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Journal articles on the topic 'Concepts of University Teachers'
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1
Dunkin, M. J., and R. P. Precians. "Award-winning university teachers' concepts of teaching." Higher Education 24, no. 4 (1992): 483–502. http://dx.doi.org/10.1007/bf00137244.
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Toto, T., L. Yulisma, and A. Amam. "Improving Teachers' Comprehension and Readiness in Implementing STEM through Science Learning Simulation." Jurnal Pendidikan IPA Indonesia 10, no. 2 (2021): 303–10. http://dx.doi.org/10.15294/jpii.v10i2.27509.
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This study expects to discover the improvement of science teachers' comprehension of the STEM concept, the improvement of teachers' readiness in implementing it, and the relationship between the comprehension of STEM concepts and readiness in implementing it in learning science. The participants were 50 science teachers from a few junior high schools in Ciamis who joined the workshop and simulated natural science learning dependent on STEM concepts in the Galuh University in Ciamis, Indonesia. The method of study used descriptive utilizing instruments of questionnaires and interview guide. The data were investigated using descriptive statistics with SPSS version 25.0. In addition, data from interviews were analyzed qualitatively (as complementary data). The exploration results show an increase in understanding of the STEM concept of science teachers and an increase in teacher readiness to implement it in science learning. This increase in understanding of STEM concepts and readiness to implement them is strengthened by developing a plan for implementing STEM-based learning and observing STEM-based science learning simulation activities conducted by several workshop participants. In addition, there is also a high correlation between understanding the STEM concept and the teacher's readiness to implement it in science learning.
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Mosothwane, Modise. "Teachers’ Perceptions of Essential Mathematics Concepts in Teacher Education Mathematics Courses." JOURNAL OF SOCIAL SCIENCE RESEARCH 10, no. 4 (2016): 2241–47. http://dx.doi.org/10.24297/jssr.v10i4.4708.
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This study investigates pre-service teachers’ perceptions of essential components of mathematics education courses offered in primary colleges of education in Botswana. Data for this study were obtained from 11 3rd year student teachers who enrolled in mathematics education courses. The student teachers responded to structured interview protocol questions designed for the study. The analysis of data was framed in qualitative tradition using excerpts taken from student teachers’ responses .The results of the study suggest that student teachers perceived ‘history of mathematics, modelling, contemporary issues in mathematics education, beliefs and attitudes, mathematics and culture as non- essential parts of mathematics education. The results of the study also suggest that mathematics education courses offered by primary colleges of education do not prepare pre-service teachers for degree courses that would be taken at the university level. Implications for teacher education program are discussed in the light of the findings.
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Gagné, Andréanne. "LES ÉPREUVES QUI DONNENT SENS AU RÔLE D’ACCOMPAGNEMENT DES ENSEIGNANTS ASSOCIÉS." Regards croisés de la recherche sur l’accompagnement professionnel en milieux scolaire et universitaire 55, no. 1 (2021): 35–55. http://dx.doi.org/10.7202/1075718ar.
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In this article, associate teachers’ professional experiences are studied through the concepts of trial and experience. The adoption of these concepts allows for a novel view of the professional career paths of associate teachers working with students completing fieldwork in professional teacher training. The study was conducted through doctoral research in which biographical interviews and structural analysis approach were mobilised. Results show three main events that make up challenge trials that are shared among associate teachers. These results demonstrate the influence of these events in the adoption of this professional role. Moreover, support received during their integration process in their profession as well as the associated studies implemented from the university play an important role in associate teacher’s roles whereas that is not the case in teacher’s roles in general.
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Jin, Lixian, and Martin Cortazzi. "Reaching for the Gold Standard: Metaphors and Good University Teachers." Chinese Journal of Applied Linguistics 43, no. 2 (2020): 131–49. http://dx.doi.org/10.1515/cjal-2020-0009.
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Abstract This article considers “good” teachers in the context of current developments in universities in China to reach a “gold standard” of considerably higher and more challenging levels of teaching and learning. We outline this context and consider concepts of good teachers in classical Chinese traditions and more recent Western thinking as a possible dialogue within and between cultures of learning. Using cognitive and cultural linguistic perspectives, we analyze metaphorical concepts of “gold” in “the gold standard” as related to teachers. We report our applied metaphor research which analyzes Chinese students’ expectations, values and beliefs about good university language teachers; this presents a rich picture beyond developing knowledge, skills and understanding to include strong social and moral characteristics. Other aspects which recognize the complexity of “good” teachers show a student appreciation of teachers’ tireless effort, devotion and selfless sacrifice: these aspects are absent in many discussions of good teachers. The participant-centered picture from elicited metaphor analysis is part of students’ “cultures of learning,” but this should be developed culturally for the gold standard through further teacher development and student engagement. In line with interaction in cultures of learning, we indicate some classroom ways to extend students’ thinking through scaffolding teacher-student interaction based on textbook activities.
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Ahmad, Saghir, Ayesha Batool, Sadaf Iqbal, and Manzoor Hussain Shah. "KNOWLEDGE ECONOMY CONCEPTS AND ROLES IN PERSPECTIVES OF UNIVERSITY TEACHERS OF ASIAN AND EUROPEAN STATES." Humanities & Social Sciences Reviews 9, no. 3 (2021): 789–807. http://dx.doi.org/10.18510/hssr.2021.9378.
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Purpose of the study: The study aimed to identify knowledge economy concepts and roles in perspectives of university teachers of Asian and European States and examine the relationship between knowledge economy concepts and roles of university teachers.
 Methodology: This study was quantitative correlation and survey type in nature. The study population was public sector universities teachers of three countries (Pakistan, United Kingdom, and India). Six public universities were included in the population. From population one hundred and eighty teachers selected as a sample of study conveniently.
 Main Findings: Teachers agree unanimously that human beings are knowledge capital because they generate new knowledge with innovative ideas and conducting researches in different fields. Humans are the source of producing and placement of knowledge excellently and professionally. There is a strong path relationship r = .8 between knowledge economy concepts of teachers and their roles regarding this. Findings showed that there was a significant difference in teachers’ conceptions of Pakistan and the United Kingdom.
 Applications of this study: The teachers may make clear conceptions about the knowledge economy and recognize their roles to produce innovative and skills-oriented human resources and data to strengthen the knowledge-based economy.
 Novelty/Originality of this study: The knowledge economy is a new concept itself in this context. University teachers’ of three different countries highlighted concepts and roles about the knowledge economy.
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Abdullah, Abdullah. "ANALISIS MISKONSEPSI ASAM BASA CALON GURU KIMIA DENGAN METODE THREE-TIER TEST." JURNAL PENDIDIKAN SAINS (JPS) 8, no. 1 (2020): 10. http://dx.doi.org/10.26714/jps.8.1.2020.10-17.
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This study aims to identify the misconceptions of a prospective chemistry teacher. The study population was all students of the Chemistry Study Program at the University of Riau, while the sample was 66 students at the Chemistry Study Program at the University of Riau, selected by cluster random sampling technique. Conception data of chemistry teacher candidates on acid-base subjects have been identified and obtained by providing valid acid-base TTT diagnostic tests to chemistry teachers candidates. The result of this research showed that chemistry teacher candidate who experienced misconception on acid-base subject were 66.5% from 4 main concepts studied, namely acid and base concepts (51.15%), pH and pOH concepts and their calculations (79.06%), the concept of acid-base dissociation degree (75.43%), and the concept of acid-base titration and indicator (58.13%). The study also revealed that some students have difficulties in performing mathematical operations using logarithms.
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Makarenko, A. N., L. G. Smyshlyaeva, I. V. Volchkova, S. I. Pozdeeva, and S. I. Semenova. "Organization of Educational Environment at Pedagogical University: Concepts and Scenario of Changes." Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 10 (2021): 129–36. http://dx.doi.org/10.31992/0869-3617-2021-30-10-129-136.
