scholarly journals Impact of Environmental Education on Beginning Preservice Teachers’ Environmental Literacy

2017 ◽  
Vol 33 (3) ◽  
pp. 201-222 ◽  
Author(s):  
Deborah O. Dada ◽  
Chris Eames ◽  
Nigel Calder
Keyword(s):  
Preservice Teachers ◽  
New Zealand ◽  
Environmental Education ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
Environmental Literacy ◽  
Environmental Knowledge ◽  
Teacher Education Programs ◽  
The Impact ◽  
Preparedness To Teach

AbstractOne of the goals of environmental education is the development of environmental literacy. The development of environmental literacy for preservice teachers is critical if they are to be confident and competent to deliver environmental education in schools. Little is known about the impact of environmental education on preservice teachers’ environmental literacy and their subsequent practices as teachers within schools in New Zealand. This study used a mixed-methods approach with a pretest and posttest design to examine the environmental literacy of preservice teachers enrolled in a compulsory environmental education paper as part of their Bachelor of Teaching program at a New Zealand university. The perceptions of the preservice teachers’ preparedness to teach environmental education was also examined. Findings indicate that despite only slight shifts in preservice teachers’ environmental literacy, their confidence to teach environmental education significantly increased after completing the paper. Increases in the strength of correlations between environmental knowledge and affective dispositions were observed upon completing the environmental education paper. Implications of findings for teacher education programs are discussed. This study could inform curriculum design and teaching and learning practices for effectively preparing preservice teachers to promote the development of the environmental literacy of students in their future schools.

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.

From salvation to inquiry: Preservice teachers’ conceptions of race

2020 ◽  
Vol 10 (4) ◽  
pp. 368-384
Author(s):  
Lucinda Grace Heimer
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Critical Race Theory ◽  
Classroom Practice ◽  
Future Teacher ◽  
Teacher Education Programs ◽  
Education Programs ◽  
The Impact

Race is a marker hiding more complex narratives. Children identify the social cues that continue to segregate based on race, yet too often teachers fail to provide support for making sense of these worlds. Current critical scholarship highlights the importance of addressing issues of race, culture, and social justice with future teachers. The timing of this work is urgent as health, social and civil unrest due to systemic racism in the U.S. raise critiques and also open possibilities to reimagine early childhood education. Classroom teachers feel pressure to standardize pedagogy and outcomes yet meet myriad student needs and talents in complex settings. This study builds on the current literature as it uses one case study to explore institutional messages and student perceptions in a future teacher education program that centers race, culture, identity, and social justice. Teaching as a caring profession is explored to illuminate the impact authentic, aesthetic, and rhetorical care may have in classrooms. Using key tenets of Critical Race Theory as an analytical tool enhanced the case study process by focusing the inquiry on identity within a racist society. Four themes are highlighted related to institutional values, rigorous coursework, white privilege, and connecting individual racial and cultural understanding with classroom practice. With consideration of ethical relationality, teacher education programs begin to address the impact of racist histories. This work calls for individualized critical inquiry regarding future teacher understanding of “self” in new contexts as well as an investigation of how teacher education programs fit into larger institutional philosophies.

Enhancing Quality Teacher Education Programs in Developing Countries

2016 ◽  
pp. 167-187 ◽  
Author(s):  
Marcella Momanyi
Keyword(s):  
Teacher Education ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Teaching Methodologies ◽  
Assessment And Evaluation ◽  
Class Management ◽  
Emerging Issues ◽  
Future Direction

This chapter examines the need to enhance teacher quality by infusing quality benchmarks in every aspect of teacher education. These areas include: Teacher education curriculum design and planning; Curriculum implementation; Principles of good teaching and learning; Interactive and effective teaching methodologies; Appropriate scheming and lesson preparation; Assessment and evaluation; and Class management and discipline. Additionally, the author explores emerging issues in teacher education and suggestions for future direction. Finally, this chapter is intended to advance the debate on ways to maintain and sustain quality benchmarks in teacher education programs.

