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1
Munger, Mary Heather, Mary Murray, Meighan Richardson, and Alex Claussen. "Transformative Learning in Teacher Education." International Journal of Adult Vocational Education and Technology 9, no. 4 (October 2018): 54–64. http://dx.doi.org/10.4018/ijavet.2018100105.
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This article describes a partnership between teacher education candidates in a small, rural, private university and students in a large, public, urban junior/ senior high school. This partnership utilized technology and used a Literature as a Bridge (LAAB) program to foster discussions designed to be vehicles of learning for all participants. The objectives of this program were to 1) have urban youth see higher education as an option for their future by giving them experience with college students, college expectations, and a college campus, 2) increase cultural competence by providing opportunities for teacher candidates to work with culturally and ethnically diverse students with experiences different from their own, and 3) allow literature to be a vehicle to bridge diverse groups. The dynamic relationship between teacher candidate and high school students set the stage for transformational learning for both the teacher candidates and the junior/senior high school students.
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Broadbent, Carolyn, and Jo Brady. "Leading Change in Teacher Education In Australia Through University-School Partnerships." European Journal of Social & Behavioural Sciences 4, no. 1 (January 1, 2013): 21–31. http://dx.doi.org/10.15405/ejsbs.2013.1.4.
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Recent government reviews of higher education in Australia have highlighted the need for comprehensive reform across the tertiary education and training sector. Teacher education has traditionally been offered in isolation from schools. Innovative partnerships between universities, schools, employing bodies, and other educational institutions are now encouraged. This study evaluates the impact and effectiveness of one university-school partnership between an Australian university and a large secondary college in Canberra, Australia. The partnership, titled the Down South initiative, embeds secondary teacher education within a College learning environment to bring together academics, secondary college students and teachers, and pre-service teachers for learning and research. The paper provides evidence of the effectiveness of the partnership in strengthening pre-service teachers’ professional identity, knowledge and practice and by contributing to mutually reciprocal outcomes for all.
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Budiastra, A. A. Ketut, Udan Kusmawan, Iwan Wicaksono, and Kartimi. "The Use of Natural Sciences Kits in Distance Learning for Higher Education of Bachelor of Elementary School Teacher Education Program." Advances in Social Sciences Research Journal 7, no. 2 (February 28, 2020): 147–65. http://dx.doi.org/10.14738/assrj.72.7818.
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The teaching and learning process of natural science cannot be separated from practicum activities. Likewise, the practicum activities of natural science in bachelor of Elementary School Teacher Education Program have their own characteristics. This study aims at examining the use of Natural Science Kits in the implementation of the practicum of natural sciences with the provisions contained in the practicum of natural sciences college subject of bachelor of Elementary School Teacher Education Program, Faculty of Teacher Training and Education, Universitas Terbuka. This study is categorized as a qualitative descriptive research. This study involved 177 undergraduate students of bachelor of Elementary School Teacher Education Program, UT, which is spread across five (5) regional offices of UT, and it conducted from March to December 2018. The results of this study showed that it can be concluded that the practicum of natural science in elementary schools can be carried out using the Natural Science Kits belonging to bachelor of Elementary School Teacher Education Program, UT, although the Natural Science Kits and its management activities still needs to be improved and refined.
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Domina, Thurston, and Erik Ruzek. "Paving the Way." Educational Policy 26, no. 2 (December 31, 2010): 243–67. http://dx.doi.org/10.1177/0895904810386586.
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Partnerships between colleges and universities and K-12 school districts attempt to improve access to higher education by tailoring college outreach and teacher professional development programs to local needs as well as aligning high school curricula with higher education admissions criteria. In this article, we conduct a quasi-experimental evaluation of partnerships between universities and school districts in California. Our fixed-effects models indicate that comprehensive K-16 partnerships substantially increase student graduation and nonselective university enrollment rates in participating school districts, but that these effects take time. We argue that local partnerships are an effective, but resource- and time-intensive, K-16 school reform strategy.
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Acosta, Alexander S., and Imee Colonia Acosta. "Does Teacher Licensure Matter? Basic Education Reform in the Philippine Education System." International Journal of Education 8, no. 4 (December 3, 2016): 73. http://dx.doi.org/10.5296/ije.v8i4.10247.
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<p>The Philippine government is currently investing on education reform through the Enhanced<br />Basic Education Program or the K-12 Curriculum. The recent basic education program does<br />not only call for academic excellence but also on higher teacher qualification. The purpose of<br />this study is to determine whether or not teacher licensure matters in the implementation of<br />the basic education reform in the Philippine Education system. Qualitative in orientation, this<br />study utilized Phenomenology as its research design to capture the lebenswelt of college<br />teachers who are distraught by the implementation of the new K-12 curriculum. Data were<br />gathered through interviews and the analysis of data was empirically observed using the<br />following steps: transcribing, coding, theming, verifying, and analyzing. The analysis of data<br />in this phenomenological inquiry yielded three essential themes based on the respondents’<br />major statements pertaining to eligibility that makes the college teacher qualified to teach in<br />the Senior High School of the new K-12 program, namely: full eligibility, provisionary<br />eligibility, and temporary eligibility. The college teachers in this study accept and favor the<br />Department of Education’s teaching licensure requirement. They believe that passing the<br />Licensure Examination for Teachers (LET) is an important requirement before entering the<br />classroom. The shared experiences of the participants of the study serve as a primordial<br />source to raise awareness about the value and importance of teacher licensure to meet the<br />high quality standards set by the profession and the hiring standard recognized by the<br />government and public schools as an assurance of competence and quality.</p>
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Setyaningsih, Sri. "Pengelolaan Kurikulum Program Studi Pendidikan Guru Sekolah Dasar Pada Perguruan Tinggi." Jurnal VARIDIKA 28, no. 2 (January 11, 2017): 197–212. http://dx.doi.org/10.23917/varidika.v28i2.3034.
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Generally, this study aimed to describe the curriculum management study program Elementary School Teacher in Higher Education. The specific objective of this study to describe the planning, implementation and evaluation of curriculum type of qualitative research based approach. The location or background of this research are two colleges in Hyderabad and one college in Surakarta. The data source is a research university leaders, faculty, and students of Elementary School Teacher research site. Data collection techniques, participant observation, in-depth interviews and document study. The results of the research, curriculum management organization of Primary School Teacher Education, related to the planning, implementation, and evaluation. Curriculum planning Elementary School Teacher each college has a trademark in accordance with the vision and mission. Implementation of the curriculum with regard Kridit Semester System load varies at each college. Evaluation of the curriculum is based on the potential and dynamics of each perguruang high.
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Yuhan, Long. "Historical Evolution of Pre-service Training of Primary School Teachers in China since the Founding of the People's Republic of China 70 Years ago." IRA International Journal of Education and Multidisciplinary Studies 15, no. 4 (August 30, 2019): 110. http://dx.doi.org/10.21013/jems.v15.n4.p1.
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<p>The main task of developing primary education is to improve the quality of primary school teachers and ensure the quality of primary school teachers. With the continuous development and change of society, so far, primary school teacher education in our country has experienced the stage of the training-oriented secondary normal school; the stage of transformation from secondary normal school to higher normal college and undergraduate course; and the stage of coexistence of higher normal college, undergraduate and master training. Satisfactory progress has been made.</p>
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Anjar, Tri. "STUDENT READINESS HIGH SCHOOL ENTRANCE EXAMS HIGHER EDUCATION AND THE ROLE OF SCHOOL COUNSELORS." GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling 5, no. 1 (June 15, 2015): 50. http://dx.doi.org/10.24127/gdn.v5i1.62.
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Abstract: The process of preparing to take the test SNMPTN is something that often makes prospective students experiencing various problems. I prepare for the selection of the necessary physical, material, and also psychological. This research was initiated from the problems that occurred in the preparation of the admission public universities by students coming from private schools . These problems such as high school rules violations / lack of discipline, learn less motivated to learn. This condition greatly affects the readiness of students to achieve success SNMPTN pass. This study aimed to describe the readiness of high school students college entrance exams and the role of BK teacher / school counselor. The study population is students of SMA Muhammadiyah 1 Metro are 212 students. This type of research is quantitative descriptive, and the questionnaire used as an instrument of collecting data. The results showed that the average score of 80.53 with an average percentage of 26.84%, are in the category is not ready. BK teacher's role in preparing students in private schools that help students related to school by making a counseling program, either individually or in the classical style. Increase cooperation with fellow teachers and parents and guardians to fostering the development of children's potential.Keywords: Readiness, Students, Counselor role
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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 (December 25, 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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Kettler, Todd, and Luke T. Hurst. "Advanced Academic Participation." Journal for the Education of the Gifted 40, no. 1 (February 17, 2017): 3–19. http://dx.doi.org/10.1177/0162353216686217.
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Participation in advanced academic programs such as Advanced Placement (AP) and International Baccalaureate (IB) has been associated with higher student achievement and college readiness. In addition, AP and IB are widely recommended and implemented as services for gifted and talented students. Students who participate in these programs tend to be more successful in college admissions, scholarships, college grade point averages, and college completion rates. Black and Hispanic students do not generally participate in AP and IB programs at the same rate as same-school White students, leaving White students to benefit disproportionately in the transition from high school to college. This study analyzed ethnicity gaps in AP and IB programs longitudinally from 2001 to 2011 in 117 suburban high schools. Results indicated that AP/IB participation increased for all students over time ( d = 0.74). There were ethnicity gaps in 2001 and again in 2011 between Black and Hispanic student AP/IB participation and White student AP/IB participation, and the gaps neither increased nor decreased substantially over time. This study also examined school factors associated with AP/IB ethnicity gaps and found that overall schoolwide college readiness and the proportion of minority faculty at each school were moderately associated with changes in the magnitude of the gaps. Teacher experience and changing student demographics in schools showed little to no association with changes in the magnitude of the ethnicity gaps.
