scholarly journals TOOLS FOR PERSONALIZED LEARNING-BASED TEACHER EDUCATION

2021 ◽  
Vol 1 ◽  
pp. 537-548
Author(s):  
Ausra Rutkiene ◽  
Lina Kaminskiene ◽  
Stefanija Alisauskiene ◽  
Lina Milteniene ◽  
Ausra Kazlauskiene ◽  
...  
Keyword(s):  
Teacher Education ◽  
Inclusive Education ◽  
Learning Process ◽  
Personalized Learning ◽  
Individual Development ◽  
Student Centered ◽  
Student Responsibility ◽  
Individual Motivation ◽  
Differentiated Learning ◽  
Effective Use

Changes in the education from a teacher-centered to a student-centered approach requires changes in schools and in teacher education. One of possible ways is personalized learning (PL). It is a new concept in many countries around the world. PL is closely related to individualized, differentiated learning, inclusive education principles (Abbot, 2014; EDUCAUSE, 2013). PL builds on an understanding of learner: individual development, seeking of personal goals, taking into consideration individual differences and inclusion. PL “challenges teachers to search for pedagogy and practices that will help them addressing diversity in their classroom” (Guðjónsdóttir, 2000, p.9). Different methods and tools (e-tools as well) might be used for PL such as digital storytelling, three step interview, e-portfolio. Paper presents theoretical analysis of links between aspects of effective learning (good knowledge of each student; shared teacher and student responsibility within the learning process; personal learner involvement, linking to individual motivation, experience, and aspirations; collaboration, participation and involvement in the learning process; effective use of information technology and other learning resources (Williams, 2013)) and methods/tools for PL.  

Learner Engagement in Teacher Education

2019 ◽  
Author(s):  
Kay K. Seo ◽  
Scott Gibbons
Keyword(s):  
Teacher Education ◽  
Student Teaching ◽  
Learning Process ◽  
Learning Experience ◽  
Teacher Preparation Programs ◽  
Education Students ◽  
Learner Engagement ◽  
Preparation Programs ◽  
Student Centered ◽  
Enriched Environments

In teacher education, learner engagement is an important instructional consideration. When students are physically, cognitively, and socially involved in the learning process, they can achieve high levels of productivity and develop a meaningful learning experience. In addition, learner engagement is closely associated with student retention and degree completion. To engage education students more meaningfully in the learning process, it is important to teach them in student-centered, technology-enriched environments. Education students should also become more engaged with the community and with other educators in order to build upon their pedagogy. Furthermore, it is important to offer them professional experiences, including student teaching practicum and teacher preparation programs, so that they can transform those experiences into their own teaching practices.

Usage of Instructional Materials among Teacher Education Faculty in Nueva Vizcaya, Philippines

2013 ◽  
Vol 6 (1) ◽  
Author(s):  
BONIMAR A. TOMINEZ ◽  
LEILA M. DELA CRUZ ◽  
BRYAN B. GABATINO
Keyword(s):  
Teacher Education ◽  
Learning Process ◽  
Instructional Materials ◽  
Education Faculty ◽  
School Year ◽  
Teachers And Students ◽  
And Gender ◽  
Teacher Education Faculty ◽  
Teaching Learning ◽  
Effective Use

Some learning takes place from the things that learners hear; more learning takes place from the things that learners see; and, still more learning transpires from what learners do. Hence, the importance of providing adequate, appropriate and varied instructional materials to concretize and substantiate learning. This study is a descriptive research that ascertained the extent of usage of instructional materials of teacher education faculty members of the Nueva Vizcaya State University, School Year 2011-2012. A structured questionnaire was used to gather data from randomly selected teacher education students and teachers. Frequency counts, means, percentages and correlation procedures were employed to treat the collected data. The students thought that teachers use all kinds of instructional materials from time to time while the teachers perceived themselves to habitually use all kinds of instructional materials. Both teachers and students viewed that teachers remarkably consider the characteristics of the different instructional materials when utilizing them in the teaching-learning process. The teachers consider the age and year level of their students as well as their attendance to relevant seminars when using different kinds of instructional materials in facilitating learning. Additionally, the students’ age and gender contribute to the teachers’ effective use of instructional materials with consideration to their characteristics.Keywords: Education, learning aids, instructional materials, teaching-learning process,facilitating learning, student learning, quality instruction, Philippines

