Using Collaborative Instructional Approaches to Prepare Competent Inclusive Education Student Teachers

2021 ◽  
pp. 23-39
Author(s):  
Joseph Seyram Agbenyega ◽  
Deborah Tamakloe
Keyword(s):  
Student Teachers ◽  
Inclusive Education ◽  
Education Student ◽  
Instructional Approaches

Voice Characteristics of Female Physical Education Student Teachers

2011 ◽  
Vol 25 (3) ◽  
pp. e149-e157 ◽  
Author(s):  
Elizabeth U. Grillo ◽  
Justine Fugowski
Keyword(s):  
Physical Education ◽  
Student Teachers ◽  
Education Student

scholarly journals FLAWS IN PROOF CONSTRUCTIONS OF POSTGRADUATE MATHEMATICS EDUCATION STUDENT TEACHERS

2019 ◽  
Vol 10 (3) ◽  
pp. 379-396
Author(s):  
Zakaria Ndemo
Keyword(s):  
Mathematics Education ◽  
Student Teachers ◽  
Mathematics Teachers ◽  
Teaching And Learning ◽  
Mathematical Proof ◽  
Education Student ◽  
Written Responses ◽  
Induction Strategy ◽  
Proof Comprehension ◽  
Analytic Induction

Intending to improve the teaching and learning of the notion of mathematical proof this study seeks to uncover the kinds of flaws in postgraduate mathematics education student teachers. Twenty-three student teachers responded to a proof task involving the concepts of transposition and multiplication of matrices. Analytic induction strategy that drew ideas from the literature on evaluating students’ proof understanding and Yang and Lin’s model of proof comprehension applied to informants’ written responses to detect the kinds of flaws in postgraduates’ proof attempts. The study revealed that the use of empirical verifications was dominant and in situations. Whereby participants attempted to argue using arbitrary mathematical objects, the cases considered did not represent the most general case. Flawed conceptualizations uncovered by this study can contribute to efforts directed towards fostering strong subject content command among school mathematics teachers.

scholarly journals Teaching is More than Applying Knowledge:

Pedagogika ◽  
2020 ◽  
Vol 70 (4) ◽  
Author(s):  
Manuela Keller-Schneider
Keyword(s):  
Teacher Education ◽  
Problem Solving ◽  
Beginning Teachers ◽  
Student Teachers ◽  
Crucial Role ◽  
Developmental Tasks ◽  
Education Student ◽  
Teacher Education Student ◽  
Teacher Professionalization ◽  
Changing Times

Teaching is a challenging job, due to the changing requirements of changing times. Routine as a teacher is not possible. Student teachers need to be prepared to deal with challenging situations. The perception of requirements as challenges and problem-solving capacities are needed to master the job as a teacher. This article explains why problem-solving capacities are essential for teacher professionalization, what requirements challenge beginning teachers most, and how teacher education can foster student teachers to be prepared to deal with challenges of the first stage of their career. Based on the model of professionalization in which individual resources play a crucial role in the perception of challenge and the coping with it, results from a study on the challenges of beginning teachers were shown. The main finding that beginning teachers are most challenged by teaching that refers to individual students’ needs leads to consequences for teacher education. Student teachers need to build up adaptive knowledge for school and reflection competences. Explanations on a course at Zurich University of Teacher Education show how student teachers are educated in a problem-based setting to build up knowledge and competence that are useful in order to teach considering individual students’ needs. The article closes with a model of reflection on challenging situations that takes into account different factors of individual resources that are relevant for professionalization. Keywords: teacher education, developmental tasks, requirement appraisal, individual resources, reflection, problem-based learning

scholarly journals EDUCAÇÃO ESPECIAL/INCLUSIVA NO BRASIL: demandas contemporâneas

2017 ◽  
Vol 23 ◽  
pp. 152
Author(s):  
Ivanilde Apoluceno de Oliveira
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Implementation Process ◽  
Education Student ◽  
Special Education Policy ◽  
De Se ◽  
Special Education Student ◽  
Methodological Approaches ◽  
Education In Brazil ◽  
Educacion Especial

