scholarly journals Counter Terrorism Law and Education: Student Teachers’ Induction into UK Prevent Duty Through the Lens of Bauman’s Liquid Modernity

2018 ◽  
pp. 553-565
Author(s):  
Lynn Revell ◽  
Hazel Bryan ◽  
Sally Elton-Chalcraft
Keyword(s):  
Student Teachers ◽  
Education Student ◽  
Counter Terrorism ◽  
Liquid Modernity

Voice Characteristics of Female Physical Education Student Teachers

2011 ◽  
Vol 25 (3) ◽  
pp. e149-e157 ◽  
Author(s):  
Elizabeth U. Grillo ◽  
Justine Fugowski
Keyword(s):  
Physical Education ◽  
Student Teachers ◽  
Education Student

scholarly journals FLAWS IN PROOF CONSTRUCTIONS OF POSTGRADUATE MATHEMATICS EDUCATION STUDENT TEACHERS

2019 ◽  
Vol 10 (3) ◽  
pp. 379-396
Author(s):  
Zakaria Ndemo
Keyword(s):  
Mathematics Education ◽  
Student Teachers ◽  
Mathematics Teachers ◽  
Teaching And Learning ◽  
Mathematical Proof ◽  
Education Student ◽  
Written Responses ◽  
Induction Strategy ◽  
Proof Comprehension ◽  
Analytic Induction

Intending to improve the teaching and learning of the notion of mathematical proof this study seeks to uncover the kinds of flaws in postgraduate mathematics education student teachers. Twenty-three student teachers responded to a proof task involving the concepts of transposition and multiplication of matrices. Analytic induction strategy that drew ideas from the literature on evaluating students’ proof understanding and Yang and Lin’s model of proof comprehension applied to informants’ written responses to detect the kinds of flaws in postgraduates’ proof attempts. The study revealed that the use of empirical verifications was dominant and in situations. Whereby participants attempted to argue using arbitrary mathematical objects, the cases considered did not represent the most general case. Flawed conceptualizations uncovered by this study can contribute to efforts directed towards fostering strong subject content command among school mathematics teachers.

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

A Case Study of Infusing Web 2.0 Tools for Blended Learning

2012 ◽  
pp. 656-673
Author(s):  
Yiu Chi Lai ◽  
Eugenia M.W. Ng
Keyword(s):  
Web 2.0 ◽  
Student Teachers ◽  
Undergraduate Students ◽  
Active Role ◽  
Education Student ◽  
Web 2.0 Tools ◽  
Face To Face ◽  
Internet Resources ◽  
New Information ◽  
Digital Formats

In the era of Web 2.0, students are not restricted to search and collect information from existing Internet resources. They are expected to be able to collaborate, create, and share new information on the Web through different tools. On the other hand, students of this era are also familiar with sharing multimedia contents on the Internet. We can also observe that presentations are not limited to face-to-face and university students should be able to present virtually using multimedia technology. It seems that Web 2.0 tools open another space for the assessment modes for teachers. This study aims to describe an innovative practice of having two groups of student teachers conducting a virtual presentation about their final assignments, which could either be videos or other digital formats. One group of students was final year undergraduate while another group consisted of post-graduate Diploma of Education student teachers. For the purpose of the study, the virtual presentation materials were uploaded to a learning management system (LMS) platform to enable the two different classes to comment each other’s work within one week. Thereafter, the data collected from tracked statistics provided by the learning platform and students’ reflections of this interclass activity were analyzed and compared with each other. It was found that most of the participants were positive about this new presentation approach and ready to accept it as a part of the assessment. However, the undergraduate students were more active in participating in virtual presentations of both classes. Furthermore, their attitudes were influenced by the tutors’ participation. Thus, it is suggested that tutors involved in virtual presentations should play an active role and give encouragement to their students regularly.

Reflections Concerning Technology

2010 ◽  
pp. 1-19 ◽  
Author(s):  
Andew Neil Gibbons
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Student Teachers ◽  
Philosophy Of Technology ◽  
Education Student ◽  
Current Technology ◽  
The Core ◽  
Technology Applications ◽  
Core Components ◽  
Relationship Of

The philosophy of technology underlies how people view and use technology. The historic relationship of humans to technology is important to explore when developing a context for current technology applications. Within such a context, this chapter outlines the core components, philosophy and debate contributing to sessions run with early childhood education student teachers and early childhood educators.

Predicting Agricultural Education Student Teachers' Intention to Enter Teaching

2009 ◽  
Vol 50 (3) ◽  
pp. 56-68 ◽  
Author(s):  
Grady Roberts ◽  
Julie Harlin ◽  
Gary Briers
Keyword(s):  
Student Teachers ◽  
Agricultural Education ◽  
Education Student
Sign in / Sign up

Export Citation Format

Share Document