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Lin, Sherry. "Reviewer Acknowledgements for Higher Education Studies, Vol. 8, No. 2." Higher Education Studies 8, no. 2 (May 30, 2018): 107. http://dx.doi.org/10.5539/hes.v8n2p107.
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Higher Education Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated.Higher Education Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://recruitment.ccsenet.org and e-mail the completed application form to hes@ccsenet.org.Reviewers for Volume 8, Number 2Abdelaziz Mohammed, Albaha University, Saudi ArabiaAlina Mag, University Lucian Blaga of Sibiu, RomaniaAnna Liduma, Riga Teacher Training and Educational Management Academy, LatviaAntonina Lukenchuk, National Louis University, USAArbabisarjou Azizollah, Zahedan University of Medical Sciences, IranAynur Yürekli, İzmir University of Economics, TurkeyCarmen P. Mombourquette, University of Lethbridge, CanadaDibakar Sarangi, Directorate of Teacher Education and State Council for Educational research and Training, IndiaGerard Hoyne, School of Health Sciences, University of Notre Dame Australia, AustraliaGregory S. Ching, Fu Jen Catholic University, TaiwanHermes Loschi, University of Campinas, BrazilHuda Fadhil Halawachy, University of Mosul, IraqHüseyin Serçe, Selçuk University, TurkeyJayanti Dutta, Panjab University, IndiaJohn Cowan, Edinburgh Napier University, United KingdomKholood Moustafa Alakawi, Al-Imam Muhammad Ibn Saud Islamic University, Saudi ArabiaLung-Tan Lu, Fo Guang University, Taiwan, TaiwanMehmet Ersoy, Lecturer-Department of Computer Education and Instructional Technologies, TurkeyMei Jiun Wu, Faculty of Education, University of Macau, ChinaMeric Ozgeldi, Mersin University, TurkeyMichael John Maxel Okoche, Uganda Management Institute, UgandaNancy Maynes, Nipissing University, Schulich School of Education, Canada, CanadaNicos Souleles, Cyprus University of Technology, CyprusQing Xie, Jiangnan University, ChinaRanjit Kaur Gurdial Singh, The Kilmore International School, AustraliaSahar Ahadi, Islamic Azad University of Mashhad, IranSakiru Abiodun, Adeniran Ogunsanya College of Education, NigeriaSandhya Rao Mehta, Sultan Qaboos University, IndiaTeguh Budiharso, Center of Language and Culture Studies, IndonesiaVasiliki Brinia, Athens University of Economic and Business, GreeceWaldiney Mello, Universidade do Estado do Rio de Janeiro, Brazil
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Besar, Tengku Norhani Tengku, Nor Shafrin Ahmad, Shahabuddin Hashim, and Siti Salina Abdullah. "Draw your story: Exploring adaptation experiences of first-year students at the institute of teacher education in Malaysia." International Journal of Evaluation and Research in Education (IJERE) 10, no. 3 (September 1, 2021): 1018. http://dx.doi.org/10.11591/ijere.v10i3.21298.
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The transition from school to the institute of higher learning is a challenging phase that requires students to adapt to new environments and cultures. This study aimed to explore the adaptation experiences of first-year students at the Institute of Teacher Education by using storytelling through drawing. This study involved 18 students pursuing the Bachelor of Education Preparatory Programme at the Institute of Teacher Education in Malaysia with low levels of adaptation identified through Student Adaptation to College Questionnaire (SACQ). The qualitative data were analyzed using thematic analysis. Findings showed that the first-year students at the Institute of Teacher Education experiencing adaptation challenge in four main themes: academic, social, personal, and interest.<em> </em>The findings of this study are expected to contribute towards the formation and development of appropriate interventions to assist the well-being of first-year students at the Institute of Teacher Education, Malaysia, in adapting to the new environment.
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Maxwell, Bruce, David I. Waddington, and Kevin McDonough. "Academic freedom in primary and secondary school teaching." Theory and Research in Education 17, no. 2 (July 2019): 119–38. http://dx.doi.org/10.1177/1477878519862543.
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Why do society and the courts so readily recognize university and college teachers’ academic freedom but just as readily deny primary and secondary school teachers the same right? To investigate this question, this article considers teachers’ work in light of the standard justifications for granting academic freedom in higher education: that academic freedom is essential to promoting the capacity for critical reflection and the reliable transfer of disciplinary knowledge. Considering that society calls on teachers to play a key role in advancing both of these educational and social goods, the article argues that granting academic freedom in higher education, while denying it for primary and secondary teachers, appears to be a double standard. The claims to academic freedom typically reserved for university professors, we show, also apply to the work of primary and secondary teachers. There are significant differences between teaching in the higher education sector as opposed to the compulsory education sector. School teachers work with a conscripted clientele of minors and are therefore rightly subject to more stringent norms of public accountability. These differences notwithstanding, the concept of academic freedom, the article concludes, is a potentially powerful source of leverage for addressing concerns about the erosion of teachers’ professional autonomy and for increased teacher involvement in the elaboration and management of the regulatory frameworks that govern their work.
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Koizumi, Kyoko. "Creative Music Education in Japan during the 1920's: The Case of the Elementary School Attached to Nara Women's Higher Teachers College." British Journal of Music Education 11, no. 2 (July 1994): 157–62. http://dx.doi.org/10.1017/s0265051700001030.
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‘Creative music-making’, as developed in recent years in Great Britain and other countries, has also become popular in Japanese music education; for many music teachers have come to think seriously about the significance of child-centred music education instead of teacher-centred music education. Such a trend seems to be new. However, as in the United States and Great Britain, child-centred music education has been implemented previously – during the 1920's, in Japan's case. This development began in the Elementary School Attached to Nara Women's Higher Teachers College. The author describes the ideas and practices of creative music education in this school, and its historical background, comparing them with creative music-making today.
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Ferguson, Maria. "Washington View: Education on the campaign trail." Phi Delta Kappan 101, no. 1 (August 26, 2019): 39–40. http://dx.doi.org/10.1177/0031721719871564.
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The 2020 presidential campaign has already touched on a variety of education issues. Maria Ferguson describes how the campaigns have addressed issues related to higher education, such as student debt and the rising cost of college. She predicts that the ongoing plight of public school teachers, brought to the spotlight by teacher strikes across the nation, will also remain an issue throughout the campaign. Charter schools have been targeted by some candidates as one of the causes of public schools’ struggles. And racial inequity hit the spotlight in the June Democratic debate when Kamala Harris shared her personal experience with busing. Ferguson predicts that education will remain a visible issue throughout the campaign and the candidate who speaks clearly and directly about the education issues that matter most to voters will score a win.
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A. Jehata, Hubertus. "PERBANDINGAN HASIL BELAJAR STATISTIK ANTARA MAHASISWA YANG MENGIKUTI PROSES PERKULIAHAN STATISTIK KONVENSIONAL DENGAN MAHASISWA YANG MENGIKUTI PROSES PERKULIAHAN STATISTIK PHRKK (PERUMUSAN MASALAH, HIPOTESIS, RUMUS, KRITERIA DAN KESIMPULAN) PADA MATERI." JIPD (Jurnal Inovasi Pendidikan Dasar) 4, no. 1 (January 31, 2020): 30–33. http://dx.doi.org/10.36928/jipd.v4i1.358.
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Abstract: The problem of research is many college students from the faculty of Primary School Teacher Education of STKIP Santu Paulus College have difficulty diunderstanding and doing the compartive research for dependent sample. This problem motivates the researcher to do this research. That is why, the aim of this research is to compare the study result between the college student who attend the conventional class and the college student who attend the PHRKK for subject matter Dependent sample. This research is comparation model. The respondens of this research is the college student of Primary School Teacher Education of STKIP Santu Paulus College. The instrument of this research is test. The data analysis which is being used in this research is t sample.This research shows the counting t is higher than t tabel. T counting is 5,826 is higher than t tabel 1,688. It means there is different study result between the college student who attend the conventional class and the college student who attend the PHRKK. Furhtermore, this different shows in average of the the result study of conventional study which is 67,08 comparing to average college student PHRKK which is 68,39., the counting t is higher than t tabel. T counting is 5,826 is higher than t tabel 1,688. It means there is different study result between the college student who attend the conventional class and the college student who attend the PHRKK class on the topic of Uji Komparasi Sampel Dependent.
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Caridade, Nelcicleide Viana Dias. "Inclusion of a deafblind student in a public school in Macapá, Amapá State." Research, Society and Development 9, no. 6 (April 20, 2020): e116962724. http://dx.doi.org/10.33448/rsd-v9i6.2724.