Neste artigo analisamos as demandas que emergem do processo de implantação da política de inclusão na Educação Especial no Brasil.Demandas referentes a novos sujeitos; a formação e prática, que envolve o debatesobre o currículo, e o atendimento educacional na educação inclusiva. Este estudo tem por base pesquisas realizadas em municípios do Estado do Pará e,também, o levantamento bibliográfico sobre a educação inclusiva no Brasil, incluindo análise de documentos sobre a legislação referente à política da Educação Especial.O estudo aponta que há necessidade de se evidenciar as demandas, problematizar a política, que não atende as especificidades regionais, mas sobretudo, apontar pistas, caminhos teóricos e metodológicos para a inclusão escola e social do aluno público-alvo da Educação Especial.Palavras-chave: Educação Especial. Política de Inclusão. Demandas contemporâneas. SPECIAL EDUCATION / INCLUSIVE IN BRAZIL: conteporary demandsAbstract: In this article we analyze the emerging demands from the implementation process of inclusion policy on Special Education in Brazil. Demands related to new subjects; training and practice, evolving the debate oncurriculum, and educational services in inclusive education. This study is based on surveys conducted in municipalities in the State of Pará and, Also the literature on inclusive education in Brazil, including document analysis onlegislation referring to the Special Education policy. The study points out that there is need to highlight the demands, problematize politics, that does not meet specific regional characteristics, but above all, point out hints, theoretical and methodological approaches to include school and social of the Special Education student audience.Keywords: Special education. Inclusion Policy. Contemporary demands. EDUCACIÓN ESPECIAL/INCLUSIVA EN BRASIL: demandas contemporáneas Resumen: En este artículo analizamos las demandas que surgen del proceso de implementación de la política de inclusión en la Educación Especial en Brasil. Demandas relacionadas con nuevos sujetos, la formación y práctica, que implican el debate sobre el currículo y el atendimiento educativo en la educación inclusiva. Este estudio se basa en investigaciones realizadas en municipios del Estado de Pará y también la literatura sobre la educación inclusiva en Brasil, incluyendo el análisis de documentos de la legislación sobre la política de Educación Especial. El estudio señala que existe la necesidad de poner de relieve las demandas, cuestionar la política, que no cumple con las especificidades regionales, pero, sobre todo, señalar caminos, enfoques teóricos y metodológicos para la inclusión escolar y social del alumno público clave de la Educación Especial.Palabras clave: Educación Especial. Política de Inclusión. Demandas contemporáneas.

A Case Study of Infusing Web 2.0 Tools for Blended Learning

2012 ◽  
pp. 656-673
Author(s):  
Yiu Chi Lai ◽  
Eugenia M.W. Ng
Keyword(s):  
Web 2.0 ◽  
Student Teachers ◽  
Undergraduate Students ◽  
Active Role ◽  
Education Student ◽  
Web 2.0 Tools ◽  
Face To Face ◽  
Internet Resources ◽  
New Information ◽  
Digital Formats

In the era of Web 2.0, students are not restricted to search and collect information from existing Internet resources. They are expected to be able to collaborate, create, and share new information on the Web through different tools. On the other hand, students of this era are also familiar with sharing multimedia contents on the Internet. We can also observe that presentations are not limited to face-to-face and university students should be able to present virtually using multimedia technology. It seems that Web 2.0 tools open another space for the assessment modes for teachers. This study aims to describe an innovative practice of having two groups of student teachers conducting a virtual presentation about their final assignments, which could either be videos or other digital formats. One group of students was final year undergraduate while another group consisted of post-graduate Diploma of Education student teachers. For the purpose of the study, the virtual presentation materials were uploaded to a learning management system (LMS) platform to enable the two different classes to comment each other’s work within one week. Thereafter, the data collected from tracked statistics provided by the learning platform and students’ reflections of this interclass activity were analyzed and compared with each other. It was found that most of the participants were positive about this new presentation approach and ready to accept it as a part of the assessment. However, the undergraduate students were more active in participating in virtual presentations of both classes. Furthermore, their attitudes were influenced by the tutors’ participation. Thus, it is suggested that tutors involved in virtual presentations should play an active role and give encouragement to their students regularly.

Reflections Concerning Technology

2010 ◽  
pp. 1-19 ◽  
Author(s):  
Andew Neil Gibbons
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Student Teachers ◽  
Philosophy Of Technology ◽  
Education Student ◽  
Current Technology ◽  
The Core ◽  
Technology Applications ◽  
Core Components ◽  
Relationship Of

The philosophy of technology underlies how people view and use technology. The historic relationship of humans to technology is important to explore when developing a context for current technology applications. Within such a context, this chapter outlines the core components, philosophy and debate contributing to sessions run with early childhood education student teachers and early childhood educators.

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