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1
Schipper, Tijmen M., Sui Lin Goei, Wouter R. Van Joolingen, T. Martijn Willemse, and Evelien C. Van Geffen. "Lesson study in Dutch initial teacher education explored: its potential and pitfalls." International Journal for Lesson & Learning Studies 9, no. 4 (July 24, 2020): 351–65. http://dx.doi.org/10.1108/ijlls-04-2020-0018.
Повний текст джерелаАнотація:
PurposeThis paper explores the potential and pitfalls of Lesson Study (LS) in Dutch initial teacher education (ITE). This context is examined through data drawn from student-teachers and teacher educators participating in LS.Design/methodology/approachThree case studies of three teacher education institutes in the Netherlands are presented, focusing on student-teachers' learning in two cases and teacher educators' learning in the third case.FindingsThe case studies show that LS in the context of Dutch ITE has high potential. All cases yield clear benefits for working collaboratively as a result of participating in a LS. Student-teachers appreciate the explicit focus in LS on how students learn and teacher educators stress how LS may strengthen their role as “teachers of teachers.” Time, planning arrangements, commitment and a LS facilitator are highlighted as essential conditions for LS application in ITE.Research limitations/implicationsThe three cases address a specific ITE context focusing on different target groups (student-teachers and teacher educators in applied and/or research universities). Consequently, results are explorative regarding Dutch ITE.Practical implicationsThe potential of LS in Dutch ITE is recognized and stressed; this study may act as a catalyst for further and wider application of LS in this context, taking into account possible pitfalls and conditions.Originality/valueThis is one of the first studies exploring the potential of LS in Dutch ITE using both student-teachers' and teacher educators' perspectives.
2
Bourke, Terri, Lyra L’Estrange, Jill Willis, Jennifer Alford, James Davis, Deborah Henderson, Mallihai Tambyah, Senka Henderson, and Tricia Clark-Fookes. "ntegrated Curriculum Approaches to Teaching in Initial Teacher Education for Secondary Schooling: A Systematic Review." Australian Journal of Teacher Education 47, no. 3 (March 2022): 36–56. http://dx.doi.org/10.14221/ajte.2022v47n3.3.
Повний текст джерелаАнотація:
Demands that Initial Teacher Education (ITE) prepare teachers who can equip students to be agile real-world problem solvers are frequent. Guidance about ITE integrated curriculum approaches to achieve this aim is harder to find, a significant gap given increasing time and policy pressures for ITE educators. Drawing from an Australian context, this systematic review investigates how integrated curriculum is conceptualised and enacted in secondary schooling ITE courses. Three conceptions of integrated curriculum for ITE are highlighted – Interdisciplinary, Disciplinary Literacy, and Transdisciplinary approaches – alongside benefits and barriers to enacting integrated curriculum. Recommendations for further research and practice around integrated curriculum are proposed.
3
Pisaneschi, June. "How do ITE programmes support pre-service primary teachers to become competent and confident teachers of mathematics? A systematic review of interventions trialled in Scotland and the Republic of Ireland." Scottish Educational Review 52, no. 1 (March 27, 2020): 73–95. http://dx.doi.org/10.1163/27730840-05201006.
Повний текст джерелаАнотація:
Supporting pre-service primary teachers to develop the required specialist knowledge for teaching mathematics is a complex task. The knowledge required for mathematics teaching at primary level is multi-faceted and the efficacy of mathematics teaching is inextricably intertwined with a teacher’s own beliefs and attitudes about mathematics and mathematical ability; the challenge for teacher educators, then, is to deliver a comprehensive programme covering mathematics content, pedagogy and curriculum within time-limited programmes of Initial Teacher Education (ITE). This paper presents a systematic review of the recent interventions to pre-service mathematics programmes that have been trialled in ITE institutions across Scotland and the Rep. of Ireland over the last 10 years. The findings and key issues addressed in this paper will have both national and international significance, as educators in ITE establishments strive to provide a comprehensive programme of study and practice, to prepare the very best new teachers for primary education.
4
Obe, P. I., E. N. Onah, and O. Onah. "Strategies for enhancing utilization of computer numeric control (CNC) machines for effective implementation of industrial technical education programme in universities." Nigerian Journal of Technology 41, no. 3 (November 2, 2022): 505–11. http://dx.doi.org/10.4314/njt.v41i3.9.
Повний текст джерелаАнотація:
The study examined the Strategies for Enhancing Utilization of Computer Numeric Control (CNC) machines for Effective Implementation of Industrial Technical Education Programmes in Public Universities of Enugu state Nigeria. Three research questions and three hypotheses guided the study. Descriptive survey design was used. The population of the study was 68 (ITE) educators which comprises of 35 lecturers and 33 instructors from public university in Enugu State. There was no sampling since the population was manageable. The instrument used for data collection was a structured questionnaire validated by three experts. Cronbach Alpha reliability was used and an overall reliability coefficient of .82 was obtained. The data was collected by the researchers. Out of 68 copies of the questionnaire administered, 60 copies were retrieved giving 88% return rate. Data generated were analysed using mean, standard deviation and t-test. The study found out among other things that Enhancement of the Utilization of Computer Numeric Control (CNC) will bring about Effective Implementation of Industrial Technical Education Programme in Universities. The paper recommended among other things that (ITE) stakeholders should collectively join hands in providing in-service training for (ITE) educators for effectual utilization of (CNC) machines and implementation of ITE programmes in universities.
5
Galvin, Anne, Pamela Ryan, Kylie McKenna, and Megan Pollard. "A School Perspective on School-Embedded Initial Teacher Education." Australian Journal of Teacher Education 46, no. 6 (June 2021): 1–19. http://dx.doi.org/10.14221/ajte.2021v46n6.1.
Повний текст джерелаАнотація:
School-university partnerships have been developed to invigorate initial teacher education (ITE). Such partnerships potentially offer rich educational opportunities to pre-service teachers. This paper examines integrated and school-embedded approaches to ITE in the Australian context, drawing on a case study analysis of a three-year, ITE school-university-system partnership named inSITE. inSITE is explored from the perspective of the school educators directly involved in its design and delivery. Complexity science provided the theoretical framework for inSITE and signalled its principles of holism, integration and reflective practice. The factors that contributed to and inhibited school-based initial teacher education from a school’s perspective are identified. The paper concludes that, given conducive conditions, an integrated, embedded and reflective approach can address the prevailing theory-practice dualism of ITE and may offer an important third way to prepare new teachers. The challenges and opportunities for school-embedded ITE in Australia are highlighted.
6
McIntyre, Donald. "Partnership in ITE in Scotland and England: Can we Learn Again from Research and from Experience?" Scottish Educational Review 37, no. 3 (March 13, 2006): 5–19. http://dx.doi.org/10.1163/27730840-03703002.
Повний текст джерелаАнотація:
This paper looks at the part that schools have played, and could play, in initial teacher education (ITE) in Scotland and England. It reviews the common problems of which these two countries (and indeed many others) gradually became aware in relation to their twentieth century systems of ITE, controlled by, and largely located in, higher education institutions (HEIs). It looks next at the efforts made by teacher educators and the teaching profession, again in both countries, to reform ITE through strengthening the part in it played by schools and by practising teachers and through developing more balanced and integrated partnerships for ITE between schools and HEIs. The general failure of these efforts is recognised and the different consequences in the two countries of this failure, through government efforts to impose reform, are examined. The brief final section of the paper suggests that present circumstances in both countries may present opportunities for renewed efforts for reform.
7
Bournot-Trites, Monique, Sandra Zappa-Hollman, and Valia Spiliotopoulos. "Foreign language teachers’ intercultural competence and legitimacy during an international teaching experience." Study Abroad Research in Second Language Acquisition and International Education 3, no. 2 (October 12, 2018): 275–309. http://dx.doi.org/10.1075/sar.16022.bou.
Повний текст джерелаАнотація:
Abstract Given the increase in international mobility opportunities for educators, analyzing how the experience of studying and teaching abroad benefits teachers is of utmost importance in a globalized educational system. Using Deardorff’s (2009) model of intercultural competence (IC), this study explores how a group of recently graduated Canadian foreign language teachers benefitted from a four-month international teaching experience (ITE). The following questions guided this investigation: In which ways did the ITE contribute to the participants’ IC development? How did the ITE affect the participants’ professional identity and sense of legitimacy? Data were collected, triangulated, and interpreted using thematic content data analysis. This study provides illustrations of the participants’ IC development across all components on Deardorff’s IC model, showing that properly scaffolded ITEs afforded the participants opportunities to develop their IC. The findings also show that the ITE of living and teaching abroad positively impacted their professional identity and feeling of legitimacy.
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Ledger, Susan, Christine Ure, Madeline Burgess, and Chad Morrison. "Professional Experience in Australian Initial Teacher Education: An Appraisal of Policy and Practice." Higher Education Studies 10, no. 4 (November 18, 2020): 116. http://dx.doi.org/10.5539/hes.v10n4p116.
