 22/04/2017, http://studyindenmark.dk/study-options/the-danish-way-of-teaching-1
Comenius Journal 48 September 2017 Mobility Experiences
Outdoor Learning in a Danish Context
ABSTRACT
Outdoor Learning - it’s not just a term, it’s a very serious philosophy and didactical aspect of modern education especially in Scandinavia, the United Kingdom and Canada. It means that you need to work with your environment and in your environment and out of this Outdoor Learning is benefcial to the pupils because it encompasses diferent kinds of way of learning through the senses and through action. In this article you obtain an introduction in this didactics with a focus Eline Vantomme on the danish system and also an answer of the question: What can teachers do to face boredom Erasmus exchange students at UC South in their lessons? One answer of outdoor learning is: Go outside and learn there! Denmark, Campus Haderslev Thomas More - Mechelen Mechelen, Belgium, What is Outdoor Learning?
Line Decker Outdoor Learning or Outdoor Education do differentiation with outdoor learning? Erasmus exchange students at UC South is a way to learn or to teach through it Denmark, Campus Haderslev doesn’t mean that you need to be in the • The second aspect is Experiential Haute Ecole Pédagogique du Canton de nature to teach or to learn. Would you learning. It’s all about the famous Vaud - Lausanne take a 45 minute bus ride to go into a words of the philosopher John Dewey: Lausanne, Switzerland forest for it? No. Because the grounds of “Learning by doing”. The man was this way of learning is to allow children intrigued by the relationship between Daniel Notzold to take care and be aware of their the individual and society. The learning Erasmus exchange students at UC South environment. It means that you need to process, in an open-environment, does Denmark, Campus Haderslev work with your environment and in your also foster children’s relationships: not Universität Bielefeld environment. In the city or in the streets, only between equals, but they also have a Bielefeld, Germany in the forest or in a park, all of those places great opportunity to be in a direct contact B RITT DE LAET are starting points for outdoor learning. with nature and environment. Dewey’s understanding identifed learning as a This education has a lot of aspects. We’ll process of interaction of humans with describe here the most important ones. their natural and social environment.
• One aspect is learning through your • The last aspect is about movement. This senses. You should feel your environment: aspect is link with Dewey’s “learning by smell the rain, the earth, the grass; touch doing”. Indeed, the body movement and the trees; listen to the birds etc. Craig taking action are an important part in the Childs (How Playing outside Impacts learning process. We can see, in the theory Your Well-Being; 2015), talks about how of the multiple intelligences by Gardner, your senses are used when you are in that there exists a “bodily-kinesthesic” nature, the impacts on our own well-being intelligence. Children who favor this kind concerning the experiences. When you are of intelligence (but also others) fnd it outside, it’s full of possibilities and you easier to learn in action and movement. can experience things through different Furthermore, being in action is a great ways. Indeed, could it be a great way to motivation for the children, which is
Comenius Journal September 2017 49 Mobility Experiences
essential to learn and remember something. changing the room and leaving the roofed longer hiking trips, climbing, sailing settings. It is also implies changes in and so on. Every teacher has the chance It is also considered that motor teachers` role and teaching styles. In the to create parts of his lessons outdoors experimentation helps pre-concepts traditional setting inside the classroom, like a school near Haderslev does. and cognitive operations to develop, most of the learning is visual and which are essentials for the auditory while on the contrary, Outdoor Last month the pupils of the seventh intellectual learning of the children. education is all about our 5 senses. grade began with the topic „tourism in our hometown“, for which the We have to clear. This kind of teaching Secondary school class, worked together with a local approach also needs an Indoor Learning IT-company. At the beginning they to bring back what the pupils experienced In secondary school a lot of children collected a lot of information: texts, out of the class. Outdoor Learning can be spend most of their waking time in documentation related to the historical implicit and with an Indoor contribution, schools, sitting in the classroom and parts and other points of interest from it can become explicit for the pupils. following the lessons of their teachers. So their hometown. At the same time they normally it could be a very boring day went outside, made some pictures of Examples from the practice for them if they’re not as active as they interesting landscapes and did their own want to be. Out of these circumstances, discoveries. The local IT-company as their Outdoor learning is something lethargy is born, which kills the sparks partner help them with programming teachers take very seriously in of