scholarly journals Structure-Genetic Didactical Analyses—Empirical Research “of the First Kind”

2020 ◽  
pp. 249-263
Author(s):  
Erich Christian Wittmann
Keyword(s):  
Teacher Education ◽  
Mathematics Education ◽  
Empirical Research ◽  
Research Method ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Design Science ◽  
The Impact

AbstractIn mathematics education, theories of teaching and learning based on disciplines different from mathematics (“imported” theories) are widely dominating the field. This imbalance greatly reduces the impact of mathematics education both on teacher education and on the teaching practice. In order to return to a balanced situation it is necessary to pay more attention to theories which are based on mathematics. As an example of such a “homegrown” theory, the paper presents the structure-genetic didactical analysis, the research method of mathematics education conceived of as a “design science”.

scholarly journals Implementing Service-Learning Programs in Physical Education; Teacher Education as Teaching and Learning Models for All the Agents Involved: A Systematic Review

2021 ◽  
Vol 18 (2) ◽  
pp. 669
Author(s):  
Raquel Pérez-Ordás ◽  
Alberto Nuviala ◽  
Alberto Grao-Cruces ◽  
Antonio Fernández-Martínez
Keyword(s):  
Systematic Review ◽  
Teacher Education ◽  
Physical Education ◽  
Service Learning ◽  
Teaching And Learning ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
The Impact

Service-learning (SL) is the subject of a growing number of studies and is becoming increasingly popular in physical education teacher education (PETE) programs. The objective of this study was to conduct a systematic review of the implementation of SL programs with PETE students. The databases used were Web of Science, SPORTDiscus (EBSCO), and SCOPUS. Articles were selected on the basis of the following criteria: (a) published in a peer-reviewed journal; (b) covers the use of SL programs with PETE students; (c) relates to physical education or physical activity programs; (d) availability of a full-text version in English and/or Spanish. Thirty-two articles met the inclusion criteria. Two types of findings were observed: firstly, findings relating to the study characteristics and objectives and, secondly, recommendations for improvement of this type of intervention. The objectives of the different studies focused on (a) the impact of the SL methodology on PETE students’ professional, social, and personal skills; (b) its impact on the community; (c) analysis of the effectiveness and quality of the programs. All but two studies analyzed the impact of SL on PETE, while only four analyzed community participants and only three analyzed the quality of the SL program. Recommendations for improving SL programs used with PETE students included: all stakeholders, e.g., students and community participants, should be studied and coordinated; the quality of the programs should be assessed, as studying the effectiveness of SL programs could help to attain the objectives of both students and the community; mixed methods should be used; and intervention implementation periods should be extended to provide more objective, controlled measurements.

Peer Assessment for Development of Preservice Teachers

2011 ◽  
pp. 263-280
Author(s):  
Lorraine Gilpin ◽  
Yasar Bodur ◽  
Kathleen Crawford
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teaching And Learning ◽  
Peer Assessment ◽  
Classroom Teaching ◽  
Teacher Education Programs ◽  
Peer Observation ◽  
Education Programs ◽  
Scholarship Of Teaching ◽  
The Impact

Peer assessment holds tremendous potential to positively impact the development of preservice teachers. The purpose of this chapter is to describe our findings on the impact of different forms of peer observation and feedback on preservice teachers’ skills in analyzing classroom teaching and their perceptions of their experience with peer assessment. In addition to reporting our findings, we draw from the Scholarship of Teaching and Learning literature to present peer assessment as a medium to overcome structured isolation that is present in the practice of teaching. According to our study, peer observation and feedback is beneficial to preservice teachers’ learning. However, to maximize its effectiveness, a culture of peer assessment should be established in teacher education programs.