Повний текст джерелаАнотація:
Legislative guidelines regulate professional experience within initial teacher education (ITE) but little is known about teacher educators’ perspectives on how these guidelines are operationalised. ITE providers, in collaboration with school partners, implement a range of programs designed to develop pre-service teachers’ ‘classroom readiness’. We examine how current legislation influences the delivery of professional experience, the provision of funding, and support for university-school partnerships and in-school supervision. This analysis highlights ambiguities in the interpretation of the legislative guidelines, creating a disconnection between policy and practice, an over-reliance on the ‘good will’ of key stakeholders, and competing demands between the ‘actual’ and ‘hidden’ costs of professional experience. Without reform of both policy and practice ITE providers will continue to be constrained when attempting to meet regulatory expectations. These findings demonstrate a need for government departments and ITE regulators to work more closely to improve integration of policy and practice for professional experience.
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Hinostroza-Paredes, Yenny. "Critical discourse analysis of university teacher educators’ professionalism in Chilean teacher education policy." education policy analysis archives 28 (November 30, 2020): 180. http://dx.doi.org/10.14507/epaa.28.5201.
Повний текст джерелаАнотація:
This article uses critical discourse analysis (CDA) to interrogate the discursive construction of Chilean university teacher educators’ professionalism in government initial teacher education policy and institutional policy enactment documents. The study examines the network of discourses—new managerialist, quality assurance, performance, functionalist professional development—producing a version of professionalism akin to organizational professionalism. Used as a form of managerial control over teacher educators’ professional practices, such professionalism exacerbates performativity while reducing professional agency opportunities and consistent professional/academic development. Ultimately, this study contributes to the necessary questioning of Chilean ITE policy reform and the need to examine its effects on university TEs’ professional lives and the professional modeling of their student teachers.
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Leavy, Aisling, Mairéad Hourigan, and T. J. Ó Ceallaigh. "Unpacking dimensions of immersion teacher educator identity." Journal of Immersion and Content-Based Language Education 6, no. 2 (October 23, 2018): 218–43. http://dx.doi.org/10.1075/jicb.17026.lea.
Повний текст джерелаАнотація:
Abstract Inadequate teacher preparation for immersion programs remains a challenge. While there is a significant dearth of research on teacher development in immersion education, research focusing on immersion teacher educators (ITEs) is even more scant. Using self-study methodology, this study explores the professional learning and experiences of three teacher educators (TEs) as they construct new professional identities as ITEs as part of engagement in Lesson Study. The paper particularly focuses on two Mathematics teacher educators (MTEs) who were newcomers to the immersion education setting. A community of practice (CoP) framework was utilised to provide insights into what Vygotsky (1987) terms the twisting path of all three TEs as they engaged in the CoP. Critical moments of defending content as priority, negotiating an integrated space, and becoming immersion-responsive were revealed. CoP played a vital role in facilitating new professional identities and illuminates in multiple ways the exclusive and complex process of becoming an ITE.
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Joseph, Dawn, Rohan Nethsinghe, and Alberto Cabedo-Mas. "“We learnt lots in a short time”: Cultural exchange across three universities through songs from different lands." International Journal of Music Education 38, no. 2 (October 3, 2019): 177–93. http://dx.doi.org/10.1177/0255761419880027.
Повний текст джерелаАнотація:
Establishing strong connections between universities within initial teacher education (ITE) programs not only takes time, but it also presents opportunities and challenges. Tertiary music educators are called to prepare ITE students/pre-service teachers to be culturally responsive. This article forms part of our wider study “See, Listen and Share: Exploring Intercultural Music Education in a Transnational Experience Across Three Universities (Royal Melbourne Institute of Technology University, Australia; Deakin University, Australia; and Universitat Jaume I of Castelló, Spain). For this article, we draw on student web survey data, anecdotal feedback, and our reflections. We employ Interpretative Phenomenological Analysis as a tool to thematically group our surveys into three broad overarching themes to inform our findings and discussions. We argue that music education is an effective vehicle for exploring culture and diversity through song. Our findings show that our ITE students built positive attitudes about using songs in their generalist primary and early childhood classrooms. They also recognized the importance of collaborative sharing using face-to-face and Skype. This project proved a worthy experience for all concerned, it formed a rich part of our professional learning. We encourage others to consider the approach as one way to promote multicultural music and cultural diversity within ITE programs and across other educational settings.
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Evans, Neus (Snowy), Debra Harwood, Ann-Christin Furu, and Şule Alici. "Challenges in Reorienting Early Childhood Education for Sustainability in Initial Teacher Education: Transforming, Creating and Expanding." Australian Journal of Teacher Education 47, no. 5 (May 2022): 1–14. http://dx.doi.org/10.14221/ajte.2022v47n5.1.
Повний текст джерелаАнотація:
This editorial essay introduces a special issue on education for sustainability, early childhood education and initial teacher education. We adopt a duoethnographic approach to first provide an overview of the issues, gaps, tensions and challenges in past and current trends in early childhood education for sustainability (ECEfS) in initial teacher education (ITE). Then, from our perspectives as four teacher educators located in disparate regions of the world: Finland, Turkiye, Canada, and Australia, we invite readers into our own stories as a starting place to explore the papers within the special issue. Through this dynamic interplay of four critically questioning minds and five papers, we aim to transform, create, and expand understanding of the interplay between ECEfS and ITE. We acknowledge that readers will derive their own understandings and responses from the papers, hence, our interpretations are not prescriptive, but rather aim to provoke further contributions to an emerging and developing field.
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Eady, Michelle J., Corinne A. Green, and Holly Capocchiano. "Shifting the Delivery but Keeping the Focus: A Reflection on Ensuring Quality Teacher Preparation during a Pandemic." Education Sciences 11, no. 8 (August 3, 2021): 401. http://dx.doi.org/10.3390/educsci11080401.
Повний текст джерелаАнотація:
There is a strong focus to connect theory with practice in initial teacher education (ITE). This discussion paper explores how we shifted teaching modes and assessment tasks in light of the Coronavirus Pandemic (COVID-19) when digital technologies were unexpectedly catapulted to the main delivery mode for the preparation of future teachers. During this time, connecting theory to authentic practice became a complicated issue. Globally, teacher educators were faced with the challenge of providing authentic learning opportunities for ITE without the ability to be physically present in school and classroom environments. Tertiary institutions were swiftly and unprecedently required to re-think and re-imagine their pedagogical practices. This change affected the self-efficacy and confidence of many academics who were underprepared for this major shift in teaching as they created, transitioned and implemented online material for their students under strict timelines. Our reflections in this paper present a guide and example for others to follow.
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Adolphus, Telima. "Pupil Attainment in Secondary School Physics: The Case of Nigeria, Including Implications for Teachers and Teacher Educators." JOURNAL OF SOCIAL SCIENCE RESEARCH 12, no. 2 (October 6, 2018): 2783–803. http://dx.doi.org/10.24297/jssr.v12i2.7661.
Повний текст джерелаАнотація:
Despite the relevance of physics to many science and technological based careers, students’ attainment in the subject has been of concern in many countries including Nigeria. The study examined physics attainment among secondary school pupils and found that physics attainment is low in Nigeria and that teacher quality and resource availability and utilization are some factors that affect student attainment. To enhance students’ physics attainment, the study recommended that the content and curriculum of ITE programs be enhanced for the training and development of agency amongst teachers and the need for teachers to update their subject knowledge through regular participation in continuing professional development activities.
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Chisingui, António Valter, and Nilza Costa. "Teacher Education and Sustainable Development Goals: A Case Study with Future Biology Teachers in an Angolan Higher Education Institution." Sustainability 12, no. 8 (April 20, 2020): 3344. http://dx.doi.org/10.3390/su12083344.
Повний текст джерелаАнотація:
National education policies are increasingly regulated by international agendas, for example the Agenda 2030 for Sustainable Development (SD). However, in order to put such policies into practice, social actors like teachers and teacher educators must include them in their practices. In this context, this study stems from the following research question: how does initial teacher education (ITE) promote the SD Agendas (2030 and 2063 for Africa)? The approach to this question is carried out through a case study focused on an Angolan teacher education higher education institution, in its graduate course for future secondary school biology teachers. The main aims of this study are (i) to characterize how ITE includes SD and (ii) to suggest ways to improve SD, particularly focusing on students’ future professional needs. Data were gathered from document analysis (the pedagogical curriculum plan of the course; titles and abstracts of final-year future biology teachers’ essays) and an interview with the course director of the biology teaching program of the Angolan institution. Content analysis of the gathered evidence was based on a three-dimensional framework: (a) SD goals (SDG) and the curriculum; (b) teacher education principles; and (c) current Angolan curricular perspectives. Results show that although the Pedagogical curriculum plan and the formative path, from the interviewee’s point of view, do not explicitly integrate SDG and its challenges for biology ITE, the majority of essays analyzed are locally contextualized and in a number of cases articulated with some of the 17 SDG. Suggestions for inclusion of SDG in ITE and for teacher education research are put forward.