creativity, action and imaginativeness. the App. You see, sometimes you don’t Denmark; it is in the curriculum that So what can teachers do to face boredom need extraordinary field trips. Small the teacher needs to allow children to in their lessons? One answer of outdoor ideas can change your way of teaching go outside at least 45 minutes a day. learning is: Go outside and learn there! and the pupils will participate. There is only one rule for teachers: Be creative! Primary school Especially in the older ages between twelve and eighteen you can use Conclusion In this Scandinavian context, there are outdoor experiences in your subject plenty of activities that can be organized because experiencing the outdoors can Even if Outdoor Education exists for outside the classroom. For example, it is be a powerful stimulus for learning a long time in Denmark, there are still quite interesting to see how children learn „Being deep in a forest, feeling alone a lot of countries where this education their vocabulary outside, which consisted on a hillside or just sharing a cup of tea methodology is not introduced. Outdoors in going up to the game installations, around a fire can set us off on a path is beneficial to the pupils because it take a piece of paper in the box at the that changes the way we think about encompasses different kinds of way top of it, read the word, memorize it ourselves, our relationships and way of learning through the senses and and then go down the slide, run to their we live our lives“ (Rogers et al. 2012: 8). through action. It can be regarded as notebook and write the word 3 times a good alternative for those children to learn it. It is very interesting to see As a secondary teacher you should who can’t find a meaning in school by that the moving part of the Outdoor inspire your pupils to learn and to reading books and filling some files. learning is fully completed here. The achieve. You can reach this goal by children were moving which is very showing commitment and enthusiasm. More often the connection to the nature good for memorizing and good health. You can create positive role models, is lost when the children are getting show confidence in young people’s older. In the pre-primary and primary, This kind of game is very usual in ability to make progress and achieve and you see some outdoor learning but Denmark. The children are used to it furthermore listen to them and take pride when going to the higher levels, the and are quickly ready to go outside. in and celebrate young people’s successes. grades become much more important No need to wait 10 minutes before This is how teachers develop their own and eventually there is no more place for everybody is ready. They just go outside expertise as activity leaders and outdoor that kind of teaching approach anymore. and begin the game that the teacher educators. This is one area of education explains and the other will naturally that most pupils enjoy even though they Outdoor Education is also a big change follow with two words of explanation. may return dirty, wet and even cold. for the teacher who needs to change completely his way of teaching. This As a primary teacher, Outdoor Education So outdoors education teaches you approach is not just “about going can be a real opportunity to bring a before, during and after your experience outside”. It is using outdoors as a different way of differentiation in the but not all secondary schools have the springboard and adopt it to bring classroom. But, it is not only about possibility to do outdoor activities like an explicit knowledge to the pupils. E L INE V ANTOMME L INE DECKER D ANIEL N OTZOLD
Comenius Journal 50 September 2017 Mobility Experiences
La remise à niveau des primo-arrivants à l’École Primaire en Norvège et en Fédération Wallonie-Bruxelles
ABSTRACT
Both Norway and Belgium advocate the integration of new arrivals. These two multicultural countries recorded important migratory waves and in 2015, Norway welcomed 60,816 immigrants and Belgium 146,626 according to Eurostat.
Aliénor Delacroix This means ongoing challenges as far as school integration is concerned. In Étudiante this article, I would like to compare the ways used in these two countries to Département Normal Primaire - ENCBW upgrade the level required at primary school for these new arriving children. Louvain-la-Neuve, Belgium Are the children dived straight away in the ordinary system of schooling or are they accompanied when they arrived in Norway and in the French-speaking Community of Belgium ?
RÉSUMÉ La Norvège et la Belgique sont des pays qui prônent l’intégration des primo-arrivants. Ces deux pays multiculturels connaissent d’importantes vagues migratoires et accueillaient 146626 immigrants en Belgique et 60816 immigrants en Norvège en 2015 selon Eurostat.
Des défs et enjeux se posent en permanence au niveau de l’intégration scolaire. Dans cet article scientifque, j’ai tenu à comparer la façon dont ces deux pays s’occupent de la remise à niveau scolaire des élèves primo-arrivants à l’école primaire.
Les élèves sont-ils directement plongés dans l’enseignement ordinaire sans bouées ou sont- ils accompagnés lors de leur arrivée en Norvège ou en Fédération Wallonie-Bruxelles ?
Introduction Qu’est-ce qu’un primo-arrivant ?