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The subjects of education satisfaction analysis with the teacher training results at the University was carried out. The training deficiencies and new challenges were identified, which made it possible to determine the guidelines for the development of pedagogical university. A variant to transform the organizational scheme of communications between university departments was presented to increase the efficiency of educational environment organization for professional training of future teachers.
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Malykhin, Oleksandr, Nataliia Aristova, and Nataliia Dyka. "NETWORKED PROFESSIONAL LEARNING: THE INFLUENCE ON UNIVERSITY TEACHERS’ SELF-EFFICACY TO CREATE A POSITIVE UNIVERSITY CLIMATE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 20, 2020): 200. http://dx.doi.org/10.17770/sie2020vol5.4825.
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The aim of this study is to evaluate the influence of networked professional learning on university teachers’ self-efficacy to create a positive university climate. The study also provides, on the one hand, the theoretical overview of the scientific papers by Ukrainian and foreign scholars related to clarifying the understanding of the research leading concepts of “networked professional learning” and “informal learning” in scientific literature and, on the other hand, empirical research into the influence of networked professional learning on university teachers’ self-efficacy to create a positive university climate. The experimental research was conducted in two stages. During the first stage of research a total of 267 university teachers who volunteered to participate in the research were interviewed for eliciting information concerning their participation activity rate in specially focused network pedagogical communities. During the second stage 108 university teachers selected from the total population by homogeneous sampling completed a questionnaire on teacher self-efficacy developed by A. Bandura. Although the findings of the study show that not all university teachers believe that there is a clear link between networked professional learning and high level of university teachers’ self-efficacy, the majority of respondents recognize the increasing influence of informal learning in general and networked professional learning in particular on their professional growth. For understanding the research leading concepts and interpreting obtained findings methods of scientific literature analysis and mathematical statistics were used.
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Frljak, Emina, and Mirjana Mavrak. "Andragoška i pravna transferzala u kompetencijama i obrazovnim potrebama sveučilišnih nastavnika i suradnika." Obrazovanje odraslih/Adult Education 12, no. 2 2012 (2012): 63–82. http://dx.doi.org/10.53617/issn2744-2047.2012.12.2.63.
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Legal framework on higher education is a document that defines the operative management and existence of the university community as well as the conditions under which university professors and associates expert ther scientific and teaching functions. The basic question is whether the legislation treats in the same way both the importance of scientific and teaching functions at the university, if the adult education science defined the role of the teacher in the educational process of adults. Since university is an institution for formal education of adults, it is justified to compare theoretical concepts, legal regulations and practical implications of those regulations in everyday life of the university as a community of students and teachers devoted to knowledge and science. This paper is a discussion on harmonisation of these requirements and attempt to provide broad guidelines for consideration of the educational concept of university teachers and associates.
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Schönpflug, Wolfgang. "Fritz Heider – My Academic Teacher and His Academic Teachers." Social Psychology 39, no. 3 (2008): 134–40. http://dx.doi.org/10.1027/1864-9335.39.3.134.
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In the summer of 1958 at the University of Kansas, Heider offered a seminar based on the galley proofs of his forthcoming book The Psychology of Interpersonal Relations. Personal memories of the seminar are reported, and an attempt is made to reconstruct the European background of Heider’s work. It is argued that the warm reception of Heider’s book was partly the result of his revival of philosophical ideas that had served as starting points for psychology, but had since been abandoned. Especially with respect to the analysis of naive concepts, complex structures, and causal attributions, Heider owes an intellectual debt to his mentor Alexius Meinong at the University of Graz, and to Ernst Cassirer at the University of Hamburg. Commemorating the publication of Heider’s book can, therefore, also be regarded as an implicit tribute to the European philosophy of the late 19th and early 20th century.
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Mykhnyuk, Maria. "Systematic approach to improving the methodical competence of university teachers." KANT 37, no. 4 (2020): 423–26. http://dx.doi.org/10.24923/2222-243x.2020-37.86.
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The article discusses the systematic approach to improving the methodical competence of a university teacher. The essence of the basic concepts of the research is revealed. The aspects of integrity of the pedagogical system are substantiated. Particular attention in the article is paid to the methodical activity of a university teacher, modern organizational forms of methodical work, and methods of teaching adults which contribute to the effective improvement and self-improvement of the teacher's professional and pedagogical activity.
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Deogratias, Emmanuel. "The Efficacy of the Concept-Rich Instruction with University Pre-Service Teachers in a Tanzanian Context Using Vygotskian Perspective." World Journal of Educational Research 6, no. 3 (2019): p373. http://dx.doi.org/10.22158/wjer.v6n3p373.
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This paper presents the findings of a pilot study on concept-rich instruction with university pre-service teachers in a Tanzanian context. The concept-rich instruction is an instructional approach which is used to develop students’ understanding of a mathematical concept (Ben-Hur, 2006). I conducted a pilot study to determine the efficacy of the concept-rich instruction to university pre-service teachers in Tanzania using Vygotskian perspective. I used a reflective journal and pre-test questionnaire to collect data while implementing the CRI in a daylong research meeting. After the pilot study, it was found that the concept-rich instruction helped preservice teachers to develop their understanding of a concept taught at schools in different ways, including defining a concept in multiple ways and relating a concept with local materials available in their daily environment. The findings have implications in the teaching and learning of the mathematical concepts that are taught at schools to the university pre-service teachers.
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Yorulmaz, Alper, and Hümeyra Uysal. "Identifying Concepts Created for Geometric Objects: Mind Map." Shanlax International Journal of Education 9, no. 4 (2021): 309–24. http://dx.doi.org/10.34293/education.v9i4.4179.
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The purpose of this research is to determine the knowledge, perceptions and misconceptions of preservice primary school teachers about geometric objects through mind maps. For this purpose, the research was designed with a case study, one of the qualitative research methods. The study group of the research consists of 52 pre-service primary school teachers studying at a state university in the Aegean Region of Turkey. After giving information about mind maps to pre-service primary school teachers, they were asked to create mind maps about the concept of “Geometric Objects”. The created mind maps were subjected to content analysis and codes and categories were created. The mind maps of pre-service primary school teachers were analysed one by one, starting from the centre towards the outer branches and separated as related and unrelated concepts. As a result of the research, it was revealed that most of the pre-service primary school teachers who participated in the study used the concepts of geometric objects and geometric shapes interchangeably. In addition, as a result of the analysis of the first branches of mind maps, it was determined that unrelated concepts were more than related concepts. Very few of them have reached the fourth branch in the mind maps created by pre-service primary school teachers, and they had difficulty explaining the concept. In line with the results obtained from the research, the concepts related to geometric objects should be taught in the undergraduate education of pre-service primary school teachers to provide meaningful learning about geometric concepts in pre-service primary school teachers.
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Sonsel, Ömer Bilgehan, and Özlem Ömür. "Post Covid-19 Metaphoric Perceptions of Preservice Music Teachers on the Concepts of “Distance Education, Home, Graduation, University and Future”." World Journal of Education 11, no. 5 (2021): 1. http://dx.doi.org/10.5430/wje.v11n5p1.
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This study aims to reveal the perceptions of preservice music teachers on the concepts of “Distance Education, Home, Graduation, University and Future” through metaphors. The study group of the research consists of 80 preservice music teachers studying the final year of their undergraduate education at the Department of Music Education in Gazi University, Kastamonu University, Bolu Abant İzzet Baysal University, Uludağ University, Van Yüzüncüyıl University, Necmettin Erbakan University and Muğla Sıtkı Koçman University as of 2020-2021 academic year. Data of the research were collected by participants completing the sentence “The concept reminds me of….because….”. Collected data were analyzed with content analysis method. Participants developed 133 different metaphors; 26 related to distance education, 19 to home, 27 to graduation, 29 to university, and 32 to the concept of the future. While the metaphors they developed on the concept of distance education reflect a negative view, those about home and graduation are considered to be relatively positive. The metaphors developed on the concept of university express a longing rather than representing either a positive or a negative view. Future, on the other hand, was a concept on which preservice music teachers came up with the highest number of metaphors and all found ambiguous. Distribution of the metaphors developed by the participants and the sample sentences selected from the opinions are demonstrated under the relevant headings.