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The aim of this paper is to socialize the schooling of a deafblind student in a school in Macapá, Amapá. We will present aspects of the teaching learning process, didactic resources, methodology, advances and difficulties. The student is a 10 years-old female, reported with deep deafness and blindness. She is studying at the 3rd year of Elementary I for the second time. The regular classroom teacher has a higher education level and has already been mentored by the Multifunctional Resource Room (MRR) teacher. However, this teacher says she has no other professionals to accompany students with difficulties, so the student does not attended classes. At MRR, the student was assiduous and communicated with the teacher through reference objects and tactile pounds. She played games and activities using tact and overlapping hands, and recognized the surroundings when conducted freely by the teacher. This teacher has college and postgraduate degrees and is pursuing a master's degree. We emphasize the importance of trained professionals to the deafblind person from an early age to higher education, because it is necessary to meet their needs, respecting and valuing their time and knowledge. However, there are still noticeable gaps in school to become inclusive, regarding the ability of providing access, permanence and completion of studies.
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Ahmed, Umair, Waheed Ali Umrani, and Ajay A. Chauhan. "otivation and Retention of Teachers in a Family Business in Education A Case Study from South Asia." International Journal of Family Business Practices 1, no. 2 (May 15, 2019): 160. http://dx.doi.org/10.33021/ijfbp.v1i2.643.
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<p>The case describes the professionalization, especially, the motivation and the commitment issues faced by Pioneers` School & College, a private family-run business in an emerging Asian economy of Pakistan. The case sheds light on the initiatives taken by the School’s Principal in this regard which resulted in the development of a unique teacher training program named, Teacher Nurturing Program (TNP). At the core, the case focused on the training and development aspect of human resource management to motivate and retain the good teachers and improve quality of teaching standards. The case provides an opportunity for students to reflect upon the need for schools like Pioneers` to competitively act and introduce employee training and learning programs to maintain teachers’ motivation and commitment issues as well as to improve the school image through higher quality standards.</p>
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Chauhan, Ajay A. "Motivation and Retention of Teachers in a Family Business in Education A Case Study from South Asia." International Journal of Family Business Practices 1, no. 2 (December 31, 2018): 160. http://dx.doi.org/10.33021/ijfbp.v1i2.699.
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<p>The case describes the professionalization, especially, the motivation and the commitment issues faced by Pioneers` School & College, a private family-run business in an emerging Asian economy of Pakistan. The case sheds light on the initiatives taken by the School’s Principal in this regard which resulted in the development of a unique teacher training program named, Teacher<br />Nurturing Program (TNP). At the core, the case focused on the training and development aspect of human resource management to motivate and retain the good teachers and improve quality of teaching standards. The case provides an opportunity for students to reflect upon the need for schools like Pioneers` to competitively act and introduce employee training and learning programs<br />to maintain teachers’ motivation and commitment issues as well as to improve the school image through higher quality standards.</p>
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Ahmed, Umair, Waheed Ali Umrani, and Ajay A. Chauhan. "Motivation and Retention of Teachers in a Family Business in Education A Case Study from South Asia." International Journal of Family Business Practices 1, no. 2 (December 31, 2018): 160. http://dx.doi.org/10.33021/ijfbp.v1i2.700.
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<p>The case describes the professionalization, especially, the motivation and the commitment issues faced by Pioneers` School & College, a private family-run business in an emerging Asian economy of Pakistan. The case sheds light on the initiatives taken by the School’s Principal in this regard which resulted in the development of a unique teacher training program named, Teacher<br />Nurturing Program (TNP). At the core, the case focused on the training and development aspect of human resource management to motivate and retain the good teachers and improve quality of teaching standards. The case provides an opportunity for students to reflect upon the need for schools like Pioneers` to competitively act and introduce employee training and learning programs<br />to maintain teachers’ motivation and commitment issues as well as to improve the school image through higher quality standards.</p>
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Utha, Karma, Sonam Rinchen, Bhupen Gurung, Ganeshman Gurung, Tshewang Rabgay, and Changa Dorji. "Entrepreneurship Education in Bhutan: Perception, Culture and Challenges." World Journal of Educational Research 3, no. 2 (November 4, 2016): 460. http://dx.doi.org/10.22158/wjer.v3n2p460.
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<p><em>The present study was </em><em>undertaken</em><em> to determine </em><em>the perception of Bhutanese students towards entrepreneurship and the influence of entrepreneurship in their career choice by a team of lecturers from Samtse College of Education and a teacher from the Samtse Higher Secondary School. It was a multifaceted research involving survey, interviews, focus group interviews and document analysis. The samples include 921 students [19 diploma, 248 undergraduate, 654 school students (460</em><em>=</em><em>HSS & 194</em><em>=</em><em>MSS)], currently studying in the schools, colleges and VTIs under Samtse, Chhukha and Thimphu Dzongkhags. The major findings include: perception of students is inclined more towards entrepreneurship second to government jobs, students and parents are aware of the increasing unemployment scenario in Bhutan, minimal focus on entrepreneurship education in the school and university level curriculum, and the pedagogical practices doesnot adequately favour entrepreneurship knowledge and skill development. Some of the recommendations are a need to include entrepreneurship education in the school curriculum right from primary education, and to disseminate information related to entrepreneurship among students in all the schools and colleges.</em></p>
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Baskan, Gulsun Atanur. "From the Editor." Contemporary Educational Researches Journal 6, no. 3 (December 3, 2016): 67. http://dx.doi.org/10.18844/cerj.v6i3.1239.
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Message from EditorDear Readers,It is the great honor for us to publish sixth volume, third issue of Contemporary Educational Researches Journal.Contemporary Educational Researches Journal welcomes original empirical investigations and comprehensive literature review articles focusing on educational issues. Contemporary Educational Researches Journal is an international peer-refereed journal that promotes the researches in the field of contemporary teaching and learning approaches and theories.The scope of the journal includes, but is not limited to; the following major topics as they relate to: Active Learning, Administration of Education, Adult Education, Affective Learning, Arts Teaching, Asynchronous Learning, Behaviorist Learning, Blended Learning, Chemistry Education, Classroom Assessment, Classroom Management, Classroom Teacher Education, Collaborative Learning, College and Higher Education, College and Higher Education, Constructivist Learning, Content Development, Distance Learning, E-administration, Future Learning Trends and Globalization, Gaming, Simulation and Virtual Worlds, Guiding and Counseling, Healthy Education, High School Teacher Education, History Education, Instructional Design, Language Learning and Teaching, Language Teacher Education, Learner Centered Strategies, Learners Diversity, Inclusiveness and Inequality, Learning and Teaching Research Methods, Learning Assessment and Evaluation, Learning Assessment and Evaluation, Learning Psychology, Lifelong Learning Strategies, Learning Skills, Vocational Education, Measurement and Evaluation in Education, New Learning Environments, Portfolio Assessment, Professional Development and School Administration.Improving the quality of higher education, teacher training, views of university students on internet addiction, teachers’ views on contemporary society and comparing professional education and general education topics have been included into this issue. The topics of the next issue will be different. You can make sure that we will be trying to serve you with our journal with a rich knowledge in which different kinds of topics are discussed in 2016 Volume.A total number of thirteen (13) manuscripts were submitted for this issue and each paper has been subjected to double-blind peer review process by the reviewers specialized in the related field. At the end of the review process, a total number of five (5) high quality research papers were selected and accepted for publication.We present many thanks to all the contributors who helped us to publish this issue.Best regards,Prof. Dr. Gulsun Atanur BaskanEditor – in Chief
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Baskan, Gulsun Atanur. "Editor message." Contemporary Educational Researches Journal 7, no. 1 (July 24, 2017): 1. http://dx.doi.org/10.18844/cerj.v7i1.2028.
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Dear Readers,
It is the great honor for us to publish seventh volume, first issue of Contemporary Educational Researches Journal.
Contemporary Educational Researches Journal welcomes original empirical investigations and comprehensive literature review articles focusing on educational issues. The journal is an international peer-refereed journal that promotes the researches in the field of contemporary teaching and learning approaches and theories. The scope of the journal includes, but is not limited to; the following major topics as they relate to: Active Learning, Administration of Education, Adult Education, Affective Learning, Classroom Assessment, Classroom Management, Classroom Teacher Education, Collaborative Learning, College and Higher Education, College and Higher Education, Constructivist Learning, Content Development, Distance Learning, High School Teacher Education, History Education, Instructional Design, Learning and Teaching Research Methods, Learning Assessment and Evaluation, Learning Assessment and Evaluation, Learning Psychology, Lifelong Learning Strategies, Learning Skills, Vocational Education, Measurement and Evaluation in Education, New Learning Environments, Portfolio Assessment, Professional Development and School Administration.
A causal relationship model for teachers’ organizational citizenship behaviour, administrators’ leadership in school, guidelines for educational administration, Russian regional studies as new disciplines in higher education system and ways for a better school organizational performance topics have been included into this issue. The topics of the next issue will be different. You can make sure that we will be trying to serve you with our journal with a rich knowledge in which different kinds of topics are discussed in 2017 Volume.
A total number of twelve (12) manuscripts were submitted for this issue and each paper has been subjected to double-blind peer review process by the reviewers specialized in the related field. At the end of the review process, a total number of five (5) high quality research papers were selected and accepted for publication. We present many thanks to all the contributors who helped us to publish this issue.
Best regards,
Prof. Dr. Gulsun Atanur Baskan
Editor – in Chief
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Zaslavskaya, Olga V., Michail S. Vorotilin, Viktor N. Rannikh, and Olga A. Fomicheva. "Pedagogical training of a teacher for a professional school as a theoretical problem and a practical task." Perspectives of Science and Education 51, no. 3 (July 1, 2021): 155–68. http://dx.doi.org/10.32744/pse.2021.3.11.
