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Wiel Veugelers
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Figures
5.1 Teachers’ support in ethical sensitivity. 99
7.1 Efficiency and equity in education (Source: Lauri & Põder, 2013). 130
7.2 The process of raising proactive citizens. 135
7.3 Concept of the module. 136
Tables
5.1 Schedule of the module. 90
5.2 Instructions for the course tasks. 91
5.3 Evaluation criteria for the learning diary and the mini-study. 93
5.4 Topics of the mini-studies, research questions, related articles, instruments, data analysis, and discussion. 94
5.5 Ethical sensitivity group: Dimensions of ethical sensitivity. 98
5.6 Ethical sensitivity group: Teachers’ ways of showing support. 99
5.7 Moral dilemma group: Teachers’ and students’ perceptions of moral dilemmas in schools. 100
5.8 Mindset group: Categories, subcategories, and examples from the data. 102
5.9 Purpose group: Categories, subcategories, and examples from the data. 103
7.1 The main characteristics of ideal-typical governing modes in educational policy and school choice (Source: Lauri, 2013). 128
7.2 Outline of the module. 137
9.1 Schedule of the EDIC Intensive Programmes in Prague and Tallinn-Helsinki. 171
9.2 Individual and group tasks. 179
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  • Chapter 1 Education for Democratic Intercultural Citizenship (EDIC)
  • Chapter 2 Theory and Practice of Citizenship Education
  • Chapter 3 Ethical Competences for Democratic Citizenship at School, University and in Family
  • Chapter 4 Social and Educational Inclusion in Schools and Their Communities
  • Chapter 5 Teachers’ Moral Competence in Pedagogical Encounters
  • Chapter 6 Educational Activities in Civil Society
  • Chapter 7 Educational Policy and Leadership to Improve Democratic Citizenship Education
  • Chapter 8 Preparing Educators and Researchers for Multicultural/Intercultural Education
  • Chapter 9 Experiencing Democratic Intercultural Citizenship
  • Chapter 10 Students’ Experiences in EDIC+ Intensive Programmes
  • Chapter 11 The Future of EDIC+

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