Mobile Technologies for Making Meaning in Education

2019 ◽  
pp. 64-84 ◽  
Author(s):  
Teresa L. Coffman ◽  
Mary Beth Klinger
Keyword(s):  
Augmented Reality ◽  
Learning Process ◽  
Classroom Environment ◽  
Personalized Learning ◽  
Mobile Technologies ◽  
Constructivist Approach ◽  
Student Centered ◽  
Making Meaning ◽  
Real World Learning ◽  
Integrate Technology

This chapter examines the use of mobile technologies to integrate technology into the classroom environment so that students can experience real-world learning. The use of augmented reality is emphasized to enhance the learning process and provide engaging and authentic student-centered experiences. Using augmented reality, personalized learning is possible that encourages a constructivist approach and where the learning process is the main focus. Students are able to construct knowledge through augmented experiences that support the curricular content and then share this newfound knowledge with others. The use of augmented reality as a cognitive tool can connect learning and allow students to work collaboratively with deeper and higher-level meaning as a result.

scholarly journals Perspectives on the implementation of differentiated teaching (on the example of teaching mathematics at the elementary level)

2021 ◽  
Author(s):  
Nino Nakhutsrishvili ◽  
Mimoza Tkebuchava
Keyword(s):  
Learning Process ◽  
Elementary Level ◽  
Teaching Mathematics ◽  
Great Chance ◽  
Student Centered ◽  
Student Centered Learning ◽  
Active Involvement ◽  
Differentiated Learning ◽  
The Individual ◽  
Differentiated Teaching

Student-centered learning is unimaginable without the implementation of differentiated approaches. We can find out a number of publications and articles about this subject. The American professor Carol Ann Tomlinson has quite important articles on differentiated teaching from contemporaries. In his work, Tomlinson discusses in detail and in depth the essence of differentiated teaching as one of the effective approaches and the principles of its implementation. However, a number of issues (why is differentiated learning so important and relevant? What makes it relevant?) Still require a good understanding in order to successfully implement this approach when teaching a particular subject. These issues are discussed in the article on the example of teaching elementary school mathematics and clarifies the perspectives of using a differentiated approach in these areas. Differentiated learning is fully suited to student-centered learning, as it implements a learning process focused on the needs, skills and abilities of each student (group of students). According to Tomlinson, differentiated learning is constructed and implemented to take into account the readiness, interests and learning profile of students to create optimal conditions for development for each of them. This is one of the best ways to implement an individual approach to students.Providing a learning process tailored to the needs of the students and teacher feedback on the needs of the students include teacher activities in a number of areas. Tonlimson and Mooney consider new opportunities for students, a sense of partnership, expectations, and training for quality learning significantly; Which contributes to class success and student growth. The condition for facilitating is the active involvement of students in the learning process, their cooperation;The essence of the issue is clarified in the article on the example of a mathematics course, how we can apply this approach in the teaching-learning process and why it is extremely valuable to implement differentiated teaching from the elementary level. This need is explained in relation to the specifics of teaching mathematics as a school subject. The "technology" of differentiated teaching, the essence of differentiation based on student readiness, as well as what the subject of differentiation includes are discussed in detail. Differentiation of each component according to the individual components of the curriculum (content, process, product) is discussed with specific examples. With the help of different types of tasks it is possible to use the possibilities and perspectives of differentiation in teaching mathematics at the elementary level. Some recommendations in this regard are offered. The issue discussed in the article concludes that the purposeful use of differentiation from the elementary level gives a great chance for the multifaceted development of students, which is accompanied by the results of successful teaching in mathematics.