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Davis, Caitlin, Meenu Krishnasamy, Zachary J. Morgan, Andrew W. Bazemore, and Lars E. Peterson. "Academic Achievement, Professionalism, and Burnout in Family Medicine Residents." Family Medicine 53, no. 6 (June 2, 2021): 423–32. http://dx.doi.org/10.22454/fammed.2021.541354.
Повний текст джерелаАнотація:
Background and Objectives: Physician burnout has been shown to have roots in training environments. Whether burnout in residency is associated with the attainment of critical educational milestones has not been studied, and is the subject of this investigation. Methods: We used data from a cohort of graduating family medicine residents registering for the 2019 American Board of Family Medicine initial certification examination with complete data from registration questionnaire, milestone data, in-training examination (ITE) scores, and residency characteristics. We used bivariate and multilevel multivariate analyses to measure the associations between four professionalism milestones ratings and ITE performance with burnout. Results: Our sample included 2,509 residents; 36.8% met the criteria for burnout. Multilevel regression modeling showed a correlation between burnout and failure to meet only one of four professionalism milestones, specifically professional conduct and accountability (OR 1.41, 95% CI 1.07-1.87), while no statistically significant relationship was demonstrated between burnout and being in the lowest quartile of ITE scores. Other factors negatively associated with burnout included international medical education (OR 0.60, 95% CI 0.48-0.76) and higher salary compared to cost of housing (OR 0.62, 95% CI 0.46-0.82). Conclusions: We found significant association between self-reported burnout and failing to meet expectations for professional conduct and accountability, but no relationship between burnout and medical knowledge as measured by lower ITE performance. Further investigation of how this impacts downstream conduct and accountability behaviors is needed, but educators can use this information to examine program-level interventions that can specifically address burnout and development of physician professionalism.
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Sulistiyo, Urip, Muhammad Rusdi, Jennifer Clifton, Heather Fehring, and Kathy Jordan. "The Implementation of the Coaching Approach to Professional The Implementation of the Coaching Approach to Professional Experience (CAPE) Model in Indonesian initial Teacher education: Experience (CAPE) Model in Indonesian initial Teacher education: The Participants’ Perspectives The Participants’ Perspectives." Australian Journal of Teacher Education 46, no. 3 (March 2021): 20–35. http://dx.doi.org/10.14221/ajte.2021v46n3.2.
Повний текст джерелаАнотація:
Professional experience is considered essential to enable pre-service teachers (PSTs) to implement what they have learned during their initial teacher education (ITE) programto school environments. There are multiple models of professional experience that address the issue of integrating theory and practice. This article reports on findings of the implementation of the Coaching Approach to Professional Experience (CAPE) modelin an ITE program in Jambi University, Indonesia. Using qualitative focus groups, this research focuses on the perceptions of PSTs, a school principal, mentor teachers, teacher educators(lecturer) and a coach regarding the implementation of the CAPE model. The research findings indicate that the role of the coach helped PSTs as they were able to individualise and focus on developing teaching skills. However, several weaknesses were also identified. In adapting the model to Jambi University’s context, the structure of the CAPE model was too general. The coach working with PSTs was not entirely free from her/his teaching duties, thus limiting the PST-coach interactions. This article discusses these findings and concludes by offering recommendations for future adaptions of the CAPE model in Indonesia and beyond.
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Charteris, Jennifer. "Teaching performance assessments in the USA and Australia." International Journal of Comparative Education and Development 21, no. 4 (October 31, 2019): 237–50. http://dx.doi.org/10.1108/ijced-10-2018-0039.
Повний текст джерелаАнотація:
Purpose Teaching performance assessments (TPAs) have developed in the USA and Australia as a “bar exam” for the profession and are used means to assure that graduates are classroom ready. The purpose of this paper is to outline how these assessments have been implemented in teacher education in the USA and Australian contexts. The edTPA is embroiled in controversy in the USA and there are important lessons from the related research literature that could inform the how other countries engage with TPAs in pre-service teacher education. Design/methodology/approach This conceptual paper outlines how Australia has introduced TPAs in initial teacher education (ITE) through policy borrowing from the USA. The paper synthesises critiques of the edTPA (USA) from research literature and considers the implications of TPAs in the Australian context. Findings The TPA impacts the focus of pre-service teacher practicum teaching, and pedagogy and curriculum in ITE education. The TPA could be used to mobilise detrimental accountability mechanisms. With the outsourcing of assessment to edu-business, Pearson Education, teacher education institutions in the USA have a sense that they have lost control over determining which students are credentialed to teach. Although pre-service teacher assessment is still administered and assessed by ITE institutions in Australia, there is a concern that could change. It is argued that educators, administrators and policy makers should avoid moves to outsource TPAs in Australia. Originality/value Because it is in its infancy, there is a little robust research into the implication of introducing teacher performance assessments into the Australian teacher education context.
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Tiernan, Peter, Jane O'Kelly, and Justin Rami. "Engaging Student Teachers in An Online Teaching Pedagogies Module during COVID-19." International Journal of Higher Education 10, no. 7 (July 19, 2021): 62. http://dx.doi.org/10.5430/ijhe.v10n7p62.
Повний текст джерелаАнотація:
COVID 19 represented a major challenge for many educators, with teachers needing to pivot rapidly to using online learning tools in order to stay connected with their students. This was particularly relevant for teachers in the process of completing their Initial Teacher Education (ITE), whose programmes of study did not include online teaching components. The objective of this study was to develop and evaluate a module for teaching in online and blended learning environments for 244 post-primary teachers in ITE. This study begins by examining the impact of COVID-19 and the resulting pivot to online learning, this includes an overview of the challenges associated with online teaching. Next, the authors explain the module in detail, outlining the tools, strategies and activities provided for student teachers. This included peer-evaluated online micro-teaching components - which formed a major part of the learning. Data collection involved a questionnaire which gathered student teachers’ perceptions of the module and its approaches, the impact it had on their ability to teach during the COVID-19 pandemic, and the knowledge and skills useful for future practice. Findings suggested that the implementation of the developed module was successful in preparing student teachers to teach online, providing them with the tools and confidence necessary for success. Improvements suggested the development of differentiated pathways for student teachers who are more experienced with online teaching.
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Rhodes, David, and Matt Byrne. "Embedding Aboriginal and Torres Strait Islander LGBTIQ+ Issues in Primary Initial Teacher Education Programs." Social Inclusion 9, no. 2 (April 15, 2021): 30–41. http://dx.doi.org/10.17645/si.v9i2.3822.
Повний текст джерелаАнотація:
Existing research has explored inclusion in education, however, issues related to Aboriginal and Torres Strait Islander LGBTIQ+ young people, with some notable exceptions, have, until recently, seldom been included in any meaningful academic discussion. Issues of youth race, gender and sexuality have been interrogated as discrete issues. This small but growing body of research demonstrates the potential impacts of intersectional disadvantages experienced by Aboriginal and Torres Strait Islander LGBTIQ+ young people in Australia (Uink, Liddelow-Hunt, Daglas, & Ducasse, 2020). This article seeks to explore the existing research and advocate for the embedding of a critical pedagogy of care in primary Initial Teacher Education (ITE) curricula, inclusive of diversity of race, ethnicity, socio-economic-status, gender and sexuality. Employing intersectionality theory, this research will examine the specific disadvantages that arise as the result of occupying multiple minority demographic categories, which are relational, complex and shifting, rather than fixed and independent. Primary educators are well positioned to name disadvantage, racism and heterosexism, make them visible and, through culturally responsive pedagogical approaches and inclusive curricula, challenge the status quo. To ensure that learning and teaching moves beyond stereotypes, primary curricula should be representative of all students and present alternate ways of being human in culturally appropriate, positive ways, to the benefit of all students. ITE programs provide the ideal arena to equip teachers with the knowledge and competency to respond to the needs of Aboriginal and Torres Strait Islander LGBTIQ+ young people.
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Kieran, Patricia M., and Aiveen Mullally. "Blending Catholicism with Chi, Chakras and Crystals." Ecclesial Practices 9, no. 1 (July 4, 2022): 47–68. http://dx.doi.org/10.1163/22144471-bja10037.
Повний текст джерелаАнотація:
Abstract This article presents the findings of a two-year research project investigating four hundred third-level Initial Teacher Education (ite) students’ perceptions of the religiously unaffiliated in Ireland. The research was undertaken in two Third Level Catholic colleges of education in the Republic of Ireland (roi). A brief overview of some contemporary cultural, educational and ecclesial factors impacting on participants’ lived experiences and perceptions of Catholicism is provided. Irish society is changing rapidly and the religiously unaffiliated are the fastest growing belief group in the 2016 Census (cso 2016). A major part of the research focuses on the religious or belief affiliation of the sample group. It explores how participants’ personal religious and convictional perspectives impact on their own lives as well as their understandings of their future professional roles as educators in Ireland’s primary school system. Drawing on the research survey and interview data the article explores participants’ belief fluidity which blends belief in Roman Catholicism with belief in crystals, chakras, reincarnation, gods, and magic among others. The researchers analyses what these findings might reveal about lived Catholicism in the contemporary Irish context.
