G987 - Teachers as "transformative intellectuals"
- Ciclo: 2019
- Nivel: General
- Idioma: Inglés
- Estado: Confirmado
- Lugar: ESSARP
- Capacitador/es: Silvia Rettaroli, Viviana López Larretchart
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Jueves 07 de Febrero
Colegios Afiliados No arancelado
Centros de Examen ARS 500.00
No afiliados ARS 500.00
|1||12 Feb 2019||09:30 AM||12:30 PM|
Teacher and teacher educator. School manager at bilingual schools in the Province of Buenos Aires. Deputy Director at ESSARP (2004 - 2008). Worked in the Research and Educational Development Unit of the MEyC (1998-1999). CLE (Foreign Languages Certifications) coordinator (2008-2011). English Unit coordinator at the CLE (ME- City of Buenos Aires: 2011-2016). Organised and participated in national and international conferences, published papers and textbooks. Areas of interest: professional development (OL and f2f), bilingual education/CLIL, assessment.
School primary head at a bilingual school in the Province of Buenos Aires. Innovative educator with a focus on intercultural education and on the preparation of students for life in the XXI c. Participated in national and international conferences. Areas of interest: professional development, intercultural education, bilingual education.
Primary and Secondary school teachers
ESSARP schools and their staff have become fully aware of the needs of the XXI learner and of the type of schooling those learners seem to require: inquiry oriented, socially contextualised schools committed to world making, concerned with critical self and social reflection apart from being concerned with the development of both the emotional and logical sides of their students and, above all, fully committed to take action.
In this presentation we will explore the XXIc school needs and the roles the teachers are expected to play to cater for those needs. We will examine three types of roles: the technician, the reflective teacher and the transformative intellectual (Kumaravadivelu, 2012) and look closely into a school project implemented at Colegio Newlands in 2018 which involved the teachers and learners in becoming ambassadors of the Global Agenda 2030 and its 17 SDGs.
UNESCO (2013) suggests that through education students need to become aware of their global citizenship condition and that global education seeks to empower those children and young adults to take active roles that will allow them to face both local and global challenges so as to become key agents in the construction of a more inclusive, sustainable, healthier, pacific and tolerant world.
So as to improve students' global competences it is important to explore and include in our projects global themes and issues that focus on human rights, the environment, justice and intercultural issues, all included in the 17 sustainable development goals
- Teacher's roles: the technician, the reflective teacher and the transformative intellectual (Kumaravadivelu, 2012)
- Global perspectives: UN Global Agenda 2010 - 17 SDGs
Presentation and hands on workshop
Kumaravadivelu B. (2012) Language Teacher Education for a Global Society: A modular model for knowing, analysing, recognising, doing and seeing. New York: Routledge.
UN Global Agenda 2010 - 17 SDGs https://www.un.org/sustainabledevelopment/development-agenda/