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Introduction. The problems of formation and development of the professional personality of a higher school teacher do not lose their relevance during the entire period of modernization of the education system. Complex social and pedagogical changes in the structure and content of the educational process in a modern university, a variety of ever-increasing requirements for the results of training future specialists, the introduction of new teaching tools – all this makes the university teacher aware of the need to improve their pedagogical qualifications, increment and enrich professional pedagogical experience and culture. The task of forming a professional pedagogical personality of a university teacher who is aware of the internal logic and regularities of the pedagogical process as the basis of their professional success is becoming more and more obvious. The purpose of the research is to develop and scientifically substantiate a program of professional development and professionala and pedagogical retraining of a teacher of a professional school, which includes a concept, model and project of activities aimed at the formation and development of his pedagogical personality in all the richness of its structures – professional worldview, professional experience and culture, professional motivation, interests, needs and attitudes. Methodology and research methods. The methodological basis of our research is personality-oriented, system-activity approaches, ideas and principles of humanization of the educational process, its practical orientation. The methodological principles of the research determined the choice of research methods: we used general scientific (general logical, theoretical and empirical) methods, survey methods, included observation, as well as data from open sources and databases Results. The main result of the research is the concept and model of professional and pedagogical retraining/advanced training of a teacher of a professional school, which provides a university specialist and an employee of the training center of an industrial enterprise who does not have a basic pedagogical education, a reliable basis for correct pedagogical decisions and socio-professional stability in a dynamically developing educational situation. Scientific novelty of the research is determined by the introduction of the concept "teacher identity" as a socio-professional and professional and personal characteristics of the teacher, systematize modern ideas about the role of the teacher in the implementation of educational tasks, clarifying opportunities, the process of retraining and improvement of professional pedagogical training of University teachers in the formation and development of professional skills as a teacher and educator. Practical significance. Theoretical and practical results of the study can be used in the selection of content and additional professional education, in the preparation of teaching materials for the optimization of the educational process at school, College and University, as well as to develop a system of assessment requirements to the quality of teaching.
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Winarto, Winarto. "Designing Basic Science Concept Materials by Using Alqur’an, Sains, Character (Alsak) Approach for Students of Primary Teachers Education Study Program as A Character Building Media in Higher Education." Indonesian Journal of Science and Education 2, no. 1 (April 27, 2018): 81. http://dx.doi.org/10.31002/ijose.v2i1.721.
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<div class="WordSection1"><p>The scholar crimes cause the goverments’ concern about it. The scholar brawl, the drugs abuse, promiscuity, and many other become the main reason of the importance of character building in the college/ university which appropriates to the governors’ mandate. The Basic concept of science is a skill course of the scholar of elementary school teacher which can be used as a media of character building through the development of teaching material. It is arranged by using the Al Qur’an, science and the character (ALSAK) approach is a concept notion of character building through the college. The ALSAK approach is a learning which involves the student actively and makes the Al Qur’an as a learning resource of science. The learning resources are conducted by presenting the Al Qur’an verses which relate to the concept of science. The packaging of the learning resource of science which relates to the Al Qur’an verses is expected can improve the spiritual and scientific attitude so it can strengthen the scholars’ character. </p><p><strong>Keywords</strong>: Learning Material, ALSAK Scholar</p></div>
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Łuczak, Wanda. "Powstanie krakowskiej Wyższej Szkoły Pedagogicznej i próba jej przyłączenia do Uniwersytetu Jagiellońskiego w 1956 roku." Prace Historyczne, no. 147 (1) (2020): 167. http://dx.doi.org/10.4467/20844069ph.20.008.12462.
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Establishment of the National Higher Teacher Training College (WSP) and an attempt to merge it with the Jagiellonian University in 1956 After the Second World War, the Jagiellonian University lost its autonomy and the state authorities destroyed its structures by separating the departments and creating new universities out of them. Independently, in 1946, the National Higher Teacher Training College in Krakow was established. In 1954, it received the right to run a master’s course. The quality of education in WSP was assessed negatively by the Jagiellonian University. In turn, the WSP authoritiesclaimed that their school provided better training for future teachers. At the beginning of the 1950s, some reservations were voiced as to the grounds for the existence of higher teacher training schools due to overlaps with the university curriculum. In 1956, the state authorities decided to close some of these colleges. WSP was to be merged with the Jagiellonian University. A meeting was organized at the Jagiellonian University in April 1956, where representatives of the Ministry of Higher Education, the Jagiellonian University and WSP discussed the merger. However, the meeting didn’t yield the expected results due to the firm objection on the part of WSP. The opportunity to strengthen the Jagiellonian University’s position by merging with WSP was ultimately lost.
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Lin, Sherry. "Reviewer Acknowledgements for Higher Education Studies, Vol. 9, No. 4." Higher Education Studies 9, no. 4 (November 29, 2019): 226. http://dx.doi.org/10.5539/hes.v9n4p226.
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Higher Education Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated.
Higher Education Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://recruitment.ccsenet.org and e-mail the completed application form to hes@ccsenet.org.
Reviewers for Volume 9, Number 4
Abdelaziz Mohammed, Albaha University, Saudi Arabia
Alina Mag, University Lucian Blaga of Sibiu, Romania
Ana Maria Carneiro, University of Campinas, Brazil
Anna Liduma, University of Latvia, Latvia
Antonina Lukenchuk, National Louis University, USA
Arwa Aleryani, Saba University, Yemen
Aynur Yürekli, İzmir University of Economics, Turkey
Bahar Gün, İzmir University of Economics, Turkey
Bo Chang, Ball State University, USA
Deniz Ayse Yazicioglu, Istanbul Technical University, Turkey
Dibakar Sarangi, Teacher Education and State Council for Educational research and Training, India
Donna.Smith, The Open University, UK
Geraldine N. Hill, Elizabeth City State University, USA
Hüseyin Serçe, Selçuk University, Turkey
Jisun Jung, University of Hong Kong, Hong Kong
Kartheek R. Balapala, University Tunku Abdul Rahman, Malaysia
Laith Ahmed Najam, Mosul University, Iraq
Lung-Tan Lu, Fo Guang University, Taiwan
Mei Jiun Wu, University of Macau, China
Meric Ozgeldi, Mersin University, Turkey
Najia Sabir, Indiana University Bloomington, USA
Okedeyi Sakiru Abiodun, Adeniran Ogunsanya College of Education, Nigeria
Prashneel Ravisan Goundar, Fiji National University, Fiji
Qing Xie, Jiangnan University, China
Rafizah Mohd Rawian, Universiti Utara Malaysia, Malaysia
Ranjit Kaur Gurdial Singh, The Kilmore International School, Australia
Sadeeqa Sadeeqa, Lahore College For Women University Lahore, Pakistan
Samuel Byndom, Parkland College, USA
Semiyu Adejare Aderibigbe, American University in the Emirates, UAE
Suat Capuk, Adiyaman University, Faculty of Education, Turkey
Teguh Budiharso, Center of Language and Culture Studies, Indonesia
Tuija A. Turunen, University of Lapland, Finland
Xiaojiong Ding, Shanghai Normal University, China
Zahra Shahsavar, Shiraz University of Medical Sciences, Iran
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Mazilov, Vladimir A., and Yuriy N. Slepko. "Pedagogical Giftedness as a Key Prerequisite for Efficient Modern Educational System." Integration of Education, no. 1 (March 29, 2019): 37–49. http://dx.doi.org/10.15507/1991-9468.094.023.201901.037-049.
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Introduction. The paper represents the analysis of the ability to teach within the context of the study of the phenomenon of giftedness and psychological structure of a teacher’s professional activities. The objective of the paper is to analyze key areas of the development of the concept of teacher giftedness. This approach allows to describe the basic qualities of the efficient pedagogical activity at the stage of training teachers at higher school. Materials and Methods. Description of key areas of the concept of pedagogical giftedness is based on the ability theory, proposed by V. D. Shadrikov. At the same time, modeling processes of goal-oriented development of pedagogical giftedness is based on a set of modern research psychological methods of structuralfunctional analysis allowing for prediction of properties of the pedagogical system of a teacher, which has such characteristics as varying degrees of success. Organizational methods (first of all, comparative) open up possibilities for assessing the effectiveness of giftedness-in-training development at different stages of teacher training – pre-university, undergraduate and post-graduate. The choice of empirical methods is substantiated by the results of theoretically modeling the structure and ways of development of pedagogical giftedness at the stage of professional self-determination at school, under conditions of educational and independent professional activity. Out of interpretative methods, the most significant (in the context of planned results) are genetic, structural and functional methods . Results. Based on the analysis of the theory of abilities, taking into account the progress in the activitybased approach, a new understanding of the object of psychological sciences as the inner personal world, the methodological validity of the concept of goal-oriented development of pedagogical gift under conditions of teacher training is substantiated. The results obtained make it possible to get a fresh look at the problem of the teacher’s professionally valuable qualities and translate its solution from analytical to systemic research methodology. In the concept proposed by the authors first time ever, the phenomenon of giftedness is considered within the context of its formation in teacher college student, while the subject of the bulk of contemporary research is the object of pedagogical influence. Discussion and Conclusion. The practical application of the study results can significantly modernize the process of teacher training in pedagogical colleges and universities. They will be useful for the teaching staff of pedagogical universities, secondary vocational education institutions, and departments of continuing education.