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Latifah, Luluk, Admaja Dwi Herlambang, and Satrio Hadi Wijoyo. "Mastery of Technological Pedagogical And Content Knowledge (TPACK) Prospective Teacher In ICT Expertise Brawijaya University." Journal of Information Technology and Computer Science 6, no. 3 (December 28, 2021): 308–18. http://dx.doi.org/10.25126/jitecs.202163350.
Повний текст джерелаАнотація:
The Information Technology Education (ITE) study program, Faculty of Computer Science, Universitas Brawijaya requires its students to take part in Pengenalan Lapangan Persekolahan (PLP) 2 according to Permenristekdikti No. 55 of 2017 in order to be able to produce prospective teachers who have the competence of educators. This study describes the gap in mastery of competencies with the TPACK framework based on the results of PLP 2 activities which are compared with standard values using a discrepancy evaluation model. The results of the gap are mapped using the method Importance Performance Analysis (IPA) to determine the priority scale for improvement of variables according to positions in certain quadrants. Through the IPA method, the variables that are prioritized to improve their mastery are TPK and PCK because they have very small gaps. Recommendations are given for the TPK variable to be given a pretest and posttest on the material for preparing teaching tools and training in the preparation of lesson plans. For the PCK variable, should be given pretest and posttest to the study material for theoretical and practical learning scenarios, the activities are needed lesson study which is carried out at least twice.
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Ahmad, Abdul Razaq, and Najamuddin Hj. Bachora. "Interaction for Unity among Trainee Teachers at Selected Teacher Training Institutes in East Malaysia." IIUM Journal of Educational Studies 2, no. 2 (December 31, 2014): 5–21. http://dx.doi.org/10.31436/ijes.v2i2.49.
Повний текст джерелаАнотація:
The purpose of this study was to identify the level of tendency for interaction among trainee teachers at the Malaysian Institutes of Teacher Education (ITE) in the states of Sabah and Sarawak. The study also examined demographic predictors of interaction levels and considered how interaction takes place in different environments at the institutes among students of different ethnicities. Special attention was given to how trainee teachers interact while they participate in curricular and co-curricular activities, in the residential colleges and during their daily activities as well as online. Demographic factors included level of study, ethnicity and religion. The sample consisted of 299 third semester foundation Bachelor of Education students (PPISMP) and final year Bachelor of Education students (PISMP). A self constructed questionnaire based on extensive literature review was used for data collection. Descriptive analysis revealed that the overall level of tendency for interaction among students of various ethnic groups was high. The highest was interaction in the co-curricular environment, followed by interaction in daily activities, interaction in the residential colleges, and interaction in curricular activities. The level of appreciation of unity among the students of various ethnic groups was high. Results also showed that relationship with peers was the strongest contributor to students’ tendency for interaction with people from different ethnic backgrounds, followed by school experiences, family influence and the mass media. These results are important for teacher educators and policy makers in diverse societies like Malaysia.
Abstrak
Tujuan kajian ini adalah untuk mengenal pasti tahap kecenderungan berinteraksi dalam kalangan guru pelatih di Institut Pendidikan Guru (ITE) Negeri Sabah dan Sarawak, Malaysia. Kajian juga meneliti prediktor demografi bagi aras interaksi dan mempertimbangkan bagaimana interaksi berlaku dalam pelbagai persekitaran di ITE di antara pelajar daripada pelbagai kumpulan etnik. Perhatian khusus diberikan kepada bagaimana guru pelatih berinteraksi semasa mereka mengambil bahagian dalam aktiviti kurikulum dan ko-kurikulum, di kolej-kolej kediaman dan semasa aktiviti-aktiviti harian mereka dan dalam talian. Faktor-faktor demografi termasuk tahap pengajian, etnik dan agama. Sampel terdiri daripada 299 orang mahasiswa semester ketiga Asasi Sarjana Muda Pendidikan (PPISMP) dan pelajar tahun akhir Sarjana Muda Pendidikan (PISMP). Soal selidik yang dibina sendiri berdasarkan tinjauan literatur yang luas telah digunakan untuk pengumpulan data. Analisis desriptif mendedahkan bahawa tahap kecenderungan berinteraksi keseluruhan di kalangan pelajar yang berbilang kaum adalah tinggi. Paras tertinggi ialah interaksi dalam persekitaran ko-kurikulum, diikuti oleh interaksi dalam aktiviti harian, interaksi di kolej-kolej kediaman dan berinteraksi dalam aktiviti-aktiviti kurikulum. Tahap penghayatan semangat perpaduan di kalangan pelajar yang berbilang kaum adalah tinggi. Keputusan juga menunjukkan bahawa hubungan dengan rakan sebaya adalah merupakan penyumbang kuat kepada kecenderungan para pelajar untuk berinteraksi dengan orang dari pelbagai latar belakang etnik, diikuti pengalaman sekolah, pengaruh keluarga dan media massa. Keputusan ini adalah penting untuk para pendidik guru dan penggubal dasar dalam masyarakat majmuk seperti Malaysia.
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Flannery, Sinead, Karen Keaveney, and Frank Murphy. "An Exploration of the Professional Development Needs of Agricultural Educators within the VET Sector: A Mixed Methods Study." International Journal of Agricultural Extension 7, no. 3 (January 11, 2020): 247–56. http://dx.doi.org/10.33687/ijae.007.03.2988.
Повний текст джерелаАнотація:
Recent studies have highlighted the contribution of education to the productivity and viability of the Irish agricultural sector. This paper explores the training needs of agricultural educators within the vocational education and training sector by examining educators’ experience in their role based on educator qualification, availability of continuous professional development and opportunities for development. The study was conducted in Ireland using a mixed methods explanatory sequential design. The study sample consisted of the national population of agricultural educators within the vocational education and training sector, i.e. agricultural colleges. Data collection methods included a national survey and three focus groups. The findings highlight a challenge across Irish agricultural colleges in how educators are trained to teach, in their motivations for the role, and their long-term desire to remain teaching. It also demonstrates the importance of continuous professional development and the need to enhance training, particularly, pedagogical training, to agricultural educators. It can be concluded that stronger supports are required at both recruitment and throughout an educator’s career for development and progression. This study is one of the first studies in Ireland to investigate the continuous professional development needs of agricultural educators within the vocational education and training sector. The paper explores the pedagogical underpinnings of agricultural education, with the aim of developing teaching and learning needs in parallel to technical expertise.
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Suter, Jesse C., Michael F. Giangreco, and Susan A. D. Bruhl. "Special Education Personnel Absences in Inclusion-Oriented Schools: Implications for Building Effective Service Delivery Models." Remedial and Special Education 41, no. 6 (August 6, 2019): 341–51. http://dx.doi.org/10.1177/0741932519865617.
Повний текст джерелаАнотація:
This study explored relationships between special education personnel absences and demographic, policy, and practice variables to identify potential actions that could increase access to qualified personnel and continuity of instruction. Findings from 51 inclusion-oriented schools indicated that special educators and special education paraprofessionals were absent 12 days per year on average. Special educator absences were correlated with variables amenable to action by school leaders including special educator school density (i.e., ratio of special educators in full-time equivalents to total school enrollment) and special services concentration (i.e., ratio of special educators to special education paraprofessionals in full-time equivalents). Special education paraprofessional absences were not correlated with these variables. Implications for practice and suggestions for future research are discussed.
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Pound, Kate, Louise Huffman, Joanna Hubbard, Matteo Cattadori, LuAnn Dahlman, Julia Dooley, Robin Frisch-Gleason, Rainer Lehmann, and Betty Trummel. "ANDRILL ARISE: A model for team-based field research immersion for educators." Polar Record 55, no. 4 (May 21, 2019): 251–73. http://dx.doi.org/10.1017/s0032247419000056.
Повний текст джерелаАнотація:
AbstractThe 4th International Polar Year featured a range of large international research projects and included a focus on Education and Public Outreach (EPO). ANDRILL (the ANtarctic geological DRILLing Project) was a large international (USA, New Zealand, Italy, Germany) multidisciplinary research project investigating the sedimentary record of Cenozoic ice sheet dynamics that brought approximately 160 scientists to McMurdo Station in the 2006 and 2007 field seasons, during which two > 1000 m sediment cores were successfully retrieved from the floor of the Ross Sea. ARISE (ANDRILL Research Immersion for Science Educators), the EPO arm of ANDRILL, deployed an international team of six to eight educators each season to Antarctica and embedded them with science teams. ARISE was unique in the EPO spectrum because it deployed a team of international educators together with an EPO coordinator, offered an on-ice geoscience course for the educators, and supported educator participation at both pre-ice and post-ice meetings. Conservative estimates indicate that at least 314,700 individuals have been reached directly through the wide range of ARISE EPO endeavours.Educator field research immersion is a small subset of educator professional development (PD) opportunities, with little quantitative or qualitative evaluation of polar immersion experiences having been reported. Here, surveys of ARISE educators and scientists are used to evaluate the efficacy of the ARISE program as PD in the context of research on educator PD. Persistent and recurring themes emerging from the surveys are: (1) the positive and reinforcing impact of deployment as a team; (2) the importance of access to scientists across an extended period of time and venues; (3) the importance of ‘doing science’ as a means of learning; and (4) recognition of the senses of excitement, engagement and inspiration displayed by both educators and scientists − about drilling progress, core interpretation, and outreach plans – and the EPO audience. Key components of the program are shown to be (1) deployment of a multi-educator team; and (2) guidance and support of the EPO coordinator at all phases of the ARISE experience.
