18 resultados para Lehrer-Eltern-Kooperation


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Qualität von Schule hängt u. a. von der Kompetenz der Lehrenden ab. Der Lehrerfortbildung als dritter und längster Phase der Lehrerbildung kommt dabei eine wesentliche Rolle zu, indem sie dem Erhalt der beruflichen Qualifikation von Lehrern dient. Lehrkräfte in nahezu allen deutschen Bundesländern sind verpflichtet, sich fortzubilden. Dazu steht ihnen das Veranstaltungsangebot staatlicher, konfessioneller sowie freier Anbieter zur Verfügung.

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The quality of schools mainly depends on the competence of teachers. Further professional development courses as third and longest period of teacher training play an essential role in maintaining professional skills. In almost every federal state teaching personnel are required to take part in further training courses. A range of courses offered by the State, the churches, and by independent institutions are available.

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Ghana has witnessed a recurrent debate on the usefulness of indigenous Ghanaian languages in childhood education. It is assumed that using the mother tongue as a Medium of Instruction (MOI) during the early years improves children’s ability to acquire knowledge and other languages. Not everybody subscribes to this view though. There are those who feel that a solid start in English offers children a better chance of succeeding in school and in their careers. Presently, some parents who subscribe to the latter view have taken the extra step of stopping the use of indigenous Ghanaian languages at home. This paper presents the results of our investigation into whether the home language practices of Ghanaian students have any impact on their performance in English written argumentative discourse. The results are based on an analysis of an assigned essay of 92 students from one of Ghana’s best senior high schools. We then correlated their per¬formance with responses they gave to a questionnaire interrogating their background and language use at home. While some speak the native language at home, others grew up speaking exclusively English. We show that students who combine English and native Ghanaian languages at home performed better than those who used only English or only Ghanaian languages.