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Baskan, Gulsun Atanur. "From the Editor." Contemporary Educational Researches Journal 6, no. 1 (July 16, 2016): 01. http://dx.doi.org/10.18844/cerj.v6i1.945.
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Dear Readers,It is the great honor for us to publish sixth issue of Contemporary Educational Researches Journal. Contemporary Educational Researches Journal welcomes original empirical investigations and comprehensive literature review articles focusing on educational issues. Contemporary Educational Researches Journal is an international peer-refereed journal that promotes the researches in the field of contemporary teaching and learning approaches and theories. The scope of the journal includes, but is not limited to; the following major topics as they relate to: Active Learning, Administration of Education, Adult Education, Affective Learning, Arts Teaching, Asynchronous Learning, Behaviorist Learning, Blended Learning, Chemistry Education, Classroom Assessment, Classroom Management, Classroom Teacher Education, Collaborative Learning, College and Higher Education, College and Higher Education, Constructivist Learning, Content Development, Distance Learning, E-administration, E-assessment, Education and Culture, Educational Administration, Evaluation of Student Satisfaction, Faculty Development and Support, Future Learning Trends and Globalization, Gaming, Simulation and Virtual Worlds, Guiding and Counseling, Healthy Education, High School Teacher Education, History Education, Human Resources in Education, Human Innovative Teaching Strategies, Institutional Audit and Quality Assurance, Institutional Performance, Instructional Design, Knowledge Management in Education, Language Learning and Teaching, Language Teacher Education, Learner Centered Strategies, Learners Diversity, Inclusiveness and Inequality, Learning and Teaching Research Methods, Learning Assessment and Evaluation, Learning Assessment and Evaluation, Learning Psychology, Lifelong Learning Strategies, Learning Skills, Vocational Education, Measurement and Evaluation in Education, New Learning Environments, Strategic Alliances, Collaborations and Partnerships, Portfolio Assessment, Professional Development, School Administration and Social Networking and Interactive, Participatory Applications and Services.Instructional practices in special education, optimism and resilience, school partnership and pedagogic frailty topics have been included into this issue. The topics of the next issue will be different. You can make sure that we will be trying to serve you with our journal with a rich knowledge in which different kinds of topics are discussed in 2016 Volume.A total number of eleven (12) manuscripts were submitted for this issue and each paper has been subjected to double-blind peer review process by the reviewers specialized in the related field. At the end of the review process, a total number of five (5) high quality research papers were selected and accepted for publication.We present many thanks to all the contributors who helped us to publish this issue. Best regards,Editor – in ChiefProf. Dr. Gulsun Atanur Baskan
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Lin, Sherry. "Reviewer Acknowledgements for Higher Education Studies, Vol. 9, No. 1." Higher Education Studies 9, no. 1 (February 28, 2019): 159. http://dx.doi.org/10.5539/hes.v9n1p159.
Full textAbstract:
Higher Education Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated.
Higher Education Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://recruitment.ccsenet.org and e-mail the completed application form to hes@ccsenet.org.
Reviewers for Volume 9, Number 1
Abdelaziz Mohammed, Albaha University, Saudi Arabia
Ana-Cornelia Badea, Technical University of Civil Engineering Bucharest, Romania
Anna Liduma, University of Latvia, Latvia
Antonina Lukenchuk, National Louis University, USA
Arbabisarjou Azizollah, Zahedan University of Medical Sciences, Iran
Ausra Kazlauskiene, Siauliai University, Lithuania
Barbara N. Martin, University of Central Missouri, USA
Carmen P. Mombourquette, University of Lethbridge, Canada
Deniz Ayse Yazicioglu, Istanbul Technical University, Turkey
Dibakar Sarangi, Teacher Education and State Council for Educational research and Training, India
Evrim Ustunluoglu, Izmir University of Economics –Izmir/Turkey, Turkey
Firouzeh Sepehrianazar, Orumieh university, Iran
Geraldine N. Hill, Elizabeth City State University, USA
Gerard Hoyne, School of Health Sciences, University of Notre Dame Australia, Australia
Gregory S. Ching, Fu Jen Catholic University, Taiwan
Hüseyin Serçe, Selçuk University, Turkey
Jayanti Dutta, Panjab University, India
Jisun Jung, University of Hong Kong, Hong Kong
John Cowan, Edinburgh Napier University, United Kingdom
John Walter Miller, Benedict College in Columbia, USA
Laid Fekih, University of Tlemcen Algeria, Algeria
Lung-Tan Lu, Fo Guang University, Taiwan, Taiwan
Mehmet Ersoy, Department of Computer Education and Instructional Technologies, Turkey
Mei Jiun Wu, Faculty of Education, University of Macau, China
Meric Ozgeldi, Mersin University, Turkey
Mirosław Kowalski, University of Zielona Góra, Poland
Nicos Souleles, Cyprus University of Technology, Cyprus
Okedeyi Sakiru Abiodun, Adeniran Ogunsanya College of Education, Nigeria
Philip Denton, Liverpool John Moores University, United Kingdom
Rachida Labbas, Washington State University, USA
Ranjit Kaur Gurdial Singh, The Kilmore International School, Australia
Sahar Ahadi, Islamic Azad University of Mashhad, Iran
Tuija A. Turunen, University of Lapland, Finland
Vasiliki Brinia, Athens University of Economic and Business, Greece
Zahra Shahsavar, Shiraz University of Medical Sciences, Iran
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Baskan, Gulsun Atanur. "From the Editor." Contemporary Educational Researches Journal 6, no. 2 (December 3, 2016): 40. http://dx.doi.org/10.18844/cerj.v6i2.1238.
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Dear Readers,It is the great honor for us to publish sixth volume, second issue of Contemporary Educational Researches Journal.Contemporary Educational Researches Journal welcomes original empirical investigations and comprehensive literature review articles focusing on educational issues. Contemporary Educational Researches Journal is an international peer-refereed journal that promotes the researches in the field of contemporary teaching and learning approaches and theories.The scope of the journal includes, but is not limited to; the following major topics as they relate to: Active Learning, Administration of Education, Adult Education, Affective Learning, Arts Teaching, Asynchronous Learning, Behaviorist Learning, Blended Learning, Chemistry Education, Classroom Assessment, Classroom Management, Classroom Teacher Education, Collaborative Learning, College and Higher Education, College and Higher Education, Constructivist Learning, Content Development, Distance Learning, E-administration, Future Learning Trends and Globalization, Gaming, Simulation and Virtual Worlds, Guiding and Counseling, Healthy Education, High School Teacher Education, History Education, Instructional Design, Language Learning and Teaching, Language Teacher Education, Learner Centered Strategies, Learners Diversity, Inclusiveness and Inequality, Learning and Teaching Research Methods, Learning Assessment and Evaluation, Learning Assessment and Evaluation, Learning Psychology, Lifelong Learning Strategies, Learning Skills, Vocational Education, Measurement and Evaluation in Education, New Learning Environments, Portfolio Assessment, Professional Development and School Administration.Teacher training in the area of Mathematics and Science, views of university students regarding entrepreneurship, knowledge management in education and worries of final year undergraduate students about finding jobs in TRNC topics have been included into this issue. The topics of the next issue will be different. You can make sure that we will be trying to serve you with our journal with a rich knowledge in which different kinds of topics are discussed in 2016 Volume.A total number of ten (10) manuscripts were submitted for this issue and each paper has been subjected to double-blind peer review process by the reviewers specialized in the related field. At the end of the review process, a total number of four (4) high quality research papers were selected and accepted for publication.We present many thanks to all the contributors who helped us to publish this issue.Best regards,Prof. Dr. Gulsun Atanur BaskanEditor – in Chief
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Baskan, Gulsun Atanur. "Editor message." Contemporary Educational Researches Journal 7, no. 2 (July 27, 2017): 44. http://dx.doi.org/10.18844/cerj.v7i2.2035.
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Dear Readers,
It is the great honor for us to publish seventh volume, second issue of Contemporary Educational Researches Journal.
Contemporary Educational Researches Journal welcomes original empirical investigations and comprehensive literature review articles focusing on educational issues. The journal is an international peer-refereed journal that promotes the researches in the field of contemporary teaching and learning approaches and theories. The scope of the journal includes, but is not limited to; the following major topics as they relate to: Active Learning, Administration of Education, Adult Education, Affective Learning, Classroom Assessment, Classroom Management, Classroom Teacher Education, Collaborative Learning, College and Higher Education, College and Higher Education, Constructivist Learning, Instructional Design, Learning and Teaching Research Methods, Learning Assessment and Evaluation, Learning Assessment and Evaluation, Learning Psychology, Lifelong Learning Strategies, Learning Skills, Vocational Education, Measurement and Evaluation in Education, New Learning Environments, Portfolio Assessment, Professional Development and School Administration.
The comparison of elementary teacher training policies in the United Kingdom and Turkish Republic of Northern Cyprus, teacher candidates’ views on the use of concept cartoon in science and technology teaching courses, learner differences and language learning strategies, national values of students in Lithuania and development of the idea of an innovative school in Latvia topics have been included into this issue. The topics of the next issue will be different. You can make sure that we will be trying to serve you with our journal with a rich knowledge in which different kinds of topics are discussed in 2017 Volume.