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KÜÇÜKALİ, Adnan, and Emine GENÇ. "UNIONIZATION TENDENCIES IN PUBLIC EMPLOOYES: AN APPLICATION ON THE EDUCATORS." Kafkas Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi 13, no. 25 (June 29, 2022): 369–92. http://dx.doi.org/10.36543/kauiibfd.2022.016.
Повний текст джерелаАнотація:
Bu araştırma, Erzurum ili merkezinde devlet liselerinde görev yapmakta olan öğretmen ve okul yöneticilerinin, sendikalaşma eğilimlerini ölçmek ve sendikalı olup-olmamalarına etki eden faktörleri belirlemek amacıyla yapılmıştır. Anket uygulaması ile gerçekleştirilen çalışmanın örneklem grubunu, 2019-2020 eğitim-öğretim yılında görev yapmakta olan sendika üyesi 171 eğitim çalışanı ile herhangi bir sendikaya üye olmayan 128 eğitim çalışanı oluşturmuştur. Araştırmadan elde edilen bulgular; sendika üyesi öğretmenlerin beklentilerinin “kamu sendikalarının kurumsal yapılarını değiştirip geliştirmeleri” ve “sendikal faaliyetlerini artırmaları” konularında yoğunlaştığını göstermektedir. Sendika üyesi olmayan eğitimcilerin sendikaya üye olmama nedenlerinin başında ise “sendikaların grev ve toplu sözleşme etkinliklerinin kısıtlı oluşu” ile “demokratik yapılarının istenilen düzeyde olmamaları” rol oynamıştır.
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Driediger, Molly, Leigh M. Vanderloo, Shauna M. Burke, Jennifer D. Irwin, Anca Gaston, Brian W. Timmons, Andrew M. Johnson, and Patricia Tucker. "The Implementation and Feasibility of the Supporting Physical Activity in the Childcare Environment (SPACE) Intervention: A Process Evaluation." Health Education & Behavior 45, no. 6 (June 8, 2018): 935–44. http://dx.doi.org/10.1177/1090198118775489.
Повний текст джерелаАнотація:
This study describes the process evaluation of the Supporting Physical Activity in the Childcare Environment (SPACE) intervention, consisting of educator physical activity training, provision of portable play equipment, and a modified outdoor schedule (i.e., 4 × 30-minute periods). Educators ( N = 49) from 11 childcare centers in London, Ontario, Canada, delivered the 8-week intervention to 200 preschoolers ( Mage = 3.38 years). Workshop attendance was documented while adherence to the outdoor schedule and number and timing of outdoor sessions offered (i.e., dose) were recorded in a daily log. Questionnaire-based program evaluation ( n = 41) and in-person group interviews ( n = 7) were completed postintervention to assess educator perspectives on the barriers and facilitators to implementation (i.e., context), the feasibility and perceived effectiveness of the intervention, educator and preschooler enjoyment, communication among researchers and childcare personnel, and the future implementation of the intervention. Descriptive statistics were calculated, and responses to open-ended questions were inductively coded. Educator workshop attendance was 96%, and 88% of classrooms adhered to the four daily outdoor periods. Educators delivered 90% of the scheduled outdoor sessions, and 87% of these met the 30-minute criteria. Educators expressed that the increase in number of transitions made the outdoor playtimes challenging to implement, yet rated the feasibility of the training and equipment as high. Educators perceived the intervention to be both enjoyable and effective at increasing preschoolers’ physical activity. They indicated effective communication and revealed that they intended to continue to use their physical activity knowledge and to offer the play equipment once the intervention had concluded. These findings demonstrate that the SPACE intervention is viable in center-based childcare.
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Turmo, Are, Knut-Andreas Christophersen, and Eyvind Elstad. "ORGANIZATIONAL DETERMINANTS OF TEACHER RESPONSIBILITY AND ENGAGEMENT AMONG ADULT EDUCATORS IN NORWAY." Problems of Education in the 21st Century 52, no. 1 (March 20, 2013): 125–36. http://dx.doi.org/10.33225/pec/13.52.125.
Повний текст джерелаАнотація:
The purpose of the current research was to use structural equation modeling to estimate the organizational determinants of teacher responsibility and engagement among adult educators in immigrant schools in Norway. The path coefficients were estimated using data from a sample of Norwegian adult educators. The empirical analysis showed clear relations among the components of the model. Relational trust and informal learning among adult educators were seen as important precursors of adult educator responsibility, but the contextual factors appeared to be more complex. The analysis showed that authorities in charge of immigrant schools should design policies that consider the trust and relationships among adult educators. Personal influences are important for adult educator responsibility. Although the study has several limitations (i.e., the cross-sectional nature of the study and the fact that self-reported data were used), it contributes new insights into the empirical foundation for the model. Key words: adult education, informal learning, job autonomy, leadership, teacher responsibility.
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Janah, Finna Baity, Muqowim Muqowim, and Hasbiyallah Hasbiyallah. "Evaluasi Pembelajaran BTHQ Kibar di Masa Pandemi Covid-19 di SMP Mugadeta Muhammadiyah 3 Depok." ISLAMIKA 4, no. 3 (July 1, 2022): 333–43. http://dx.doi.org/10.36088/islamika.v4i3.1896.
Повний текст джерелаАнотація:
The covid-19 pandemic made the learning process, especially BTHQ learning done remotely. This can make the ability of learners affected. In this case, tentors or educators in this BTHQ activity play an important role in improving and developing cognitive value skills in learners under any circumstances. Therefore, every educator must have a high level of desire so that the implementation of BTHQ in the Covid-19 pandemic can run properly and can improve cognitive abilities in learners. This study aims to identify the extent of the role of educators in evaluating BTHQ Kibar in learners during the covid-19 pandemic and to find out what factors affect the cognitive ability of learners in BTHQ kibar activities during the covid-19 pandemic so that the BTHQ learning process (Read Quran Memorization) can continue. In research using a qualitative descriptive approach, i.e. the data collected in the form of words, images, and not numbers. The results showed that BTHQ activities provide knowledge, understanding, how to read well using the letter makharijul, provide advice or motivation for children to follow BTHQ in a timely manner, provide punishment that educates learners, and conduct evaluations after BTHQ activities.
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Hollyhead, Andrew, David J. Edwards, and Gary D. Holt. "The Use of Virtual Learning Environment (VLE) and Social Network Site (SNS) Hosted Forums in Higher Education." Industry and Higher Education 26, no. 5 (October 2012): 369–79. http://dx.doi.org/10.5367/ihe.2012.0115.
Повний текст джерелаАнотація:
Grounded theory is used to examine the role and application of both educator-led and student-led forums within a virtual learning environment (VLE) of a higher education institution (HEI). The study reports experiences and perceptions of academics in two faculties (business and technology) in the HEI who use both asynchronous VLE forums and social network sites (SNSs) such as Facebook. Interview data were transcribed, coded and analysed to identify emergent themes and patterns of commonality. Differences between faculties are identified, including those relating to the type, frequency and breadth of forum usage. The results suggest that students' voluntary use of SNSs as a complement to formal learning is culturally embedded in the HEI and constitutes a widely accepted ‘integral’ part of the learning experience. Such rapidly evolving usage could present future challenges for educators, not least because SNS-hosted learning materials and patterns of SNS use may be obscured from them. There are also challenges relating to educators' duty of care, surreptitious exchange of information (for example, assessment information) and unhelpful criticism of HEIs.
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Jackson, Bianca N., Alana Brady, Philippa Friary, Andrea Braakhuis, Julia Sekula, and Anna Miles. "Educator–student talk during interprofessional simulation-based teaching." BMJ Simulation and Technology Enhanced Learning 6, no. 4 (July 17, 2019): 206–13. http://dx.doi.org/10.1136/bmjstel-2019-000455.
