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PDF - Teacher education for change - The theory behind the Council of Europe Pestalozzi Programme (Pestalozzi series n°1) (Greek version) (2017)
What is the main role for teachers today? Why is the Council of Europe dealing with education, and teacher education in particular? How is educational thinking guided by visions of a future society desirable for all? How, in the midst of a fierce battle for curriculum time, can education for human rights, democracy and mutual understanding be embedded in the existing curricula? What are the values underlying our educational visions? The aim of this publication is to offer a few answers to these and many other questions. Above all, its purpose is to contribute to the ongoing debate, more necessary than ever, on the role of teachers and teacher education in the broader context of teaching and learning for a sustainable democratic society.
Acknowledgements
Foreword
Introduction
Chapter One: Education and society
The key role of education for sustainable democratic societies
Education vs. educations
"Savoirs" and values vs. themes: transversal components of teaching
for strengthening democratic societies
Education as liberation of the self: principles and concepts of learning
and teaching in the Pestalozzi Programme
Chapter Two: Rationale and foundations of the Pestalozzi Programme
The pedagogical foundations of the Pestalozzi Programme
Further food for pedagogical thought: influences and inspirations
Getting people doing ... to get them thinking
Toward a community of practice: supporting the collaborative work
Chapter Three: Action for change
Overcoming resistance
Ways to bring about change
The benefits of networking: an example from Cyprus
Conclusion
Making a difference
About the contributors
What is the main role for teachers today? Why is the Council of Europe dealing with education, and teacher education in particular? How is educational thinking guided by visions of a future society desirable for all? How, in the midst of a fierce battle for curriculum time, can education for human rights, democracy and mutual understanding be embedded in the existing curricula? What are the values underlying our educational visions? The aim of this publication is to offer a few answers to these and many other questions. Above all, its purpose is to contribute to the ongoing debate, more necessary than ever, on the role of teachers and teacher education in the broader context of teaching and learning for a sustainable democratic society.