The purpose of this study was to examine the perceptions of novelty space among pre-service elementary and secondary earth science teachers. We conducted a survey to explore the perceptions of 38 pre-service elementary school teachers at the National University of Education and 31 pre-service secondary earth science teachers at the Department of Earth Science Education at B University. Semi-structured interviews were conducted with 12 participants, including three pre-service elementary teachers and nine pre-service secondary science teachers. In addition to the elements of novelty space, prior knowledge (cognition), prior outdoor learning experience (psychology), familiarity (geography) with outdoor field learning, and social and technical elements were added. When classified based on elementary and secondary levels, there were statistically significant differences in cognitive, psychological, geographic, and social areas for the elements of novelty space. Statistical differences indicated that the experience or capital related to outdoor learning may have resulted from more pre-service secondary earth science teachers than pre-service elementary teachers. In additional interviews, both elementary and secondary pre-service teachers reported that competencies in the technical domain would be emphasized in the future owing to the necessity and the technical development of virtual-reality-based outdoor field learning programs. This study emphasizes the academic significance of novelty space that should be considered to conduct geological field learning for elementary and secondary earth science pre-service teachers while considering the current post-pandemic educational context.
{"title":"Exploration of the Perception of Elementary and Secondary Pre-Service Teachers About “Novelty Space” in Learning in Geological Field Trip — A Secondary Publication","authors":"Yoon-Sung Choi","doi":"10.26689/ief.v2i3.6882","DOIUrl":"https://doi.org/10.26689/ief.v2i3.6882","url":null,"abstract":"The purpose of this study was to examine the perceptions of novelty space among pre-service elementary and secondary earth science teachers. We conducted a survey to explore the perceptions of 38 pre-service elementary school teachers at the National University of Education and 31 pre-service secondary earth science teachers at the Department of Earth Science Education at B University. Semi-structured interviews were conducted with 12 participants, including three pre-service elementary teachers and nine pre-service secondary science teachers. In addition to the elements of novelty space, prior knowledge (cognition), prior outdoor learning experience (psychology), familiarity (geography) with outdoor field learning, and social and technical elements were added. When classified based on elementary and secondary levels, there were statistically significant differences in cognitive, psychological, geographic, and social areas for the elements of novelty space. Statistical differences indicated that the experience or capital related to outdoor learning may have resulted from more pre-service secondary earth science teachers than pre-service elementary teachers. In additional interviews, both elementary and secondary pre-service teachers reported that competencies in the technical domain would be emphasized in the future owing to the necessity and the technical development of virtual-reality-based outdoor field learning programs. This study emphasizes the academic significance of novelty space that should be considered to conduct geological field learning for elementary and secondary earth science pre-service teachers while considering the current post-pandemic educational context.","PeriodicalId":365917,"journal":{"name":"International Education Forum","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141120902","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The integration of the blended learning model in the curriculum of English majors at private applied universities is a strategic response to the evolving demands of higher education. This study explores the potential of blended learning to augment learning outcomes and the overall educational experience. By combining traditional classroom instruction with online learning tools, the model seeks to offer a more flexible and resource-rich environment that can foster student engagement and initiative, thereby promoting a well-rounded development of English language skills and cultural competencies. The research delves into the practical implementation of the blended learning model, examining how it can be tailored to meet the specific needs of English majors. It discusses the integration of technology into the curriculum, the importance of faculty training, and the creation of an interactive and personalized learning experience. The study also emphasizes the need for continuous assessment and feedback mechanisms to ensure the model’s effectiveness. Furthermore, the research highlights the importance of cultivating English talents with practical capabilities, innovative abilities, and an international perspective. It underscores the role of blended learning in preparing students for the global job market by providing them with the necessary language proficiency and cultural understanding.
