Juxtaposing Comparative Education and Teacher Education
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Introduction
An understanding of comparative education is valuable for teachers, as they are both consumers and subjects of such research. Comparative studies can inform them how their students and schools are faring, the merits of various pedagogical options and resources, how a new curriculum differs from a previous version, how their lessons can be constructed so that new learning can be developed, and so on. Comparison is also used for measuring student achievement, performance appraisals of teachers, inspections, fulfilling administrative tasks, and marketing schools – to mention but a few important applications of comparative education. This entry offers a picture of how comparative education can be integrated into a teacher education program. It suggests ways in which comparative education can be positioned within the curriculum, possible content, and some of the tools that could equip teachers to become critical consumers and subjects of comparative education. Although the...
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Bray, M., Adamson, B., & Mason, M. (Eds.). (2014). Comparative education research: Approaches and methods (2nd ed.). Hong Kong/Dordrecht: Comparative Education Research Centre/Springer.
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Bob Adamson
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Michael A. Peters
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Faculty of Education, Institute of Educational Theories, Beijing Normal University, Beijing, China
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Adamson, B. (2019). Juxtaposing Comparative Education and Teacher Education. In: Peters, M. (eds) Encyclopedia of Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-1179-6_307-1
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DOI : https://doi.org/10.1007/978-981-13-1179-6_307-1
Received : 14 March 2019
Accepted : 17 June 2019
Published : 13 July 2019
Publisher Name : Springer, Singapore
Print ISBN : 978-981-13-1179-6
Online ISBN : 978-981-13-1179-6
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Implementation of Tolerance Character Education: a Comparative Study of Indonesian and Danish Elementary Schools
- Erika Prihastanti Universitas Muhammadiyah Surakarta Indonesia
- Muhamad Taufik Hidayat Universitas Muhammadiyah Surakarta Indonesia
Purpose: The purpose of this research is to analyse and compare the implementation of tolerance character education, which consists of elements of appreciation and respect, recognising rights, and providing freedom in elementary schools in Indonesia and Denmark.
Methodology: This research employs a descriptive qualitative approach with a comparative literature review design. The methodology involves searching for relevant data sources and sorting the gathered information. Data analysis comprises collecting, reducing, presenting, and drawing conclusions from the data. The author employs various validation techniques to ensure data validity, including check and recheck methods, collaboration with other researchers, and source triangulation.
Results: The research findings reveal several key points: (1) in both Indonesia and Denmark, tolerance education is implemented through various methods, including debate learning activities, religious education, students' freedom to celebrate holidays, active group discussions, and role-playing activities. (2) in Indonesia, tolerance is particularly emphasised within citizenship education. Additionally, it is integrated into daily habits such as praying and shaking hands, cultural tourism visits, and literacy activities. (3) conversely, in Denmark, the implementation of tolerance character education places a strong emphasis on direct experiential learning. This involves presenting examples of concrete problems and teaching the concept of hygge living, which promotes living together peacefully by engaging in simple activities that foster respect and harmony.
Applications/Originality/Value: This research undertakes a comparative analysis of tolerance character education in Indonesian and Danish elementary schools through a literature review study method.
This work is licensed under a Creative Commons Attribution 4.0 International License .
COMMENTS
been descriptive they had much value and have been harshly judged by ... in his classic book Comparative Method in Education, Bereday (1964) writes of phases in the history of comparative education. However, ... comparative education as he was the first to use the term 'comparative education' (Crossley & Watson, 2003) and to use formal ...
comparative education This chapter explores: • what comparative education is; • how the field has developed over the years; • the purpose of comparative education; • who compares; • the challenges of undertaking comparative research. Activity 1.1 Defining terms Before beginning this chapter, write down a definition of comparative ...
16. Approaching Descriptive Analysis: Summary Descriptive analysis is a valuable research tool. It can contribute to a wide range of studies, both descriptive and causal in nature. When approaching descriptive work, researchers should endeavor to first recognize a phenomenon of interest.
It shows comparative education concepts, methods and practices becoming socially embedded through spaces, places and taken-for-granted meanings, and offers a way of understanding 'how we think and why we seem obliged to think in certain ways' (Somers Citation 1995, 113).