Повний текст джерелаАнотація:
BackgroundSimulated learning environments are increasingly common in interprofessional education (IPE). While reflection is key to simulated learning, little is known about the nature of these conversations during simulation. The aim of this exploratory paper was to quantify communicative features of conversations during interprofessional simulation scenarios between dietetics students, speech-language therapy students and their educators.MethodsConversations between students and educators during the pauses between simulated scenario phases were recorded and transcribed. Student and educator utterances were quantitatively analysed for speech acts, question types and elements of IPE (clinical reasoning, roles and responsibilities, client and family centred care, interprofessional collaboration, clinical procedural tasks).ResultsAcross 1340 utterances from six scenarios, analyses of conversational speech acts and question types highlighted similar patterns of usage between two educators despite different clinical scenarios and professional backgrounds. Educators used a minimally higher proportion of open compared with closed questions, and higher-level problem-solving questions predominated in comparison to simple factual questioning. Educators used more requests for action and attention and students displayed more performative and responsive acts (p<0.05). Students were exposed to all elements of IPE through conversations in all scenarios.ConclusionsConversations during pauses in immersive simulated scenarios between educators and students enable rich IPE opportunities and higher-level problem-solving. Educators encouraged students to problem solve within and across disciplines with open questions. Educators provided few factual responses to questions themselves rather diverting questions back to the students. This approach to the analysis of conversation can support educators to evaluate their own communication during interprofessional simulations.
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Darlow, Ben, Eileen McKinlay, Peter Gallagher, Louise Beckingsale, Karen Coleman, Meredith Perry, and Sue Pullon. "Building and expanding interprofessional teaching teams." Journal of Primary Health Care 9, no. 1 (2017): 29. http://dx.doi.org/10.1071/hc16053.
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ABSTRACT INTRODUCTION Interprofessional education (IPE) aims to prepare learners to work in collaborative health-care teams. The University of Otago, Wellington has piloted, developed and expanded an IPE programme since 2011. An interprofessional teaching team has developed alongside this programme. AIMS This study aimed to understand the development of a university-based interprofessional teaching team over a 4-year period and generate insights to aid the development of such teams elsewhere. METHODS Two semi-structured audio-recorded educator focus groups were conducted at key times in the development of the IPE programme in 2011 and 2014. The programme focused on long-term condition management and involved students from dietetics, medicine, physiotherapy and radiation therapy. Focus group transcripts were independently analysed by two researchers using Thematic Analysis to identify broad themes. Initial themes were compared, discussed and combined to form a thematic framework. The thematic framework was verified by the education team and subsequently updated and reorganised. RESULTS Three key themes emerged: (i) development as an interprofessional educator; (ii) developing a team; and (iii) risk and reward. Teaching in an interprofessional environment was initially daunting but confidence increased with experience. Team teaching highlighted educators’ disciplinary roles and skill sets and exposed educators to different teaching approaches. Educators perceived they modelled team development processes to students through their own development as a team. Interprofessional teaching was challenging to organise but participation was rewarding. Programme expansion increased the risks and complexity, but also acted as a stimulus for development and energised the teaching team. DISCUSSION Interprofessional teaching is initially challenging but ultimately enriching. Interprofessional teaching skills take time to develop and perspectives of role change over time. Educator team development is aided by commitment, understanding, enthusiasm, leadership and trust.
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Burden, Kevin John, and Matthew Kearney. "Investigating and critiquing teacher educators’ mobile learning practices." Interactive Technology and Smart Education 14, no. 2 (June 19, 2017): 110–25. http://dx.doi.org/10.1108/itse-05-2017-0027.
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Purpose This study aims to investigate contemporary mobile learning practices in teacher education, exploring the following research question: how are teacher educators exploiting the pedagogical features of mobile learning? Design/methodology/approach The study uses data from an online survey that elicited information about how 46 teacher educator participants were using distinctive mobile pedagogical features (Personalisation, Authenticity and Collaboration) in their mobile learning practices. It uses the iPAC theoretical framework to analyse the data collected. Findings Findings indicated high self-ratings of authenticity, and positive perceptions of collaborative sharing (Collaboration construct), often involving generative tasks that required use of creative, media production mobile applications. There were weaker perceptions of personalisation and online conversation (Collaboration construct). In light of these findings, we discuss implications for teacher education and recommend future directions for research and development. Research limitations/implications This study underlines our contention that teacher educators struggle to exploit the entire range of mobile pedagogical approaches. The findings suggest that teacher educators are cautiously exploring the potential for online collaboration mediated through mobile devices, but have not yet fully grasped the opportunities to design tasks which exploit (and model) the personalised nature of m-learning. The limitations of the study include the size of the sample (46), its self-selected nature and its bias towards Australian and the UK respondents. Practical implications In response to the issues raised in this paper, the authors are developing a mobile learning toolkit (www.mobilelearningtoolkit.com) for teacher educators. Originality/value There is a scarcity of m-learning studies in teacher education exploring pedagogical insights, and the views of teacher educators themselves are often absent.
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Setiawan, Iwan, Ariffudin Hamra, Baso Jabu, and Susilo Susilo. "Exploring A Teacher Educator’s Experiences in Modeling TPACK to Create English Language Multimedia in Technology Courses." Journal of Language Teaching and Research 9, no. 5 (September 1, 2018): 1041. http://dx.doi.org/10.17507/jltr.0905.19.
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TPACK framework as an established term for describing what teachers need to know to integrate technology effectively into their teaching practices has been widely addressed by teachers and teacher educators and it has been a flourishing field of investigation. However, teacher educators’ model in the context of using varieties of software in exploiting the benefits of technology by looking at how the framework could be implemented is restricted. Therefore the aim of this study is to explore a teacher educator’s experiences in modelling his teaching and learning based on the TPACK framework using qualitative research into biographical case study narrative. Two data collection techniques (i.e; interview and observation) were used to support the data collection process. The findings of this study suggest that it is important for teacher educators to incorporate Project Based Learning in TPACK and to combine varieties of software for creating English language multimedia as it could develop both teacher educator’s and pre-service teachers’ knowledge on content, technology, and pedagogy and their intersections. Furthermore, the use of blended learning would allow pre-service teachers to directly see, learn, observe, and experience how to learn and how to teach English using technology.
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Kozilova, Lidiya Vasilievna. "Professional self-development of the educator in pedagogical university in the conditions of transformation of educational environment." Педагогика и просвещение, no. 4 (April 2020): 106–21. http://dx.doi.org/10.7256/2454-0676.2020.4.34752.
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This article examines the problems faced by the educators in the conditions of transformation of modern educational environments, which are associated with the need for identification of factors that contribute or impede professional self-realization. The transformation of educational environment of a university mainstreams the processes of goal-setting and possibility of personal becoming of an educator. The object of this research is the process of professional self-development of the educator in pedagogical university in the context of transformation of educational environment. The subject of this research is the key characteristics of goal-setting within the structure of planning professional future of the educator in the conditions of transformation of educational environment. The author defines the valuation levels (low, middle, high) of goal-setting for the professional pedagogical self-development of the educator in pedagogical university with consideration of its structural components, i.e. indicators (realization of the need for professional pedagogical self-improvement, strategic planning, precision of goal-setting, etc.). Assessment of the levels was conducted taking into account the indicators within its structure (dyads), which are logically interrelated and reflect the professional pedagogical self-development of the university educator. The overall potential of self-development of the educators in pedagogical university is enhanced by such semantic modalities as flexibility in achieving the set goals and creativity of planning professional future. The scientific novelty consists in the need for determination of fundamental characteristics of goal-setting within the structure of planning of professional future of the educator considering the requirement for their professional pedagogical self-improvement and transformation of modern educational environment. It was established that among the educators in pedagogical universities with regards to activation of development of potential of the pedagogue 65% of respondents noted that the professional pedagogical self-improvement is attended only if required by the university administration; 35% of respondents stated their willingness for self-improvement in the sphere of pedagogical professional, as well as outside it.
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Park Rogers, Meredith, Amanda Berry, Konrad Krainer, and Ruhama Even. "Finding Common Ground: A Synthesis of Science and Mathematics Teacher Educators’ Experiences with Professional Growth." International Journal of Science and Mathematics Education 19, S1 (May 2021): 167–80. http://dx.doi.org/10.1007/s10763-021-10188-9.
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AbstractThe seven articles that comprise this Special Issue examine the professional growth of mathematics and science teacher educators across different contexts and different foci of who is the teacher educator being studied. Despite these differences, a common thread running throughout these seven articles is the need for learning to be situated in collaboration with others. In this final article, we examine the contribution of these articles through two perspectives: that of the collaborative contexts supporting the professional growth of mathematics and science teacher educators, and the role of disciplinary knowledge as part of the purpose for teacher educators’ professional growth. We notice that collaboration can take on very different structures in supporting teacher educators’ professional learning due to the different purposes and roles of the teacher educators in the studies. We also notice that while collaboration figures as an important component in all of the studies, the disciplinary specific aspects of collaboration, i.e., how collaboration might be negotiated differently by teacher educators in mathematics and science, is still not well understood. Overall, these articles provide important insights that help to shed new light on the complex and multifaceted nature of teacher educators’ learning and growth and provide productive avenues for future research.
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Boivin, Jacquelynne Anne. "Teaching Future Educators During a Global Pandemic." IAFOR Journal of Education 9, no. 2 (April 2, 2021): 25–36. http://dx.doi.org/10.22492/ije.9.2.02.