Preparing Tomorrow's Teachers to Use Web-Based Education

2000 ◽  
pp. 129-146 ◽  
Author(s):  
Deborah L. Lowther ◽  
Marshall G. Jones ◽  
Robert T. Plants
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
World Wide ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Web Based ◽  
Knowledge And Skills ◽  
The World ◽  
The Impact ◽  
Web Based Education

The potential impact of the World Wide Web (WWW) on our educational system is limitless. However, if our teachers do not possess the appropriate knowledge and skills to use the Web, the impact could be less than positive. It is evident, then, that our teachers need to be prepared to effectively use these powerful on-line resources to prepare our children to thrive in a digital society. The purpose of this chapter is to discuss the impact of Web-based education on teacher education programs by addressing the following questions: • How is the World Wide Web impacting education? • Are teacher education programs meeting the challenge of producing certified teachers who are capable of integrating meaningful use of technology into K-12 classrooms? • What is expected of teacher education programs in regards to technology and Web-based education? • What knowledge and skills do preservice teachers need to effectively use Web-based education? • What instructional approaches should be used to prepare preservice teachers to use Web-based education?

The Impact on Literacy Instruction Using a Technology Platform

2022 ◽  
pp. 158-178
Author(s):  
Rene Lynn Sawatsky
Keyword(s):  
Preservice Teachers ◽  
Learning Strategies ◽  
Learning Technologies ◽  
High Tech ◽  
Teacher Education Programs ◽  
Technology Platform ◽  
Literacy Strategies ◽  
The Many ◽  
Strategies Instruction ◽  
The Impact

Preservice teachers live in a unique world today with the blending of traditional instructional materials for literacy and a variety of high-tech learning technologies present in every 21st century classroom. In the current landscape, teachers are required to learn a variety of technology programs, to know their benefits, and to seamlessly implement them alongside the many pedagogies for maintaining a classroom. This includes teaching a variety of learning strategies and balancing blended online vs. in-person classrooms. This heavy responsibility is compounded by the problem facing many literacy educators today (i.e., how best to instruct within a technology platform and continue to motivate learners to read and to monitor their own use of literacy strategies for comprehension). This chapter outlines a study and subsequent findings of the impact of computer technology for reading strategies instruction with pre-adolescents and its impact for preservice teacher education programs.

scholarly journals Will the benefit equal the effort? An investigation into the personal significance of the changes signalled in a mandated curriculum to New Zealand secondary school teachers

2021 ◽  
Author(s):  
◽  
Brenda Mary Service
Keyword(s):  
New Zealand ◽  
Secondary School ◽  
Teaching And Learning ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Educational Criticism ◽  
Personal Significance ◽  
New Curriculum ◽  
Beliefs About Teaching ◽  
The Impact

<p>A new school curriculum was implemented in all New Zealand schools during 2008 and 2009 and was mandated at the beginning of 2010. The changes signalled in the new curriculum required teachers to incorporate key competencies into their teaching and to move to student-centred practice which involves students in the decisions about their learning. It was possible that this social constructivist approach represented a change in teachers’ beliefs about teaching and learning and to their practice.  Much of the literature on educational change appears to overlook the transformational nature of the learning needed to bring about changes in beliefs and practice and teachers’ personal motivation to engage with it. Unless change is of personal significance to individuals they are unlikely to be motivated to engage with it. Using Eisner’s (1998) method of educational criticism, this case study is an investigation into the personal significance of the new curriculum to the teachers’ reality. In the spirit of educational criticism, the lens of an educational connoisseur was used to first develop an understanding of the teachers’ reality followed by that of an educational critic to evaluate what occurred.  Over a two-year period the study involved semi-structured interviews with twelve secondary school teachers in three schools, observations of the classroom practice, and analysis of school documentation and societal messages. While all the participating teachers’ espoused beliefs that were congruent with the philosophy of the new curriculum, constructivist practices were observed in the practice of only two teachers. What prevented the other teachers’ wholehearted engagement in the implementation of the new curriculum was not their beliefs about teaching and learning but rather, the extent to which external pressures determined their priorities. These pressures included the misalignment of the school goals and cultural norms, the impact of NCEA assessment regime, time constraints, leadership issues, lack of conceptual understanding and the absence of professional learning to support transformative learning.</p>

scholarly journals 2019/2020 Learning Centre Practice in Aotearoa/New Zealand: Report

2021 ◽  
Vol 5 (1) ◽  
pp. 1-61
Author(s):  
Julia Tanner ◽  
◽  
Xiaodan Gao ◽  
Keyword(s):  
New Zealand ◽  
Teaching And Learning ◽  
Extended Period ◽  
Professional Status ◽  
Aotearoa New Zealand ◽  
Financial Pressure ◽  
Similar Range ◽  
Learning Development ◽  
Academic Contracts ◽  
The Impact

