scholarly journals The Challenge of Educating Purposeful Teachers in Finland

2021 ◽  
Vol 11 (1) ◽  
pp. 29
Author(s):  
Elina Kuusisto ◽  
Kirsi Tirri
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
21St Century ◽  
School Community ◽  
The Self ◽  
Moral Commitment ◽  
Mediating Factor

This article discusses the challenges of educating teachers in Finland. As a goal in teacher education for the 21st century we propose the purposeful teacher, referring to a teacher who has a long-term moral commitment to serve students, the school community and society. Our data collected from student (N = 912) and practising (N = 77) teachers yielded information on the purposes they identified as important in their lives. The survey included quantitative instruments and open- ended questions. The teachers identified happiness, relationships, work and self-actualisation as the most important contents of their aspirations. All the content categories could be understood as potential purposes in that the benefit extended beyond the teachers themselves. However, almost half of the student teachers (46%) and over half of teachers (55%) revealed only self-orientation. Less than half of them (43%, 36%, respectively) showed a beyond-the-self orientation, which is indicative of a purposeful teacher. Among the practising teachers, teaching appeared to be mainly a mediating factor in realising their purposes or aspirations. These results have implications related to contemporary teacher education in Finland. Both pre- and in-service teachers need to know about purposeful teaching in order to find meaning in their work.

scholarly journals Towards Increasing Upper Egyptian Student Teachers’ Potentials to Emerge into the 21st Education Platform

2018 ◽  
Vol 11 (10) ◽  
pp. 1
Author(s):  
Hanan Salah El-Deen Mohammed El-Halawany
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
21St Century ◽  
Teaching Practice ◽  
The Body ◽  
Ministry Of Education ◽  
Education Experience ◽  
Information And Communication ◽  
Education Platform ◽  
Education Process

The Ministry of Education in Egypt (MOE) has worked very hard to launch different initiatives to improve the Egyptian education system by using Information and Communication Technology (ICTs). The current research seeks to explore how Asyut student teachers perceive the upshots of these initiatives. Results are expected to shed light on the overall teacher education process in Asyut University and its role in preparing 21st century teachers. The current research is evolved to answer the following questions: 1) How Asyut student teachers describe their investment of ICTs to achieve academic purposes? 2) How Asyut student teachers describe their ICTs competencies? 3) How Asyut student teachers classify obstacles hindering the enhancement of their ICTs competencies? Results authenticate the growing awareness Asyut student teachers developed about ICTs and how it has become a substantial component of everyday 21st century education experience. They understand that it has become their gateway to the 21st century teaching platform. In the meantime, they recognize that their ability to successfully integrate ICTs into their teaching practice is a complex and multifaceted process. The current research adds to the body of literature in a few ways. Through analyzing the gains and drawbacks, Egyptian teacher education experienced in its attempt to integrate ICTs into teachers’ preparation process. The current research recommends: first, improving the existing training mechanism; second, ensuring funds will have the biggest impact on the largest number of student teachers; finally, getting training right is a priority.

Student Teachers’ Learning and Professional Development in Second Language Teacher Education

2017 ◽  
Vol 7 (1) ◽  
pp. 13 ◽  
Author(s):  
Kamile Hamiloğlu
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Second Language ◽  
Student Teachers ◽  
Student Teacher ◽  
Research Literature ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Second Language Teacher Education ◽  
Second Language Teacher

This article is a review on student teacher (ST) learning in second language teacher education (SLTE) and it aims to establish a context for ST learning for professional development in SLTE research and frame its contribution to the current research literature. To achieve this, it conducts an overview on concepts of interest, and it places in perspective some of the key previous findings relating to the research at hand. Broadly, it is to serve as a foundation for the debate over perspectives of second/foreign language (S/FL) student teachers’ (STs’) learning to teach through their professional development with reference to both coursework and practicum contexts.Keywords: student teacher learning, second language teacher education (SLTE), professional development

Formación Inicial Docente: Una mirada al Proceso de Construcción de Conocimiento Profesional desde la Práctica

2014 ◽  
pp. 143
Author(s):  
Pamela Labra Godoy ◽  
Rodrigo Fuentealba J.
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Social System ◽  
Knowledge Construction ◽  
Educational Context ◽  
Teacher Formation ◽  
Palabras Clave ◽  
The Social ◽  
Application Logic ◽  
Process Product