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Olaskoaga-Larrauri, Jon, Carlos Mendoza-Sepúlveda, and Elia Marúm-Espinosa. "Concepciones sobre calidad educativa en el profesorado del Sistema de Educación Media Superior de la Universidad de Guadalajara." education policy analysis archives 25 (July 31, 2017): 81. http://dx.doi.org/10.14507/epaa.25.2904.
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This article describes the preferences of the teachers working in the No. 9 School at the High School Education System of the University of Guadalajara, with respect to the different ways of defining the quality of education. This research establishes a relationship between teachers’ adherence to the concepts of quality and their attitudes towards some central features of the Reform of High School Education (RIEMS). We use multiple linear regressions with some dummy variables and stepwise procedures. The conclusions suggest that the teacher´s adherence to certain concepts of quality favourably influences the attitudes of the teachers towards RIEMS and, therefore, facilitates the implementation of this reform.
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Keser Özmantar, Zehra, and Fadime Yalçın Arslan. "Metaphorical perceptions of prospective EFL teachers related to Turkish education system." Pegem Eğitim ve Öğretim Dergisi 9, no. 1 (2018): 255–304. http://dx.doi.org/10.14527/pegegog.2019.009.
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This study aims to determine prospective teachers’ perceptions on the basic concepts of the education system in terms of its inputs, processes and outputs through metaphors. Phenomenological analysis was used. The participants were senior students from Gaziantep University, English Language Teaching (ELT) department and pedagogic formation program students from the English Language and Literature (ELL) department. The data were collected by asking about metaphorical perceptions related to the concepts of student, parent, school, school principal, curriculum, teaching materials, principles and methods of teaching, assessment and evaluation, ethics, class management, success and graduate students. Content analysis was employed for analysis. Teacher candidates produced 528 valid metaphors related to 13 concepts of education system. Out of these, 269 metaphors were positive, 109 were negative and 150 were related to basic features of education system. While 34 prospective teachers from ELL department produced 338 metaphors, 18 prospective teachers from ELT department produced 190 metaphors. The perceptions of teacher candidates in both groups were similar in terms of teacher, student, parent, school principal, teaching materials, ethics, and success. While ELL department students identified the concepts of school and graduate more positively, ELT department students described curriculum and classroom management more positively.
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Mukuka, Angel, Overson Shumba, Sudi Balimuttajjo, and Vedaste Mutarutinya. "An Analysis of Prospective Teachers’ Mathematical Reasoning on Number Concepts." African Journal of Educational Studies in Mathematics and Sciences 15, no. 2 (2020): 119–28. http://dx.doi.org/10.4314/ajesms.v15i2.10.
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This paper presents and discusses the results of a case study that was carried out to understand the mathematical reasoning of 73 second-year student teachers at a university in Zambia. The paper also demonstrates why it is important to develop the reasoning abilities of mathematics student teachers during their initial training programs. The questionnaire items presented to student teachers required them to justify the validity of selected algebraic statements and arguments on odd and even numbers. Factors that influenced participants’ modes of argumentation were also identified, clearly highlighting their implications for mathematics teacher education. Findings of the study revealed that 70% of the participants gave explanations that were aligned to an empirical or inductive mode of argumentation while 7% used the analytical or deductive argumentation mode. The rest of the participants gave explanations that did not reflect valid mathematical justification of the given algebraic statements and arguments. These results clearly indicate that only the minority of participants exhibited an adequate understanding of representing odd and even numbers in general form. Analysing and developing prospective teachers’ mathematical reasoning abilities are necessary to anticipate how they would practice when they are professionally qualified.
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Kovienė, Skaistė. "IKIMOKYKLINIO IR PRIEŠMOKYKLINIO UGDYMO PEDAGOGŲ RENGIMAS: UNIVERSITETINIO PEDAGOGŲ UGDYMO PRIVALUMAI [PRE-SCHOOL AND PRE-PRIMARY TEACHER TRAINING: TEACHERS UNIVERSITY EDUCATIONAL NECESSITY]." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 8, no. 3 (2016): 106–16. http://dx.doi.org/10.48127/spvk-epmq/16.8.106.
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The aim of pre-school education – taking into account child’s innate powers, his/her individual experiences, referring to the regularities of development to help a child to develop the fundamentals of independence, healthy lifestyle, positive communication with adults and children, creativity, knowledge about the environment and the country, knowing how to learn. The purpose of pre-primary education – to help a child prepare to successfully learn according to the curriculum of primary education. Both pre-school and pre-school teacher's goal – to help the family to educate pre-school and pre-school age child. In Lithuania pre-school and pre-primary education teachers are trained both at universities and at colleges. In the society it is often discussed whether for a teacher who works with pre-schoolers – little citizens of the country – it is enough to have higher non-university (college) education of higher university education is obligatory. In the present essay the concepts of pre-school and pre-primary education have been used because a teacher having obtained the qualification of a pre-school educator still has no possibility to work with pre-primary age children until he/she obtains these complementary competences. Analysis of scientific literature and documents allowed making the conclusions about the particularity of children of pre-school and pre-primary age, the importance of the role of pre-school and pre-primary education teachers in developing children’s personalities, the differences of these teachers’ training at universities and colleges and teachers university educational necessity. Key words: university education, non-university (education of college) education, pre-school and pre-primary education, teacher training.
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Malatesha Joshi, R., Emily Binks, Lori Graham, Emily Ocker-Dean, Dennie L. Smith, and Regina Boulware-Gooden. "Do Textbooks Used in University Reading Education Courses Conform to the Instructional Recommendations of the National Reading Panel?" Journal of Learning Disabilities 42, no. 5 (2009): 458–63. http://dx.doi.org/10.1177/0022219409338739.
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Two reasons may be responsible for the poor grasp of the linguistic concepts related to literacy acquisition by preservice and in-service teachers: a lack of attention given to such concepts by teacher educators (college faculty members) and a lack of relevant information provided in the textbooks used in college courses. In an earlier study, the authors found that many teacher educators involved in the training of preservice and in-service teachers were not well acquainted with these concepts. In this study, the authors examined the extent to which textbooks used in reading education courses contain the information about the five components of literacy instruction (phonemic awareness, phonics, fluency, vocabulary, and text comprehension) recommended by the National Reading Panel. Such scrutiny shows that many textbooks do not adequately cover these five components and the related instructional procedures for teaching them. In addition to the paucity of information about teaching the five components, some textbooks present inaccurate information.
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Nepal, Tulasi Prasad. "A Note on Teaching and Learning Linear Algebra in Tribhuvan University." Journal of the Institute of Engineering 15, no. 2 (2019): 242–45. http://dx.doi.org/10.3126/jie.v15i2.27673.
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The teaching of linear algebra has always been a challenge for teachers of mathematics, because it is extremely important that students become introduced into complex and abstract mathematical system of linear algebra and learn concepts which can be successfully applied later in other mathematical topics. It is necessary that teachers better understand how students learn, and recognize and allow that the appropriate content, methods and context could be different in different environments. As mathematicians, we are aware of the significant interconnections of different ideas and concepts, which is difficult to recognize and understand. We should not forget that understanding of these kinds of interconnections develops through active and hard exploration of mathematical topics through permanent discovering of new interconnections and relations. Thus, primary role of a teacher is to try to move students to take an active part during the class concerning important and difficult concepts, either through the form of individual opinion or through the form of group discussions. It is not easy to suggest teaching methods, especially in comparison to traditional lectures, which would be effective and would actively, engage students and generate stimulating learning.
