scholarly journals Elementary pre-service teachers’ conscious lack of knowledge about technical artefacts

2021 ◽  
Author(s):  
Vicente Sanjosé ◽  
José Otero
Keyword(s):  
Student Teachers ◽  
Actual Knowledge ◽  
Causal Relations ◽  
Link Type ◽  
Link Model ◽  
Lack Of Knowledge

AbstractThis study aims at characterizing elementary pre-service teachers’ conscious lack of knowledge about familiar technical artefacts and its relation to their knowledge about these artefacts. The participants were asked to state what they knew and also what they did not know about a sample of familiartechnical artefacts such as a fan or a lock. The results showed a difference between the structure of the student teachers’ lack of knowledge of these artefacts and the structure of their actual knowledge. These differences were analyzed in relation to Kroes’ (Camb J Econ 34:51–62, 2010. https://doi.org/10.1093/cje/bep019) model of technical artefacts. Firstly, the student teachers’ conscious lack of knowledge was mainly focused on the artefacts’ behavior rather than on their components and materials. Secondly, the participants found the function features of the artefacts unproblematic. Thirdly, unknown features about the origin of the artefacts were more frequently cited than the corresponding knowledge features. Finally, non-perceptual properties of the artefacts and the causal relations in which they or their parts are involved were important components both of the students’ knowledge and of the students’ unknowns.

scholarly journals Primary School Student Teachers’ Perceived and Actual Knowledge in Biology

2017 ◽  
Vol 7 (4) ◽  
pp. 125-146
Author(s):  
Eija Yli-Panula ◽  
Elia Jeronen ◽  
Nonmanut Pongsakdi
Keyword(s):  
Student Teachers ◽  
Perceived Knowledge ◽  
Actual Knowledge ◽  
Low Level ◽  
Work Related ◽  
Cluster Group ◽  
Primary School Student ◽  
Study Programme ◽  
The Difference ◽  
Knowledge Strategies

Individuals’ perceptions of their knowledge can have an important role in shaping their cognition and influencing their behaviour. However, there has been a scarcity of studies in biology on how perceived knowledge relates to actual knowledge. The focus of this article is on quantitative results analysing and interpreting student teachers’ perceived knowledge of biological content in relation to their actual animal and species name knowledge linked to the ecosystem in which they live. K-means cluster analysis and ANOVA were used. The results show a high- and low-level perceived knowledge cluster group among the participants. They further indicate that the difference in actual animal and species name knowledge betweenthese cluster groups remained the same during the five years of the study. The student teachers with a higher level of perceived knowledge tended to have better actual animal and species name knowledge than those in the low-level group. The actual animal name knowledge in these cluster groups was similar with regard to the local Finnish ecosystems but differed concerning the exotic species by year. The year that the participants enrolled in the study programme had an impact on their actual animal and species name knowledge. Strategies for coping with work-related demands and maintaining engagement in one’s career would be important additions to the teacher education curriculum.

Data-Based Supervision Methods for Speech-Language Pathology

1989 ◽  
Vol 20 (3) ◽  
pp. 296-304 ◽  
Author(s):  
Ann Johnson Glaser ◽  
Carole Donnelly
Keyword(s):  
Public Schools ◽  
Student Teachers ◽  
Clinical Supervision ◽  
Speech Language Pathology ◽  
The Public ◽  
Language Pathology ◽  
Supervision Model ◽  
Supervisory Process

The clinical dimensions of the supervisory process have at times been neglected. In this article, we explain the various stages of Goldhammer's clinical supervision model and then describe specific procedures for supervisors in the public schools to use with student teachers. This easily applied methodology lends clarity to the task and helps the student assimilate concrete data which may have previously been relegated to subjective impressions of the supervisor.

SIG 15 Perspectives Vol. 20, No. 3, September 2015

2015 ◽  
Vol 20 (3) ◽  
Keyword(s):  
Learning Center ◽  
Link Type

Abstract Download the CE Questions PDF from the toolbar, above. Use the questions to guide your Perspectives reading. When you're ready, purchase the activity from the ASHA Store and follow the instructions to take the exam in ASHA's Learning Center. Available until August 13, 2018.

SIG 11 Perspectives Vol. 22, No. 2, July 2012

2012 ◽  
Vol 22 (2) ◽  
Author(s):  
Kathryn Taylor ◽  
Emily White ◽  
Rachael Kaplan ◽  
Colleen M. O'Rourke
Keyword(s):  
Link Type

Sorry, this activity is no longer available for CEUs. Visit the SIG 11 page on the ASHA Store to see available CE activities. Use the CE questions PDF here as study questions to guide your Perspectives reading.

SIG 14 Perspectives Vol. 20, No. 3, December 2013

2013 ◽  
Vol 20 (3) ◽  
Keyword(s):  
Link Type

Sorry, this activity is no longer available for CEUs. Visit the SIG 14 page on the ASHA Store to see available CE activities. Use the CE questions PDF here as study questions to guide your Perspectives reading.

SIG 17 Perspectives Vol. 2, No. 1, May 2012

2012 ◽  
Vol 2 (1) ◽  
pp. 1-5
Author(s):  
Celeste Domsch
Keyword(s):  
Link Type

Sorry, this activity is no longer available for CEUs. Visit the SIG 17 page on the ASHA Store to see available CE activities. Use the CE questions PDF here as study questions to guide your Perspectives reading.

SIG 12 Perspectives Vol. 21, No. 4, December 2012

2012 ◽  
Vol 21 (4) ◽  
pp. 1-6 ◽  
Author(s):  
Cathy Binger ◽  
Jennifer Kent-Walsh
Keyword(s):  
Link Type

Sorry, this activity is no longer available for CEUs. Visit the SIG 12 page on the ASHA Store to see available CE activities. Use the CE questions PDF here as study questions to guide your Perspectives reading.

SIG 7 Perspectives Vol. 20, No. 3, December 2013

2013 ◽  
Vol 20 (3) ◽  
Keyword(s):  
Link Type

Sorry, this activity is no longer available for CEUs. Visit the SIG 7 page on the ASHA Store to see available CE activities. Use the CE questions PDF here as study questions to guide your Perspectives reading.

SIG 12 Perspectives Vol. 22, No. 1, April 2013

2013 ◽  
Vol 22 (1) ◽  
pp. 1-5
Author(s):  
Ellen M. Hickey ◽  
Monica McKenna ◽  
Celeste Woods ◽  
Carmen Archibald
Keyword(s):  
Link Type

Sorry, this activity is no longer available for CEUs. Visit the SIG 12 page on the ASHA Store to see available CE activities. Use the CE questions PDF here as study questions to guide your Perspectives reading.

SIG 10 Perspectives Vol. 18, No. 2, October 2015

2015 ◽  
Vol 18 (2) ◽  
Keyword(s):  
Learning Center ◽  
Link Type

Download the CE Questions PDF from the toolbar, above. Use the questions to guide your Perspectives reading. When you're ready, purchase the activity from the ASHA Store and follow the instructions to take the exam in ASHA's Learning Center. Available until July 30, 2018.

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