Resumen: Los procesos de formación de profesores han estado fuertemente influenciados por una lógica aplicacionista y una visión fragmentada y prescriptiva de la naturaleza del conocimiento. Se puede observar una enseñanza basada en la oralidad, en un bajo trabajo práctico y una escasa vinculación con la realidad educativa y los requerimientos del contexto. Se hace necesario que en dichos procesos se reconozca a los futuros profesores como sujetos de conocimiento con quienes se debiese generar una estructura curricular práctica activa y reflexiva.El reconocer la complejidad de los procesos que se llevan a cabo en el contexto educacional, hace necesario transitar desde una lógica instrumental/mecanicista, proceso-producto a una perspectiva epistemológica donde se rescate el dinamismo del ámbito educacional y la complejidad del sistema social en que éste se encuentra inserto. Palabras clave: Formación Inicial Docente - Construcción de Conocimiento Profesional – Prácticas – Reflexión Profesional Abstract Teacher education processes have been heavily  influenced by application logic, as well as, to a fragmented and prescriptive vision of the nature of knowledge, instead of the construction of it. A teaching process based on the predominance of oral discourse, low practical work, and a limited relation with educational reality and context needs, has been  observed. It seems necessary to recognize student - teachers as knowledge subjects with whom there should be an active/reflective curricular activity, and also recognize the complexity of the processes that take place in the educational context. In other words, it is necessary to move from an instrumental, process/ product perspective towards an epistemological perspective able to recognize the dynamism in the educational system and the complexity of the social system in which it is immersed. Key Words: Initial Teacher Formation- Professional Knowledge Construction- Practicum- Professional Reflection

scholarly journals Roles, relationships and emotions: Student teachers’ understanding of feedback as interpersonal

2021 ◽  
pp. 003452372198937
Author(s):  
Caroline Elbra-Ramsay
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Small Scale ◽  
First Year ◽  
Case Study Methodology ◽  
Study Methodology ◽  
Undergraduate Programme ◽  
Phenomenological Case Study ◽  
International Teacher

This paper reports the findings of a small-scale study seeking to investigate how student teachers, within a three-year undergraduate programme, understand feedback. Feedback has been central to debates and discussion in the assessment literature in recent years. Hence, in this paper, feedback is positioned within the often-contradictory discourses of assessment, including perspectives on student and teacher feedback. The study focused on two first year undergraduate student teachers at a small university in England and considered the relationships between their understanding of feedback as a student, their understanding of feedback as an emerging teacher, and the key influences shaping these understandings. A phenomenological case study methodology was employed with interviews as the prime method of data collection. Themes emerged as part of an Nvivo analysis, including emotional responses, relationships and dialogue, all of which appear to have impacted on the students’ conceptual understanding of feedback as indelibly shaped by its interpersonal and affective, rather than purely cognitive or ideational, dimensions. The paper therefore seeks to contribute to the wider feedback discourse by offering an analysis of empirical data. Although situated within English teacher education, there are tentative conclusions that are applicable to international teacher education and as well as higher education more generally.

scholarly journals Future Changes in Wave Conditions at the German Baltic Sea Coast Based on a Hybrid Approach Using an Ensemble of Regional Climate Change Projections

Water ◽  
2021 ◽  
Vol 13 (2) ◽  
pp. 167
Author(s):  
Norman Dreier ◽  
Edgar Nehlsen ◽  
Peter Fröhle ◽  
Diana Rechid ◽  
Laurens M. Bouwer ◽  
...  
Keyword(s):  
21St Century ◽  
Wind Wave ◽  
Regional Climate ◽  
Hybrid Approach ◽  
Wave Modelling ◽  
Long Term Changes ◽  
Mean Wave Period ◽  
Wave Conditions ◽  
Sea Coast

In this study, the projected future long-term changes of the local wave conditions at the German Baltic Sea coast over the course of the 21st century are analyzed and assessed with special focus on model agreement, statistical significance and ranges/spread of the results. An ensemble of new regional climate model (RCM) simulations with the RCM REMO for three RCP forcing scenarios was used as input data. The outstanding feature of the simulations is that the data are available with a high horizontal resolution and at hourly timesteps which is a high temporal resolution and beneficial for the wind–wave modelling. A new data interface between RCM output data and wind–wave modelling has been developed. Suitable spatial aggregation methods of the RCM wind data have been tested and used to generate input for the calculation of waves at quasi deep-water conditions and at a mean water level with a hybrid approach that enables the fast compilation of future long-term time series of significant wave height, mean wave period and direction for an ensemble of RCM data. Changes of the average wind and wave conditions have been found, with a majority of the changes occurring for the RCP8.5 forcing scenario and at the end of the 21st century. At westerly wind-exposed locations mainly increasing values of the wind speed, significant wave height and mean wave period have been noted. In contrast, at easterly wind-exposed locations, decreasing values are predominant. Regarding the changes of the mean wind and wave directions, westerly directions becoming more frequent. Additional research is needed regarding the long-term changes of extreme wave events, e.g., the choice of a best-fit extreme value distribution function and the spatial aggregation method of the wind data.

