This episode is the third of an Education International podcast series entitled ‘Pedagogies of Possibility,’ focusing on how the Teacher-led Learning Circles for Formative Assessment (T3LFA) project has provided the space for educators to come together across its 7 project countries to invent innovative pedagogical practice that improves educational outcomes for all students.
The guest speakers in the third episode include Dalila Andrade Oliveria, professor at the Federal University of Minas Gerais, Heleno Araújo, President of the Confederação Nacional dos Trabalhadores em Educação (CNTE), Ana Maria Clementino, learning circle facilitator and researcher at the Federal University of Minas Gerais and Elaine Amancio Ribeiro, teacher in Brasilia, Brazil.
In this episode, we will be discussing how teacher-led learning circles for formative assessment respond to Brazil’s distinct colonial history and are spaces for teachers to create critical pedagogies that allow for engagement in educational praxis, where teachers and students engage in a continual process of understanding and acting on the world in order to change it.
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This episode is the third of an Education International podcast series entitled ‘Pedagogies of Possibility,’ focusing on how the Teacher-led Learning Circles for Formative Assessment (T3LFA) project has provided the space for educators to come together across its 7 project countries to invent innovative pedagogical practice that improves educational outcomes for all students.
The guest speakers in the third episode include Dalila Andrade Oliveria, professor at the Federal University of Minas Gerais, Heleno Araújo, President of the Confederação Nacional dos Trabalhadores em Educação (CNTE), Ana Maria Clementino, learning circle facilitator and researcher at the Federal University of Minas Gerais and Elaine Amancio Ribeiro, teacher in Brasilia, Brazil.
In this episode, we will be discussing how teacher-led learning circles for formative assessment respond to Brazil’s distinct colonial history and are spaces for teachers to create critical pedagogies that allow for engagement in educational praxis, where teachers and students engage in a continual process of understanding and acting on the world in order to change it.
This episode is the third of an Education International podcast series entitled ‘Pedagogies of Possibility,’ focusing on how the Teacher-led Learning Circles for Formative Assessment (T3LFA) project has provided the space for educators to come together across its 7 project countries to invent innovative pedagogical practice that improves educational outcomes for all students.
The guest speakers in the third episode include Dalila Andrade Oliveria, professor at the Federal University of Minas Gerais, Heleno Araújo, President of the Confederação Nacional dos Trabalhadores em Educação (CNTE), Ana Maria Clementino, learning circle facilitator and researcher at the Federal University of Minas Gerais and Elaine Amancio Ribeiro, teacher in Brasilia, Brazil.
In this episode, we will be discussing how teacher-led learning circles for formative assessment respond to Brazil’s distinct colonial history and are spaces for teachers to create critical pedagogies that allow for engagement in educational praxis, where teachers and students engage in a continual process of understanding and acting on the world in order to change it.
This episode is the second of a new Education International podcast series entitled ‘Pedagogies of Possibility,’ focusing on how the Teacher-led Learning Circles for Formative Assessment (T3LFA) project has provided the space for educators to come together across its 7 project countries to invent innovative pedagogical practice that improves educational outcomes for all students.
The guest speakers in the second episode include Dr Robbert Smit, lecturer and researcher at the University of Teacher Education St Gallen, Monika, teacher and learning circle facilitator in Zürich, Switzerland, Selina, teacher of 6th grade (ages 12-13) teacher in St Gallen, Switzerland and Christin, teacher of 3rd and 4th grade (ages 9-11) in Lucerne, Switzerland.
In this episode, we will be discussing the importance of encouraging reflective practice amongst teachers and will touch on the ways in which educational systems can make space for this work through the incorporation of teacher-led learning circles into pre-existing continuous professional learning and development.
This episode is the first of a new Education International podcast series entitled ‘Pedagogies of Possibility,’ focusing on how the Teacher-led Learning Circles for Formative Assessment (T3LFA) project has provided the space for educators to come together across its 7 project countries to invent innovative pedagogical practice that improves educational outcomes for all students.
The guest speakers in the first episode include Dr Robbert Smit, lecturer and researcher at the University of Teacher Education St Gallen, Monika, teacher and learning circle facilitator in Zürich, Switzerland, Selina, teacher of 6th grade (ages 12-13) teacher in St Gallen, Switzerland and Christin, teacher of 3rd and 4th grade (ages 9-11) in Lucerne, Switzerland.
In this episode, we discuss the importance of creatively using technology to invent formative assessment practices that meet the needs of each student. We then move on to explore how having dedicated time to develop and reflect on these promising formative assessment practices in learning circles can be understood as a form of pedagogical activism because it fosters pedagogical practice that counters a standardised curriculum that does not create space for the distinct needs of learners.
This is the third episode of our podcast series entitled: “Teasing the tech”. Our guest speaker, Neil Selwyn, is a professor at the Faculty of Education in Monash University, Australia, and a leading international researcher in the area of digital education. Martin Henry, research coordinator at Education International, will be the host for these series.
In this episode we will be looking at the impact of education techonologies on quality teaching and learning. Are the dominant forms of education techonologies improving the quality of education? Is edtech making education better, more inspiring, engaging, innovative? Listen to it now!
This is the second episode of a podcast series entitled: “Teasing the tech”. Our guest speaker, Neil Selwyn, is a professor at the Faculty of Education in Monash University, Australia, and a leading international researcher in the area of digital education. Martin Henry, research coordinator at Education International, will be the host for these series.
As technological for-profit giants, such as Google or Microsoft, are playing a major role in education, the transformation of the State and the public sector in the current context makes it important to give attention to changes in labour relations. This will be the focus of today’s episode.
This episode is the first of a podcast series entitled: “Teasing the tech”, focusing on things teachers should know about the impact of education technologies on labour relations, teaching and learning and education governance.
