Influences on teacher education student attitudes toward youth who are HIV+

2004 ◽  
Vol 41 (2) ◽  
pp. 211-219 ◽  
Author(s):  
Terry A. Stinnett ◽  
Michael K. Cruce ◽  
Kurt T. Choate
Keyword(s):  
Teacher Education ◽  
Student Attitudes ◽  
Education Student ◽  
Teacher Education Student

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 Active Learning: The Panacea to Miseducative Practices in Teacher Education

2021 ◽  
Author(s):  
Davison Zireva
Keyword(s):  
Teacher Education ◽  
Action Research ◽  
Active Learning ◽  
Reflective Thinking ◽  
Traditional Education ◽  
Education Student ◽  
Ripple Effects ◽  
Teacher Education Student ◽  
Life Long Learning ◽  
The Way

Traditional education has ripple effects in education. The way the educator was taught is almost always the way the educator teaches the learners. Traditional education has a narration sickness (Freire, 2000) and the so-called educators are proselytising ideologues who are after the production of copy cats. Active learning in teacher education is anchored in reflective thinking on all practices. The teacher education student should be encouraged to embark on action research which makes one to be introspective. Thus action research makes the teacher involved in active life-long learning. The teacher who has been groomed in action research abhors routine and ritualistic methods of teaching. The action research oriented teacher makes learners active in learning episodes.

scholarly journals Skriving i et digitalt triadisk refleksjonsfellesskap i lærerutdanninga

2016 ◽  
Vol 10 (2) ◽  
pp. 347-365 ◽  
Author(s):  
Torunn Klemp ◽  
Vivi Nilssen
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Driving Force ◽  
Mother Tongue ◽  
Education Student ◽  
Theoretical Studies ◽  
Teacher Education Student ◽  
Field Practice ◽  
Daily Response ◽  
Second Year

Artikkelen tar utgangspunkt i et intervensjonsprosjekt i grunnskolelærerutdanninga. SKRIVUT-prosjektet svarer på en nasjonal og internasjonal etterspørsel etter gode møte­plasser for samarbeidet i lærerutdanninga. Møteplassen er et diskusjonsforum i It’s learning knyttet til praksisopplæringa der andreårsstudentene daglig skriver og får respons av medstudenter, praksislærer og faglærere i norsk og i pedagogikk og elevkunnskap. Studien som presenteres i artikkelen, bygger på kvalitativ analyse av loggdiskusjoner og intervjuer fra prosjektets andre år. Studien viser en faglig orientering i studentenes loggskriving og at det er mulig å etablere en samspillsarena. Den skriftlige dialogen i det digitale rommet viste seg å være drivende både for teoristudier og utvikling av fagspråk. Samtidig løftes praksislærers lokale og erfaringsbaserte kunnskap fram og settes i dialog med den teoribaserte kunnskapen. I diskusjonen tolkes karakteristiske trekk ved dialogen i det triadiske refleksjonsfellesskapet i lys av tenkning om behovet for situasjonsavgrensende og situasjonsoverskridende prosesser i læringskontekster. Funnene diskuteres opp mot studier som peker på at lærerstudenter og lærere har et mangelfullt fagspråk og er lite orientert mot etablert kunnskap.Nøkkelord: lærerutdanning, lærerstudenter, det digitale rom, samspillsarena, fagspråkAbstractThe background for this article is an intervention project in teacher education for primary school. The project addresses a worldwide call for meeting places for the triadic collabo­ration in teacher education. The meeting place is an asynchronous LMS-based discussion forum where second year student teachers write and receive daily response from fellow student teachers, mentors and professors in Norwegian (Mother Tongue) and in Pedagogy and Pupil-related Skills during field practice. The study presented in this article is based on a qualitative analysis of written log discussions and interviews from the second year of the project. The study shows that the student teachers have a subject-oriented focus in their writing. It also shows that it is possible to establish an arena for interplay. The written dialog in the digital room turned out to be a driving force regarding theoretical studies and the develop­ment of a professional language. At the same time, the mentor’s experience based knowledge is highlighted and put into dialog with the theory based knowledge. In the discussion, the characteristics of the triad’s dialog are interpreted in the light of theory on learning as a double process, focusing both on the particular situation and contextualizing the situation. The findings are discussed in the light of previous research on the lack of a sufficient pro­fessional language and lack of orientation towards established knowledge amongst student teachers and teachers.Keywords: teacher education, student teachers, the digital room, arena for interplay, professional language

scholarly journals PRIMARY SCHOOL STUDENT TEACHERS´ CLASSROOM TALK DURING INQUIRY-BASED BIOLOGY LESSONS

2016 ◽  
Vol 69 (1) ◽  
pp. 37-56
Author(s):  
Matti Hiltunen ◽  
Sirpa Kärkkäinen ◽  
Tuula Keinonen ◽  
Markus Hähkiöniemi ◽  
Sami Lehesvuori ◽  
...  
Keyword(s):  
Teacher Education ◽  
Primary School ◽  
Student Teachers ◽  
School Teacher ◽  
Primary School Teacher ◽  
Education Student ◽  
Classroom Talk ◽  
Teacher Education Student ◽  
Primary School Student ◽  
Response Feedback