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RADMARD, Somayyeh. "Investigation of Pre-Service Teachers’ Metaphorical Images towards the Concepts of “Teacher Candidate” and “Teacher Educator”." Journal of Higher Education and Science 11, no. 2 (2021): 367–84. http://dx.doi.org/10.5961/jhes.2021.456.
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The purpose of this study was to describe the metaphorical images of the prospective teachers, who were employed in different teaching programs of education faculties, regarding themselves and their educators, and to evaluate the standard teacher education program in a critical manner. Even though prospective teachers’ metaphorical images pertaining learning, teaching, school and so forth were extensively examined in the previous studies, their personal theories for themselves and their educators have not been subjected to any research study. The current study was designed and conducted as a single survey study. The study was carried out with the participation of 1130 prospective teachers studying at the education faculty of a foundation-supported (private) university in Istanbul. Metaphorical images were taken from all participants towards themselves and their educators. As a result of the interpretive and inductive analysis, the prospective teachers generated metaphorical images for themselves such as: something that needs to be cultivated, leader of future, a fixed-static object, the candidate of the molder, something deceptive, something needs to be shaped, obedient, knowledge receiver, racer, etc. The prospective teachers also produced metaphorical images for their educators in the following manner: bridge function, organic growers, knowledge transmitter, a valuable object, competitors. In general, it was observed that pre-service teachers held a considerably pedagogically subjectcentred or teacher-centred or authority-centred “self ” and “educator” perception. Recommendations were offered regarding pre-service teacher education
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Şen, Şenol. "Examination of the preservice chemistry teachers’ understanding of periodic table concepts." SHS Web of Conferences 48 (2018): 01020. http://dx.doi.org/10.1051/shsconf/20184801020.
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The purpose of this study was to examine the preservice chemistry teachers’ understanding of periodic table concepts and some atomic properties. The study group of this study was comprised of 17 preservice chemistry teachers who were undergraduate students at a public University. The preservice teachers’ ages are between 19 and 26, and the mean is 21.12 (SD=1.83). In addition, the 14 of the preservice teachers are female and three are male. In the study, concept maps and lotus blossom technique were used as data collection tools in order to determine the understanding of preservice chemistry teachers about the periodic table concepts. Data obtained through these techniques was analysed to figure out the useful of these assessment tools. The results of the analysis indicated that preservice teachers have limited understanding of the periodic table and its properties. In addition, at the end of the study, it was determined that they have many misunderstanding.
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Carrasco-Embuena, Vicente, and Maria Hernández-Amorós. "PRE-SERVICE TEACHER EDUCATION AND COMPREHENSION OF DIDACTIC CONCEPTS. AN EXPERIENCE WITHIN THE MASTER OF SECONDARY EDUCATION TEACHERS." Problems of Education in the 21st Century 42, no. 1 (2012): 8–18. http://dx.doi.org/10.33225/pec/12.42.08.
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The main purpose of the research was to figure out which was the level of comprehension of the didactic concepts that the students of the Secondary Education Master of the University of Alicante of the academic year 2011/12 had. With this purpose, we have collected the information provided by the answers of 227 students to an ad-hoc-elaborated semi-structured questionnaire whose data have been treated with a quantitative methodology using the SPSS.19 device. The statistic techniques were descriptive, differential and correlational. In this analysis, we take into account the scores obtained by students in variables related to their learning process and their attitudes towards it. The most interesting results prove that the students don’t master the basic didactic concepts in a satisfactory way, there are differences between the levels of comprehension and other variables related to the learning of the concepts and with attitudinal variables of this learning. The research based on these results indicates the need to focus the teaching and learning processes of the Master from a different point of view and combining the strategies which enhance the understanding of these concepts by the students. Key words: concept comprehension, didactic training, pre-service teacher education, Secondary Education Master.
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Wilmot, Dianne, and Jean Schäfer. "Visual arts and the teaching of the mathematical concepts of shape and space in Grade R classrooms." South African Journal of Childhood Education 5, no. 1 (2015): 23. http://dx.doi.org/10.4102/sajce.v5i1.350.
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This article addresses the need for research in the areas of Grade R curriculum and pedagogy, Grade R teacher professional development, and early years mathematics teaching. More specifically, it responds to the need for teacher professional development in Grade R mathematics teaching of the geometric concepts of space and shape. The article describes a study about teachers’ understanding of how visual arts can be used as pedagogical modality. The study was prompted by the findings of a ‘Maths and Science through Arts and Culture Curriculum’ intervention undertaken with Grade R teachers enrolled for a Bachelor of Education (Foundation Phase) degree at a South African university. Post-intervention, teachers’ classroom practices did not change, and they were not using visual arts to teach mathematical concepts. The lessons learned from the research intervention may contribute to the wider debate about Grade R teaching and children’s learning.
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Pabón-Galán, C. A., C. A. Hernández-Suarez, and L. S. Paz-Montes. "Physics learning based on the use of concept maps." Journal of Physics: Conference Series 2102, no. 1 (2021): 012006. http://dx.doi.org/10.1088/1742-6596/2102/1/012006.
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Abstract Concept maps are graphic learning tools that allow teachers and students to organize, represent knowledge, and visualize the relationships between concepts to promote understanding of physics. This study describes an innovative experience based on the development of concept maps with the aim of analyzing the perception of students in a teacher training program in natural sciences and environmental education at a public university in Colombia. The research subjects were 24 students studying basic physics who used concept maps for learning, and the data were analyzed quantitatively using a non-experimental design. The results show that the trainee teachers learned to elaborate concept maps, valuing very positively their educational applications to improve learning. It is concluded that concept mapping can be used to increase students’ understanding and motivation which should help to improve their academic performance.
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Trávníčková, Petra. "The View of Student Teachers on the Teacher’s Profession." Acta Educationis Generalis 11, no. 3 (2021): 23–34. http://dx.doi.org/10.2478/atd-2021-0019.
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Abstract Introduction: In recent years, teaching is no longer perceived only as a job, but as a profession. The study focuses on student’s view on the teacher’s profession, which is important in the context of becoming a teacher. During their university studies, student teachers are at the beginning of their professional careers. Their attitudes, values and principles are still evolving. Methods: Building on previous studies, qualitative methodology was applied. The main goals of the research were to describe the changing views of student teachers on the teacher’s profession, and to compare their views in the first and third years of study. Therefore, thematic writing was chosen. Results: The results show that the student teacher’s views change significantly during their university studies. While in the first year, student teachers focus more on the importance of childhood, their own practical experience and the teacher’s influence on a child’s life; in the last year of bachelor´s study, the emphasis is on the teacher’s personality, teaching professionalism and on the teacher as a learner can be observed. This paper can provide evidence that university education for kindergarten teachers is important and it most likely influences their future work. Discussion: The research findings show that it is appropriate to pay attention to how views about the teacher’s profession change. This could broaden the view of the development of the teacher profession concept and could also be a useful tool for modifying the content of future teachers’ education. Limitations: A certain limit of research can be sen in using one method. It would certainly be appropriate to supplement the research with interviews with participants. In my future research I will focus on this issue. Conclusion: 1. The student teachers’ views change significantly during their university studies, 2. The focus moves from their practical experience to the didactic theory. 3. There is a shift from focusing on personality of teachers to their abilities.
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Zavadskienė, Loreta, and Remigijus Bubnys. "THE ROLES OF UNIVERSITY TEACHERS IN BUILDING TEACHER STUDENTS’ CAPACITY OF REFLECTIVE PRACTICE THROUGH THE PROCESS OF EXPERIENTIAL LEARNING." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 25, 2018): 600–610. http://dx.doi.org/10.17770/sie2018vol1.3239.
