Ruth Otienoh Volgorde van de boeken

Die Studie beleuchtet die Herausforderungen einer Lehrerin in einer Privatschule in Karachi, Pakistan, die trotz ihrer Weiterbildung in kindzentrierter Pädagogik Schwierigkeiten hatte, zwei zurückgezogene Kinder aktiv in den Unterricht einzubeziehen. Obwohl sie ein unterstützendes und freundliches Klassenklima schuf, blieb die maximale Teilnahme dieser Kinder aus. Die Untersuchung zeigt auf, wie wichtig es ist, pädagogische Ansätze an die individuellen Bedürfnisse von Schülern anzupassen, um deren Engagement zu fördern.

Este relatório analisa um estudo em uma escola privada em Karachi, focando em duas crianças retiradas e sua participação em sala de aula. Apesar da professora ter recebido formação em pedagogia centrada na criança, não conseguiu maximizar a participação dessas crianças, mas criou um ambiente acolhedor que facilitou interações ocasionais.

The study investigates the challenges faced by teachers in Tanzania regarding the practice of reflective journaling, despite its introduction in a teacher development course. Findings reveal that difficulties stem from various factors, including the initial presentation of journaling concepts, teachers' perceptions and experiences that influenced their valuation of the practice, and additional obstacles that hindered their ability to engage in meaningful reflection. The interplay of these elements ultimately affected their commitment to sustaining reflective journaling as a tool for professional growth.

The report examines the classroom participation of two withdrawn children in a private school in Karachi, highlighting the challenges faced by their teacher despite her training in child-centered pedagogy. Although she fostered a warm and friendly environment that occasionally encouraged interaction, the teacher struggled to fully implement strategies to enhance the participation of these withdrawn students. The study underscores the complexities of engaging such children in a classroom setting.