Cette année, j’ai eu l’opportunité de Le terme primo-arrivant est souvent partir en Erasmus en Norvège. Cela m’a défni d’un point de vue administratif permis de découvrir l’aide apportée aux et non au niveau linguistique. Dans cet primo-arrivants. J’ai suivi un cours sur article, je ne me réfère pas à la question l’immigration à l’Université de Stavanger du statut de ces personnes tel qu’il est, qui m’a interpellé et m’a donné envie d’en par exemple, défni dans le décret belge savoir plus sur la prise en charge des primo- « visant à la mise en place d’un dispositif arrivants par l’école primaire. Afn de d’accueil et de scolarisation des élèves primo- traiter au mieux cette problématique, je me arrivants dans l’enseignement organisé ou suis rendue au Johannes Learning Center subventionné par la Communauté française. » (JLC), situé à Stavanger, ville du Sud de la Norvège. J’ai également eu la chance de Selon ce décret, un élève est reconnu comme E L INE V ANTOMME visiter la classe DASPA de l’Institut Notre- étant primo-arrivant lorsqu’il réunit les L INE DECKER Dame (IND) à Anderlecht. Je focalise caractéristiques suivantes au moment où donc mon travail sur ces deux institutions. il s’inscrit dans un établissement scolaire :
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« 1. Être âgé de 2 ans et demi au moins s’intégrer plus facilement et ont ordinaire où l’on peut retrouver jusqu’à et de moins de 18 ans ; 2. Soit avoir l’opportunité d’apprendre la langue du trente élèves. La transition est donc introduit une demande de reconnaissance pays sans être « noyés » dans une classe. diffcile car les élèves passent de petites de la qualité de réfugié ou s’être vu classes où ils sont avec d’autres élèves reconnaitre la qualité de réfugié ; soit être mineur John David Reynier, chef de département dans le même cas (apprentissage d’une accompagnant une personne ayant introduit une multilinguisme du JLC, constate un nouvelle langue) à une grande classe dans demande de reconnaissance de la qualité de grand écart entre les élèves dû à leur laquelle ils baignent avec des natifs. Les réfugié ou s’étant vu reconnaître la qualité parcours scolaire antérieur. Les élèves primo-arrivants vont tous les jours dans de réfugié ; soit être ressortissant d’un pays qui ont bénéfcié d’un bon enseignement cette école. Cependant, lorsqu’ils sont bénéfciaire de l’aide au développement avant d’arriver en Norvège progressent prêts à être transférés, ils passent quelques du Comité d’aide au développement en effet plus vite que ceux qui n’en journées dans leur nouvelle école. de l’Organisation de coopération et de ont pas eu car ils appliquent plus développement économique; soit être reconnu facilement les stratégies d’apprentissage. Pour les élèves qui n’ont pas comme apatride; 3. Être arrivé sur le eu l’occasion d’aller à l’école territoire national depuis moins d’un an ».I Loi Norvégienne sur l’Education auparavant
Pour les besoins de mon article, je le défnis L’accueil des primo-arrivants selon ma Le JLC propose un cursus appelé « base » de la manière suivante : un primo-arrivant défnition est réglementé en Norvège par aux élèves qui n’ont pas eu l’opportunité est une personne qui s’installe dans un la Loi sur l’Education (§2.8. Særskild d’aller à l’école avant de venir en Norvège. nouveau pays pour une durée d’un an språkopplæring for elevar frå språklege Ce cursus dure six à sept semaines et permet minimum et qui ne parle pas la langue minoritetar). Cette dernière stipule que d’apprendre la base de l’éducation scolaire de ce pays. J’utiliserai cette défnition les élèves en primaire et en secondaire aux élèves : dire bonjour, s’asseoir sur une pour parler des élèves concernés, qu’ils inférieur qui ont une autre langue chaise, lever la main avant de parler,… soient réfugiés, immigrés ou expatriés afn maternelle que le norvégien ou le sami de faciliter la compréhension du sujet. ont droit à un programme linguistique De plus, les élèves apprennent comment spécifque en norvégien jusqu’à ce qu’ils les écoles norvégiennes fonctionnent. Cadre légal et administratif en aient un niveau suffsant pour suivre Le système étant libéral (autonomie, Norvège l’enseignement classique. Ils bénéfcient place à la discussion, exploration), également d’un soutien dans leur certains élèves doivent s’adapter car Chaque commune donne la possibilité langue maternelle et d’une