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As the carried-out research study shows, proper interpretation of the concepts of reflective learning, the reflective practitioner and the experiential learning theory in the context of higher teacher education provides a solid theoretical background for the analysis of the teaching-learning process of pre-service teachers’ reflective practice and the support to be provided by teacher educators. By employing the method of the scientific literature review, the current research paper aims to investigate the roles of teacher educators within the framework of the afore mentioned theories that are considered to ensure adequate assistance to pre-service teachers in their becoming reflective practitioners. As the results show, in order to carry out effective facilitation, teacher educators should acknowledge and adopt a wide variety of roles while developing pre-service teachers’ capacity of reflective practice.
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Bohianu, Kateryna. "VOCATIONAL TRAINING OF FUTURE MUSIC TEACHERS FOR EDUCATIONAL INCLUSION: CONCEPTUAL AND TERMINOLOGICAL ASPECT." Academic Notes Series Pedagogical Science 1, no. 191 (2020): 222–27. http://dx.doi.org/10.36550/2415-7988-2020-1-191-222-227.
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The article reveals the results of study on the problem of modern art education - vocational training of future music teachers for educational inclusion: conceptual and terminological aspect. The urgency of the problem is that today Ukrainian society makes demands on art education. In the Pedagogical University, they must train a music teacher as a leader of humanistic values of the highest standard. A teacher should be able to implement the principle of education accessibility for all. Vocational training of future teachers for educational inclusion is increasingly treated as a vital and integral component of education. It is because the number of children and young people with special educational needs is increasing worldwide. The purpose of the article is to determine the conceptual and terminological vocabulary on the problem of future music teacher’s vocational training for educational inclusion. To achieve this purpose, a set of research methods was used: theoretical analysis, search and bibliographic analysis to determine the essence of key research concepts; comparisons to identify common and distinctive features in the concepts; generalization to outline the author's comprehension of the conceptual and terminological vocabulary components. According to results of the problem of future music teacher’s vocational training for educational inclusion, a conceptual and terminological vocabulary was outlined. It includes the following concepts: «educational inclusion», «vocational training», «professional preparedness», and «professional and pedagogical competence», «readiness of a music teacher», «readiness of a music teacher for educational inclusion». In the study, future music teacher’s vocational training for educational inclusion is considered as an educational process aimed at formation students' readiness to provide in the future professional activity a system of educational services for persons with special educational needs. It involves their mastery of inclusive-oriented music and pedagogical competences, skills and personal qualities. Readiness of a music teacher for educational inclusion is defined as a professional and personal education, the result of competence gaining in the field of inclusive music and pedagogical education and training for inclusive music activity in general secondary education institution.
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Zuhdi, Muhammad, and Ahmad Busyairi. "Misconception Profile of Prospective Physics Teachers Assessed from Various Representations of Electricity Subjects." Journal of Science and Science Education 2, no. 1 (2021): 32–37. http://dx.doi.org/10.29303/jossed.v2i1.490.
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Misconception is one of the important problems that often arise in education. The objective of this study is identify misconceptions in the subject of Electricty that occur in prospective teachers. The method used in this research is descriptive method. A total of 25 pre-service physics teacher candidates at a university in the Mataram City were involved in this study. The instrument used in this study was a three-tier test. This study use a total of 40 test items. These questions are classified into two types of representation, namely; verbal and figural. The results showed that 88.1% of prospective physics teachers had misconceptions on Kirchoff's first law, 94.8% misconceptions on Kichoff's second law concept, 91.7% misconceptions on Ohm's Law concept and 85.9% on electrical sources concepts. The results of the study show that 72.3% of prospective physics teachers had misconceptions on verbal type questions and 84.2% misconceptions on figural types
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Saat, R. M., H. M. Fadzil, D. S. H. Adli, and K. Awang. "STEM Teachers’ Professional Development through Scientist-Teacher-Students Partnership (STSP)." Jurnal Pendidikan IPA Indonesia 10, no. 3 (2021): 357–67. http://dx.doi.org/10.15294/jpii.v10i3.27845.
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Teachers are one of the most fundamental sources for the latest scientific information. However, many feel that teachers lack sufficient knowledge and skills to play this role, particularly in STEM, as STEM is related to more than one discipline. This study explores Scientist-Teacher-Students’ Partnership (STSP) as a professional development programme to enhance teachers’ understanding and conceptualization of the cutting-edge STEM knowledge and real-life applications of the STEM concepts. This study employed a qualitative research methodology, and it involved nine science teachers from four secondary schools and ten scientists from a university situated in Kuala Lumpur, Malaysia. Data were collected through observations made during activities and interviews. The collected data were analyzed using constant comparative data analysis techniques. Overall, the findings suggested that the tripartite collaboration brings educational benefits to all groups. From the perspective of teachers’ professional development, it was found that the partnership: (i) enhanced the teachers’ understanding of cutting-edge STEM knowledge; (ii) elevated their confidence and enthusiasm in STEM; and (iii) provide opportunities for information exchange and support through school-university networking. This study had promoted a more significant articulation of STSP as a mechanism for professional development in STEM education.
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Dönmez Usta, Necla, and Neslihan Ültay. "PROSPECTIVE CHEMISTRY TEACHERS’ ABILITIES OF CREATING CONCEPT MAPS: HYDROCARBONS EXAMPLE." Journal of Baltic Science Education 15, no. 1 (2016): 58–67. http://dx.doi.org/10.33225/jbse/16.15.58.
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Concept maps are effective tools for showing the relations between the concepts and they can be used to make clear the relations between the abstract concepts such as hydrocarbons topic. The aim of this research is to determine the abilities of prospective chemistry teachers’ (PCTs) creating concept maps about hydrocarbons. In this research , case study was used and the study was carried out in a university in North Coast of Turkey with 25 PCTs (aged 20-27). PCTs were taught how to create concept maps, types of concept maps such as hierarchical, non- hierarchical and chain or spoke concept maps through example concept maps. In this research context, PCTs were given a text about hydrocarbons and they were supposed to prepare their own concept maps about hydrocarbons. Their concept maps were evaluated according to the reference concept map which was prepared by the researchers. At the end of the research, it is seen that PCTs had difficulty in constructing concept maps. According to the conclusions drawn from the research, some suggestions were offered. Key words: concept maps, conceptual learning, hydrocarbons, organic chemistry, prospective chemistry teachers.
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Özdemir, Banuçiçek. "THE COMMON METAPHORICAL PERCEPTIONS OF PROSPECTIVE TEACHERS AS TO DNA-GENE-CHROMOSOME CONCEPTS." Journal of Baltic Science Education 20, no. 3 (2021): 471–94. http://dx.doi.org/10.33225/jbse/21.20.471.
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This research was performed to determine the Common Metaphorical Perceptions of Prospective Teachers on DNA-Gene-Chromosome Concepts, despite classroom levels and university differences. For the baseline group studies, two State Universities, one from the east and the other from the north of Turkey, were selected to be studied in the Fall Semester of 2017-2018. They were respectively called University A” and “B”. The population sample contained a total of 326 students from 1st, 2nd, 3rd, and 4th- classroom level of the “Science Education Department” of “Education Faculties.” The phenomenology design which is one of the qualitative research methods was applied. Answers to questions regarding “the metaphors of DNA-Gene-Chromosome concepts” and “under what theoretical categories the common features and metaphors were investigated” to be in line with the university differences. The research data were obtained by ‘metaphor identification’ for respective concepts and content examination studies in the framework of “Qualitative Analysis Methods.” Correspondingly, it has been determined that Prospective Teachers have common metaphors concerning DNA-Gene-Chromosome concepts, regardless of their class or university differences. Keywords: prospective teachers, metaphorical image for DNA-gene-chromosome, phenomenological research, content analysis
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Gambini, Alessandro, and István Lénárt. "Basic Geometric Concepts in the Thinking of In-Service and Pre-Service Mathematics Teachers." Education Sciences 11, no. 7 (2021): 350. http://dx.doi.org/10.3390/educsci11070350.