{"title":"Exploration of the Blended Learning Model in English Major Education at Private Applied Universities","authors":"Wei He","doi":"10.26689/ief.v2i3.6858","DOIUrl":"https://doi.org/10.26689/ief.v2i3.6858","url":null,"abstract":"The integration of the blended learning model in the curriculum of English majors at private applied universities is a strategic response to the evolving demands of higher education. This study explores the potential of blended learning to augment learning outcomes and the overall educational experience. By combining traditional classroom instruction with online learning tools, the model seeks to offer a more flexible and resource-rich environment that can foster student engagement and initiative, thereby promoting a well-rounded development of English language skills and cultural competencies. The research delves into the practical implementation of the blended learning model, examining how it can be tailored to meet the specific needs of English majors. It discusses the integration of technology into the curriculum, the importance of faculty training, and the creation of an interactive and personalized learning experience. The study also emphasizes the need for continuous assessment and feedback mechanisms to ensure the model’s effectiveness. Furthermore, the research highlights the importance of cultivating English talents with practical capabilities, innovative abilities, and an international perspective. It underscores the role of blended learning in preparing students for the global job market by providing them with the necessary language proficiency and cultural understanding.","PeriodicalId":365917,"journal":{"name":"International Education Forum","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141121566","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
With the increase in China’s aging population, elderly education as an important social policy is gradually receiving attention. This article takes the perspective of positive aging as the theoretical framework and takes Shenzhen as the research object to explore the development path of elderly education in Shenzhen under the background of positive aging. Through literature review and field research, the current situation and problems of the development of elderly education in Shenzhen were analyzed, and corresponding development strategies and suggestions were proposed. Research has found that the development of elderly education in Shenzhen has made certain achievements, but still faces many challenges. It requires the joint efforts of the government, society, and families to build a comprehensive elderly education system, promote the comprehensive development of the elderly, and achieve the goal of positive aging.
{"title":"Research on the Development Path of Shenzhen Elderly Education from the Perspective of Positive Aging","authors":"Nan Zhou","doi":"10.26689/ief.v2i3.6859","DOIUrl":"https://doi.org/10.26689/ief.v2i3.6859","url":null,"abstract":"With the increase in China’s aging population, elderly education as an important social policy is gradually receiving attention. This article takes the perspective of positive aging as the theoretical framework and takes Shenzhen as the research object to explore the development path of elderly education in Shenzhen under the background of positive aging. Through literature review and field research, the current situation and problems of the development of elderly education in Shenzhen were analyzed, and corresponding development strategies and suggestions were proposed. Research has found that the development of elderly education in Shenzhen has made certain achievements, but still faces many challenges. It requires the joint efforts of the government, society, and families to build a comprehensive elderly education system, promote the comprehensive development of the elderly, and achieve the goal of positive aging.","PeriodicalId":365917,"journal":{"name":"International Education Forum","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141127201","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
By analyzing the countermeasures taken in high school reading lessons to realize Gaokao English reform, this paper describes the design of two reading teaching activities aimed at improving students’ reading, critical thinking, and communication skills. Activity 1 activates students’ foreknowledge through prediction and verification, develops their prediction ability, and improves the purposefulness and interactivity of reading. Activity 2 deepens students’ understanding of the text through detailed comprehension and discussion and hones their critical thinking and cooperative communication skills. Both activities focus on students’ subjectivity and participation and emphasize the teacher’s guiding and facilitating role in the process.
{"title":"Countermeasures of Teaching English Reading in High Schools in Response to the English Reform of the College Entrance Examination","authors":"Ruohan Xu","doi":"10.26689/ief.v2i3.6806","DOIUrl":"https://doi.org/10.26689/ief.v2i3.6806","url":null,"abstract":"By analyzing the countermeasures taken in high school reading lessons to realize Gaokao English reform, this paper describes the design of two reading teaching activities aimed at improving students’ reading, critical thinking, and communication skills. Activity 1 activates students’ foreknowledge through prediction and verification, develops their prediction ability, and improves the purposefulness and interactivity of reading. Activity 2 deepens students’ understanding of the text through detailed comprehension and discussion and hones their critical thinking and cooperative communication skills. Both activities focus on students’ subjectivity and participation and emphasize the teacher’s guiding and facilitating role in the process.","PeriodicalId":365917,"journal":{"name":"International Education Forum","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141126526","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The research purpose of this study is to measure Chinese EFL (English as a Foreign Language) international students’ learner beliefs and foreign language anxiety and explore the underlying relationship between their beliefs and foreign language anxiety. The study found that learners’ beliefs about the difficulty of language learning are positively related to confidence about their English proficiency, and the more learners pay attention to linguistic accuracy, the higher their foreign language anxiety. When learners believe they can learn English well, their anxiety level could be low, and if they are anxious about English learning, they will adopt practicing methods to deal with their anxiety.
