Environmental Literacy for All: Innovating Environmental Education for Teacher Education Majors and Non-education Majors

2019 ◽  
pp. 161-178
Author(s):  
Yovita N. Gwekwerere
Keyword(s):  
Teacher Education ◽  
Environmental Education ◽  
Environmental Literacy ◽  
Education Majors ◽  
Teacher Education Majors

scholarly journals FORMAÇÃO CONTÍNUA DE PROFESSORES DE EDUCAÇÃO FÍSICA FACE À PERSPECTIVA INCLUSIVA

2020 ◽  
Vol 20 (2) ◽  
Author(s):  
Milena Pedro de Morais ◽  
Maria João Carvalheiro Campos ◽  
Graciele Massoli Rodrigues
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Self Efficacy ◽  
Children With Disabilities ◽  
Education Majors ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Teacher Education Majors

A formação profissional contínua na Educação Física Escolar tem um papel essencial face à perspectiva inclusiva no sentido de subsidiar o professor para o desenvolvimento de atitudes positivas. Assim, o objetivo do presente estudo foi analisar a eficácia de um programa formativo nos níveis de Percepção da Competência e da Qualidade da Experiência de 29 licenciados em Educação Física, em processo de formação contínua, estudantes do 1º ano do curso de Mestrado em Ensino da Educação Física nos Ciclos Básico e Secundário da Faculdade de Ciências do Desporto e Educação Física da Universidade de Coimbra, Portugal. Aplicou-se a Escala de Autoeficácia na Educação Física Inclusiva, sendo a versão portuguesa do questionário Self-Efficacy Scale for Physical Education Teacher Education Majors towards Children with Disabilities em dois momentos distintos, antes e após a realização de uma ação formativa. Os resultados apontam que os participantes demonstram níveis elevados tanto para a Percepção da Competência quanto da Qualidade da Experiência após a realização da ação formativa. Conclui-se que as ações de formação contínua na perspectiva inclusiva são, portanto um importante caminho a ser trilhado a fim de capacitar o professor para o atendimento à diversa demanda escolar em contexto inclusivo.   Recebido em: 19/12/2019Reformulado em: 20/12/2019Aceito em: 20/12/2019

An Exploratory Study of Undergraduate Recruitment into Several Major Programs at One University

1991 ◽  
Vol 10 (3) ◽  
pp. 286-306 ◽  
Author(s):  
David E. Belka ◽  
Hal A. Lawson ◽  
Susan Cross Lipnickey
Keyword(s):  
Teacher Education ◽  
Teacher Education Programs ◽  
Occupational Socialization ◽  
Education Majors ◽  
Exploratory Research ◽  
Education Programs ◽  
Socialization Theory ◽  
Teacher Education Majors ◽  
The Impact ◽  
Undergraduate Teacher Education

The impact of teacher education programs is determined in part by characteristics of the teaching recruits. Nevertheless, research on recruits remains the exception rather than the rule, and most prior studies have neither been informed by nor contributed to occupational socialization theory. The exploratory research reported here is informed by such theory and is designed to contribute to it. Questionnaires were completed by 55 undergraduates upon entry into several undergraduate majors. In addition to conventional data about each recruit’s biography and physical activity background, teacher education recruits were compared with recruits in other majors. Attention was given to several career concepts (e.g., career map, career contingency, internal career) and differences between early and late deciders. One important finding, which differed from previous work, was that some teacher education recruits viewed learning as the primary purpose of school physical education programs. This finding is encouraging, given the “busy, happy, and good” orientation found in previous studies of undergraduate teacher education majors.

scholarly journals Application of First-Person Education to a Multiple-Section Undergraduate Educational Psychology Course for Teacher Education Majors

2015 ◽  
Vol 4 (3) ◽  
pp. 252 ◽  
Author(s):  
Asghar Iran-Nejad ◽  
William Stewart ◽  
Cecil Robinson
Keyword(s):  
Teacher Education ◽  
Educational Psychology ◽  
First Person ◽  
Education Majors ◽  
Simple Sentence ◽  
Intellectual Capacity ◽  
Knowledge Internalization ◽  
Teacher Education Majors ◽  
Psychology Course

<p>This is a semester-long study of the development of first-person biofunctional understanding in educational psychology for teacher education majors. We defined biofunctional under-standing as a spontaneous intellectual capacity. To reach its deep biological levels, sculpted by countless evolutionary millennia, students identified and dwelled in writing on their biggest idea of every week for a semester. They stated the idea in a simple sentence and followed by writing a concise paragraph to contemplate on it. Control sections equated their biggest idea with one most important to learn through the conventional learning-testing cycle of deliberate knowledge internalization or construction. Experimental sections fought the learning-testing-cycle urge and sought by hindsight the biggest idea of the most striking revelation (MSR) delivered to their awareness spontaneously by the biofunctional&lt;&gt;psycho-logyical spiral of their intuition&gt;revelation&lt;&gt;reflection cycle. Results showed that experimental condition outperformed the control in the development of their insightful understanding measured by a Levels of Revelatory Strikingness Scale (LRSS) suggesting that learners change their understanding as a function of their 1<sup>st</sup>-person revelations than 2<sup>nd</sup>/3<sup>rd</sup>-person evidence</p>

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