éducation ils ont toujours été confronté à un aux élèves primo-arrivants d’apprendre bilingue, langue maternelle et norvégien. enseignement plus traditionnel (frontal, le norvégien avant d’être intégré autorité, individualisme). Je trouve que dans l’enseignement ordinaire. Que propose le JLC aux primo- ce cursus est bénéfque pour les élèves et En fonction des écoles, la durée arrivants? leur permet d’échanger des mots simples d’apprentissage varie entre un à deux ans. et de communiquer avec les autres. Le JLC est un centre, public et gratuit, qui La ville de Stavanger, quatrième plus offre des cours intensifs de norvégien dans Les élèves sont-ils ensuite suivis en grosse ville de Norvège, accueille un grand un délai court : un an et demi à deux ans. Norvège ? nombre d’immigrants et dispose d’une Les élèves se trouvant à Johannes ne suivent école appelée Johannes Learning Center pas exactement le même parcours que ceux Lorsque les élèves ont atteint un niveau (JLC) destinée à cette tâche. Les autres de l’enseignement classique. Ils bénéfcient suffsant en norvégien, ils partent de communes, quant à elles, ouvrent une d’un curriculum transitoire appelé « Basic JLC afn de rejoindre le curriculum à deux classes dans une école ordinaire Norwegian for minority language speaker ». classique (Kunnskapslofte). À partir de ce pour les primo-arrivants, comme à Sande En primaire, les élèves sont divisés en moment-là, ils sont intégrés à une école Skole à Sola, ville adjacente à Stavanger. fonction de leur niveau. Il existe dix norvégienne proche de chez eux. Un suivi classes. Le JLC prévoit des classes assez peut être proposé gratuitement à l’élève. Je suis impressionnée car tous les petites comptant douze à treize élèves par primo-arrivants ont une chance de classe contrairement à l’enseignement Il arrive souvent que, face aux diffcultés
Comenius Journal 52 September 2017 Mobility Experiences
rencontrées par l’élève dans sa nouvelle De plus, en utilisant les données de scolarisation dans une classe de niveau. » IV école, son enseignant et le directeur de réussite internationale, Schnepf (2007) l’établissement contactent JLC afn de et Dustmann (2011) constatent que les Ce décret belge énonce également que pour demander un « support bilingue » pour résultats des tests mesurés chez les enfants ouvrir une classe DASPA, le nombre de aider l’enfant. Cette aide consiste à entre 9 et 15 ans issus de parents immigrants primo-arrivants doit être de minimum huit. renforcer les concepts appris en norvégien sont généralement beaucoup plus bas que et à expliquer ce qu’il se passe dans le ceux des enfants de parents norvégiens. De plus, dans ce décret se trouve la pays d’origine de l’enfant ; par exemple, liste des pays bénéfciaires de l’aide au les élections présidentielles en France, la Finalement, « Böhlmark also identifes développement qui a été établie par guerre en Syrie. Cette assistance est donnée a critical arrival age of nine years, as le Comité d’Aide au Développement entre une à quatre heure(s) par semaine. childhood and youth immigrants who arrive de l’Organisation de Coopération at an older age have substantially lower et de Développement économique. Lorsque l’école estime que l’élève a atteint grade points than their younger peers ». II un niveau de norvégien qui lui permet de Que proposent les classes DASPA suivre l’enseignement ordinaire aisément, En Fédération Wallonie-Bruxelles aux primo-arrivants ? il ne reçoit plus de soutien dans sa langue maternelle ou bilingue. Je trouve que ce Pour l’année 2016-2017, il existe 14 Tout d’abord, il est intéressant soutien est important pour l’enfant afn qu’il classes DASPA dans la Région de de défnir ce que signife DASPA. continue à enrichir sa langue maternelle. Bruxelles-Capitale et 23 classes dans la Région Wallonne. J’ai eu l’opportunité DASPA est un Dispositif d’Accueil et de J’ai eu l’occasion de suivre et de discuter d’observer et de visiter l’Institut Notre- Scolarisation des élèves Primo-Arrivants. avec Aline Dovnier, employée à JLC Dame (IND) à Anderlecht afn de voir comme professeur de langue maternelle concrètement comment cela se passe Les classes DASPA donnent aux primo- et bilingue français-norvégien. Selon en Fédération Wallonie-Bruxelles. arrivants (dont le pays est cité dans le elle, le suivi d’une à quatre heures par décret) l’opportunité d’apprendre le semaine n’est pas