{"title":"The Relationship Between Learner Beliefs and Foreign Language Anxiety of Chinese EFL International Students","authors":"Shan Wang","doi":"10.26689/ief.v2i2.6746","DOIUrl":"https://doi.org/10.26689/ief.v2i2.6746","url":null,"abstract":"The research purpose of this study is to measure Chinese EFL (English as a Foreign Language) international students’ learner beliefs and foreign language anxiety and explore the underlying relationship between their beliefs and foreign language anxiety. The study found that learners’ beliefs about the difficulty of language learning are positively related to confidence about their English proficiency, and the more learners pay attention to linguistic accuracy, the higher their foreign language anxiety. When learners believe they can learn English well, their anxiety level could be low, and if they are anxious about English learning, they will adopt practicing methods to deal with their anxiety.","PeriodicalId":365917,"journal":{"name":"International Education Forum","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140997406","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Reading comprehension skills among Alternative Learning System (ALS) learners play a vital role in educational development, enabling individuals to understand various forms of written information. This study shed light on the profile of ALS Accreditation and Equivalency (A&E) learners and their reading comprehension skills. It highlighted the significant differences based on profile variables and identified their challenges in developing reading comprehension skills. The proposed project offered a comprehensive approach to enhance reading comprehension among ALS A&E learners. This study utilized a descriptive method, involving a sample of 90 ALS A&E learners from various ALS centers. Data were collected through survey questionnaires and interviews. Descriptive statistics were employed to provide statistical descriptions of the variables and indicators studied. Based on the findings, it was concluded that the study’s respondents were predominantly teenagers and young adults, with a noticeable lack of middle-aged adults. Moreover, female respondents exceeded male respondents, and most of the respondents came from low-income households. The respondents agreed on the importance of further enhancing reading comprehension skills among ALS learners. Furthermore, the study indicated that factors such as age, sex, and socioeconomic status had minimal or insignificant influence on the reading comprehension skills of ALS learners. The research also identified challenges faced by ALS learners in their pursuit of improved reading comprehension skills, emphasizing the necessity for specialized reading-focused sessions to effectively address the challenges and enhance these skills.
另类学习系统（ALS）学习者的阅读理解能力在教育发展中起着至关重要的作用，它使个人能够理解各种形式的书面信息。本研究揭示了另类学习系统（ALS）认证和同等学历（A&E）学习者的概况及其阅读理解能力。它强调了基于特征变量的重大差异，并确定了他们在发展阅读理解能力方面所面临的挑战。拟议的项目提供了一种全面的方法，以提高通过资格认证和同等学历（A&E）学习者的阅读理解能力。本研究采用描述性方法，抽样调查了来自不同 ALS 中心的 90 名 ALS A&E 学员。数据通过调查问卷和访谈收集。研究采用了描述性统计方法，对所研究的变量和指标进行了统计描述。研究结果表明，受访者以青少年和年轻人为主，中年人明显偏少。此外，女性受访者多于男性受访者，大多数受访者来自低收入家庭。受访者一致认为，进一步提高 ALS 学习者的阅读理解能力非常重要。此外，研究还表明，年龄、性别和社会经济地位等因素对 ALS 学习者阅读理解能力的影响很小或不明显。研究还发现了 ALS 学习者在提高阅读理解能力方面所面临的挑战，强调有必要开展以阅读为重点的专门课程，以有效应对这些挑战，提高他们的阅读理解能力。
{"title":"Improvement of Comprehension Skills of Alternative Learning System (ALS) Learners Through Reading-Focused Session","authors":"Brenda C. Gregorio","doi":"10.26689/ief.v2i2.6820","DOIUrl":"https://doi.org/10.26689/ief.v2i2.6820","url":null,"abstract":"Reading comprehension skills among Alternative Learning System (ALS) learners play a vital role in educational development, enabling individuals to understand various forms of written information. This study shed light on the profile of ALS Accreditation and Equivalency (A&E) learners and their reading comprehension skills. It highlighted the significant differences based on profile variables and identified their challenges in developing reading comprehension skills. The proposed project offered a comprehensive approach to enhance reading comprehension among ALS A&E learners. This study utilized a descriptive method, involving a sample of 90 ALS A&E learners from various ALS centers. Data were collected through survey questionnaires and interviews. Descriptive statistics were employed to provide statistical descriptions of the variables and indicators studied. Based on the findings, it was concluded that the study’s respondents were predominantly teenagers and young adults, with a noticeable lack of middle-aged adults. Moreover, female respondents exceeded