Our guest speaker, Neil Selwyn, is a Professor at the Faculty of Education in Monash University, Australia. Neil is recognised as a leading international researcher in the area of digital education. In this episode, we will be 'following the money', and looking, amongst other things, into the potential implications of the expanding role of education technologies for democratic accountability and education governance.
In this episode of Edvoices we explore the relatively under-researched phenomenon of education privatisation in the Caribbean region. We discuss the findings of a research commissioned by Education International in February 2022: “Time to turn the tide: Privatisation trends in education in the Caribbean”.
Ending gender-based violence requires a profound transformation of our societies and social relations. What is the role of education unions? What does transformative leadership look like in this context and how can it effect real change?
Tune in to this episode of EdVoices to hear from three women leaders of Education International in dialogue with madeleine kennedy-macfoy:
• Susan Hopgood | Education International President | AEU, Australia
• Dianne Woloschuk | Executive Board member and Chair of the Education International Status of Women Committee | CTF, Canada
• Nadine A. Molloy | Executive Board member | JTA Jamaica
Les confinements et les fermetures d'écoles provoqués par la pandémie de Covid-19 ont entraîné une augmentation inquiétante des cas signalés de violence basée sur le genre. Quelles sont les implications de cette pandémie fantôme dans nos écoles et nos communautés et que peuvent faire les syndicats de l'éducation pour y mettre fin ?
Dans cet épisode de EdVoices, Anais Dayamba, du Bureau régional de l'IE en Afrique, discute de l'impact genré de Covid-19 avec Marième Sakho Dansokho (Sénégal) et Marjolaine Perreault (Québec, Canada), membres du Bureau exécutif de l'IE.
Join us for a conversation on digital learning and its implications for quality and equality in and through education with AFT President, Randy Weingarten, Professor Carol Campbell and OECD's Stephan Vincent-Lacrin.
In today’s podcast, we will be talking about Technical and Vocational Education and Training (TVET ) and how access to public TVET plays a crucial role in contributing to social justice and sustainable development. TVET links to the labour market, however, make it particularly vulnerable to policies of commercialisation and its teachers are often faced with inadequate funding, infrastructure, salaries, support and contracts.
Join us for a discussion on the value and importance of TVET with Gavin Moodie, Stephanie Matseleng Allais, John Buchanan & Leesa Wheelahan.
The status of teachers is one of the main factors that make an education system successful.
What do we know about it when it comes to the teachers in different parts of the world? What needs to change in order for education systems to perform better?
Listen to this podcast with Greg Thompson, professor at the University of Brisbane, Australia, to find out more.
Christina Colclough is a future of work expert. She discusses teacher adaptation to digitalisation, life-long learning, the digital divide, the relationship between virtual and physical learning, data, and related issues.
Suite à la pandémie de la COVID-19, le Mali a lancé pour la première fois un programme d’enseignement à distance, afin de pallier quelque peu la fermeture des écoles. Soumeila H Maiga, responsable du département à la formation du syndicat de l’éducation SNEC, est l’un des 20 enseignant∙e∙s sélectionné∙e∙s pour enregistrer les cours télévisés. Il témoigne sur cette expérience nouvelle, ses potentialités mais aussi ses limites.
On World Education Support Personnel Day, Ashanti Rankin & HaSheen Wilson from the USA share their experience as professional ESP at diverse education levels, explain how they contribute to quality education & vibrant communities, talk about the threat of growing privatisation in the sector and highlight the importance of EI resolution on ESP.
Researcher Ben Williamson highlights for EdVoices the importance to put students before profit in the context of the COVID-19 pandemic. During this crisis, the use of remote learning and learning is increased and high tech companies are pushing their online tools and products.
On World Intellectual Property Day, we sat down with Mugwena Maluleke and Michael Geist for a conversation on copyright, Covid-19, knowledge sharing and fair access for educators and researchers. Tune in for insights into the battle for balanced copyright legislation in South Africa, Canada and around the world.
75 years after the liberation of Auschwitz-Birkenau, the distance in time may give us a false sense of comfort that lessons have been learned, that history will not be repeated. Yet the narratives that led to the Holocaust are re-emerging, reinvented for the 21st century.
Now more than ever, it is imperative to ensure that the lessons of the Holocaust reach new generations, minds and hearts in classrooms across the world. Teachers and teacher training are the first line of defense in the fight for democracy, human rights and our collective future.
We sat down with Andrew Beiter and Kate W. English to talk about Holocaust education and their work on 4 continents with the Educators' Institute for Human Rights.
LGBTI teachers are often subject to discrimination and harrassment at their workplace. How we can overcome this and make schools safe for everybody is at the heart of our discussoin with Dr Debbie Hayton, NASUWT National Executive member.
This episode is the third of an Education International podcast series entitled ‘Pedagogies of Possibility,’ focusing on how the Teacher-led Learning Circles for Formative Assessment (T3LFA) project has provided the space for educators to come together across its 7 project countries to invent innovative pedagogical practice that improves educational outcomes for all students.
The guest speakers in the third episode include Dalila Andrade Oliveria, professor at the Federal University of Minas Gerais, Heleno Araújo, President of the Confederação Nacional dos Trabalhadores em Educação (CNTE), Ana Maria Clementino, learning circle facilitator and researcher at the Federal University of Minas Gerais and Elaine Amancio Ribeiro, teacher in Brasilia, Brazil.
In this episode, we will be discussing how teacher-led learning circles for formative assessment respond to Brazil’s distinct colonial history and are spaces for teachers to create critical pedagogies that allow for engagement in educational praxis, where teachers and students engage in a continual process of understanding and acting on the world in order to change it.
