Teacher Resource Centre
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Pedagogical Documentation Revisited
This monograph explores how pedagogical documentation can contribute to realizing Ontario’s renewed vision for education by bringing assessment for and as learning to life. Because pedagogical documentation is intended to uncover the student’s thinking and learning processes, it has the potential to help us look at learning in new ways, to assess flexibly with particular needs in mind and to individualize and differentiate our response.
Pedagogical documentation allows educators to see how thinking, learning, curriculum and assessment are intertwined. It offers them the opportunity to contribute to a fuller understanding of learning and to advance the research on effective practice, both locally and internationally.
Coordinated action to transform education. What's in it for teacher representatives?
This briefs presents what teacher representatives gain through coordinated action. The involvement of teacher representative bodies in broader policy dialogue takes place through multi-stakeholder coordination mechanisms, including local education groups (or the equivalent). Here, they can bring the attention of decision makers and other partners to issues and practices for ensuring coherence in the implementation of education policy, including investments needed in teacher preparation, professional development, raising teaching standards and improving teacher well-being.
Textbooks for sustainable development: a guide to embedding
This guidebook aims to support textbook authors and publishing houses to produce a new generation of textbooks that integrate education for sustainable development. By doing so, it aspires to make learning relevant and effective. It also contributes to the implementation of the 2030 Agenda for Sustainable Development. Textbook authors and educators are encouraged to use this guidebook as a source of ideas, tools and methods that can help to enrich content and pedagogy and complement their own individual and institutional strategies. The guidebook offers concrete guidance for textbook authors on how to reorient the existing curriculum content towards peace, sustainable development and global citizenship.
