Empowering Teacher Students for Diversity in Schools: Mentorship Model as a Mediator in Sweden

2012 ◽  
pp. 145-162
Author(s):  
Ayse Kizildag ◽  
Anita Eriksson
Keyword(s):  
Teacher Students

The Role of Positive and Negative Affectivity in Healthy and Unhealthy Work-Related Behavior and Experiences

2019 ◽  
Vol 26 (2) ◽  
pp. 56-67 ◽  
Author(s):  
Hanna Hofmann ◽  
Carl-Walter Kohlmann
Keyword(s):  
Negative Affectivity ◽  
Coping Behavior ◽  
Common Method ◽  
Positive Affectivity ◽  
Work Related ◽  
Teacher Students ◽  
And Behaviors ◽  
Main Effects ◽  
Positive And Negative Affectivity

Abstract. Positive affectivity (PA) and negative affectivity (NA) are basic traits that affect work-related perceptions and behaviors and should be considered in any assessment of these variables. A quite common method to assess healthy or unhealthy types of work-related perceptions and behaviors is the questionnaire on Work-Related Coping Behavior and Experience Patterns (WCEP). However, the association of PA and NA with WCEP remained unclear. In a sample of teachers, physiotherapists, and teacher students ( N = 745; Mage = 35.07, SD = 12.49; 78% females), we aimed to identify the relevance of these basic traits. After controlling for age, gender, and type of occupation, we found main effects of PA and NA, with the specific combination of PA and NA being decisive for predicting the assignment to a WCEP type. The results highlight the need to include PA and NA in future assessments with the WCEP questionnaire.

KARAKTERISTIK PENCAPAIAN KEMAMPUAN PEMBUKTIAN DAN KEPERCAYAAN DIRI MAHASISWA MELALUI METODE MOORE

2018 ◽  
Vol 4 (2) ◽  
pp. 72-82
Author(s):  
Iyon Maryono ◽  
Siska Amanda Lucita Dewi ◽  
Agus Hikmat Syaf
Keyword(s):  
Learning Outcomes ◽  
Mixed Method ◽  
Student Learning Outcomes ◽  
Student Thinking ◽  
Student Responses ◽  
Self Confidence ◽  
Teacher Students ◽  
Thinking Process ◽  
Better Than ◽  
Important Activity

Pembuktian dalam matematika adalah suatu aktivitas yang penting, tetapi aktivitas ini tergolong sulit bagi mahasiswa calon guru matematika. Masalah ini salah satunya dipengaruhi oleh kepercayaan-diri. Tujuan penelitian ini adalah untuk menganalisis karakteristik pencapaian kemampuan pembuktian matematis dan kepercayaan-diri mahasiswa melalui metode Moore. Penelitian ini menggunakan metode campuran bertahap yaitu tahap kuantitatif dan tahap kualitatif. Pada tahap kuantitatif disimpulkan bahwa kemampuan pembuktian pada kelas yang menggunakan metode Moore lebih baik daripada kelas yang menggunakan model pembelajaran langsung. Metode Moore dapat mengungkap proses perkembangan capaian pembelajaran mahasiswa dalam pembuktian, sehingga dosen dapat memberikan umpan balik untuk mengembangkannya. Pada tahap kualitatif, dihasilkan karakteristik kemampuan pembuktian beberapa mahasiswa. Karakteristik ini ditinjau berdasarkan respon mahasiswa terhadap masalah pembuktian. Pada pembelajaran dengan metode Moore, mahasiswa tidak diperbolehkan membuka bahan ajar, sehingga dosen harus mengikuti alur berpikir mahasiswa dan mengarahkan proses berpikirnya. Sebagai implikasi, metode Moore baik digunakan dengan catatan mahasiswa harus belajar terlebih dahulu sebelum pembelajaran di kelas.Proving in mathematics is an important activity, but this activity is classified as difficult for prospective mathematics teacher students. This problem is influenced by self-confidence. The purpose of this study was to analyze the characteristics of achievement of students' mathematical proving ability and self-confidence  through the Moore method. This study uses a phased mixed method, namely quantitative and qualitative stages. In the quantitative stage, it was produced: "Based on the overall and PAM categories, the ability to prove the class using the Moore method is better than the class that uses the direct learning model". Moore's method can reveal the process of developing student learning outcomes in proof, so that lecturers can provide feedback to develop it. In the qualitative stage, the characteristics of the ability of several students are produced. these characteristics are reviewed based on student responses to the problem of proof. In the Moore method of learning, students are not allowed to open teaching materials, so the lecturer must follow the flow of student thinking and direct the thinking process. As an implication of the results of this study, the Moore method is well used with the notes that students must study before learning in class.

scholarly journals The Differentiate Effect of Self-Efficacy, Motivation, and Satisfaction on Pre-Service Teacher Students’ Learning Achievement in a Flipped Classroom: A Case of a Modern Educational Technology Course