suffsant pour certains Décret de la Communauté français et de se remettre à niveau pour élèves. Elle trouve également dommage française du 18.05.2012 rejoindre le plus rapidement possible que les élèves n’aient plus droit à ces l’enseignement ordinaire. Généralement, deux supports gratuitement lorsqu’ils Ce décret vise « la mise en place d’un dispositif la durée est de un an. Théoriquement, ont atteint un bon niveau en norvégien. d’accueil et de scolarisation des élèves primo- elle peut également être prolongée de six Ces élèves « perdent » donc un peu arrivants dans l’enseignement organisé ou mois si l’enfant en a besoin ce qui pose leur niveau de langue maternelle car subventionné par la Communauté française.»III problème pour plusieurs raisons à l’IND. il ne la pratique presque plus à l’écrit. Le deuxième chapitre énonce Fonctionnement de l’Institut Notre- Réduire l’écart dans les écoles les objectifs de ce décret. Dame d’Anderlecht norvégiennes « Article 3. - Le décret poursuit les objectifs Ida Catalamessa, titulaire de la classe Selon l’article Educating Children of suivants : - assurer l’accueil, l’orientation et DASPA dans cet institut, a 18 élèves de Immigrants: Closing the Gap in Norwegian l’insertion optimale des élèves primo-arrivants huit à douze ans qui se rendent tous les Schools (2011), les enfants d’immigrants dans le système éducatif de la Communauté jours dans sa classe. Selon elle, réduire et en particulier, ceux nés en dehors de française; - proposer un accompagnement la classe à 12-14 élèves serait bénéfque la Norvège, ont plus de chance de quitter scolaire et pédagogique adapté aux profls pour chacun car elle aurait plus de facilité l’école plus tôt que les enfants norvégiens. d’apprentissage des élèves primo-arrivants, à suivre les primo-arrivants. Son but Cependant, cet écart s’est fortement réduit notamment les difficultés liées à la langue de premier est de mettre à niveau les élèves au cours des deux dernières décennies et scolarisation et à la culture scolaire; - proposer pour qu’ils puissent entrer dans leur les immigrants de la deuxième génération une étape de scolarisation intermédiaire classe d’âge l’année d’après en sachant sont en train de rattraper rapidement et d’une durée limitée, conformément s’exprimer, comprendre et écrire. Les les performances scolaires des natifs. à l’article 9 du présent décret, avant la élèves qui arrivent en 1ère et 2ème
Comenius Journal September 2017 53 Mobility Experiences
primaire vont directement dans une classe Conclusion qu’ils puissent apprendre les bases. Ce ordinaire car ils doivent apprendre à lire cursus est pour moi une excellente idée et à écrire comme les élèves de leur âge. Dans cet article, je me suis intéressée à deux car il permet de réduire les diffcultés établissements. Le JLC est un des centres rencontrées par les enseignants. L’IND ne propose pas des cours qui comporte le plus de points forts. Toutes dans la langue maternelle de l’enfant. les classes intégrant des primo-arrivants ne Enfn, ce centre est ouvert à tous travaillent pas de cette manière en Norvège. les primo-arrivants. Chaque Ida Catalamessa souligne différents enfant a la même opportunité. facteurs favorisant la réussite scolaire chez Bien que l’IND n’offre pas toutes En Belgique francophone, la majorité des les enfants de sa classe : la motivation, le les possibilités de JLC, cet Institut enfants venant d’un pays européen ne parcours scolaire et le suivi par les parents. propose toutefois une structure peut pas rejoindre les classes DASPA et est d’accueil en matière d’apprentissage directement intégré à une classe ordinaire. Lorsque les primo-arrivants intègrent de la langue d’enseignement. la classe ordinaire l’année d’après, ils Enfn, je suis ravie d’avoir choisi ont une bonne base mais le français J’ai été très impressionnée par la ce sujet pour conclure mes trois reste une langue étrangère pour eux. ressemblance entre la Belgique années. Il m’a permis, entre autre, Afn que la transition se déroule au francophone et la Norvège car ils intègrent de m’ouvrir au monde extérieur, une mieux pour les élèves primo-arrivants tous les deux les élèves primo-arrivants. des valeurs prônée par l’ENCBW. lors de leur intégration dans une classe Cependant, certaines divergences ordinaire à l’IND, Ida Catalamessa écrit essentielles apparaissent. En conclusion, il serait intéressant un