Authentic Cases and Media Triggers for Supporting Problem-Based Learning in Teacher Education

2011 ◽  
pp. 2565-2577
Author(s):  
Mike Keppell
Keyword(s):  
Teacher Education ◽  
Educational Technology ◽  
Early Childhood ◽  
Physical Education ◽  
Inclusive Education ◽  
Real World ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Problem Based Learning ◽  
Technology Project

Within teacher education problem-based learning (PBL) has the potential to enrich teaching and learning across the curriculum. It is suggested that PBL may offer a means of providing authentic scenarios for assisting pre-service teachers before encountering teaching practice. The use of media-based educational triggers and authentic scenarios may form a bridge between their studies and real-world teaching practice. Five media-rich educational triggers are described in early childhood education, physical education, educational technology, project management and inclusive education. Reusable media-based educational triggers may also provide potential resources for other educators within teacher education.

scholarly journals Linguistic Education Under Revision: Globalization and EFL Teacher Education in Brazil

2018 ◽  
Vol 4 (1) ◽  
pp. 45 ◽  
Author(s):  
Ana Rachel Mendes ◽  
Kyria Rebeca Finardi
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Language Education ◽  
Information And Communications Technology ◽  
Efl Teacher ◽  
Efl Teacher Education ◽  
The Impact ◽  
Education In Brazil

Globalization brought about many changes to the current society's life and mindset and thus, some new challenges to linguistic education, more specifically, foreign language education, have emerged as a consequence of these changes. This paper aims at reflecting upon some impacts of globalization on pre-service English as Foreign Language (hereafter EFL) teacher education in Brazil. Based on the literature review, the paper addresses the changes in the concepts of language, culture and identity related to cultural hybridity and the impact of new information and communications technology on the use, teaching and learning of foreign languages. It concludes that curricula for EFL teacher education programs in Brazil should be reviewed in order to focus more on glocal knowledge and digital literacy for a 21st century aligned education.

scholarly journals PERKAWINAN ANAK DIBAWAH UMUR STUDI KASUS (DESA TULAMBEN, KECAMATAN KUBU, KABUPATEN KARANGASEM)

2018 ◽  
Vol 2 (1) ◽  
pp. 198
Author(s):  
Ni Putu Widya Kumala Dewi ◽  
I Gede Januariawan ◽  
I Nyoman Nadra
Keyword(s):  
Empirical Research ◽  
Emotional Development ◽  
Child Protection ◽  
Research Method ◽  
Legal Theory ◽  
Negative Impact ◽  
Reproductive Organs ◽  
Early Age ◽  
Economic Factors ◽  
The Impact

<p><em>This aims of this study to are, first (1) What are the factors and impacts that affect the occurrence of marriage of minors, second (2) How the immplementation of Child Protection Act in tackling the occurrence of marriage of minors.</em><em> </em><em>Theories used to analyze the problem are the legal theory of feminism and the theory of affectivennes and validity of law. The research method used is empirical research by doing same interviews and by reviewing same rules relating to underage marriage and Child Protection Act.</em><em> </em><em>Based on the research there are several factors that influence the occurence of marriage underage, those are the factors of pregnancy before marriage, economic factors, educational factors, soceity factors, and faith factorss. While the impact that occurs is the risk of distruption of reproductive organs, mental and emotional development in teenager, unable to continue education, until a divorce.</em></p><p><em> </em><em> In this case it is expected that parents, communities, goverment and relevant institutions are expected to synergize each other to educate about the dangers of sex at an early age and the negative impact that will occur if the marriage of minnors.</em><em> </em><em>Revising The Child Protection Act is expected to prevent the occurrence of marriage of minors, and it expected that there are strict sanctions for those who do marriage under the age and for those who give permission for the marriage, because indirectly it is a form explaitation, especially againts underage girls.</em><em></em></p>

scholarly journals From design to impact: a phenomenological study of HumanMOOC participants’ learning and implementation into practice

2020 ◽  
Vol 24 (2) ◽  
Author(s):  
Patrice Torcivia Prusko ◽  
Heather Robinson ◽  
Whitney Kilgore ◽  
Maha Al-Freih
Keyword(s):  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Phenomenological Study ◽  
Personal Accomplishment ◽  
Analysis Process ◽  
Intention To Participate ◽  
Community Of Inquiry Framework ◽  
The Impact

The purpose of this research study is to shift the focus on Massive Open Online Course (MOOC) research by changing the narrative surrounding MOOC effectiveness from issues of course completion and certification to the impact of these courses on participants’ actual practices. The “Humanizing Online Teaching and Learning” or HumanMOOC was offered four times with 2,614 participants overall and covered topics on the elements of the Community of Inquiry framework: social presence, teaching presence, and cognitive presence. Through phenomenological inquiry, literature review, demographics, survey and interviews, the researchers gathered and analyzed information from learners who completed the HumanMOOC. Three themes of the interviews that emerged from the coding analysis process are: learning journeyers, I think I can, and bringing it back to the classroom. The intention to participate and to overcome barriers, and the increase in self-efficacy as a result of personal accomplishment, impacted the participants’ will to implement what was learned into their teaching practice.