A total number of fifteen (15) manuscripts were submitted for this issue and each paper has been subjected to double-blind peer review process by the reviewers specialized in the related field. At the end of the review process, a total number of five (5) high quality research papers were selected and accepted for publication. We present many thanks to all the contributors who helped us to publish this issue.
Best regards,
Prof. Dr. Gulsun Atanur Baskan
Editor – in Chief
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Gruber, Hubert. "Lesson study with music: a new way to expand the dialogic space of learning and teaching." International Journal for Lesson and Learning Studies 8, no. 4 (October 3, 2019): 272–89. http://dx.doi.org/10.1108/ijlls-03-2019-0019.
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Purpose The purpose of this paper is to show that lesson study by including elements from music and music education can sustainably expand and improve the dialogical space for teaching and learning in higher education, especially for primary and secondary teacher education students. Design/methodology/approach For the first time under the topic “Lesson Study: Music in Dialogue,” corresponding study programs were prepared at the University College of Teacher Education, Lower Austria. The data material from which answers to research questions can be generated are the “Didactic Design Pattern” and classical research lesson planning, observation and discussion instruments. Moreover, discussion protocols of the reflection meetings offered insights the participants gained through sharing their experience of a series of lesson study cycles including focussed collaboration between mentors, teachers, teacher education students and primary school pupils. Findings Within the lesson study groups, the space for cooperation and dialogue widened considerably and the interest in the work and expertise of each other increased. Based on the principles of a “community of practice,” this study shows the positive effects of professional collaboration on primary and secondary teacher education students and a lasting impact on their pupils’ learning. Thereby, the dialogical principle was found to play a central and important role. In connection with music- and art-related processes, previous limitations in teaching and learning with music can be exceeded for pupils, teacher education students and teachers. Research limitations/implications This study, therefore, provides new insights into questions of organization and implementation, as well as scientific and didactic support in professional learning communities. Originality/value So far, there has been little practitioner research through lesson study in the field of music education. In particular, lesson study enhancing the cooperation between music education and other subject areas through dialogical-integrative work has brought about knowledge and insights of great importance for the further development of an appropriate didactic approach in dialogic music education.
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O'Sullivan, Michael K., and Kim B. Dallas. "A Collaborative approach to implementing 21st Century skills in a High school senior research class." Education Libraries 33, no. 1 (September 19, 2017): 3. http://dx.doi.org/10.26443/el.v33i1.284.
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Businesses and higher education leaders are looking for students with the ability to evaluate and analyze information and to use this information to solve real-world problems. These are the information literacy skills students need for the 21st century. However, several recent studies on the ability of college freshmen to handle the rigor of college courses and research indicate that high school students are not being adequately prepared to apply these skills. The authors provide a case study of a collaborative effort between an English teacher and the high school librarian to better prepare high school seniors on how to locate reliable information, analyze the information and then determine how it can be applied to solving a real world issue or problem.
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Munib, Muhammad. "Pemantapan Keterampilan Dasar Mengajar Calon Guru Pendidikan Agama Islam dengan Pedagogi Multiliteracy pada Program Studi Pendidikan Agama Islam Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto." Progressa: Journal of Islamic Religious Instruction 2, no. 2 (May 10, 2019): 107. http://dx.doi.org/10.32616/pgr.v2.2.139.107-112.
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The teacher must control the environment as an important part of the process that occurs in the black box, it still must be an important part so that there is not one second that is not useful for the child, since they entered the school gate. Preparation in class, in class, rest periods and also their time at the house of worship, even when they are in the school canteen, are productive times to change their behavior, both ways of thinking, behaving and acting, or even increasing skills and their skills. Based on the focus of the study, this study aims to describe the strengthening of basic teaching skills of Islamic Religious Education teacher candidates with multiliteracy pedagogy in the Islamic Education Study Program at the Raden Wijaya Tarbiyah College of Education in Mojokerto. This research is "Library Research". The research data used is secondary data. The data collection technique used by the authors in this study is documentation. Data processing is carried out by conducting study activities, verification and reduction, grouping and systematization, and interpretation or interpretation so that a phenomenon has social, academic, and scientific value. From the results of the discussion it can be concluded that the strengthening of the basic teaching skills of Islamic Religious Education teacher candidates with multiliteracy pedagogy in the Raden Wijaya Mojokerto Islamic School of Higher Education Islamic Studies Study Program is to make prospective teachers effective. To be an effective teacher must be able to motivate and support students so that they are well equipped to face every challenge given to them both academically and vice versa. With all of the above skills, you will always get an effective teacher degree that inspires students in more than one way
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Baskan, Gulsun Atanur. "Message from Editor." Contemporary Educational Researches Journal 6, no. 4 (February 8, 2017): 133. http://dx.doi.org/10.18844/cerj.v6i4.1414.
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Dear Readers,It is the great honor for us to publish sixth volume, fourth issue of Contemporary Educational Researches Journal.Contemporary Educational Researches Journal welcomes original empirical investigations and comprehensive literature review articles focusing on educational issues. Contemporary Educational Researches Journal is an international peer-refereed journal that promotes the researches in the field of contemporary teaching and learning approaches and theories.The scope of the journal includes, but is not limited to; the following major topics as they relate to: Active Learning, Administration of Education, Adult Education, Affective Learning, Arts Teaching, Asynchronous Learning, Behaviorist Learning, Blended Learning, Chemistry Education, Classroom Assessment, Classroom Management, Classroom Teacher Education, Collaborative Learning, College and Higher Education, College and Higher Education, Constructivist Learning, Content Development, Distance Learning, E-administration, Simulation and Virtual Worlds, Guiding and Counseling, Healthy Education, High School Teacher Education, History Education, Instructional Design, Learners Diversity, Inclusiveness and Inequality, Learning and Teaching Research Methods, Learning Assessment and Evaluation, Learning Assessment and Evaluation, Learning Psychology, Lifelong Learning Strategies, Learning Skills, Vocational Education, Measurement and Evaluation in Education, New Learning Environments, Portfolio Assessment, Professional Development and School Administration.Impact of authentic context in teaching English, perceptions of children about the concept of pets, examination of humans and animals in terms of attachment theory, examining school variables and PISA math achievement results, co-authorship networks and institutional collaboration and mental lexicon and the selection of lexical nodes topics have been included into this issue. The topics of the next issue will be different. You can make sure that we will be trying to serve you with our journal with a rich knowledge in which different kinds of topics are discussed in 2016 Volume.A total number of seventeen (17) manuscripts were submitted for this issue and each paper has been subjected to double-blind peer review process by the reviewers specialized in the related field. At the end of the review process, a total number of six (6) high quality research papers were selected and accepted for publication.We present many thanks to all the contributors who helped us to publish this issue. Best regards,Prof. Dr. Gulsun Atanur BaskanEditor – in Chief
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Sukhodolov, Alexander, and Dmitry Maidachevsky. "I.M. Kamov - an Enthusiast and an Eminent Personality of Practice-Oriented Education in Irkutsk." Journal of Economic History and History of Economics 20, no. 3 (September 30, 2019): 331–65. http://dx.doi.org/10.17150/2308-2488.2019.20(3)331-365.
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The article reconstructs the unknown life and activity facts about Ilya M. Kamov (1873–1942) an eminent personality of practice-oriented education in Irkutsk in the first quarter of the 20th century. The authors focus their attention on the «works and days» of the teacher dedicated to Irkutsk Industrial College and also to the City’s Commercial College and Irkutsk Industrial and Economic Institute founded on the basis of the latter, where he was Director. On the pages of this article, we can see the eminent figure of a real enthusiast oriented at practical professional education. The content of the article is beyond the scope of the historical storyline reconstructed in it. The historical events of secondary and higher professional school are considered in the wider context of the period of the so called «pragmatic» turn in pre- and post-revolutionary Russian education, which meant submission of the country’s educational policy to the needs of modernization and, namely, of industrialization. Even the professional activity of the main character of the article reflects the clear line of institutional thinking of practice-oriented education development of that period from technical education to commercial one with their subsequent amalgamation in the framework of industrial and economic education, on the one hand, and from secondary professional to higher education, on the other hand.
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Sukhodolov, Alexander, and Dmitry Maidachevsky. "I.M. Kamov - an Enthusiast and an Eminent Personality of Practice-Oriented Education in Irkutsk." Journal of Economic History and History of Economics 20, no. 1 (April 5, 2019): 9–22. http://dx.doi.org/10.17150/2308-2588.2019.20(1).9-22.
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The article reconstructs the unknown life and activity facts about Ilya M. Kamov (1873–1942) an eminent personality of practice-oriented education in Irkutsk in the first quarter of the 20th century. The authors focus their attention on the “works and days” of the teacher dedicated to Irkutsk Industrial College and also to the City’s Commercial College and Irkutsk Industrial and Economic Institute founded on the basis of the latter, where he was Director. On the pages of this article, we can see the eminent figure of a real enthusiast oriented at practical professional education. The content of the article is beyond the scope of the historical storyline reconstructed in it. The historical events of secondary and higher professional school are considered in the wider context of the period of the so called “pragmatic” turn in pre- and post-revolutionary Russian education, which meant submission of the country’s educational policy to the needs of modernization and, namely, of industrialization. Even the professional activity of the main character of the article reflects the clear line of institutional thinking of practice-oriented education development of that period from technical education to commercial one with their subsequent amalgamation in the framework of industrial and economic education, on the one hand, and from secondary professional to higher education, on the other hand.