Corporeità, movimento e benessere: il potenziale educativo di itinerari motorio-sportivi inclusivi giovanili

2019 ◽  
pp. 3121-334
Author(s):  
Carmen Palumbo ◽  
Antinea Ambretti ◽  
Giovanna Ferraioli
Keyword(s):  
Young People ◽  
Learning Process ◽  
Personalized Learning ◽  
Barriers To Learning ◽  
Educational Value ◽  
School Activities ◽  
The Past ◽  
Full Participation ◽  
Inclusive Approach ◽  
Teaching Learning

Over the past few decades, the adoption of an inclusive approach to education has stimulated a reflection on the educational value of body and movement within teaching-learning process in order to break down all barriers to learning and promote the full participation of young people to school activities. Indeed,body and movement represent an important didactic "medium" for developing individualized and personalized learning paths that take into account the specific needs and characteristics of students thus contributing to their global and harmonious development.

Perfecting Communication Skills of the Students

2017 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Dr. Neeta Sharma
Keyword(s):  
Language Learning ◽  
Communication Skills ◽  
Oral Communication ◽  
Effective Communication ◽  
Major Elements ◽  
Communication Process ◽  
Listening Skills ◽  
Student Centered ◽  
Effective Use ◽  
Listening And Speaking

Abstract Communication is a process of sharing information through speech, writing, gestures or symbols between two or more people. The focus of the present paper is oral communication and the language under consideration is English. The teacher should adopt a student centered approach. The learners should be encouraged to do things in the class which result in developing their communication skills. The trainer has to focus on both the linguistic and paralinguistic features of the communication process while enhancing learners’ communication skills. These features involve the effective use of words, forming grammatically intelligible sentences and an appropriate use of voice and intonation. The teacher should encourage and train his students to use positive body language while listening and speaking. In order to hone the communication skills of the learners, it is very important to make the learners comfortable with the language they have to communicate in. Shedding their inhibitions is also one of the pivotal areas of concerns. This paper explores different techniques that could be useful while training students in communication skills. Communication is a process of sharing information through speech, writing, gestures or symbols between two or more people. The focus of the present paper is oral communication and the language under consideration is English. The major elements of a communication process are sender, receiver, message and feedback. Effective communication is a two way process. It involves both expressive (speaking) skills and receptive (listening) skills. It entails receiver’s understanding of the message sent by the sender and his feedback to the sender. Listening plays a very important role in the language learning process. It is the most primary of the four basic skills of any language i.e. Listening, Speaking, Reading and Writing. Listening paves way for speaking. One can never be a good speaker if one is not a good listener. An effective communicator is first a good listener and then a good speaker. According to Tickoo ( 2003 ), ‘Good listening skills not only lay the foundations of good speech, but they grow best through effective communication’.

Disability, Stigma, and Children's Developing Selves

2019 ◽  
Author(s):  
Misa Kayama ◽  
Wendy Haight ◽  
May-Lee Ku ◽  
Minhae Cho ◽  
Hee Yun Lee
Keyword(s):  
South Korea ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Cultural Psychology ◽  
Peer Group ◽  
Individual Development ◽  
Typically Developing ◽  
Everyday Lives ◽  
The Impact ◽  
The U.S

Stigmatization is part of the everyday lives of children with disabilities, their families, and their friends. Negative social encounters, even with perfect strangers, can dampen joyful occasions, add stress to challenging situations, and lead to social isolation. This book describes a program of research spanning a decade that seeks to understand disabilities in their developmental and cultural contexts. The authors are especially interested in understanding adults’ socialization practices that promise to reduce stigmatization in the next generation. Guided by developmental cultural psychology, including the concept of “universalism without uniformity,” the authors focus on the understandings and responses to disability and associated stigmatization of elementary-school educators practicing in Japan, South Korea, Taiwan, and the U.S. Educators from all four cultural groups expressed strikingly similar concerns about the impact of stigmatization on the emerging cultural self, both of children with disabilities and their typically developing peers. Educators also described culturally nuanced socialization goals and practices pertaining to inclusive education. In Japan, for instance, educators emphasized the importance of peer group belonging and strategies to support the participation of children with disabilities. In the U.S., educators placed relatively more emphasis on individual development and discussed strategies for the equitable treatment of children with disabilities. Educators in South Korea and Taiwan emphasized the cultivation of compassion in typically developing children. The understanding gained through examination of how diverse individuals address common challenges using cultural resources available in their everyday lives provides important lessons for strengthening theory, policy, and programs.