Abstract. Approaches and methods in comparative education research are of obvious importance, but do not always receive adequate attention. This book contributes new insights within the ...
No other book has focused as systematically on comparative education research methods; This book considers issues and challenges associated with research involving many different units of comparison: place, systems, time, cultures, etc; First edition is widely adopted as textbook in the comparative education modules in various universities ...
Comparative education is a research framework that uses the comparative method to explore similarities and differences in educational systems and practices, including comparing systems across regions and countries. Drori and Moon (2006) look at higher education globally from both a comparative education and an institutionalist point of view.
The major figures in comparative education have never limited themselves to static descriptive studies, simply noting similarities and differences between educational systems or practices, but have always moved to explanation or interpretation, and the identification 32 Introducing Comparative Education of recurring patterns or tendencies which ...
Templeton sees comparative education as having had three developmental stages-descriptive and utilitarian (Griscom, Robbins, Mann, and Barnard) followed by integrative and problem- ... conclude comparative education is a method rather than a discipline. It is seen as a means by which one understands the forces shaping educational systems.
Introduction. The year 2017 commemorated several significant moments in the intellectual histories of comparative education, which could be categorised into three 'epistemological benchmarks': positivism, relativism, and historical functionalism (Epstein 2008, 373). First, it marked the bicentenary of Marc-Antoine Jullien de Paris' 1817 ...
This chapter presents the historical approach to comparative education and discusses the methods of comparative education. During the last 15 or 20 years in particular, the application of the concepts and methods of such social sciences as sociology, economics, political science, and anthropology to the study of education has had considerable effects on the more traditional approaches to ...
Casual Comparative Method Definition: It is a type of descriptive approach since it describes conditions that already exist.It is a form of investigation in which the research has no direct control over independent variable as it's expression has already occurred or because they are essentially non manipulable.Casual comparative studies
As education came to be caught up in the drive to be more scientific the methodological debates shifted to issues of the social sciences. One of the main issues comparative education scholars such as Brian Holmes and George Bereday argued over was whether research should proceed inductively or deductively (Holmes 1984 #2, Bereday 1964 #5). The early scholars noted in the paragraph above took ...
Comparative Education Review iii Editorial Method and Methodology in Comparative Education The terms "method" and "methodology" have been so intertwined that it is difficult to sort them out in a meaningful way. And yet, it is crucial that we begin to do this in order to make better sense of the field of comparative education and its ...
An understanding of comparative education is valuable for teachers, as they are both consumers and subjects of such research. Comparative studies can inform them how their students and schools are faring, the merits of various pedagogical options and resources, how a new curriculum differs from a previous version, how their lessons can be constructed so that new learning can be developed, and ...
tabular comparisons can be found in Comparative Method of Education and in articles in Comparative Education Review. 8) Figure I is an illustration of one such comparison, in this case a set of diagrams on Ghana 1956 Dahomey 1957-58 26- 26 24 University 0.002 per cent 24 - 22 22 20 Academic secondary 20-18 0 02 per cent 18 Academic Lycee 12 per ...
This study employed a descriptive correlational and descriptive comparative research design. The 151 education students who participated in this study were chosen using a stratified sampling method.
Edited by Mark Bray, Bob Adamson, and Mark Mason. January 2014 (Second Edition) 453 pages. Published by Comparative Education Research Centre (CERC) and Springer. ISBN 978-988-17852-8-2. HK$200 (local), US$28 (overseas) CERC members can receive a 20% discount. This book is available in.
The Historical approach to comparative education - UNESCO ... article
Quantitative and statistical method vi. Scientific approach vii. The Synthesis Method /The Analytical Method; Comparative Education versus International Education; I. Descriptive method. This method was used in the nineteenth century because the main purpose of comparative education then was to incorporate the good points of another country.
parative Education has to apply the methods of sociology and mathe-. matical statistics, in its psychological application the methods of science, and in its historical background the methods of historical research. The. first question to be answered is whether the historical approach has use methods different from the scientific approach.
Purpose: The purpose of this research is to analyse and compare the implementation of tolerance character education, which consists of elements of appreciation and respect, recognising rights, and providing freedom in elementary schools in Indonesia and Denmark. Methodology: This research employs a descriptive qualitative approach with a comparative literature review design.