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Radziszewska, Maria. "The Teachers’ Training School in Olsztyn in 1954–1969. A Contribution to Research on Pedagogical Education in Warmia and Masuria." Masuro-Warmian Bulletin 297, no. 3 (October 4, 2017): 517–41. http://dx.doi.org/10.51974/kmw-134947.
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The Teachers’ Training School in Olsztyn was founded in 1954 by the pedagogue Bolesław Wytrążka. Its task was to educate primary school teachers in grades V–VII to meet the needs of the Olsztyn voivodeship. The studies took place in daily and extramural forms. In the Olsztyn branch, the curriculum implemented compulsory subjects as well as compulsory classes. The programme of education consisted of compulsory subjects and ped�agogical practice, writing diploma theses and submitting diploma exams. Graduates were able to continue their studies at the third year of higher education. The Teacher Training College in Olsztyn was liquidated in 1969. His task was taken over by the Higher School of Teachers in Olsztyn. The chronicle of the Teacher’s Studies in Olsztyn presented in the annex is preserved solely in the original and not in any other copies of the manuscript. It is stored in the collections of the Archives and Museum of the University of Warmia and Mazury in Olsztyn. The text of the chronicle was printed, and the use of cursive enabled the author to apply footnotes and to deal with shortcuts
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Jabamoney, Samikkanu, and Ishak Samuel. "Scoring Higher Grades at ‘O’ Level Exam Through N-Theory Strategy." European Journal of Social Science Education and Research 5, no. 2 (August 1, 2018): 83–90. http://dx.doi.org/10.2478/ejser-2018-0036.
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Abstract The pursuit of Education is important to the overall development of an individual. It is attained in different stages. The stages differ according to the learners’ age and goal. Usually, students undergo different learning stages. It begins at the kindergarten (pre-school), and continues into the primary school (elementary), secondary school (high), college and finally the university. Teaching and learning is the main aspect in education. Usually, a classroom consists of five levels of students according to their competence. They are excellent, potential excellent, medium, potential medium and critical level students. All these students have to face the ‘O’ level examination which is essential in Malaysia. It determines the students’ bright future. It is conducted by the Malaysian Examination Syndicate. Students find it difficult to score higher grades in this examination. This study proposes the ‘N’ theory strategy. This strategy explains that the role of teacher, which is dominant at the kindergarten and primary level of education diminishes correspondingly and is taken over by the role of the student, which increasingly gets dominated at the secondary and university levels. Since the ‘O’ level examination comes at the secondary level, the ‘N’ theory strategy is applicable to these students to score higher grades. It also helps the students to internalize their study materials easily. This research article aims to discuss the importance of ‘N’ theory in ‘O’ level examination and it also focuses on the pre-test activities using ‘N’ theory strategy and post-test based upon a research conducted among a selected secondary school students.
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Assadi, Nabil, and Tareq Murad. "The Effect of the Teachers' Training Model "Academy- Class" on the Teacher Students' Professional Development from Students' Perspectives." Journal of Language Teaching and Research 8, no. 2 (March 1, 2017): 214. http://dx.doi.org/10.17507/jltr.0802.02.
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this study attempts to examine the effect of a new model in teacher education or training, Academy-Class, on teacher students' professional development according to their point of view. The research examines the influence of the new training model on the pre-service teachers' relations with their, training teachers, pedagogical instructors and the students of the school. The participants of the study were 32 third year students who study at Sakhnin College and do their training at nearby schools `for three days. The instrument of the study was a questionnaire and an interview. The validity and reliability of the study instrument was obtained. The findings of the study were: 1. The student teachers' level of knowledge, skills and qualifications of teaching and learning is higher after the program than before. 2. The teacher students experienced the training more effectively and efficiently after the program. 3. The student teachers are more convinced that they made more professional and correct choice of career after the program than before 4. The student teachers' attitude towards the pedagogical instructor, the training teacher, the school students and the contribution of the training by the program towards strengthening the relationship with the school and its students was higher after the program than before.
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Laborda, Jesús Garcia. "EDITORIAL." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 7 (December 31, 2019): I. http://dx.doi.org/10.18844/prosoc.v6i7.4569.
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It is the great honor for us to edit proceedings of “10th World Conference on Learning, Teaching and Educational Leadership (WCLTA-2019)” held on 01-03 November, at the Novotel Conference Center Athens –Greece. This privileged scientific event has contributed to the field of educational sciences and research for ten years.
As the guest editors of this issue, we are glad to see variety of articles focusing on the Active Learning, Administration of Education, Adult Education, Affective Learning, Arts Teaching, Asynchronous Learning, Behaviorist Learning, Biology Education, Blended Learning, Chemistry Education, Classroom Assessment, Classroom Management, Classroom Teacher Education, Collaborative Learning, College and Higher Education, Constructivist Learning, Content Development, Counseling Underperformers, Course and Programme Evaluation, Critical Thinking and Problem Solving Development, Curriculum and Instruction, Democracy Education, Desktop Sharing, Developmental Psychology, Digital Content, Creation, Preservation and Delivery, Distance Learning, E-administration, E-assessment, Education and Culture, Educational Administration, Educational Technology, E-learning, E-Learning Strategies, E-Library and Learning Resources, Embedding Soft Skills in Curriculum Development, Enhancing and Integrating Employability, Environmental Education, ESL Education, E-teaching, Evaluation of e- Learning Technologies, Evaluation of Student Satisfaction, Faculty Development and Support, Future Learning Trends and Globalization, Gaming, Simulation and, Virtual Worlds, Guiding and Counseling, Healthy Education, High School Teacher Education, History Education, Human Resources in Education, Human Resources Management, Human Rights Education, Humanistic Learning, Information Literacy Support for Teaching, Learning and Assessment, Innovation and Changing in Education, Innovations in e-Assessment, Innovative Teaching Strategies, Institutional Audit and Quality Assurance, Institutional Performance, Instructional Design, Instructional Design,, Knowledge Management in Education, Language Learning and Teaching, Language Teacher Education, Learner Centered Strategies, Learners Diversity, Inclusiveness and Inequality, Learning and Teaching Research Methods, Learning Assessment and Evaluation, Learning Disabilities, Learning Psychology, Learning Skills, Learning Theories, Lifelong Learning Strategies, Mathematics Learning and Teaching, Measurement and Evaluation in Education, Middle School Teacher Education, Mobile Learning, Multi-cultural Education, Multiple Intelligences, Music Learning and Teaching, New Learning Environments, New Learning Web Technologies, Nursery Education, Outcome-based Education, Performance Assessment, Physics Education, Portfolio Assessment, Pre-school Education, Primary School Education, Professional Development, School Administration, Science Education, Science Teaching, Social Networking and Interactive, Participatory Applications and Services, Social Sciences Teaching, Special Education, Sport and Physical Education, Strategic Alliances, Collaborations and Partnerships, Student Diversity, Student Motivation, Supporting Students Experience, Table of Specifications, Teacher skills, Teacher Training, Technology and the Learning Environment, Virtual Classroom Management, Vocational Education, Web Conferencing and etc.
Furthermore, the conference is getting more international each year, which is an indicator that it is getting worldwide known and recognized. Scholars from all over the world contributed to the conference. Special thanks are to all the reviewers, the members of the international editorial board, the publisher, and those involved in technical processes. We would like to thank all who contributed to in every process to make this issue actualized. A total of 82 full papers or abstracts were submitted for this conference and each paper has been peer reviewed by the reviewers specialized in the related field. At the end of the review process, a total of 26 high quality research papers were selected and accepted for publication.
I hope that you will enjoy reading the papers.
Guest Editors
Prof. Dr. Jesús Garcia Laborda, University of Alcala, Spain
Editorial Assistant
Zeynep Genc, Phd. Istanbul Aydin University, Istanbul, Turkey
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Brandhofer, Gerhard, and Marlene Miglbauer. "Digital Competences for Teachers - The Digi.Kompp Model in an International Comparison and in the Practice of Austrian Teacher Training." International Journal of Education (IJE) 8, no. 4 (December 30, 2020): 55–69. http://dx.doi.org/10.5121/ije.2020.8406.
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The digital competences of teachers have not yet been given sufficient attention in Austria. In order to meet this need, the digi.kompP model has been developed on behalf of the Federal Ministry of Education and Women's Affairs, led by the University College of Virtual Teacher Education. Based on national and international framework models, the competency model is to serve as an instrument for self-assessment and continuous professional development as well as for (higher) school development. The following is a brief overview of international models that were relevant for the development of the competence grid. After that the competence grid itself and its categories are presented. The article concludes with a discussion of the integration of the competence grid into the international framework and its benefits in the Austrian education system. This article aims to make a theoretical contribution to the categorization of teachers' competencies
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Lawrence, Adrea. "Epic Learning in an Indian Pueblo: A Framework for Studying Multigenerational Learning in the History of Education." History of Education Quarterly 54, no. 3 (August 2014): 286–302. http://dx.doi.org/10.1111/hoeq.12068.
