Tea Time Thursday
ZLB Bamberg goes ZfL Köln: Tea Time Thursday
Wenn wir nicht in die Welt können, kommt die Welt zu uns: zusammen mit dem ZfL der Universität zu Köln bieten wir Studierenden und Dozierenden die Möglichkeit, in unserer Online-Veranstaltungsreihe „Tea Time Thursday“ bei einem Tee oder Kaffee vom Bildschirm aus etwas über Bildung und Schule im internationalen Kontext zu erfahren.
Der Tea Time Thursday wird im SS2021 ab dem 22.4.21 zweiwöchentlich stattfinden.
Programm und Informationen zur Anmeldung:
22.04.2021, 16.00 Uhr, Ani Rosa Almario, PhD: Preserving Memory and Hope
This talk will focus on the experience of the Raya School (www.raya.edu.ph), a progressive school in the Philippines that prides itself in instilling a sense of country in its students. The Raya School is unique not only in its educational philosophy, but also in the way it ensures that its students are made aware of events in Philippine history, including the Marcos martial law years, that are usually not discussed in the classroom. By doing so, the school hopes to reach its goals of a more enlightened generation of Filipinos, who can help the country end its history of oppression and dictatorship.
Ani Rosa Almario is the Co-Founder and Director of The Raya School, a progressive school in Quezon City, Philippines. She obtained her Master’s degree in Education from Stanford University and her PhD in Curriculum Studies from the University of the Philippines Diliman. Her research interests include progressivism, cultural literacy and children’s literature.
06.05.2021, 16.00 Uhr, Barbara Schön and Chris Keelen: Giving everyone a chance. Working with disadvantaged children. (Cooperating) Perspectives from Cologne & Liverpool.
Inspired by the UN Sustainable Development Goals, this impulse is an international project on approaches to refugee issues in schools in Liverpool and Cologne schools. Trainee teachers acquire skills that help them to work with children with refugee backgrounds as part of their studies. In both countries and cities, the educational situation of refugee children and adolescents is particularly precarious, as they are often not subject to compulsory schooling, depending on the federal state. Support is therefore needed in both refugee shelters and schools. One major question was and still is whether an international dimension offers students more than simply dealing with the issue at a local level.
After finishing her Bachelor degree in International Business, Barbara Schön first gained international educational experience during her work at a language school in Bournemouth, UK. Elevating her desire to stay in the educational sector, she decided to achieve a master degree in Economic Education. During that time she started working at the Center for Teacher Education as a scientific assistant which finally let her to become a part of the project PROMPT!. In 2018 she took over the project’s management.
Chris Keelan began working as a modern languages teacher in British comprehensive schools in the late 1980s and also spent a number of years teaching English at the University of Applied Sciences in Karlsruhe. He returned to the UK and secondary education in 2008 and has spent the last six years working in teacher training at Liverpool Hope University. His recent research interests include preparing new teachers to support disadvantaged children in closing the widening attainment gap between themselves and their more fortunate peers.
20.05.2021, 16.00 Uhr: Jakob Harder: Technology in the Danish Educational System: The Development of “Technological Comprehension” as a Subject in Schools
Denmark is world famous for the use of ICT across the education sector. The covid-19 pandemic showed that Danish schools and teachers quickly adapted to online education in both primary, secondary and higher education. However the role of technology among Danish teachers has just recently begun to evolve on a larger scale. In this guest lecture Jakob Harder, dean at University College Copenhagen and chairman of a joint coalition among all Danish universities and university colleges about technology in the Danish educational system, will talk about the ongoing development of “technological comprehension” as an expected new subject in Danish schools. The focus being not at the technology itself but a purpose of enabling all Danish kids to navigate freely and safely in a world surrounded by digital technologies. The challenge for Danish teachers and teacher students is to adapt the strong tradition for “dannelse” (“bildung”) to the modern world. It is this challenge that Danish universities and university colleges have set a common ambition to fulfill.
