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|Jamie Schlais Barne|
Jamie Schlais Barnes’ grandfather, Phillip Morstad, said to her as a young girl, “Education is power, and you can be or do anything if you work hard enough!” These words, and the fact that a lack of financial resources kept her grandfather from attending college, are why Jamie is an advocate for educational equity and works to further develop teaching practices to meet the needs of diverse students.
Acknowledging the demands globalization has on classrooms, Jamie founded Global Evaluations LLC, an educational consulting firm with a focus on evaluating culturally relevant, multicultural, and global educational practices. Classrooms are becoming global educational contact zones and there is an opportunity for diverse students and their teachers to learn from each other’s experiences. Jamie has presented research or provided professional development to educators in over 10 countries. Acting as an IB psychology online and face-to-face workshop facilitator, she took time to learn about the cultures, educational structure, and pedagogical practices of participants representing over five continents. In July 2018, Jamie joined the International Baccalaureate (IB) Organization as a Diploma Programme (DP) curriculum manager for Psychology and Creativity, Activity, and Service (CAS). During the research phase of curriculum development, she is engaging the global community in answering the question “What does it mean to be psychologically literate?” Focus group activities and discussions with DP students, teachers, and experts in the field of psychology are scheduled. Obtaining diverse perceptions of psychological literacy, appropriate for secondary school graduates, will guide the creation of the next IB DP psychology guide. The goal is to create a product honouring local practices while addressing challenges and opportunities associated with globalization. Prior to working for the IB, Jamie served 17-years with Chesterfield County Public Schools in Virginia, USA where she served as a teacher, IB DP coordinator, and evaluation specialist. As a history teacher Jamie and a colleague participated in American University’s Classroom without Borders program and hosted teachers and students from Algeria and Yeman. Later as the DP coordinator, she and the DP students hosted a teacher and students from China. While teaching DP psychology, Jamie used these experiences to challenge her students to make local/global connections to issues like stereotypes, prejudices, and biases in thinking.
Working as the school division’s evaluation specialist, Jamie collaborated with key personnel in the design, implementation, and data sharing of large research and evaluation projects. Examples include: researching student and teacher Chromebook use in secondary schools; evaluating the implementation of social emotional learning curriculum in primary schools; and auditing the 12 specialty centres on a cyclical basis.
|Prof. Dr. Mehmet KÜÇÜK|
|Eğitim Fakülteleri Dekanlar Konseyi Başkanı|
Mehmet Küçük, 1978 yılında Trabzon'da doğdu. İlk ve orta öğrenimini Trabzon ve Artvin'de tamamladı. 1999 yılında Karadeniz Teknik Üniversitesi Eğitim Fakültesi'nden mezun oldu. 2002 yılında “Fen Bilgisi Öğretmenleri İçin Hizmet İçi Bir Eylem Araştırması Ders Programı Uygulaması: Bir Örnek Olay İncelemesi”, 2002 yılında “Bir Öğretim Çalışması” başlıklı doktora tezi. yedinci sınıf ilköğretim öğrencileri için bilimin doğası ”, aynı üniversitede 2006 yılında. 2000 yılında Karadeniz Teknik Üniversitesi'nde fen eğitimi alanında araştırma görevlisi olarak çalışmaya başlamış, 2008 yılında fen bilgisi doçenti, 2014 yılında Recep Tayyip Erdoğan Üniversitesi'nde profesör olarak atanmıştır. Fen Bilgisi Eğitimi Bölüm Başkanı olarak çalışmış ve halen aynı fakültenin dekan yardımcısı olarak görev yapmaktadır. Ayrıca Türkiye Bilimsel ve Teknolojik Araştırma Kurumu teftiş ve danışma kurulu üyeliği görevini yürütmektedir. Türk Öğretmen Eğitimi Dergisi'nin baş editörüdür. Başlıca araştırma alanları arasında eylem araştırması, fen bilimlerinin doğası ve fen bilgisi öğretmenliği eğitimi yer almaktadır.