Data on the services and staffing in tertiary learning centres are necessary for providing professional support for tertiary learning advisors (TLAs). Full scale surveys of Aotearoa New Zealand centres were conducted in 2008 and 2013. In 2019, a third survey was conducted to explore whether the identified trends were continuing and whether there were any changes. This survey was sent to managers and team leaders at 26 tertiary learning institutions in Aotearoa New Zealand. Four topics were investigated: 1) the professional status of TLAs; 2) learning centre organisation; 3) the services provided by TLAs; 4) trends and changes since 2013. In 2020, when the lockdown resulting from the Covid-19 pandemic meant all centres had to cease operating face-to-face services for an extended period, some follow-up questions about the impact of Covid-19 were sent to the respondents of the 2019 survey. This report presents the five main findings of the 2019/2020 surveys, and provides comparisons with the previous surveys. First, more TLAs had postgraduate qualifications, and more TLAs were given general/professional contracts than academic contracts. Second, fewer learning centres were part of libraries or teaching and learning development units. Third, centres provided a similar range of services, with an increase in pastoral and wellbeing support. Fourth, services were more embedded, and more were delivered in online/blended modes, particularly since Covid-19. Lastly, changes in learning centres’ structures and service delivery were due to institutional financial pressure and student needs. We make some recommendations, including changing some questions in future surveys, updating the ATLAANZ professional practice document regularly, and implementing a TLA accreditation scheme in Aotearoa New Zealand.

scholarly journals EDUCACIÓN AMBIENTAL Y LA PRÁCTICA DE VALORES DE LOS ESTUDIANTES UNIVERSITARIOS

2019 ◽  
Vol 4 (2) ◽  
pp. 25
Author(s):  
Emma Yolanda Mendoza Vargas ◽  
Jhon Alejandro Boza Valle ◽  
Harold Escobar Terán
Keyword(s):  
Environmental Education ◽  
Environmental Issues ◽  
Environmental Knowledge ◽  
Educational Institutions ◽  
State Technical ◽  
The Sustainable Development ◽  
Knowledge And Attitudes ◽  
Palabras Clave ◽  
The Individual ◽  
The Impact

La educación ambiental es fundamental en la vida del ser humano, permite desarrollar hábitos que conllevan al desarrollo sostenible de la sociedad y la toma de conciencia sobre el medio natural del cual dependemos para la existencia de la vida como la conocemos. Los reglamentos que se establezcan en un país no son los que van a mejorar los conocimientos y actitudes ambientales; sino la educación constante de cada miembro de la sociedad; porque son las acciones individuales que sumadas en forma colectiva tienen el efecto de cambiar los hábitos y cultura de una comunidad. Ante esta situación, los docentes de las instituciones educativas deben ser pioneros en los temas medioambientales. Aún existe falta de consciencia ambiental, a causa de aquello ya se ha llegado a hechos irreversibles en el medio como perdida de áreas verdes y extinción de especies, entre otras consecuencias que seguirán sumándose si no actuamos ahora. Esta investigación se realizó en las instalaciones de la Universidad Técnica Estatal de Quevedo, con el propósito de valorar la incidencia que la educación ambiental tiene sobre sus alumnos y la práctica de valores que este tema deriva. Los métodos utilizados en la investigación son analítico, descriptivo y deductivo; los resultados encontrados revelan que al menos la mitad de los estudiantes, ocasionalmente aplican valores de educación ambiental en sus días cotidianos para el cuidado del medio ambiente; mientras que la mayoría de los estudiantes está de acuerdo en que la poca práctica en educación ambiental conlleva a la contaminación de los ecosistemas. PALABRAS CLAVE: medioambiente; educación ambiental; valores medioambientales; sostenibilidad; sustentabilidad. ENVIRONMENTAL EDUCATION AND PRACTICE OF VALUES OF UNIVERSITY STUDENTS ABSTRACTEnvironmental education is fundamental in the life of the human being, allows developing habits that lead to the sustainable development of society and awareness of the natural environment on which we depend for the existence of life as we know it. The regulations that are established in a country are not those that will improve environmental knowledge and attitudes; but the constant education of each member of society; because they are the individual actions that added together collectively have the effect of changing the habits and culture of a community. Faced with this situation, teachers of educational institutions must be pioneers in environmental issues. There is still a lack of environmental awareness, because of that irreversible events have already occurred in the environment such as the loss of green areas and the extinction of species, among other consequences that will continue to be added if we do not act now. This research was carried out in the facilities of the State Technical University of Quevedo, with the purpose of assessing the impact that environmental education has on its students and the practice of values ​​derived from this topic. The methods used in the research are analytical, descriptive and deductive; the results show that at least half of the students occasionally apply values ​​of environmental education in their daily days for the care of the environment; while the majority of students agree that the little practice in environmental education leads to the contamination of ecosystems. KEYWORDS: environment; environmental education; environmental values; sustainability; sustainability.

