COD 2019 - G987
Teachers as "transformative intellectuals"
Primary and Secondary school teachers
1
sesiones, inicia: 12-Feb
El curso elegido no admite nuevas inscripciones
Ficha del curso
Ciclo: 2019
Nivel: General
Idioma: Inglés
Estado: Terminado
Lugar: ESSARP - Deheza 3139, CABA
Capacitador/es: Ms. Silvia Rettaroli, Ms. Viviana López Larretchart
Colegios Afiliados
No arancelado
No arancelado
Centros de Examen
ARS 500.00
ARS 500.00
No afiliados
ARS 500.00
ARS 500.00
Sesiones
Sesiones | Fechas | Inicia | Termina |
---|---|---|---|
1 | 12 Febrero 2019 | 09:30 am | 12:30 pm |
Capacitador/es
Silvia Rettaroli
Viviana López Larretchart
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
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
- 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/
UN Global Agenda 2010 - 17 SDGs https://www.un.org/sustainabledevelopment/development-agenda/