Mehmet Küçük was born in Trabzon in 1978. He completed his primary and secondary education in Trabzon and Artvin. He graduated from the Faculty of Education of Karadeniz Technical University in 1999. He completed his MA entitled “Implementation of an in-service action research course program for science teachers: A case study” in 2002 and PhD dissertation entitled “A study toward teaching the nature of science for seventh grade primary students” in 2006 at the same university. He had started to work as a research assistant in the field of science education at the Karadeniz Technical University in 2000, appointed as an associate professor of science education in 2008 and professor in 2014 at the Recep Tayyip Erdogan University. He had worked as the head of science education department and he currently holds the dean deputy position of the same faculty. He is also working as a member of inspection and advisory board of Turkish Scientific and Technological Research Institution. He is the chief editor of the Turkish Journal of Teacher Education. His main research interests include action research, teaching the nature of science and science teacher education.
|Prof. Dr. Murat PEKER|
1974 yılında Uşak'ta doğdu. 1995 yılında Selçuk Üniversitesi Eğitim Fakültesi Matematik Öğretmenliği programından mezun oldu. Devlet okullarında 2 yıl matematik öğretmenliği yaptıktan sonra akademik hayata atıldı. 1998 yılında 100. Yıl Üniversitesi'nde yüksek lisansını, 2003 yılında da Gazi Üniversitesi'nde Matematik Eğitimi alanında doktorasını tamamladı. 2011 yılında doçent, 2016 yılında da Profesör unvanını aldı. 2017 Eylül ayından beri Afyon Kocatepe Üniversitesi Eğitim Fakültesi Dekanlığı'nı yürütmektedir.
|Prof. Dr. Ahmet ATAÇ|
|Manisa Celal Bayar Üniversitesi Eğitim Fakültesi Dekanı|
|Prof. Dr. Cemil ÖZTÜRK|
Filomena Capucho (PhD, Agreg)
Universidade Católica Portuguesa - CECC
Filomena Capucho has a PhD in Sociolinguistics and an “Agregação” in Applied Linguistics. She is a Professor at the Universidade Católica Portuguesa in Viseu, and a researcher at the Centre for Studies in Communication and Culture (CECC) of the same university. She presently teaches Portuguese Foreign Language to international students, Communication in Health Surroundings and Communication for Managers. She is the Head of the International Relations Office in Viseu, and has more than 30 years’ experience in the field of Internationalization of Higher Education. She has also worked in EU cooperation Projects since 1989, and coordinated several large projects throughout the years. Having recently finished a large Capacity Building Project (INCHIPE) aiming at the internationalization of universities in Chile and Peru, she is now involved in 2 different Erasmus+ projects. Her long experience in Internationalization has been recently presented in several academic events, namely in Maringá – Brazil and Catania – Italy.
A concept for our future: “Internationalisation at home
One does not need to be a “futurologist” to conclude that one of the great keys for the Future of Education is Internationalisation. The need for worldwide recognition of the quality of our different national Higher Education institutions increasingly demands Internationalization. Accreditation systems all over the world tend to consider this an (if not THE) condition for success. So, the motto nowadays is “Become international or perish”! The challenges of internationalization are plural, diverse and frightening, but they all involve the concept of “mobility”: geographical mobility, physical mobility, and mental mobility. The first two are closely linked to a lot of effort, a lot of time and a lot of money and obviously, if we are talking about thousands of students, impossible to achieve for everybody. Will the third one be possible without the others? The new concept of “Virtual Mobility” or “Mobility at home” (as it is termed in some languages) may add a new insight to what internalization may become in the near future. I will try to define it, analyse its implications, its contribution to the innovation of curriculum and its possible effects on the Education of the Future (and on the Future of Education). I will also point out the needs for research about the new pedagogical practices that it will undoubtedly trigger.
11 Nisan 2019, Perşembe 1374 defa okundu