rapport et rencontre tous les futurs que le Ministère de l’Education de la titulaires de ses élèves (explique d’où il Tout d’abord, à Stavanger, les primo- Communauté française s’inspire de vient, tout le travail qu’il a fait pendant arrivants disposent d’un suivi dans leur l’expérience norvégienne pour adapter l’année). De plus, lorsque les enfants langue maternelle. Je trouve cela très son système d’accueil des primo-arrivants. rejoignent une classe ordinaire, ils sont intéressant pour l’enfant car cela lui pris en charge 3-4 heures par semaine permet de garder contact avec sa langue par un professeur d’ALE (apprentissage maternelle et de s’améliorer en norvégien. de la langue d’enseignement). Les élèves continuent donc à Ensuite, JLC propose un cursus approfondir l’étude du français et transitoire de 7 à 8 semaines aux enfants peuvent travailler leurs diffcultés. qui n’ont pas été à l’école avant pour
Comenius Journal 54 September 2017 Mobility Experiences
Bibliographie Page web
- BRUGGEMAN Eric, Infor - Enseignement.be, Primo-arrivants, Jeunes Laeken, Aperçu sur les DASPA (classes passerelles) – Liste DASPA, ou classes-passerelles, des écoles – année scolaire 2016- [En ligne], 2017, Fédération Wallonie-Bruxelles, , http://inforjeunes.eu/apercu-sur-les-daspa-ou- classes-passerelles/, consulté le 06.06.2017. http://www.enseignement.be/index. php?page=26430&navi=894, consulté le 31.05.2017. - CATALAMESSA Ida, titulaire de la classe DASPA à l’Institut - Lov om grunnskolen og den vidaregåande Notre-Dame d’Anderlecht, opplæringa (opplæringslova), Bruxelles, juin 2017 (interview) Kapittel 2. Grunnskolen, §2.8. Særskild språkopplæring for elevar - DOVNIER Aline, professeur de langue frå språklege minoritetar, Lovdata, maternelle et bilingue Français-Norvégien à JCL, Stavanger, mai 2017 (interview) https://lovdata.no/dokument/NL/lov/1998-07- 17-61#KAPITTEL_2, consulté le 04.05.2017 - REYNIER John D., chef de département multilinguisme à Johannes Learning - Eurostat, Immigration Center, Stavanger, mai 2017 (interview) http://ec.europa.eu/eurostat/tgm/table.do ?tab=table&plugin=1&language=fr&pc ode=tps00176, consulté le 09.06.2017
Notes
IEnseignement.be, Primo-arrivants, DASPA (classes passerelles) – infos essentielles, Fédération Wallonie- Bruxelles, [En ligne], http://www.enseignement.be/index.php?page=23677, consulté le 31 mai 2017.
IIBRATSBERG Bernt, RAAUM Oddbjørn, RØED Knut, Educating Children of Immigrants: Closing the Gap in Norwegian Schools, Discussion paper series, IZA DP No. 6138, November 2011, Germany, pp. 1, 3, 4.
IIIDocu 37785, p.1, Centre de documentation administrative, Secrétariat général, 18-05-2012, mise à jour au 18-01-2017, [En ligne], http://www.gallilex.cfwb.be/document/pdf/37785_002.pdf, consulté le 06.06.2017.
IVDocu 37785, Chapitre II. – Objectifs du décret p.9, Centre de documentation administrative, Secrétariat général, 18-05- 2012, mise à jour au 18-01-2017, [En ligne], http://www.gallilex.cfwb.be/document/pdf/37785_002.pdf, consulté le 06.06.2017
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Announcements& Upcoming Events
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23/10 – 26/10/2017 Sustainable Development Inclusive Education Instituto Politécnico de Santarém Coordination : Coordination : Staf week on Finding Opportunities: -Instituto Politecnico de Santarem - -University of Bergamo (Fabio Dovigo) Europe and Abroad Escola de Educação (George Camacho) -Artevelde University College - Gent -HENALLUX - Namur (Bernadette (Geertrui van den Berghe) 04/12 – 06/12/2017 Maquet) -University College South Denmark HENALLUX- Namur -HE VINCI - Louvain-la-Neuve (François -Kingston University (Andy Hudson) Staf week on Sustainable Development Landercy) Stories and Intercultural Competencies 05/03 – 09/03/2018 Other participants : at Primary Schools Vilniaus Kolegija / University of Applied -Tomas More-Mechelen Coordination : Sciences -HELMO - Liège -University College South Denmark (Jette -Artevelde University College - Gent Laursen) -Apor Vilmos Catholic College 21/03 – 24/03/2018 -University of Valencia Other participants : Haute Ecole Léonard de Vinci -Haute Ecole Charlemagne - Liège -Tomas More-Mechelen Staf week of Comenius Association -Kingston University Outdoor Education -HENALLUX – Namur 23/04 – 28/04/2018 Coordination : -Apor Vilmos Catholic College Pädagogische Hochschule Steiermark -Tomas More-Mechelen (Piet Tutenel) -Winchester University Graz Staf week - combination with the Voices Other participants : conference -HE VINCI - Louvain-la-Neuve -Vilnius College of Applied Sciences 04/06 – 08/06/2018 -Instituto Politécnico de Santarém - ESES Artevelde University College Ghent: Staf week on Early Childhood Education Council of Europe Meetings