2021 ◽  
Vol 13 (5) ◽  
pp. 2888
Author(s):  
Li Zhao ◽  
Xiaohong Liu ◽  
Yu-Sheng Su
Keyword(s):  
Educational Technology ◽  
Self Efficacy ◽  
Flipped Classroom ◽  
Learning Motivation ◽  
Control Group ◽  
Learning Achievement ◽  
Learning Satisfaction ◽  
Teacher Students ◽  
Pre Service Teacher ◽  
Experimental Group

To analyze how variability changes over time can enhance the understanding of how learners’ self-efficacy, motivation, and satisfaction is controlled and why differences might exist among groups of individuals. Therefore, this study compared the effect of variability on pre-service teacher students in the flipped classroom approach with a course named modern educational technology (MET). In total, 77 students in two groups participated in this study. Learners in the experimental group received the flipped classroom treatment. Learners in the control group received the traditional lecture-centered instructional approach. The learning outcomes were evaluated by practice assignment, transfer assignment, and student perception survey. The survey includes the evaluation of learning satisfaction, self-efficacy, and learning motivation. Pre-test and post-test were conducted by the two groups. The data analysis results applied analysis of variance (ANOVA) or analysis of covariance (ANCOVA) and revealed that the experimental group displayed a better learning achievement than the control group. The experimental group participants’ perception also showed variability (i.e., learning satisfaction, self-efficacy, and learning motivation) was better than the control group. Considering the overall study results, the flipped classroom model can be applied in the pre-service teacher students’ modern educational technology course.

Burnout risk among first-year teacher students: The roles of personality and motivation

2014 ◽  
Vol 85 (1) ◽  
pp. 85-92 ◽  
Author(s):  
Corinna Reichl ◽  
F.-Sophie Wach ◽  
Frank M. Spinath ◽  
Roland Brünken ◽  
Julia Karbach
Keyword(s):  
First Year ◽  
First Year Teacher ◽  
Teacher Students ◽  
Burnout Risk

TEACHER-STUDENTS DISCOURSE IN ENGLISH TEACHING AT HIGH SCHOOL (CLASSROOM DISCOURSE ANALYSIS)

2015 ◽  
Vol 1 (2) ◽  
pp. 11-26
Author(s):  
Alamsyah Harahap ◽  
Emzir Emzir
Keyword(s):  
High School ◽  
Discourse Analysis ◽  
Classroom Discourse ◽  
Teaching And Learning ◽  
Analysis Model ◽  
High School English ◽  
Classroom Discourse Analysis ◽  
English Teaching ◽  
Teacher Students ◽  
English Classroom

English classroom's process of teaching and learning is an important aspect of successful English teaching and learning. The analysis of classroom discourse is a very important form which the classroom process research has taken place. The present study focuses on SMA (high school) English classroom discourse. The microethnography of Spradley was the research method deployed. Through a detailed description and analysis of the collected data referring to Sinclair and Coulthard’s classroom discourse analysis model, the problem of patterns of the classroom discourse is made clear. On the basis of the discourse patterns' problem found, a few strategies for high school English teachers are put forward through the teacher training in order to improve English teaching and learning at high school in Indonesia. The research results showed that teacher talk highly dominated the English classroom discourse; 94% of teacher-students talk. IRF Model of Sinclair and Coulthard was not found in the English classroom (only IF pattern) and no lesson achieved.

TEXTILE CRAFT STUDENTS’ PERCEPTIONS OF SUSTAINABLE CRAFTS

2012 ◽  
Vol 43 (1) ◽  
pp. 131-140
Author(s):  
Leena Vartiainen ◽  
Minna Kaipainen
Keyword(s):  
Sustainable Development ◽  
Multiple Choice ◽  
Work Conditions ◽  
Life Cycle Thinking ◽  
Multiple Choice Questions ◽  
Textile Design ◽  
Teacher Students ◽  
Purchasing Behaviour ◽  
The University ◽  
Eastern Finland

Future teachers have an important role in education for sustainable development. This article describes textile craft teacher students’ perceptions of sustainable textile craft. The data derives from a survey of craft teacher students of the University of Eastern Finland (N = 20). The questionnaire included open-ended and multiple choice questions about sustainability of textile craft education and the relevance of sustainability in the students’ lives. The study reveals textile craft teacher students’ conceptions as consumers, craft makers and future textile craft teachers. The open-ended questions were analyzed by content analysis and the multiple choice questions were analyzed with statistical methods. The results were reflected to Victor Papanek’s function complex. As consumers, students favour good quality products and recycling of textiles. They are concerned about workers’ work conditions and against child labour. Although values and perceptions related to sustainable consumerism are high, sometimes the actual purchasing behaviour differs from the values because of the students’ meagre budgets. As craft makers, availability of locally produced materials and materials made of natural fibres are important to students. As future textile craft teachers, students think that craft is an excellent way to teach sustainability and sustainable craft. They consider it is important to teach life-cycle thinking but also craft culture and skills. Key words: clothing and textile design, sustainable craft, textile craft teachers.

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