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Writing from her position as the Office of Indian Affairs (OIA) Superintendent at the Potrero School on the Morongo (Malki) reservation in southern California in 1909, Clara D. True concluded an article on her experiences as an Anglo teacher working with American Indian populations in the United States: The more one knows of the Indian as he really is, not as he appears to the tourist, the teacher, or the preacher, the more one wonders. The remnant of knowledge that the Red Brother has is an inheritance from a people of higher thought than we have usually based our speculation upon. It is to be regretted that in dealing with the Indian we have not regarded him worthwhile until it is too late to enrich our literature and traditions with the contribution he could so easily have made. We have regarded him as a thing to be robbed and converted rather than as a being with intellect, sensibilities, and will, all highly developed, the development being one on different lines from our own as only necessity dictated. The continent was his college. The slothful student was expelled from it by President Nature. Physically, mentally, and morally, the North American Indian before the degradation at our hands was a man whom his descendants need not despise.
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Basco, Raymart O. "Catalyzing Creativity and Critical Thinking Through Science Graphic Organizers." Instabright International Journal of Multidisciplinary Research 2, no. 2 (December 15, 2020): 79–86. http://dx.doi.org/10.52877/instabright.002.02.0012.
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This research aimed to examine the perceived effectiveness of graphic organizers in catalyzing creativity and critical thinking skills among 6th-grade pupils of the College of Teacher Education- Laboratory School, Batangas State University ARASOF Nasugbu, A.Y. 2020-2021. The explanatory sequential mixed method research design was utilized in this study. The results revealed that graphic organizers were useful tools to enhance understanding of concepts, retention, and content mastery as respondents' post-test results improved comparatively higher than their pre-test. Additionally, the informants' statements strengthened the results that graphic organizers can catalyze learners' creative and critical thinking.
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Mazilov, Vladimir A., and Yurii N. Slepko. "Development of the Psychological System of Pedagogical Abilities of Students – Future Primary School Teachers." Economic History 25, no. 3 (September 30, 2021): 463–81. http://dx.doi.org/10.15507/1991-9468.104.025.202103.463-481.
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Introduction. Psychological and pedagogical support for the professionalization of a teacher should be based on modern knowledge in the development of pedagogical abilities. The most popular strategy for studying abilities is still the analytical approach, which does not allow to consider abilities as a holistic, continuously developing psychological education. The purpose of the article is to present the results of research into the development of the psychological system of pedagogical abilities of students – future primary school teachers in the context of continuous pedagogical education at secondary school, pedagogical college and pedagogical university. Materials and Methods. The survey involved 201 subjects, including students of the pedagogical class (n = 15), students of the vocational pedagogical college (n = 82), students of the pedagogical university (n = 104). In order to study the psychological system of pedagogical abilities, test methods, questionnaires, self-assessment scales, as well as an analysis of indicators of academic performance were used. The analysis of the psychological system of abilities was made by using systemic indices (coherence, divergence, organization), assessing the homogeneity/ heterogeneity of structures, identifying the basic and leading components of the system. Results. The uneven development of the psychological system of pedagogical abilities at different levels of pedagogical education was shown. It has been established that the development of the system of pedagogical abilities during the period of study at school, college and university cannot be characterized as continuous. Students of the pedagogical class are characterized by a higher organization of the ability system than those in college and university; for college students – their continuous restructuring and a decrease in organization by the end of their studies; for university students – a more stable and progressively developing system of abilities. Qualitative differences in the structural organization of the system are determined by the different contributions of the types of abilities (individual, subjective, personal) to its functioning and achievement of academic results. The organization of the system of abilities of schoolchildren is largely determined by the abilities of an individual, college students – by the abilities of a subject of activity and personality, university students – by the abilities of an individual. Discussion and Conclusion. The conclusions formulated in the research paper serve the basis for the organization of special activities on the purposeful formation of the system of pedagogical abilities in the conditions of continuous pedagogical education.
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Bembenutty, Héfer. "The Teacher of Teachers Talks about Learning to Learn: An Interview with Wilbert (Bill) J. McKeachie." Teaching of Psychology 35, no. 4 (October 2008): 363–72. http://dx.doi.org/10.1080/00986280802390787.
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Wilbert J. McKeachie has been the president of the American Psychological Association (APA), the American Association of Higher Education, the American Psychological Foundation, the Division of Educational and School Psychology of the International Association of Applied Psychology, and APA's Divisions 2 and 15. He received his PhD at the University of Michigan in 1949 and is former Director of the University of Michigan Center for Research on Learning and Teaching. He also served as Chair of the Psychology Department at the University of Michigan from 1961 to 1971. Professor McKeachie has received eight honorary degrees, the American Psychological Foundation Gold Medal for Lifetime Contributions to Psychology, and the American Psychological Association Presidential Citation for exemplary service to the academic and scientific community. His classic book, Teaching Tips, is now in its 12th edition (McKeachie & Svinicki, 2006). Héfer Bembenutty is an Assistant Professor of Educational Psychology at Queens College of The City University of New York in the Department of Secondary and Youth Services. He received his BA in psychology from the University of Michigan, an MS in psychology from Eastern Michigan University, and an MA and PhD in educational psychology from The City University of New York. He maintains an active research agenda in students' and teachers' self-regulation of learning, the effects of test anxiety on learning, homework self-regulation, self-efficacy beliefs, multicultural education, and academic delay of gratification. He teaches undergraduate and graduate courses in educational psychology, cognition, instruction and technology, human development and learning, classroom management, and multicultural education.
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Gantz, Marie G., Sara M. Andrews, and Anne C. Wheeler. "Food and Non-Food-Related Behavior across Settings in Children with Prader–Willi Syndrome." Genes 11, no. 2 (February 17, 2020): 204. http://dx.doi.org/10.3390/genes11020204.
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This study sought to describe food- and non-food-related behaviors of children aged 3 to 18 years with Prader–Willi syndrome (PWS) in home and school settings, as assessed by 86 parents and 63 teachers using 7 subscales of the Global Assessment of Individual’s Behavior (GAIB). General Behavior Problem, Non-Food-Related Behavior Problem, and Non-Food-Related Obsessive Speech and Compulsive Behavior (OS/CB) scores did not differ significantly between parent and teacher reports. Food-Related Behavior Problem scores were higher in parent versus teacher reports when the mother had less than a college education (difference of 13.6 points, 95% Confidence Interval (CI) 5.1 to 22). Parents assigned higher Food-Related OS/CB scores than teachers (difference of 5.7 points, 95% CI 2.4 to 9.0). Although teachers reported fewer Food-Related OS/CB, they scored overall OS/CB higher for interfering with daily activities compared with parents (difference of 0.9 points, 95% CI 0.4 to 1.4). Understanding how behaviors manifest in home and school settings, and how they vary with socio-demographic and patient characteristics can help inform strategies to reduce behavior problems and improve outcomes.
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Manalansan, Edson Boy R., Marjorie A. Fogata, and Danilo Jr V. Rogayan. "Exploring Prospective Teachers' Reasons for Choosing General Science as a Specialization." Journal of Science Learning 3, no. 3 (July 28, 2020): 149–55. http://dx.doi.org/10.17509/jsl.v3i3.23493.
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Choosing a career path is difficult for students, especially in their transition from senior high school to college. Students struggle to select the most viable program that suits their interests, skills, and passion. Hence, most students end up shifting among courses and, at worst, dropping out of their program. This qualitative study explores the reasons prospective teachers specialize in General Science in a teacher education program. The data were gathered through interviews and were treated through thematic analysis. Eight themes emerged including (1) alignment to chosen senior high school strand; (2) personal choice and interest; (3) passion for science; (4) personal knowledge and skills; (5) inspiration by teachers; (6) encouragement from family; (7) challenge to oneself; and (8) non-availability of a preferred course. The study has established important implications for admission policies in terms of the selection process for students enrolling in the General Science program. Higher education institutions (HEIs) should support the continuous improvement of the science education curriculum, campus and physical facilities, and student services, which are at the heart of education in a volatile, uncertain, complex and ambiguous (VUCA) world.
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Arsenijević, Jasmina, and Angela Mesaroš-Živkov. "According to the new paradigm of education: Teaching practice in Romania and Serbia." Bastina, no. 53 (2021): 487–505. http://dx.doi.org/10.5937/bastina31-31765.
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The subject of this paper is theoretical and empirical research of students' motivation, teaching focus and students' and teachers' roles in the teaching process of higher education. The research presented in the paper was conducted on a sample of two pedagogical faculties: the Preschool Teacher Training College in Kikinda in Serbia and the Faculty of Pedagogy in Pitesti, Romania during the 2019/2020 school year. The findings show that students' motivation to learn is moderately high, and that internal motivation is more prevalent than external. Most of the students state that they take the role of participants in teaching process, and that their teachers take the role of a source of knowledge. The teaching focus, based on the students' answers, is predominantly focused on the content of teaching. These results indicate a solid but not satisfactory picture of pedagogical practice. It is necessary to shift the focus of teaching to students, to develop a democratic climate ng in which teacher represents support of the learning process (the role of catalyst of the learning process), and to develop students' initiative, independence and responsibility in learning, which strengthens the role of active, independent participants. To this statement also contributes the finding that the teaching focus on the sample in Romania was far more focused on students than in Serbia, and that the internal motivation of students in Romania was far higher than the internal motivation of students in Serbia. Moreover, a relatively more favorable pedagogical picture of the faculties in Romania, in line with the statistically significant differences in relation to Serbia, is in line with the general picture of a country with a better socio-economic position and management (as an EU member). Therefore, the results of this study are in many ways interesting and relevant, and as such can be important to theorists and practitioners from a psycho-pedagogical, but also from the point of view of management in education.