scholarly journals Framing heuristics in inclusive education: The case of Uganda’s preservice teacher education programme

2019 ◽  
Vol 8 ◽  
Author(s):  
Proscovia S. Nantongo
Keyword(s):  
Teacher Education ◽  
Preservice Teacher ◽  
Inclusive Education ◽  
Curriculum Design ◽  
Policy Design ◽  
Daily Practice ◽  
Education Programme ◽  
Primary Teacher ◽  
Primary Teacher Education ◽  
Group Interviews

Background: Recent education-related research has raised concerns about the persistent exclusion of vulnerable learners in Uganda. The Revised Primary Teacher Education Curriculum of 2013 marked an ambitious yet inconclusive attempt to advance the implementation of inclusive education but has encountered deeply entrenched sociocultural exclusionary practices among education experts.Objectives: This study aimed to explicate education practitioners’ interpretations of Uganda’s flagship inclusive education programme in preservice primary teacher education.Method: Drawing on the conceptual vocabulary of frame analysis and the qualitative analysis of individual and group interviews and classroom observations, the interpretations of inclusive education implementation in preservice primary teacher education in Uganda were examined. The participants included policy design experts, curriculum design experts and classroom practitioners.Results: Three main findings emerged. Firstly, interpretations of inclusive education displayed a narrow framing heuristic of inclusive education as a perfunctory, daily practice rather than a pathway for reflective, inclusive pedagogical engagement. Secondly, the heuristic encouraged the treatment of inclusive pedagogy as a ‘label’ under a specific rubric referring to sensory impairments or disabilities – a historical device for sociocultural exclusion. Thirdly, inclusive education was a praxis but was misframed from its original intentions, causing tension and resentment among practitioners. These findings contribute to the debates on the sustainability of inclusive education beyond preservice teacher education.Conclusion: Uganda’s flagship inclusive education programme in preservice primary teacher education was fraught with tensions, ambiguities and an overt, urgent need for change.

Curriculum of Teacher Education Programme: What Do Teacher Educators Say?

2021 ◽  
pp. 225-234
Author(s):  
Indrajeet Dutta ◽  
Sonal Chabra ◽  
Vanita Chopra
Keyword(s):  
Teacher Education ◽  
Inclusive Education ◽  
Teacher Educators ◽  
Education Programme ◽  
Attitude Scale ◽  
Colleges Of Education ◽  
Education Curriculum ◽  
Teacher Education Curriculum ◽  
University Departments ◽  
New Vision

India has one of the largest systems of teacher education in the world. Besides the university departments of education and their affiliated colleges, government and government aided institutions; private and self-financing colleges and open universities are also engaged in teacher education. Though most teacher education programmes are nearly identical yet their standards vary across institutions and universities. However, teacher education curriculum across the country has been blamed for ineptitude and needs urgent reforms. Teacher educators are a pivotal point of this programme and their opinion regarding the curriculum is very important. Keeping the above in mind, the present study aimed to find out the attitude of teacher educators towards existing teacher education curriculum and the needed renewal in teacher education curriculum. Data was collected from randomly selected 107 teacher educators working in colleges of education affiliated to GGSIPU and M.D.U. A five point attitude scale was developed by the researchers for the purpose of ascertaining their attitude. The findings revealed that teacher educators are largely in disagreement with the current curriculum and hold that a new vision needs to be made for the education of teachers as per the present needs of globalisation, RTE norms, and adoption of inclusive education.

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