scholarly journals A Teoria da Aprendizagem Significativa: uma Abordagem na Educação Matemática

2021 ◽  
Vol 14 (1) ◽  
pp. 50-60
Author(s):  
José Milton Lopes Pinheiro ◽  
Juscimar da Silva Araujo ◽  
Giovana Alves
Keyword(s):  
Mathematics Education ◽  
Learning Theory ◽  
Research Method ◽  
Teaching And Learning ◽  
Meaningful Learning ◽  
Teaching Performance ◽  
Mathematical Education ◽  
Geometric Concepts ◽  
Teaching Of Mathematics ◽  
Planned Activities

ResumoNeste artigo se questiona: como a Teoria da Aprendizagem Significativa se apresenta em situações de ensino e de aprendizagem? Trata-se de um recorte compreensivo de um estudo mais amplo, de mestrado, do qual destaca-se a o ensino de matemática visado da perspectiva desta teoria. Ela foi realizada com alunos do curso de Licenciatura em Matemática da Universidade Federal de Juiz de Fora. Nela foi desenvolvida uma proposta que além de ser metodologia da pesquisa, constituiu-se como proposta pedagógica para a futura atuação docente dos sujeitos. Foi promovido um diálogo acerca de temas da Educação Matemática e foram propostas atividades classificadas como exploratórias e investigativas a serem desenvolvidas de modo colaborativo. Os diálogos e o desenvolvimento das atividades foram transcritos. Assumindo uma postura fenomenológica, o pesquisador buscou, junto às transcrições, convergências que pudessem, quando articuladas, trazer compreensões sobre o fenômeno interrogado. Nesse movimento, foram constituídas unidades nucleares, das quais destaca-se para este estudo, a unidade: a presença da Teoria da Aprendizagem Significativa no desenvolvimento das atividades e na aprendizagem de conceitos geométricos. Ao descrever uma síntese reflexiva dessa unidade, articulando compreensões trazidas do presente estudo, explicitando a presença da teoria em todo o processo de aprendizagem, desde o planejamento do professor ao desenvolvimento dado pelos alunos às atividades planejadas, entende-se estar expressando uma compreensão do que interroga a pergunta norteadora deste estudo. Palavras-chave: Teoria da Aprendizagem Significativa. Educação Matemática. Atividades Investigativas. ResumoThis article asks: how the Meaningful Learning Theory presents itself in teaching and learning situations? It is a comprehensive cut from a broader study, from master's degree, from which the teaching of mathematics stands out based on this theory. It was carried out with students of the Mathematics course at the Federal University of Juiz de Fora. In it, a proposal was developed that, in addition to the research method, constituted itself as a pedagogical proposal for the future teaching performance of individuals. A dialogue on Mathematics Education themes was promoted and activities, classified as exploratory and investigative, were proposed to be developed in a collaborative way. The dialogues and the development of the activities were transcribed, and assuming a phenomenological stance, the researcher sought, along with the transcriptions, convergences that could, when articulated, bring understandings about the questioned phenomenon. In this movement, nuclear units were formed, of which stands out in this study: the presence of the Meaningful Learning Theory in the development of activities and in the learning of geometric concepts. By describing a reflexive synthesis of this unit, articulating understandings brought by the present study, explaining the presence of theory in the entire learning process, from the teacher's planning to the development given by the students to the planned activities, it is understood to be expressing an understanding of what asks the guiding question of this study. Keywords: Theory of Meaningful Learning. Mathematical Education. Investigative Activities

scholarly journals Journal of University Teaching and Learning Practice Editorial 8.3

2011 ◽  
Vol 8 (3) ◽  
pp. 2-4
Author(s):  
Geraldine E. Lefoe ◽  
Keyword(s):  
Higher Education ◽  
Social Inclusion ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
University Teaching ◽  
Learning And Teaching ◽  
New Directions ◽  
The Uk ◽  
The Impact ◽  
The Way