male respondents, and most of the respondents came from low-income households. The respondents agreed on the importance of further enhancing reading comprehension skills among ALS learners. Furthermore, the study indicated that factors such as age, sex, and socioeconomic status had minimal or insignificant influence on the reading comprehension skills of ALS learners. The research also identified challenges faced by ALS learners in their pursuit of improved reading comprehension skills, emphasizing the necessity for specialized reading-focused sessions to effectively address the challenges and enhance these skills.","PeriodicalId":365917,"journal":{"name":"International Education Forum","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140996582","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article is a report on the development of a model for public school organization and curriculum as a foundation for Education for Sustainable Development (ESD) practice, undertaken as part of the “Project to Promote ESD” commissioned by the National Commission for UNESCO of the Ministry of Education, Culture, Sports, Science and Technology (MEXT). The project, led by Shizuoka University, is carried out by the ESD Hooripu, a framework study group that links public schools to holistic reform through intrinsic teacher practice for ESD. The project aims to construct a theoretical framework to support educational and school reform in local authorities from an ESD perspective, using Social Impact Management/Logic Model as a perspective for change. It also focuses on developing teachers’ Ecological Teacher Agency (ETA) through workshops, training sessions, and evaluation support. The outcomes of these efforts are validated through a comprehensive evaluation. Overall, this article highlights the importance of intervention in the project, aiming to empower teachers to enhance their expertise and actively engage in educational reforms. The utilization of a logic model approach is crucial for sharing and aligning visions and aspirations for education in schools and communities, transcending mere outcome evaluation and leveraging it as a tool for educational policy.
{"title":"Intrinsic Teacher Practice to Holistic Public School Reform – SDGs Project 1 Report","authors":"O. Sasaki, Naoki Sakurai","doi":"10.26689/ief.v1i1.5111","DOIUrl":"https://doi.org/10.26689/ief.v1i1.5111","url":null,"abstract":"This article is a report on the development of a model for public school organization and curriculum as a foundation for Education for Sustainable Development (ESD) practice, undertaken as part of the “Project to Promote ESD” commissioned by the National Commission for UNESCO of the Ministry of Education, Culture, Sports, Science and Technology (MEXT). The project, led by Shizuoka University, is carried out by the ESD Hooripu, a framework study group that links public schools to holistic reform through intrinsic teacher practice for ESD. The project aims to construct a theoretical framework to support educational and school reform in local authorities from an ESD perspective, using Social Impact Management/Logic Model as a perspective for change. It also focuses on developing teachers’ Ecological Teacher Agency (ETA) through workshops, training sessions, and evaluation support. The outcomes of these efforts are validated through a comprehensive evaluation. Overall, this article highlights the importance of intervention in the project, aiming to empower teachers to enhance their expertise and actively engage in educational reforms. The utilization of a logic model approach is crucial for sharing and aligning visions and aspirations for education in schools and communities, transcending mere outcome evaluation and leveraging it as a tool for educational policy.","PeriodicalId":365917,"journal":{"name":"International Education Forum","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114684935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Recently Japanese schools are returning to hands-on experiences, project-based learning, and authentic educational opportunities for children while cultivating environments that encourage students to be innovative and critically thinking through science, technology, engineering, arts, and mathematics (STEAM) education. Given that schools are one of the key learning media, it is crucial to consider the construction and design of the school space in response to the learning transformation in Japan. This paper outlines the preconditions for nurturing a ubiquitous environmental strategy that permits learning at anytime, anywhere, by anybody, and about anything.