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This paper discusses a model of a mathematics teacher professional development implemented in Italy and Hungary with in-service and pre-service mathematics teachers. The model focuses on comparative geometry, and it develops with the use of an artifact: the Lénárt spheres. The teacher training model is the result of several years of experience of the two authors both as regards the activities in the classroom with the Lénárt spheres and as regards the training of teachers in this field. The proposed teachers’ professional development, in addition to providing ideas for activities to be implemented in the classroom, has the objective of proposing reflective activities from a community of inquiry perspective; during the activities, mediated by the artifact, both the Pedagogical Content Knowledge and the Mathematical Content Knowledge are taken into consideration (Ball et al., 2008). The model has been implemented in Italy in more than 15 training courses taught in the last 5 years, both with primary school teachers and with secondary school teachers. In Hungary, the model is at the basis of elective courses under the title ‘Ball Geometry’ at ELTE University, Budapest, for decades. These courses have been aimed at prospective preschool and elementary school teachers at the Faculty of Primary and Preschool Education, as well as future secondary teachers at the Faculty of Natural Sciences. The subject of the teachers’ professional development paths corresponds to the comparative geometry between the plane and the sphere. After the presentation of the model, some examples of activities implemented in Hungary during the pandemic period will be illustrated and commented from a didactic point of view, which will serve to exemplify the path described. The described path was carried out remotely in online mode through synchronous and asynchronous activities. The distance obviously changed the way we interacted with the artifact, but it did not prevent the achievement of the courses’ objectives.
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A. Shibankova, Lyutsia, Alla V. Ignatieva, Igor A. Belokon, et al. "INSTITUTIONAL MECHANISMS OF UNIVERSITY TEACHER PROFESSIONAL DEVELOPMENT." Humanities & Social Sciences Reviews 7, no. 4 (2019): 1061–68. http://dx.doi.org/10.18510/hssr.2019.74145.
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Purpose of the study: Conditions of qualifications’ dynamic development, rapid obsolescence of existing competencies actualize the need to create a system of continuous professional growth of teachers on staff training. The purpose of the article is to develop organizational mechanisms that contribute to the professional growth of the teacher inflexible response conditions of education to socio-economic changes.
 Methodology: The research methodology relies on the lifelong education concept, defining the design principles of a teacher professional growth system: consistency, continuity, self-development, participative nature, pedagogical reflexing
 Results: The system of the teacher’s professional growth in the educational institution possessing properties of hierarchy, flexibility, and dynamism is developed. The principles and organizational mechanisms for this system’s implementation are revealed: corporatism as a way to create targeted educational platform based on digital technology; tutoring as the insurance of the teacher’s and the educational organization’s interests through the accompany of career advancement; branding as a result of the teacher’s and the educational organization’s competitiveness in the market of educational services; road maps for planning, monitoring and support of the teacher’s career development.
 Applications of this study: The article is intended for teachers, managers, employees of personnel services of educational organizations.
 Novelty/Originality of this study: For the first time the self - learning system of the teacher professional growth is offered which is capable to exist and productively function in modern dynamic conditions at the expense of adaptive organizational mechanisms of reaction to social and economic changes.
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Danyushenkov, V., O. Korshunova, and E. Shkalikov. "The Results of an Empirical Study of High School Lecturers’ Concept of Semiotic Competence." Standards and Monitoring in Education 8, no. 2 (2020): 8–22. http://dx.doi.org/10.12737/1998-1740-2020-8-22.
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The semiotic transprofessional competence of a modern person becomes more popular in the coherent arsenal of cognitive and communicative competencies of a digital society representative. Semiotic means “sign”, therefore, the information society suggests a new format for the subject, who knows how to understand, create, transfer, change signs and sign systems that carry information. To prepare a successful representative of the community, a teacher with appropriate abilities is needed. The teacher, fi rst of all, is formed in the process of vocational training at the university, therefore, the university teacher is obliged to possess the corresponding knowledge, skills and competencies. This article aims at identifying of the university teacher’s representations about semiotic competence. The objectives are: a) to determine the diff erence between semiotic competence and informational competency, with which the former is often identifi ed; b) justifi cation of the semiotic competence phenomenon importance for the education system and for the 21st century’s teachers training system; c) the development of measuring tools to identify the representations of the university educator, who works with future teachers, about semiotic competence; d) interpretation of the results of empirical research in the designated problem fi eld of educational semiotics.The main research methods are: comparative content analysis of scientifi c literature on the problem of the informational and semiotic competencies interaction; Google questionnaire; scaling; qualitative methods for processing an empirical data array. The novelty of the article material lies in the theoretical justifi cation and presentation of the approach to determining the relationship of semiotic and informational competencies; clarifi cation of the concept of «semiotic dominant» on three diff erent grounds for students — future teachers — in accordance
 with their training fi eld; interpretation of processing an empirical data array results and capturing specifi c facts of the current state in the representations of university teachers, working with students in “Pedagogical Education” fi eld, about semiotic competence (in a sense, revealing the willingness of teachers to respond to the challenges of the information society). The results of the article are: justifi cation for the inclusion of information competence in the semiotic one; development of measurement procedures to identify the representations of university teachers, who works with future teachers, about semiotic competence in the form of a questionnaire of 27 questions; obtaining and capturing specifi c facts about the state of information and semiotic skills of higher school teachers.
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Kok, Lyn. "A science-technology-society approach to teacher education for the foundation phase: Students’ empiricist views." South African Journal of Childhood Education 4, no. 1 (2014): 16. http://dx.doi.org/10.4102/sajce.v4i1.180.
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<p>Teacher education for South African foundation phase education requires student<br />teachers to be prepared for teaching science concepts in an integrated programme in a<br />learning area known as life skills . This study examined the challenges faced by university<br />teachers of foundation phase student teachers in the development of science modules/<br />courses. The national curriculum for this subject aims to strengthen learner awareness<br />of social relationships, technological processes and elementary science (DBE 2011a). We<br />developed an integrated numeracy, science and technology module for foundation phase<br />student teachers, based on the science-technology-society (STS) approach to teaching<br />science concepts. Students’ understanding of science concepts was assessed, using a<br />project method in which they solved a problem derived from children’s literature. Then<br />students’ views of this integrated approach to teaching science concepts were gathered.<br />The negative views of the foundation phase student teachers towards the integrated STS<br />approach was thought to indicate an empiricist view of the nature of science that could<br />impede their future teaching.</p>
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Liang, Jie. "PECULIARITIES OF AESTHETIC CULTURE OF THE TEACHER OF ARTISTIC DISCIPLINES." Modern Tendencies in Pedagogical Education and Science of Ukraine and Israel: the Way to Integration, no. 9 (September 20, 2018): 136–40. http://dx.doi.org/10.24195/2218-8584-2018-9-136-140.
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The article reveals the theoretical basis of understanding the meaning of the phenomenon "aesthetic culture of the teacher of artistic disciplines". The content of the concepts "culture", "aesthetic culture", "culturological preparation, aesthetic competence" are determined. The methodological basis of humanization of educational space of the pedagogical university is outlined by aesthetizing the professional training of future teachers of artistic disciplines. The determinants of the successful preparation of future teachers of artistic disciplines in higher education institutions are determined. Keywords: aesthetic culture, teacher of artistic disciplines, institution of higher education.