Dean of the Faculty of Teacher Education at University College Copenhagen, Jakob Harder is in charge of the organizational and strategic management of the faculty´s educational, research and development activities across University College Copenhagen. His previous positions in the fields of technology, IT and digitization with the Local Government Denmark and as a Deputy Director of the Danish Agency for IT and Learning make him a specialist in digitalization and the role of technology and data, especially in the public sector. Jakob is inspired by the important task of improving the Danish education sector.
17.06.2021, 16.00 Uhr, Bernd Nuss, PhD: Bilingual education as a systematic and continously advancing process
The benefits of bilingual education are sufficiently researched and remain undisputed. Proficiency standard systems define effective instruction. Conventions on best practices are well established as are lesson plan adaptations. The connections between content and language acquisitions are broadly understood. Typical language deficits have also been documented along with general correction strategies.
Still missing are research-based concepts that lay out a cohesive, curricular articulation for a balanced language acquisition process in bilingual instruction. From a teacher’s perspective, such a vertically oriented concept would lead from reactive correction strategies to a proactive anticipation of developmental language issues. From a student’s perspective, the concept would consistently guide learners to self-reflective language awareness and to self-guided language growth competencies.
This all-encompassing vision of a vertical articulation is based on practical experiences and data collections in a multilingual immersion program in the USA. Experimentations with instructional planning and teaching strategies aim to implement a more purposeful, enduring language acquisition process.
The value of this vision and the transferability to German bilingual programs will be open to discussion at the end of the session.
Dr. Bernd Nuss has been teaching for almost a quarter century in bilingual programs in South, Central, and North America. For the past 10 years, he has been working as the immersion facilitator at the E.E. Waddell Language Academy, an award-winning and internationally recognized K-8 school, which offers instruction in four different immersion languages. His scholar work is rooted in the real-life needs of an ever-evolving bilingual program. It focuses mainly on language development and early reading instruction in foreign languages.
01.07.2021, 16.00 Uhr: Dr. theol. Tomáš Cyril Havel, University of South Bohemia České Budějovice: The story of Czech education. Biographical experience with special educational needs in the landscape of the Czech educational system
This paper offers an insight into the reality of the Czech education system based on personal experiences. A mother of four children of Romani origin; a mother who came from Eastern Europe and lives in the Czech Republic with her husband from the Middle East; parents raising a son with autism spectrum disorder; and finally a woman who wanted her children to encounter Christianity in the school environment.
What from their experience is of general validity? What specific educational challenges do their experiences offer?
Assistant Professor for Religious Education Studies at the University of South Bohemia České Budějovice as well as a priest, Dr. Tomáš C. Havel is interested in diversity and its contribution to educational processes, the contribution of religious education studies to the educational discussion in the Czech Republic, spiritual dimensions of education and schooling, and the question of truth in the context of religious education.
15.07.2021, 16.00 Uhr: Amadou Sow and Abdoulaye Diouf
More information will shortly be available.
Vergangene "Tea Time Thursdays"
05.11.2020 , 16:00 Uhr: Educational Justice in South Africa - A lecture and discussion with Werner Cloete (auf YouTube ansehen)
12.11.2020, 16:00 Uhr: Inclusive education development with colleagues in African contexts - A lecture with Prof. Elina Lehtomäki (auf YouTube ansehen)
19.11 2020, 16:00 Uhr: Teaching in an intercultural environment
26.11. 2020, 16:00 Uhr: Active and Asynchronous Learning in Online Courses – The Story of SISLT’s study program in Teacher Education
03.12.2020, 16:00 Uhr: Education in times of the pandemic: The Covid-19 response in different parts of the world (auf YouTube ansehen)
10.12.2020, 16:00 Uhr: Emperor Bill and the common mistake (auf YouTube ansehen)
17.12.2020, 16:00 Uhr: Learning to communicate diversity: On the educational potential of student exchanges
21.01.2021, 16:00 Uhr: Internationalisation online: taking teacher education across the globe