World Forum for Democracy 2017 Klingenthal 2018: 8 - 10 November 2017 22- 25 May 2018
Comenius Journal September 2017 57 Contributors
Agnes Streitmann Britt De Laet PhD, Senior Lecturer Erasmus exchange student at UC South [email protected] Denmark, Campus Haderslev [email protected]
Apor Vilmos Catholic College Thomas More Mechelen Department of Foreign Language and Literature Lange Ridderstraat 44 Konstantin tér 1-5. 2800 Mechelen H- 2600 Vác Belgium Hungary www.thomasmore.be http://en.avkf.hu
Camille Denayer Aliénor Delacroix Erasmus exchange student at UC South Étudiante Denmark, Campus Haderslev [email protected]. [email protected]
Haute Ecole Léonard de Vinci Henallux École Normale Catholique du Brabant Wallon Département Pédagogique de Champion Voi Cardjin, 10 Place du Couvent,3 1348 – Louvain-la-Neuve B-5020 Namur Belgium BELGIQUE
www.encbw.be www.henallux.be
Amélie Laurent Carina Reiter Erasmus exchange student at UC South Denmark, Erasmus exchange student at UC South Campus Haderslev Denmark, Campus Haderslev [email protected] [email protected]
Ecole Normale Catholique du Brabant Wallon Pädagogische Hochschule Steiermark (ENCBW) Hasnerplatz 12 Voie Cardijn, 10 8010 Graz B-1348 Louvain-la-Neuve Austria Belgium http://www.phst.at www.encbw.be
Bengt Söderhäll Damian Miller Senior Lecturer of Education Lehrer an der Pädagogischen Hochschule [email protected] Thrugau [email protected] Department of Culture Studies, Religious Studies and Educational Sciences PHTG - Pädagogische Hochschule Thrugau Faculty of Education and Business Studies - Unterer Schulweg 3 University of Gävle CH-8280 Kreuzlingen 2 Kungsbäcksvägen 47 Switzerland SE – 801 76 Gavle Sweden http://www.phtg.ch
www.hig.se
Comenius Journal 58 September 2017 Contributors Contributors
Daniel Notzold Jonathan Rooke Erasmus exchange students at UC South Senior Lecturer Denmark, Campus Haderslev [email protected] [email protected] University of Winchester Universität Bielefeld Sparkford Road, Winchester, Hampshire, SO22 Universitätsstraße 25 4NR, United Kingdom 33615 Bielefeld Germany http://www.winchester.ac.uk
www.uni-bielefeld.de
Katalin Palkóné Tabi Eline Vantomme college associate professor, PhD Erasmus exchange students at UC South [email protected] Denmark, Campus Haderslev [email protected] Apor Vilmos Catholic College Konstantin tér 1-5 Thomas More - Mechelen H – 2600 Vác Zandpoortvest 60 Hungary 2800 Mechelen Belgium http://www.avkf.hu/ www.thomasmore.be
Geneviève Laloy Kathryn Hogarth President of the Comenius Association Children’s Centre Lead Outreach Worker Head of the International Offce [email protected] [email protected] North East Children’s Centre Cluster in Richmond- Haute Ecole Léonard de Vinci Upon-Thames (Achieving For Children) École Normale Catholique du Brabant Wallon Barnes Children’s Centre Voi Cardjin, 10 67B Lower Richmond Road 1348 – Louvain-la-Neuve Mortlake - London Belgium England SW14 7HJ www.encbw.be United Kingdom
https://www.afcinfo.org.uk/
Heiko Vogl Laura Van Engeland MA BEd Prof. Erasmus exchange student at UC South Denmark, Stellvertretender Institutsleiter im Institut für Campus Haderslev Diversität und Internationales [email protected] [email protected] THOMAS MORE MECHELEN Pädagogische Hochschule Steiermark Lange Ridderstraat 44 Hasnerplatz 12 2800 Mechelen 8010 Graz Belgium Austria www.thomasmore.be http://www.phst.at
Comenius Journal September 2017 59 Contributors
László Csorba F. Mária Both Senior Research Fellow College Associate Professor [email protected] [email protected]
Hungarian Institute for Educational Research and Development Budapest Apor Vilmos Catholic College Szobránc utca 6-8 Faculty of Mathematics, Natural Science and H-1143 Budapest Information Technology Hungary Konstantin tér 1-5. H-2600 Vác www.of.hu Hungary
and www.avkf.hu
Eszterházy Károly University of Applied Sciences Eszterházy, tér 1 H-3300 – Eger Hungary Maura Coulter Assistant Professor in Education www.uni-eszterhazy.hu [email protected]