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While schools are the center of attention in many regards throughout the COVID-19 pandemic, programs that prepare educators have not received nearly as much attention. How has the reliance on technology, shifts in daily norms with health precautions, and other pandemic-related changes affected how colleges and universities are preparing teachers for their careers? This article walks the reader through the pandemic, from spring 2020, when the virus first shut down the US in most ways, to the winter of 2021. The authors, two educator preparation faculty members from both public and private higher education institutions in Massachusetts, reflect on their experiences navigating the challenges and enriching insights the pandemic brought to their work. Considerations for future implications for the field of teacher-preparation are delineated to think about the long-term effects this pandemic could have on higher education and K-12 education.
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Chun-Sing Cheung, Johnson. "WHAT HAS COVID-19 PAVED THE WAY FOR SOCIAL WORK PRACTICE TEACHING?" Greenwich Social Work Review 2, no. 1 (June 21, 2021): 153–55. http://dx.doi.org/10.21100/gswr.v2i1.1265.
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The future is undoubtedly unpredictable which is vividly proved by the 2020 pandemic. Educators primarily focused for the well-being of the students in this time of crisis, panic and ambivalence. In present milieu, social work practice teaching has been made online. This is high time which calls for the retrofitting of the previous discussions where the emphasis should now be laid upon a better quality of teaching, curriculum restructuring, and capacity building of clinical practice educators. Yet, there are multitudes of underlying predicaments, i.e. e-teaching versus e-learning, synchronous versus asynchronous modalities, and educator versus youtuber, which need to be analyzed and evaluated before stepping in and getting lost in the new era.
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Williams, Judy. "The Professional Learning of Teacher Educators Leading International Professional Experience." Journal of Studies in International Education 23, no. 4 (December 7, 2018): 497–510. http://dx.doi.org/10.1177/1028315318816455.
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In this article, the professional learning of teacher educators leading international professional experience (IPE) is examined. There is a growing body of research on the learning of pre-service teachers who undertake a period of professional experience in international contexts, but much less is known about the experiences of the academics who lead these programs. This knowledge is important because the success of such programs for pre-service teachers depends largely on the quality of the planning, preparation, and leadership of these as educational experiences. Based on data collected in semistructured interviews with 10 teacher educators who have led IPE to a variety of global locations, this article outlines the professional learning gained from leading a group of pre-service teachers on 3-week IPEs. Findings include the importance of building professional relationships with others involved in the IPE, including the pre-service teachers, school staff, and communities, and the impact of the experience on the development of teacher educator identities and practice.
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Ilonen, Sanna. "Creating an entrepreneurial learning environment for entrepreneurship education in HE: The educator’s perspective." Industry and Higher Education 35, no. 4 (June 14, 2021): 518–30. http://dx.doi.org/10.1177/09504222211020637.
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This paper focuses on entrepreneurship educators as creators of an entrepreneurial learning environment in entrepreneurship education. Entrepreneurship education research has concentrated mainly on the subjects of education (i.e. the students) or on the content of learning, leaving individuals with a critical role in entrepreneurship education – the educators – without sufficient attention. In response, the research question for this study is: how do entrepreneurship educators create entrepreneurial learning environments in entrepreneurship education within higher education? The qualitative study draws on the principles of Vosniadou et al. concerning active learning environments by concentrating on interviews with entrepreneurship educators and documentary data. An entrepreneurial learning environment can be defined as a self-regulatory, co-created learning setting in which entrepreneurship students from different backgrounds learn in teams, as the findings suggest that educators emphasise adjustable co-creation within a ‘given’ format involving individuals with complementary skills working in teams. The study contributes to fulfilment of the identified need to understand the educator’s perspective, and to share the know-how and educational experiences of entrepreneurship educators. Practitioners can use the findings as a concrete tool for the creation of an entrepreneurial learning environment. They can learn from, adopt and develop the practices discussed when designing learning environments for their entrepreneurship students.
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Mohd Khambali @ Hambali, Khadijah, Alwani Ghazali, and Nurhanisah Senin. "FUNDAMENTAL ELEMENTS IN SUSTAINING INTER-RELIGIOUS HARMONIOUS RELATIONS UNDER ISLAMIC PERSPECTIVES IN THE AGE OF NEW MEDIA." Journal of Nusantara Studies (JONUS) 7, no. 2 (June 30, 2022): 147–65. http://dx.doi.org/10.24200/jonus.vol7iss2pp147-165.
Повний текст джерелаАнотація:
Background and Purpose: Inter-religious harmony is crucial in maintaining peaceful co-existence and national stability of a multiracial and multi-religious society. The existence of minor racial or religious tension in the society can escalate to a crisis and jeopardise inter-religious relations in this age of new media. The failure to preserve religious harmony may expose the society to conflict and chaos. Thus, this article aims to discuss and elaborate the fundamental elements in sustaining harmony among multi-religious society from Islamic perspective in the age of new media.
Methodology: This research employs the qualitative research design. The research method used is content analysis, and the library data that comprises the physical and online books and articles on topics related to religious harmony and new media, was collected from the years 2010 until 2021. Using deductive reasoning, the challenges of new media in the area were identified and solutions proposed.
Findings: The findings indicated that the challenges of interreligious harmony in the age of new media are the rapid spread of atheism, religious pluralism, misperception of a religion due to its intra-faith issues, mistaken identity of a religionist versus racist, misunderstanding of ‘izzah as arrogance and misrepresentation of Islam. These challenges can be reduced by applying the fundamental elements to sustain interreligious harmony in Islamic perspective, namely ta`āruf (knowing each other), tafāhum (mutual understanding), ta`āwun (mutual cooperation), takāful (mutual protection), tasāmuḥ (mutual tolerant) and acceptance. Besides, Muslim educators or murabbiyun have to be the prosumers of the new media to continuously teach Islam, and instil iman and adab among fellow Muslims.
Contributions: This article contributes to the foundation of peaceful co-existence in a multi-religious context because the fundamental elements discussed form the basis of fiqh al-ta’ayush or the understanding of co-existence, especially in the age of new media.
Keywords: Basis of religious harmony, inter-religious relation in Islam, fiqh al-ta’amul, fiqh al-ta’ayush, religions in the age of new media.
ite as: Mohd Khambali @ Hambali, K., Ghazali, A., & Senin, N. (2022). Fundamental elements in sustaining inter-religious harmonious relations under Islamic perspectives in the age of new media. Journal of Nusantara Studies, 7(2), 147-165. http://dx.doi.org/10.24200/jonus.vol7iss2pp147-165
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Dikmen, Yurdanur. "Evaluation of the relationship between social level perceived as the predictor of academic achievement and solitude in nursing studentsHemşirelik öğrencilerinde akademik başarının yordayıcısı olarak algılanan sosyal düzeyi ile yalnızlık arasındaki ilişkinin incelenmesi." Journal of Human Sciences 13, no. 2 (July 23, 2016): 3033. http://dx.doi.org/10.14687/jhs.v13i2.3790.
Повний текст джерелаАнотація:
In this study, it was aimed to determine the predictive power of perceived level of social support and solitude levels in academic achievements in nursing students. The sample of the study consisted by 451 students who were studying at the Department of Nursing in a public university in 2014-2015 academic years. 360 of students (79.9%) were female, 91 (20.1) were male. The average age of students was found to be 20.97 ± 1.23 and the average academic achievement was 2.36 ± 0.86. Data were collected by using Student Identification Form, Perceived Social Support Scale (PSSS) and UCLA Loneliness Scale. The relationship between level of loneliness and social support of among students was analyzed by Pearson Correlation analysis. In order to determine the predictive variables of academic achievement contributed in which alignment, stepwise regression techniques were used. PSSS mean scores of students was found to be 128,18 ± 6,02, UCLA mean score was 38,02 ± 8,02. As a result of the regression analysis, it was found that the educator’s support, family support and solitude variables predict the academic achievement, gender, grade level and support of friends do not predict. Educator’s support variable was seen as predictor of academic achievement in the first place and this support explains alone the 11.8% of the academic achievement of nursing students. It can be useful to plan the development of plans such as developing social relationships to student, educator and family in order to develop the skills of students to benefit from social support resources, social support skills programs, seminars of teacher-student relationship. At the same time, it can make a positive contribution that the nurse educators’ supportive, without prejudice, patient behaviors in the educational process to academic success of students. ÖzetBu araştırmada, hemşirelik öğrencilerinin çevreden algıladıkları sosyal destek düzeyi ve yalnızlık düzeyinin akademik başarılarını yordama gücünü belirlemek amaçlanmıştır.Araştırmanın öreklemini, 2014-2015 akademik yılında bir kamu üniversitesi Hemşirelik Bölümünde öğrenim gören 451 öğrenci oluşturmuştur. Öğrencilerin 360'ı (%79.9) kız, 91'i (%20.1) erkektir. Öğrencilerin yaş ortalaması 20.97±1.23 olup, akademik başarı ortalaması ise 2.36±0.86 olarak bulunmuştur. Veriler, Öğrenci Tanıtım Formu,Algılanan Sosyal Destek Ölçeği (ASDÖ) ve UCLA Yalnızlık Ölçeği kullanılarak toplanmıştır. Öğrencilerin yalnızlık düzeyi ile sosyal destek düzeyi arasındaki ilişki Pearson Korelasyon analizi ile incelenmiştir. Öğrencilerin akademik başarısını yordayan değişkenlerin hangi sıra ile katkı sağladığını belirlemek için adımsal (stepwise regression) regresyon teknikleri kullanılmıştır. Öğrencilerin ASDÖ puan ortalaması 128,18±6,02, UCLA puan ortalaması 38,02±8,02 olarak bulunmuştur. Yapılan adımsal regresyon analizi sonucunda eğitimci desteği, aile desteği ve yalnızlık değişkenleri akademik başarıyı anlamlı olarak yordamakta, cinsiyet, sınıf düzeyi ve arkadaş desteği ise yordamamaktadır. Eğitimci desteği değişkeninin öğrencilerin akademik başarısını ilk sırada yordadığı görülmü olup, tek başına eğitimci desteği değişkeni hemşirelik öğrencilerinin akademik başarılarının %11.8’ini açıklamaktadır. Öğrencinin sosyal destek kaynaklarından yararlanma becerisini geliştirmek amacıyla öğrenci, eğitimci ve ailelere yönelik sosyal ilişkileri geliştirme, sosyal destek beceri programı, eğitimci-öğrenci ilişkilerini geliştirme seminerleri gibi programların planlanması yararlı olabilir. Aynı zamanda hemşire eğitimcilerin, eğitim sürecinde öğrencilere karşı sabırlı, önyargısız, onları destekler biçimde davranmaları öğrencilerin akademik başarısına olumlu katkılar sağlayabilir.