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Şahin, Çiğdem, Ümmü Gülsüm Durukan, and Elif Arıkurt. "EFFECT OF 5E TEACHING MODEL ON PRIMARY SCHOOL PRE-SERVICE TEACHERS’ LEARNING ON SOME ASTRONOMY CONCEPTS." Journal of Baltic Science Education 16, no. 2 (2017): 148–62. http://dx.doi.org/10.33225/jbse/17.16.148.
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The purpose of this research was to examine the effect of the 5E teaching model on the primary school pre-service teachers’ (PSPTs) learning some astronomy concepts. The sample of this research consisted of 90 PSPTs in the 2nd year at a state university. The research was carried out on the pre-experimental methodology with a single research group. The data of the study were collected by concept cartoon form which included some astronomy concepts such as the Sun, star, planet, meteor, Solar System, constellations. The developed teaching materials about the chosen astronomy concepts were implemented in eight course hours. It was seen that most of the PSPTs had alternative concepts. A considerable decrease was determined when the pre and post-test results of the PSPTs were compared; it was found that learning based on the 5E teaching model had a positive effect on the conceptual change. It can be said that 5E teaching model was effective on remedying alternative concepts. In the future research about astronomy teaching may be conducted to determine the effects of 5E teaching model on remedying the alternative concepts and achieving conceptual change with the different education levels of students. Keywords: concept cartoons, primary school, pre-service teachers, astronomy concepts, 5E teaching model, alternative concept.
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Yuksel, Hidayet Suha, Ozge Sutcu, and Burcu Ozdemir. "Exploring of Prospective Teachers’ Metaphoric Perceptions About the Concepts of “Physical Education Course” and “Physical Education Teacher”." Journal of Education and Learning 8, no. 2 (2019): 58. http://dx.doi.org/10.5539/jel.v8n2p58.
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The purpose of this study is to explore the perceptions of prospective physical education teachers on the concepts of &ldquo;physical education teacher&rdquo; and &ldquo;physical education course&rdquo; through the metaphors. In this study which was structured with the approach of qualitative research, the model of phenomenology, which defines the common meaning of the experience of individuals related to a concept was used. 167 prospective physical education teachers who were enrolled at the department of Physical Education and Sports Education at the Sports Sciences Faculty of Ankara University were included in the study. The content analysis method was used to analyze the data of this study which were collected via the method of semi-structured forms. Within this context, the metaphors formed by the prospective teachers were divided into categories based on their common properties in MS Excel, and a frequency calculation was made. As a result of the analysis, the metaphors that were formed in relation to both the concepts were collected under four categories. It was concluded that the prospective teachers perceived the physical education course as a course that provides children with fun and pleasing moments, relaxes them and is needed for the healthy continuation of their lives, while they perceived a physical education teacher as a person who is found familiar by students, helps them, guides them and is a multi-dimensional person who does everything.
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Arvanitis, Eugenia. "Preservice teacher education: Towards a transformative and reflexive learning." Global Studies of Childhood 8, no. 2 (2017): 114–30. http://dx.doi.org/10.1177/2043610617734980.
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Changing initial teacher education and lifelong learning experiences has become a real challenge for education as we strive to cultivate 21st-century skills in our students to ready them to become new cosmopolitan learners and knowledge professionals. The concepts inherent to transformative education and reflexive pedagogies, even though they are evolving concepts, have posed some serious concerns for the structure and experiences of preservice teacher education. This article presents a reflexive account of 207 preservice teachers attending a regional city university in Greece. In this study, the prospective teachers adopted the Learning by Design pedagogical framework during their Practicum experience. Their focus was to engage in learning design in a meaningful and collaborative way. A participatory action research methodology was adopted. Major findings revealed ‘reflexive deliberations’ on planning learning repertoires and making pedagogical choices.
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Abramova, Victoria Vyacheslavovna, and Tatyana Alexandrovna Romm. "Professional Subjective Activity of the Student of Pedagogical University." Siberian Pedagogical Journal, no. 5 (November 11, 2021): 40–47. http://dx.doi.org/10.15293/1813-4718.2105.04.
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Currently, researchers in the field of education and upbringing are discovering connections and dependencies that were not previously identified: upbringing and subjectivity, upbringing and personal meanings, upbringing and value choice. The article actualizes the problem of professional subjective activity of a teacher and its impact on the effectiveness of educational activities. The teaching practice existing in pedagogical universities needs to be enriched by the experience of social and scientific activities of students - future teachers. Professional subjective activity of students will create conditions for effective educational activity. The purpose of the article is to analyze the concept of “professional subjective activity” in the context of its significance for the educational activity of a future teacher. Methodology. The study was conducted using a descriptive method by collecting, analyzing and summarizing scientific literature data on the problem under study in order to determine its relevance. The content analysis of scientific articles on the problem of professional subjective activity as conditions for effective educational activity of the future teacher was applied. The concepts of “activity”, “subjectivity”, “professional subjectivity” are considered. In conclusion, it is concluded that the effectiveness of the educator’s educational activity is due to the presence of his professional subjective activity. A generalized definition of the concept of “professional subjective activity” is given.
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Putra, Zetra Hainul, Neni Hermita, Jesi Alexander Alim, Dahnilsyah Dahnilsyah, and Riyan Hidayat. "GeoGebra Integration in Elementary Initial Teacher Training: The Case of 3-D Shapes." International Journal of Interactive Mobile Technologies (iJIM) 15, no. 19 (2021): 21. http://dx.doi.org/10.3991/ijim.v15i19.23773.
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<p class="0abstract">The integration of technology in learning is increasingly popular and inevitable, especially during the Covid-19 pandemic. In mathematics education, Geogebra has been used as a pedagogical tool in learning mathematics from elementary to university. The present study aims to explore first-year prospective elementary teachers’ experience constructing 3-D shapes using GeoGebra. This study uses a case study method with 40 first-year prospective elementary teachers from an elementary initial teacher training from a public university in Riau, Indonesia. The participants worked in small groups and discussed some 3-D shapes through an online platform, and in the end, each participant reflected their attitudes towards the integration of GeoGebra in learning 3-D shapes. The findings show that prospective elementary teachers discussed six types of 3-D shapes; cube, rectangular prism, rectangular pyramid, cylinder, cone, and spheres. They prefer to discuss curved surfaces rather than flat surfaces of 3-D shapes. In addition, prospective elementary teachers have positive attitudes towards integrating GeoGebra in elementary initial teacher training. They believe that GeoGebra supports them to understand better the concepts of volume and surface area of 3-D shapes, facilitate students to understand the properties of a geometry object, and compare the object one made using hand drawing to using GeoGebra. Meanwhile, difficulty in using the tools to construct 3-D shapes in GeoGebra becomes a hinder to understand mathematics concepts and properties. The implication of this study is that there is a potential to integrate GeoGebra in mathematics learning in elementary teacher training.</p>
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Kuswandono, Paulus. "VOICES OF PRE-SERVICE ENGLISH TEACHERS: REFLECTING MOTIVATIONS DURING PRACTICUM LEARNING." TEFLIN Journal - A publication on the teaching and learning of English 25, no. 2 (2014): 185. http://dx.doi.org/10.15639/teflinjournal.v25i2/185-202.
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After Dewey (1933) and Schön (1983, 1987), education scholars began to look further at the concepts of reflection for learning. Following these concepts, there have been plenty of studies on reflection, particularly those discussing teachers' classroom experiences and their endeavour to de-velop professional skills. However, educational practitioners in Indonesia (as in the rest of the world) often criticise preservice teachers' (PSTs) lack of content knowledge, which they claim should be 'prioritised' during a teacher education course. Such pressing situations may have made it difficult to model or experience reflective practice. Against these odds, this research pa-per addresses issues related to the identity and professional development of thirteen English PSTs during their campus and school-based practicum in an Indonesian university. This study collected empirical data through PSTs' re-flective journals, questionnaires, individual interviews, focus group discus-sion, and autobiography. The study examines problems encountered by PSTs, namely their motivations to become teachers. This study signifies that teacher education needs to provide more reflective dialogues to shape PSTs’ identity and professionalism.