In schools, classroom talk is often dominated by teachers´ lecturing or asking closed questions followed by teachers’ evaluative feedback. When the teacher presents ideas to students or uses the question-response feedback, the talk is considered as authoritative talk. On the other side, during dialogic talk, the teacher reacts to students´ views and responses. The important role of the teachers in promoting dialogic classroom talk has been demonstrated in many previous studies. However, little is known about how student teachers use different talk forms, especially in inquiry-based biology lessons which is the focus of this research. The primary school student teachers’ lessons – a total of 14 lessons of five student teachers – were videotaped and audiotaped. The data were analysed using theory-based content analysis. The results show that the primary school student teachers used more authoritative classroom talk than dialogical classroom talk in their inquiry-based lessons. Mainly, non-interactive authoritative talk form was used by all student teachers, and interactive dialogic talk form was used least. Authoritative talk was used in all stages of the inquiry-based lesson. Dialogic talk was used more during introduction and examination stages. The findings suggest that in teacher education, student teachers need scaffold in talking with pupils when carrying out inquiry-based teaching. Key words: authoritative talk, dialogic talk, inquiry-based lesson, primary school, teacher education.

Enhancing the Readership of Teacher Students With Digital Book Subscription Services

2020 ◽  
Vol 11 (2) ◽  
pp. 12-27
Author(s):  
Juli-Anna Aerila ◽  
Johanna Lähteelä ◽  
Teemu Mäkelä ◽  
Merja Kauppinen
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Free Time ◽  
Education Student ◽  
School Students ◽  
Childhood Experiences ◽  
Teacher Education Student ◽  
Teacher Students ◽  
Digital Book ◽  
The University

This article aims to illustrate a 7-month trial of digital book subscription services in teacher education. Student teachers of the University of Turku in Finland were encouraged to implement the service as part of their free time reading. The experiences of the digital subscription service were investigated using a questionnaire, and data were analyzed through a combination of qualitative analysis and quantitative analysis. The aim of the study was to consider the value of digital book subscription services in terms of reading for pleasure and to describe the readership of teacher students as well as their assessment of digital book subscription services as a pedagogical approach for supporting the reading of primary school students. The results indicated that digital book subscription services might enhance the readership of occasional readers and that audiobook services should be implemented more frequently in education since they seem to connect reading to other free time activities. More effort should be placed in supporting the readership of teacher students in teacher education. Currently, the attitude and amount of reading rely primarily on childhood experiences.

scholarly journals A faculty member learning with and from an undergraduate teaching assistant: Critical reflection in higher education

2019 ◽  
Vol 3 (2) ◽  
pp. 109-117
Author(s):  
Frank Daniello ◽  
Caroline Acquaviva
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Faculty Member ◽  
Teaching And Learning ◽  
Critical Reflection ◽  
Undergraduate Teaching ◽  
Power Dynamics ◽  
Working Relationships ◽  
Education Student ◽  
Teacher Education Student

This case study describes a student-faculty partnership between an undergraduate teacher education student and a faculty member of teacher education. This faculty-centric partnership aimed to enhance the faculty member’s critical reflection on his pedagogy in an introduction to teacher education course. In this jointly-written article, we offer student and faculty insights about the process we employed, the outcomes of our teaching and learning together, and the complexities of student-faculty working relationships stemming from power dynamics. We also provide recommendations for faculty and students looking to engage in collaborations. These recommendations center on defining partner roles, using video recordings, and addressing power dynamics between students and faculty within higher education. Drawing from our experience, we suggest that student-faculty partnerships are one fruitful avenuefor improving the quality of instruction in higher education. They require minimum financial resources and can enhance faculty pedagogy, which will benefit current and future students.

scholarly journals CORRELATION BETWEEN SOFT SKILLS AND HARD SKILLS (ACHIEVEMENT OF HIGH COMPETENCY) WITH PREPARATION TO BE TEACHER OF MECHANICAL ENGINEERING EDUCATION STUDENTS