School of Arts Education and Movement Dublin City University | Institute of Education St Patrick’s Campus | Drumcondra Line Decker Dublin 9 | Ireland Erasmus exchange students at UC South Denmark, Campus Haderslev www.dcu.ie [email protected]
Haute Ecole Pédagogique du Canton de Vaud – Lausanne Michel Dechamps Avenue de Cour 33 Psychopédagogue 1014 Lausanne Switzerland [email protected]
www.help.ch Haute Ecole Léonard de Vinci École Normale Catholique du Brabant Wallon Voi Cardjin, 10 1348 – Louvain-la-Neuve Belgium
Magali Descoeudres www.encbw.be Chargée d’enseignement [email protected]
Haute Ecole Pédagogique du Canton de Vaud Unité d’enseignement et de recherche Education Physique et Sportive Cour 25 1007 Lausanne Switzerland
www.help.ch
Comenius Journal 60 September 2017 Contributors
Oskar Dangl Lehrer an der Kirchlichen Pädagogischen Hochschule Wien/Krems [email protected]
Kirchliche Pädagogische Hochschule (KPH) Wien/Krems, Mayerweckstraße 1 A-1210 Wien Austria www.kphvie.ac.at
Sofie Beliën student – bachelor for primary education [email protected]
THOMAS MORE MECHELEN Lange Ridderstraat 44 2800 Mechelen Belgium www.thomasmore.be
Tasnim Curtis Senior Lecturer Tasnim. [email protected]
University of Winchester Sparkford Road, Winchester, Hampshire, SO22 4NR, United Kingdom http://www.winchester.ac.uk
Comenius Journal September 2017 61 Partner Institutions
Austria Czech Republic Ireland
Kirchliche Pädagogische Hochschule in Univerzita Hradec Králové Dublin City University - Wien/Krems - Saint Patrick’s College www.uhk.cz www.spd.dcu.ie www.kphvie.at
University College of Teacher Education Styria - Italy Graz Denmark Pädagogische Hochschule Steiermark University of Bergamo University College South Denmark www.phst.at www.unibg.it www.ucsyd.dk
Lithuania Belgium France Vilniaus Kolegija / University of Applied Sciences Arteveldehogeschool ISFEC - La Salle Mounier - - Institut Catholique de Paris www.viko.lt www.arteveldehs.be www.icp.fr www.lasalle-mounier.fr Netherlands Haute Ecole Léonard de Vinci - - Brussels and Louvain-la-Neuve Inholland University - ESPE – School of Education – - School of Education www.vinci.be Strasbourg University www.inholland.nl www.espe.unistra.fr Haute École de Namur-Liège-Luxembourg (HENALLUX - Namur) Norway
www.henam.be Germany University of Stavanger - Faculty of Arts and Education Pädagogische Hochschule Schwäbisch Gmünd Haute École Libre Mosane (HELMO) - Liège www.uis.no www.ph-gmuend.de www.helmo.be Portugal Hungary Karel de Grote Hogeschool - Antwerpen Instituto Politécnico de Santarém - ESES Apor Vilmos Catholic College - Vác www.kdg.be www.avkf.hu www. ese.ipsantarem.pt
Thomas More - Mechelen
www.thomasmore.be
Comenius Journal 62 September 2017 Partner Institutions
Romania University of Örebro - - Department of Education Universitatea de Vest din Timisoara www.oru.se
www.uvt.ro
Switzerland
Haute Ecole Pédagogique du Canton de Vaud - Spain - Lausanne
Centro Superior de Estudios www.hepl.ch Universitarios La Salle
www.eulasalle.com Pädagogische Hochschule Thurgau
www.phtg.ch Escuni - Escuela Universitaria de Magisterio United Kingdom www.escuni.com Kingston University - - School of Education Universitad Católica de Valencia San Vincente Martir www.kingston.ac.uk
www.ucv.es University of Winchester
Universitat de Valéncia www.winchester.ac.uk
www.uv.es/floeduc Bishop Grosseteste University Lincoln
Universitat Ramon Lull - Blanquerna - www.bishopg.ac.uk Facultat de Psicologia, Ciències de l’Educació i de l’Esport
ww.url.edu www.blanquerna.url.edu
Sweden
University of Gävle - - Department of Educational Sciences
www.hig.se
Comenius Journal September 2017 63 Klingental 2017 – 30th May – 2nd June
Comenius Journal 64 September 2017 Journal de l’Association Comenius Journal of the Comenius Association no 26 – september – 2017
Guest Editors George Camacho Instituto Politécnico de Santarém - ESES
Responsible Editors Board of the Comenius Association, Represented by Geneviève Laloy, President
Language Editors Chantal Muller Haute École Namur-Liège-Luxembourg Geneviève Laloy Haute École Léonard deVinci George Camacho Instituto Politécnico de Santarém
Layout Miguel Lourenço [email protected]
The views expressed in this journal are the sole responsibility of the individual authors. ISSN 2033-4443 26
Vin E
ISSN: 2033-4443 Journal de l’Association Comenius Journal of the Comenius Association no 26 – september – 2017 www.comeniusassociation.org