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Brock, Matthew E., and Erik W. Carter. "A Meta-Analysis of Educator Training to Improve Implementation of Interventions for Students With Disabilities." Remedial and Special Education 38, no. 3 (June 9, 2016): 131–44. http://dx.doi.org/10.1177/0741932516653477.
Повний текст джерелаАнотація:
Teachers and paraprofessionals need effective training to improve their implementation of interventions for students with disabilities. Reviews of the single-case design literature have identified some features associated with effective training for these educators, but the group-design literature has received little attention. This meta-analysis systematically reviews group-design studies testing the efficacy of training to improve implementation of interventions for students with disabilities. The mean effect size of educator training on implementation fidelity was g = 1.08, and results from meta-regression analysis suggest training that involves a combination of two specific training strategies (i.e., modeling and performance feedback) was associated with improved implementation fidelity. Increased duration of training was not associated with larger effects. Considered alongside findings from the single-case design literature, these results suggest that how educators are trained is a more important consideration than the number of hours they spend in training.
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Kock, Thea de. "The ISTE (International Society for Teacher Educators) Conference." Teaching Education 7, no. 1 (January 1995): 158–59. http://dx.doi.org/10.1080/1047621950070123.
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Hall, William J., and Hayden C. Dawes. "Is Fidelity of Implementation of an Anti-Bullying Policy Related to Student Bullying and Teacher Protection of Students?" Education Sciences 9, no. 2 (May 22, 2019): 112. http://dx.doi.org/10.3390/educsci9020112.
Повний текст джерелаАнотація:
Bullying is a significant school problem. Policies have been developed to reduce bullying, yet little is known about their implementation, which must occur for these policies to have an effect. This study examines associations between the overall implementation of a state anti-bullying policy and implementation of specific components outlined in the policy with two outcomes: bullying among students and teacher protection of students. Data were collected from 588 educators in K-12 schools across North Carolina a year following the enactment of an anti-bullying law in the state. Results show that overall policy implementation fidelity is inversely related to student bullying and positively related to teacher protection. In addition, the implementation of certain policy components (i.e., educator and student knowledge of bullying reporting procedures, training of educators about protected classes from bullying, student knowledge of protected classes, and educators reporting and remediating bullying based on protected classes) is significantly related to the outcomes. Thus, the implementation of certain anti-bullying policy components may be more potent in addressing bullying. Future research should identify constellations of policy strategies that need to be activated in schools to eliminate bullying.
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Močinić, Snježana, and Catina Feresin. "THE ROLE OF THE SCHOOL SPACE IN PRESCHOOLERS' LEARNING PROCESSES." Humanities & Social Sciences Reviews 5, no. 2 (July 19, 2017): 98–108. http://dx.doi.org/10.18510/hssr.2017.525.
Повний текст джерелаАнотація:
Purpose of the study
The first aim of the present article was to investigate the role of school environment as an important factor in the learning process of children attending preschools in Istria (i.e. a part of Croatia where many people speak Italian).
The school space is also called “Third educator” by famous pedagogues and it is constituted by labs, corridors, materials shape of the building, colours of the walls, quality of the lightings, type of furnishings and all didactic materials. It is a specific environment where the children live, learn, experience, get in touch with other people.
Methodology
The method used in our research was both quantitative as qualitative analyses of pedagogical documentation, observation of the environment of preschools and interviews with the educational boards of every school.
Results
The results showed that the school space is mostly in accordance with the requirements of the current legislation of the Country of Croatia and also confirmed the importance of it as “Third educator”, especially when the educators themselves were able to ameliorate the richness of corners and materials made available for children, encouraging in this way the development of the child's independence, maturation of identity and development of competencies.
Implications
In conclusion, school environment significantly affects child's learning, both because of the influence of architectural structures as because relational contexts and stimuli offered by the environment and by the educators. It means that the Ministry of Education in any Country should pay attention to the way buildings are constructed, especially regarding the richness of corners and materials at disposal of the children and of the educators.
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Tribolet, José. "Educating the educators to innovate: the need to reinvent academia's mission and to reengineer their basic tool: the Educator." Journal of Innovation Management 1, no. 1 (September 3, 2013): 7–10. http://dx.doi.org/10.24840/2183-0606_001.001_0002.
Повний текст джерелаАнотація:
Innovating is an attitude towards the world.For humanity to improve its capabilities to innovate, then innovation, as an individual capability with social value, must be nurtured since birth, in every human being, along with the full toolset of values, such as liberty, responsibility, solidarity, compassion, honesty, among others. A foundation for the acquisition and maturation of the innovation attitudes in an individual lay on its basic drive to question the world, to understand, i.e. model it, and in such process, to identify perplexities that confront him as problems to be solved or opportunities to be addressed. I consider the development and maturation of these capabilities in each individual an essential responsibility of academic institutions. To adopt encompassing processes for providing learning environments, for the students to acquire and develop innovation capabilities, Academic Institutions need to refurbish their production tool set, so that it acquires inherent innovation capabilities in all the dimensions of the academic activities. This is perhaps the biggest challenge today for these Institutions, because it requires massive reprogramming of the Professors mindsets and practices.
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Howkins, Elizabeth, and Helena Low. "Learning to work collaboratively to improve the quality of care for individuals, families and communities: The practice educator’s role." Journal of Practice Teaching and Learning 13, no. 2-3 (August 17, 2015): 133–45. http://dx.doi.org/10.1921/jpts.v13i2-3.819.
Повний текст джерелаАнотація:
This article explores some of the issues that face the practice educator in providing and facilitating inter professional learning opportunities for their student during a practice placement experience. A brief overview of IPE is provided to show how it provides a platform for learning for effective collaborative practice Issues highlighted and discussed include: the unique factors which have to be taken into account when facilitating learning of mixed professional groups; the enhanced and additional skills needed by teachers and facilitators; the challenges of finding appropriate interprofessional learning opportunities in limited and diverse practice settings; the preparation, strategies and changes which are needed to support practice educators in their interprofessional teaching role.For the purpose of this article the role of the practice educator refers to a formal role in which the qualified health professional has formal responsibilities for facilitating the learning of pre-registration trainees.
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Ibrahim, Abdulsalami, and Elizabeth Shiring. "The Relationship between Educators’ Attitudes, Perceived Usefulness, and Perceived Ease of Use of Instructional and Web-Based Technologies: Implications from Technology Acceptance Model (TAM)." International Journal of Technology in Education 5, no. 4 (October 25, 2022): 535–51. http://dx.doi.org/10.46328/ijte.285.
Повний текст джерелаАнотація:
Over the years, developing countries have experienced tremendous growth in access to information and communication technology (ICT). This growth in access to ICT has brought about massive changes in many sectors within the society, including education. Researchers explored teacher educators' attitudes and use of instructional and web-based technologies in teacher preparation programs. Researchers used Technology Acceptance Model (TAM) in this study. Using a mixed-method design, researchers examined the relationships between educators' attitudes and the use of technology. Findings from descriptive statistics have shown that educators exhibited overall positive attitudes toward technology. Pearson's product-moment correlation coefficient revealed relationship exists between perceived ease of use and perceived usefulness. Both quantitative and qualitative findings in this study have implications for educators and administrators in Nigerian education, especially, teacher preparation programs.