2019 ◽  
Vol 2 (1) ◽  
pp. 41
Author(s):  
Budi Harjanto
Keyword(s):  
Teacher Education ◽  
Engineering Education ◽  
Mechanical Engineering ◽  
Soft Skills ◽  
P Value ◽  
Reliability Test ◽  
Education Student ◽  
Teacher Education Student ◽  
Hard Skills ◽  
Vocational Competence

This study aims to acquire a good knowledge of (1) influence of soft skills with the readiness to be a teacher education student of Mechanical Engineering, 2015; (2) influence achievement of vocational competencies (hard skills) with the readiness of a teacher education student of Mechanical Engineering, 2015; (3)influence of soft skills and vocational competence achievement (hard skills) with the readiness of a teacher education student of Mechanical Engineering in 2015. This type of research is correlational research. The population of this research is the students of Mechanical Engineering Education FKIP UNS of 2015 class, which amounted to 62 students. The sample size was determined by simple random sampling technique, and the totalled 55 students. I am collecting data using the method of documentation for performance variables vocational competencies (hard skills) and a questionnaire to the variable soft skills and readiness to be a teacher. Validity test of item using Pearson Product Moment formula and reliability test instrument using Alpha Cronbach formula. Grain validity test and instrument reliability test using SPSS Version 19 program. The prerequisite analysis test consists of a normality test, linearity test, and multicollinearity test. Data analysis techniques use partial correlation and multiple linear regression. The level of significance of the analysis is 5%. The results are as follows. First, there is a positive and significant relationship between soft skills with the readiness of a teacher education student of Mechanical Engineering in 2015 (r count = 0,806> r table = 0.2681; p-value = 0.000 <0.05). If soft skills increase, the readiness to become a teacher is also increasing. Secondly, there is no positive correlation between the achievement of vocational competencies (hard skills) with the readiness of a teacher (r count = 0.187 <r table = 0.2681; p-value = 0.177> 0.05). Scientifically proven that when the achievements of vocational competencies (hard skills) increase, so do not affect the readiness to become a teacher. Third, there is a positive and significant relationship between soft skills and vocational competence achievement (hard skills) together with a readiness to be a teacher (f count = 48.357> f table = 3.18).

scholarly journals Troublesome tools: How can Wikipedia editing enhance student teachers’ digital skills?

2016 ◽  
Vol 10 (2) ◽  
pp. 329-346
Author(s):  
Hilde Brox
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Digital Tools ◽  
First Year ◽  
Education Student ◽  
Digital Competence ◽  
Teacher Education Student ◽  
Collaborative Tool ◽  
Digital Skills ◽  
Rare Opportunity

Digitale ferdigheter i skole og høyere utdanning tolkes ofte som evnen til å utnytte digitale verktøy i læringsarbeid. Artikkelen argumenterer for at lærerutdanningen også bør fokusere på digital teknologi som tema i tillegg til å betrakte teknologi som hjelpemiddel for å oppnå læring i de ulike fagene. I det følgende beskrives et undervisningsopplegg i samfunnsfag hvor første års lærerstudenter settes til å skrive en fagrelatert artikkel på Wikipedia. Gjennom ulike typer data analyseres hvilke innsikter som åpner seg for studentene når de selv skaper innhold de hittil bare har forholdt seg til som konsumenter. Artikkelen peker på at studentene gjør en rekke vesentlige oppdagelser underveis, men at det fortsatt er sider ved denne type kunnskapsproduksjon de ikke helt forstår. Artikkelen argumenterer for at opplegget likevel har sin berettigelse fordi det gir studentene en sjelden anledning til å tematisere viktige sider av digital teknologi på en måte som er både relevant og gjennomførbar innenfor de faglige rammene i lærerutdanningen.Nøkkelord: digital kompetanse, lærerutdanning, lærerstudenter, Wikipedia, wiki, digitale verktøy, digitale ferdigheterAbstractIn schools and in higher education, we often understand digital skills as the ability to use various digital tools for learning. The article argues that in addition to viewing technology as means to acquire subject-related learning, teacher education also needs to include an explicit focus on technology as a topic in itself. This article presents a Wikipedia editing assignment in Social Science for a group of first-year student teachers. A range of data are used to analyze some of the self-reported insights that open up to the students when they themselves become contributors of content they normally deal with exclusively as consumers. The study shows that although the students make a series of discoveries after becoming editors, they do not fully comprehend all the complexities of a massively collaborative tool like Wikipedia. The article argues that the assignment nevertheless provides the students with a significant and rare opportunity to address the use of digital technology, in a way that is both relevant and feasible within the frames of subject teaching and of teacher education.Keywords: professional digital competence, teacher education, student teachers, Wikipedia, wikis, digital tools, digital skills

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