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Ningsih, Kurnia. "ANALYSIS OF PROSPECTIVE BIOLOGY TEACHER CAPABILITIES IN ACQUIRING THE LEARNING CONCEPTS AND BIOLOGY SCIENCE MATERIALS IN JUNIOR HIGH SCHOOLS." Jurnal Pendidikan Matematika dan IPA 11, no. 1 (2020): 22. http://dx.doi.org/10.26418/jpmipa.v11i1.31027.
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This study was aimed to analyse the ability of prospective Biology teachers to master the learning concepts and Biology Science materials in Junior High Schools. The used method in this study was a descriptive analysis, involving some prospective teachers (the students who were taking micro-teaching courses (PPL-1) in even semester of 2017/2018 academic year) in the Biology Education Study Programme FKIP Untan, as the research subjects. A total of 30 university students with GPA ≥ 3.00 were randomly selected. The instrument in this study was an ability assessment of learning concepts and materials of Biology Science in junior high schools. The data analysis was done in descriptively qualitative and quantitative methods; including data collection, data reduction, data presentation, data analysis using means and percentages, and conclusions eventually. The results showed that the prospective Biology teachers in mastering the concept of learning obtained an average value of 76.89 with A, B, and C grades respectively, 46.67%, 40.00%, and 13.33%. For mastering the biology science concept, it was obtained an average value of 75.73 with grade A, B, and C respectively, 33.33%, 46.67%, and 20.00%. It was certainly concluded that the ability of prospective biology teachers in mastering the concepts of learning and the materials of Biology Science was classified into the good category.
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Mahmudi, Ali. "An analysis of mathematics understanding of prospective student-teachers of mathematics." Jurnal Riset Pendidikan Matematika 8, no. 2 (2021): 167–78. http://dx.doi.org/10.21831/jrpm.v8i2.44422.
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This quantitative-qualitative descriptive study aims to reveal the mathematics understanding of prospective student-teachers, describe the types of their mistakes in mathematics understanding, and recommend appropriate teaching of mathematics understanding. The subjects were 34 first-year students taking the Geometry course in the Mathematics Education Study Program, at a State University in Yogyakarta, Indonesia. The test instrument was consisting of four items, two of which were about the problems of procedural instrumental understanding and the other two were about the problems of relational understanding. The data were analyzed through the stages of reducing data, presenting data, and concluding data. The results show that students' mathematical understanding is categorized as good (87.75%). Students' procedural instrumental understanding (87.75%) is better than their relational understanding (77.52%) which is in good and sufficient categories, respectively. Some students made mistakes in representing theorems, performing mathematical procedural using appropriate concepts/theorems, and interpreting conclusions or proofs using appropriate notation and representation. It is recommended that mathematical learning should prioritize relational understanding by exploring a concept with other concepts and using various representations, situations, and contexts. Learning should focus more on relational understanding, namely discussing a concept and its relationship with other concepts with different representations, situations, and contexts.
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Qadi, Ahmad. "An Exploratory Study of EFL Teachers’ Assessment Conceptions at a Saudi University." Arab World English Journal 12, no. 3 (2021): 464–85. http://dx.doi.org/10.24093/awej/vol12no3.32.
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Each teacher evaluates students’ learning outcomes in their own way, depending on their own ideas and beliefs about teaching, learning, and assessing. It impacts on how pupils work. As a result, concentrating on instructors’ perspectives in general appears to be vital, and exposing EFL teachers’ evaluation concepts is crucial and requires considerable investigation. The current study examines teachers’ assessment conceptions of English as a foreign language (EFL) at a Saudi University. Specifically, it investigates EFL university teachers’ assessment conceptions using Brown’s (2006) Teachers’ Conceptions of Assessment Abridged Inventory, four-factor assessment inventory conceptions that include variables like student accountability, school accountability, progress, and irrelevance. The survey employed a Likert scale with response options ranging from one (strongly disagree) to five (strongly agree). The researcher gathered the study’s data using Google Forms and administered an online questionnaire to fifteen EFL English teachers in English Language Center at a Saudi University called Afaq University (pseudonym), Saudi Arabia. The obtained quantitative data were analyzed manually by descriptive statistics. The findings demonstrated that of all participants, the enhancement principle had the primary value, whereas the conceptions of irrelevance, on the other hand, were discovered to have the lowest level of agreement. The study presented some pedagogical implications and then concluded with the need for further triangulated exploration of the phenomenon.
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Sandefur, James T. "Technology, Linear Equations, and Buying a Car." Mathematics Teacher 85, no. 7 (1992): 562–67. http://dx.doi.org/10.5951/mt.85.7.0562.
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We ran an NSF Teacher Enhancement summer workshop on modeling with discrete mathematics at Georgetown University for three summers ending in 1991. Each summer we worked with forty secondary school mathematics teachers in the Washington, D.C., area, with a school-year follow-up consisting of classroom visits and monthly seminars. One objective of this workshop was to work with teachers in developing real-world applications that are relevant to students but that contain important mathematical concepts. The use of technology broadens the range of applications that can be used.
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Milani, Marta, and Agostino Portera. "Intercultural Education and Competences at School." Profesorado, Revista de Currículum y Formación del Profesorado 25, no. 3 (2021): 49–67. http://dx.doi.org/10.30827/profesorado.v25i3.21527.
Full textAbstract:
The present time of globalization, interdependence and multicultural societies has brought about both opportunities and crisis that concern all fields involved with social welfare, especially education (Portera, 2020, 2006). Within the school environment, there is a growing need for intercultural education and competences at the cognitive, emotional and relational levels, which will endow teachers and students with the abilities to operate in linguistically and culturally complex contexts (UNESCO, 2015; Portera, 2013; Deardorff, 2009). However, the concepts of ‘Intercultural Education’ and ‘Intercultural Competences’ are often misunderstood and require more precise definition. The authors review the scientific literature on the aforementioned concepts and then report the results of a study carried out by the Centre for Intercultural Study at the University of Verona (Italy) which examines how teachers who work in different types of schools define and apply the concept of ‘intercultural competences’ in their praxis. The study uses a qualitative research methodology that includes a process of ‘triangulation’. Specifically, a series of semi-structured interviews, focus groups and participant observations were conducted in order to explore teachers’ intercultural competences, especially through the analysis of critical incidents. After discussing the results, the authors outline impplications for teacher education and school praxis in intercultural perspective.
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Hasnunidah, Neni, Herawati Susilo, Mimien Irawati, and Hadi Suwono. "The contribution of argumentation and critical thinking skills on students’ concept understanding in different learning models." Journal of University Teaching and Learning Practice 17, no. 1 (2020): 80–91. http://dx.doi.org/10.53761/1.17.1.6.
Full textAbstract:
We investigated the correlation between argumentation and critical thinking skills simultaneously on students’ understanding of basic biology concepts in classes taught by Argument-Driven Inquiry (ADI) and conventional learning models. This study involved 180 pre-service science teachers (18-19 years old) who undertook the basic biology course in the Faculty of Teacher Training and Education, University of Lampung. Argumentation skills were measured using the Argumentation Skill Test and critical thinking skills were measured using the Critical Thinking Test, whereas understanding of basic biology concepts was measured using the Concept Understanding Test. Hierarchical multiple regressions revealed prospective effects of argumentation and critical thinking skills to support students’ understanding of basic biology concepts. In addition, the strong correlation between predictors simultaneous to the criteria found in ADI compared to conventional learning models. The lecturers should consider the empowerment of argumentation and critical thinking skills of students through the application of appropriate learning models.