{"title":"Planning and Furnishing of School Facilities to Support Learning Transformation","authors":"Shunsuke Yokoyama","doi":"10.26689/ief.v1i1.5089","DOIUrl":"https://doi.org/10.26689/ief.v1i1.5089","url":null,"abstract":"Recently Japanese schools are returning to hands-on experiences, project-based learning, and authentic educational opportunities for children while cultivating environments that encourage students to be innovative and critically thinking through science, technology, engineering, arts, and mathematics (STEAM) education. Given that schools are one of the key learning media, it is crucial to consider the construction and design of the school space in response to the learning transformation in Japan. This paper outlines the preconditions for nurturing a ubiquitous environmental strategy that permits learning at anytime, anywhere, by anybody, and about anything.","PeriodicalId":365917,"journal":{"name":"International Education Forum","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132491127","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this paper is to study students’ perceptions of their learning in relation to feelings/emotions when producing and receiving peer-to-peer feedback as part of a continuous assessment for learning scenario. Results show that producing and receiving peer feedback create positive emotions that can increase motivation and involvement in the tasks, deactivating negative emotions that can decrease motivation and involvement, and activating negative emotions that can promote learning. Emotions of doubt and destabilization regarding content mastery can generate a need to learn, which, combined with some degree of evaluative pressure and sense of responsibility, seem to represent a real trigger for learning. This study shows that it is particularly important to consider the emotional dimensions when implementing peer assessment at university.
{"title":"When Students Produce and Receive Peer Feedback at University: Emotions for Learning","authors":"Céline Girardet","doi":"10.26689/ief.v1i1.5087","DOIUrl":"https://doi.org/10.26689/ief.v1i1.5087","url":null,"abstract":"The aim of this paper is to study students’ perceptions of their learning in relation to feelings/emotions when producing and receiving peer-to-peer feedback as part of a continuous assessment for learning scenario. Results show that producing and receiving peer feedback create positive emotions that can increase motivation and involvement in the tasks, deactivating negative emotions that can decrease motivation and involvement, and activating negative emotions that can promote learning. Emotions of doubt and destabilization regarding content mastery can generate a need to learn, which, combined with some degree of evaluative pressure and sense of responsibility, seem to represent a real trigger for learning. This study shows that it is particularly important to consider the emotional dimensions when implementing peer assessment at university.","PeriodicalId":365917,"journal":{"name":"International Education Forum","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125254104","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The focus of this paper is to study school institutions, specifically the campus of Inconfidentes, of the Instituto Federal de Educação, Ciência e Tecnologia do Sul de Minas Gerais (IFSULDEMINAS), Brazil. The aim was to investigate the transformations that occurred in this institution with Law No. 11.892/2008, which transformed it into the campus IFSULDEMINAS. Through bibliographic research and the study of primary and secondary sources organized in inventories, the significant transformation of expansion is highlighted, and the ongoing field of dispute between integral education and technical education is highlighted. This dispute, which has emerged within the institution itself, is also reflected in today’s society, where individuals face the choice between the desire for integral/complete education or a purely technical/competent education in their relationship with work.
本文的重点是研究学校机构，特别是巴西联邦教育学院(Instituto Federal de educa o, Ciência e Tecnologia do Sul Minas) in自信心校园。目的是调查该机构根据第11.892/2008号法律发生的转变，该法律将其转变为校园IFSULDEMINAS。通过书目研究和对清单中组织的一手和二手资源的研究，突出了扩展的重大转变，并突出了整体教育与技术教育之间正在进行的争议领域。这种在机构内部出现的争论也反映在今天的社会中，个人在与工作的关系中面临着对整体/完整教育的渴望或纯粹技术/能力教育的选择。
{"title":"History of Professional Education in Minas Gerais: A School Institution That Educates for Work","authors":"S. Siquelli","doi":"10.26689/ief.v1i1.5088","DOIUrl":"https://doi.org/10.26689/ief.v1i1.5088","url":null,"abstract":"The focus of this paper is to study school institutions, specifically the campus of Inconfidentes, of the Instituto Federal de Educação, Ciência e Tecnologia do Sul de Minas Gerais (IFSULDEMINAS), Brazil. The aim was to investigate the transformations that occurred in this institution with Law No. 11.892/2008, which transformed it into the campus IFSULDEMINAS. Through bibliographic research and the study of primary and secondary sources organized in inventories, the significant transformation of expansion is highlighted, and the ongoing field of dispute between integral education and technical education is highlighted. This dispute, which has emerged within the institution itself, is also reflected in today’s society, where individuals face the choice between the desire for integral/complete education or a purely technical/competent education in their relationship with work.","PeriodicalId":365917,"journal":{"name":"International Education Forum","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129030983","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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