Welcome to the third and final issue of Volume 8 of the Journal of University Teaching and Learning (JUTLP) in 2011. As the year draws to a close we are seeing some striking changes to the higher education sector internationally. In England budget cuts have seen the closure of the twenty-four Higher Education Academy subject centres at the same time as the establishment of student fees. In Australia the cap has been lifted across the board on the number of students that can be enrolled in universities with the resultant projected increased student numbers. The focus in Australia is on social inclusion yet in England the concern for the introduction of fees is just the opposite, these will be the very students who may now be excluded. The changes in both countries see new measures of accountability and more complex regulations put in place. Will this cause people to rethink the way we teach and the way students learn? For the Higher Education Academy in the UK, new directions see the hosting of a summit on learning and teaching with a focus on flexible learning, an indicator of new directions for many institutions. In Australia, we see a renewed opportunity to investigate such changes through the opening of the Office of Learning and Teaching (OLT) and its role of recognising the importance of learning and teaching through grants and awards schemes. We hope in 2012 we’ll hear more from our authors about the impact of these transformations, as well as those changes occurring in other countries around the world, on teaching practice in our universities.

scholarly journals School-university Partnerships in Teacher Education

2021 ◽  
Vol 1 (1) ◽  
pp. 87-98
Author(s):  
Khin Khin Thant Sin
Keyword(s):  
Teacher Education ◽  
Education Reform ◽  
Student Teachers ◽  
Research Method ◽  
Teaching And Learning ◽  
Basic Education ◽  
Mentor Teachers ◽  
University Partnerships ◽  
Teacher Education Reform ◽  
Practice Teaching

Myanmar, a country of developing status, is facing many challenges in reforming its education system. This article investigates the current practices of school-university partnerships from the perspective of student teachers and mentor teachers in Myanmar, where there is an ongoing process of teacher education reform. The aim of this article is to investigate the practices of school-university partnerships and the tension between partners in the training of pre-service teachers within the context of teacher education. A qualitative research method is applied in this study where six candidates were interviewed individually. Participants include three student teachers from educational universities and three mentor teachers from basic education high schools in Myanmar. The results showed that, except for student teachers’ practice teaching, there is no intensive collaboration between schools and universities. Trust is a major problem between student teachers and mentor teachers. Different opinions and perspectives towards teaching and learning are also causing tension between partners. Although there is tension between mentor teachers and student teachers, they handle this through alternative collaboration activities and negotiation between partners.

scholarly journals Abstracts: Teacher education

2007 ◽  
Vol 40 (4) ◽  
pp. 358-360
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teaching Practice ◽  
Cultural Knowledge ◽  
Theory And Practice ◽  
School Level ◽  
Teaching Beliefs ◽  
Diverse Classrooms ◽  
Secondary School Level ◽  
The Impact

07–615Dogancay-Aktuna, Seran (Southern Illinois U, USA), Expanding the socio-cultural knowledge base of TESOL teacher education. Language, Culture and Curriculum (Multilingual Matters) 19.3 (2006), 278–295.07–616Gonçalves, Maria de Lurdes (U Aveiro, Portugal) & Ana Isabel Andrade, Connecting languages: The use of theportfolioas a means of exploring and overcoming frontiers within the curriculum. European Journal of Teacher Education (Routledge/Taylor & Francis) 30.2 (2007), 195–213.07–617Kurihara, Yuka & Keiko Samimy (Ohio State U, USA), The impact of a U.S. teacher training program on teaching beliefs and practices: A case study of secondary school level Japanese teachers of English. JALT Journal (Japan Association for Language Teaching) 29.1 (2007), 99–122.07–618Poulou, Maria (U Patras, Greece), Student-teachers' concerns about teaching practice. European Journal of Teacher Education (Routledge/Taylor & Francis) 30.1 (2007), 91–110.07–619Santoro, Ninetta (Deakin U, Australia), ‘Outsiders’ and ‘others’: ‘Different’ teachers teaching in culturally diverse classrooms. Teachers and Teaching: Theory and Practice (Routledge/Taylor & Francis) 13.1 (2007), 81–97.07–620Vacilotto, Silvana & Rhoda Cummings (U Nevada, Reno, USA; [email protected]), Peer coaching in TEFL/TESL programmes. ELT Journal (Oxford University Press) 61.2 (2007), 153–160.

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