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Además disponible en inglés: Rethinking Education for a Global, Transcultural World Repensar la educación es esencial en un mundo, global, transcultural, cambiante y comunicado. A través del libro Repensar la Educación para un Mundo global, Transcultural se argumenta y se analiza cómo construir relaciones entre la escuela y la sociedad, y las posibilidades de trascender las barreras en diferentes contextos nacionales: Chile, Israel, México, Marruecos, Polonia y España. El principal objetivo que queremos conseguir con las aportaciones realizadas en el libro, es conocer cómo los Sistemas Educativos y las escuelas de diferentes países responden a los cambios sociales causados por la globalización, las migraciones y las tecnologías de la comunicación. Los autores son profesores de diferentes disciplinas científicas y de diferentes religiones, culturas y puntos de vista que viven las realidades descritas en los capítulos y piensan desde estas realidades cómo mejorar y cómo debe ser la educación en un mundo global, desafiante y cambiante. Hacemos hincapié en la importancia de este libro y sus implicaciones en la educación de niños y jóvenes, y en la formación de los maestros. Por esta razón, este es un libro diseñado para profesores de escuelas primarias y secundarias, padres, directores, supervisores, profesores universitarios que forman a los maestros, para los estudiantes de la universidad y para todos los que quieren saber y pensar acerca de la educación en un mundo global e intercultural y las nuevas formas de comunicación para hacer frente al aprendizaje, ya sea a nivel local o a nivel mundial. La misión de todos es continuar construyendo la educación, y para ello en este libro se presentan las contribuciones y recomendaciones de los profesionales de diferentes partes del mundo que permitirán al lector conocer, analizar, comprender y apreciar la importancia de la educación para preparar a los estudiantes en un pensamiento abierto y crítico en un mundo global. Los capítulos no ofrecen una panacea, pero ofrecen muchas ideas sobre cómo, a través de la educación, preparar a los ciudadanos para una sociedad global y transcultural.
Se ofrece esta segunda edición del libro cuya finalidad es presentar a los estudiantes una versión breve pero exhaustiva de los hallazgos que, a lo largo de las últimas cinco décadas, se han descubierto sobre el complejo proceso del aprendizaje. La capacidad de aprender no es únicamente humana, sin embargo esta publicación se centrará únicamente en el aprendizaje humano.
ICOM Education is the annual journal issued by CECA, the international Committee for Education and Cultural Action of the International Council of Museums (ICOM) network. The journal publishes papers written by museum professionals as well as academic researchers around the world in order to foster the reflection on the themes which are the committee's raison d'être: museum education, cultural action and audience research. This issue is dedicated to museum education, looking into the different meanings and understandings of the words as well as the various implementations in the museums all over the world.
Listen to the podcast! Is the university contributing to our global crises or does it offer stories of hope? Much recent debate about higher education has focussed upon rankings, quality, financing and student mobility. The COVID-19 pandemic, the climate crisis, the calls for decolonisation, the persistence of gender violence, the rise of authoritarian nationalism, and the challenge of the United Nations Sustainable Development Goals have taken on new urgency and given rise to larger questions about the social relevance of higher education. In this new era of uncertainty, and perhaps opportunity, higher education institutions can play a vital role in a great transition or civilisational shift to a newly imagined world. Socially Responsible Higher Education: International Perspectives on Knowledge Democracy shares the experiences of a broadly representative and globally dispersed set of writers on higher education and social responsibility, broadening perspectives on the democratisation of knowledge. The editors have deliberately sought examples and viewpoints from parts of the world that are seldom heard in the international literature. Importantly, they have intentionally chosen to achieve a gender and diversity balance among the contributors. The stories in this book call us to take back the right to imagine, and ‘reclaim’ the public purposes of higher education.
The UN is currently focused on monitoring and improving learning outcomes and people who are generally excluded from education. Indeed, in its Agenda 2030, higher education forms an important part of the UN’s Sustainable Development Goals (SDGs) related to poverty, hunger, health, education and gender equality. This volume brings together contributions that provide research and teaching experiences, as well as reflections on actions taken in higher education institutes, associated with these SDGs.
El libro que aquí se presenta Educación 4.0 en la época de Pandemia y Pospandemia: retos y oportunidades representa un esfuerzo consistente y pertinente que expone lecciones, aprendizajes y áreas de oportunidad que tienen las organizaciones de educación superior a partir del uso generalizado de tecnologías de la información y la comunicación (tic), durante y posterior a la pandemia por COVID-19. Esta obra está dirigida a los docentes y actores involucrados en los procesos educativos, pues no es conveniente dar vuelta a la hoja y retomar las antiguas prácticas presenciales y tradicionales después de todo el aprendizaje acumulado que se gestó durante esta etapa de contingencia, sino que estas experiencias nos conduzcan hacia escenarios de la Educación 4.0, indispensable para la conformación de ciudadanos del México del siglo XXI. DOI: https://doi.org/10.52501/cc.164
Over the past decade, interest in language teacher education and professionalization programs has increased significantly mainly due to global educational reforms, which have been driven by internationalization, multilingualism, the rise of new literacy and the incorporation of technologies. These reforms, based on the challenges of knowledge societies and networks, have created the need to re-evaluate and reconceptualize teacher training and teacher professional development as a "fundamental connection to teaching" (Bryant et al., 2008; Vélaz de Medrano & Vaillant, 2009; Espinosa, 2012; Johnson and Golombeck, 2018). The main objective is, then, to “prepare the new generations within an increasingly uncertain and demanding global scenario” (Pérez Ruíz, 2014, p 114). This publication addresses work on the education of language teachers in a variety of sociocultural, educational and institutional contexts carried out in Mexico and Latin America with various methodological designs and approaches from different theoretical perspectives. Therefore, in the context of current challenges, we seek to promote the exchange, discussions of experience and results of research and reflection that can influence the direction and implementation of language policies regarding teacher education and teacher professionalization for language teaching.
In the context of the Fourth Industrial Revolution, a world of continuous alterations is glimpsed where science and technology are at the base of economic competitiveness and where innovation plays a strategic role in global competition, so that they are forced to cover a series of requirements to compete successfully in an increasingly globalized economy, including high investments in both education and research. Along these lines, the formation of mathematical learning is important because it is oriented towards the development of a set of skills with the aim of resolving situations of daily and professional lives. It focuses on the acquisition of employing the different ways of representing information in the form of models, constructions, and graphs to determine the best decision making. In this sense, it includes the mastery of the handling of numbers, measures, and structures to carry out the interpretation of operations and representations of a quantitative nature on personal and professional situations. For a society to favor innovation, the use of mathematical information is an essential condition that allows the development of creativity and analysis of information. Mathematics education plays a vital role in this development. Developing Mathematical Literacy in the Context of the Fourth Industrial Revolution studies the formation of mathematical abilities in the context of the Fourth Industrial Revolution regarding its development of both teaching and learning strategies, as well as the use of ICT and its use in the development of this discipline in students. It is important that teachers of any educational level reorient their teaching strategies and their role as educators. Therefore, the chapters discuss up-to-date and relevant information on teaching and didactic tasks in the subject of mathematics. This book highlights mathematical pedagogies, ICT in mathematics learning, teacher training, and classroom strategies for mathematics. It is intended for teachers, pedagogical advisors, business trainers, higher education staff, administrators, teacher educators, practitioners, stakeholders, researchers, academicians, and students interested in mathematical literacy in the fourth industrial revolution.