scholarly journals South African universities in a time of increasing disruption

2021 ◽  
Vol 24 (1) ◽  
Author(s):  
Johan Coetzee ◽  
Brownhilder Neneh ◽  
Karlien Stemmet ◽  
Jana Lamprecht ◽  
Constance Motsitsi ◽  
...  
Keyword(s):  
Higher Education ◽  
South African ◽  
Curriculum Design ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
African Students ◽  
Study Approach ◽  
South African Universities ◽  
The Impact

Background: The Fourth Industrial Revolution (4IR) and the Coronavirus Disease 2019 (COVID-19) have disrupted the higher education environment in unprecedented ways.Aim: This article identifies the impact of increasing disruption driven by the 4IR and COVID-19 on the content and curriculum design of degree programmes in economic and management sciences offered by South African universities.Setting: Six South African and five top-tier US and UK universities.Methods: The study used a non-positivist qualitative research design and specifically the case-study approach. A document analysis of the information in university yearbooks and prospectuses was conducted, using a purposive sampling design.Results: An online presence will become more important due to increased disruption, and will not only ensure an additional revenue stream, but also promote continuity in operations and mitigate threats from competitors. COVID-19 has accelerated the extent of this disruption and expedited the migration to online teaching and learning platforms.Conclusion: Since science, technology, engineering and mathematics are integral to the majority of 4IR-related modules, South African universities must not shy away from degree programmes that ignore inter- and multi-disciplinary curriculum designs. Coupled with the challenges facing the majority of South African students to access electronic devices, data and the internet, COVID-19 has thrust this challenge to the forefront in the South African higher education landscape. By comparing the developments in South African universities with those in trendsetting, top-tier, global universities, management can assess the extent to which they are internationally competitive and adapting to the demands of the 4IR.

Preservice Teachers’ Professional Vision for and Capacity to Teach Self-Regulated Learning: Effects of Scaffolding Level

2020 ◽  
Vol 122 (3) ◽  
pp. 1-48
Author(s):  
Tova Michalsky
Keyword(s):  
Preservice Teachers ◽  
Self Regulation ◽  
Theory And Practice ◽  
Time Range ◽  
Teacher Education Programs ◽  
Professional Vision ◽  
Self Regulated Learning ◽  
Posttest Performance ◽  
Data Collection And Analysis ◽  
The Impact

Background Self-regulation in learning (SRL) represents a major topic in educational research. Nevertheless, there remains a gap in the research concerning how teachers can incorporate SRL into the classroom. This study focuses on the Professional Vision for SRL (PfS) method, which aims to bridge the gap between theory and practice so that teachers can teach SRL and students can acquire SRL skills. Purpose The goal of the present study was to examine the impact of different scaffolding levels on the development of preservice teachers’ professional vision (PV) for SRL and their ability to teach SRL to students. Participants: Participants were 102 second-year preservice physics teachers at three major research universities. Research Design The study included three distinct PV scaffolding levels, in order to examine which types of PV prompts might best scaffold teachers’ progress in mapping and teaching SRL. These prompts included hints for when (time range) to analyze videotaped complex SRL-teaching events, full guidance (popup notifications) for when and what to analyze, and self-guidance (controls) for analyzing without help. Data Collection and Analysis I addressed the research questions and hypotheses by performing a multivariate analysis of variance (MANOVA), with posttest performance as the dependent variable and PV prompt type as the independent variable. Findings Results showed that over time, all three groups improved on measures of both PV for SRL and SRL teaching. Additionally, we found that hint prompts had a greater positive effect on both measures than guided or self-guided prompts. Recommendations The current study recommends broadening the instructional framework of teacher education programs to include PV hints instruction as a means of supporting the practical skills necessary for teaching in dynamic school contexts.

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