scholarly journals Self-buffering capacity of a human sulfatase for central nervous system delivery

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Yi Wen ◽  
Nazila Salamat-Miller ◽  
Keethkumar Jain ◽  
Katherine Taylor
Keyword(s):  
Central Nervous System ◽  
Nervous System ◽  
Buffering Capacity ◽  
The Self ◽  
High Concentration ◽  
Formulation Design ◽  
The Central Nervous System ◽  
Therapeutic Enzymes ◽  
Intrathecal Space

AbstractDirect delivery of therapeutic enzymes to the Central Nervous System requires stringent formulation design. Not only should the formulation design consider the delicate balance of existing ions, proteins, and osmolality in the cerebrospinal fluid, it must also provide long term efficacy and stability for the enzyme. One fundamental approach to this predicament is designing formulations with no buffering species. In this study, we report a high concentration, saline-based formulation for a human sulfatase for its delivery into the intrathecal space. A high concentration formulation (≤ 40 mg/mL) was developed through a series of systematic studies that demonstrated the feasibility of a self-buffered formulation for this molecule. The self-buffering capacity phenomenon was found to be a product of both the protein itself and potentially the residual phosphates associated with the protein. To date, the self-buffered formulation for this molecule has been stable for up to 4 years when stored at 5 ± 3 °C, with no changes either in the pH values or other quality attributes of the molecule. The high concentration self-buffered protein formulation was also observed to be stable when exposed to multiple freeze–thaw cycles and was robust during in-use and agitation studies.

scholarly journals “Industrious Revolution” Revisited: A Variety of Diligence Derived from a Long-Term Local History of Kuta in Kyô-Otagi, a Former County in Japan

Histories ◽  
2021 ◽  
Vol 1 (3) ◽  
pp. 108-121
Author(s):  
Satoshi Murayama ◽  
Hiroko Nakamura
Keyword(s):  
Early Modern ◽  
Industrial Production ◽  
Industrial Revolution ◽  
Local History ◽  
The Self ◽  
Modern Times ◽  
Original Theory ◽  
Self Reliance ◽  
History Of

Jan de Vries revised Akira Hayami’s original theory of the “Industrious Revolution” to make the idea more applicable to early modern commercialization in Europe, showcasing the development of the rural proletariat and especially the consumer revolution and women’s emancipation on the way toward an “Industrial Revolution.” However, Japanese villages followed a different path from the Western trajectory of the “Industrious Revolution,” which is recognized as the first step to industrialization. This article will explore how a different form of “industriousness” developed in Japan, covering medieval, early modern, and modern times. It will first describe why the communal village system was established in Japan and how this unique institution, the self-reliance system of a village, affected commercialization and industrialization and was sustained until modern times. Then, the local history of Kuta Village in Kyô-Otagi, a former county located close to Kyoto, is considered over the long term, from medieval through modern times. Kuta was not directly affected by the siting of new industrial production bases and the changes brought to villages located nearer to Kyoto. A variety of diligent interactions with living spaces is introduced to demonstrate that the industriousness of local women was characterized by conscience-driven perseverance.

scholarly journals Identifying Student Teachers’ Inquiry-Related Questions in Biology Lessons

2021 ◽  
Vol 11 (2) ◽  
pp. 87
Author(s):  
Matti Hiltunen ◽  
Sirpa Kärkkäinen ◽  
Tuula Keinonen
Keyword(s):  
Teacher Education ◽  
Content Analysis ◽  
Secondary School ◽  
Student Teachers ◽  
Secondary School Student ◽  
Basic Knowledge ◽  
Factual Knowledge ◽  
Primary School Student ◽  
Video And Audio ◽  
Higher Order Questioning

Prior research has shown that both teacher-led and recitation questions dominate in classrooms; teachers ask closed-ended questions more than open-ended questions. Even though classroom questioning has been studied in many previous studies there has been very limited research addressing the questioning of student teachers during inquiry-based biology lessons focusing on the inquiry stages: introduction, examination, and conclusion. In this study, a total of 21 lessons by 12 student teachers in primary and secondary schools were video- and audio-recorded. The recorded discussions were transcribed and the qualities of the questions were analyzed using content analysis, and the questions of student teachers were categorized into 10 different question categories. The findings revealed that primary school student teachers asked mainly for factual knowledge, concepts, and basic knowledge of species in all inquiry stages. Secondary school student teachers also asked mainly for concepts and basic knowledge of species. They also asked students to generate ideas and explain their answers, especially in the examination and conclusion stages. The present study indicates that student teachers’ questioning needs to be developed more towards higher-order questioning such as analyzing, synthetizing, and evaluating to scaffold students in inquiries and develop future teachers’ questioning skills in teacher education.

Sign in / Sign up

Export Citation Format

Share Document