scholarly journals Informing professional practice: (Future) Teachers' choice, use, and evaluation of (non-)scientific sources of educational topics

2021 ◽  
Vol 35 (2-3) ◽  
pp. 121-126
Author(s):  
Eva Thomm ◽  
Eva Seifried ◽  
Johannes Bauer
Keyword(s):  
Teacher Education ◽  
Educational Research ◽  
Information Sources ◽  
Scientific Evidence ◽  
Scientific Information ◽  
Teacher Professionalism ◽  
Special Issue ◽  
Future Teachers ◽  
Research Knowledge ◽  
The Impact

Abstract. Understanding processes of selecting, evaluating, and using relevant information sources to inform oneself about scientific topics, that is, sourcing, is a current topic within educational psychology. This special issue combines recent research about sourcing with a particular focus on its role in the reception of educational research by (future) teachers. Recent debates about standards of teacher professionalism emphasize that teachers should be able to inform and justify their professional actions and decisions on the basis of scientific evidence. Thus, sourcing is an essential competence in retrieving and using relevant research knowledge. The contributions of this special issue shed light on different processes, requirements, and consequences of sourcing in the context of teacher education and teachers' work. They study potential factors and criteria that may affect teachers' selection, evaluation, and use of (non-)scientific information sources even in the pre-service stage of their development. Moreover, the studies analyze the impact of source preferences and accessibility of scientific sources on pre-service and in-service teachers' conceptions of educational topics and perceptions of educational research knowledge. Together with the two subsequent critical discussions, the contributions of this special issue point to challenges and obstacles that research usage by teachers and its preparation in teacher education face.

Some reasons why evidence from educational research is not particularly popular among (pre-service) teachers: A discussion

2021 ◽  
Vol 35 (2-3) ◽  
pp. 209-214
Author(s):  
Frank Fischer
Keyword(s):  
Decision Making ◽  
Teacher Education ◽  
Problem Solving ◽  
Educational Research ◽  
Information Sources ◽  
Research Evidence ◽  
Scientific Evidence ◽  
Scientific Information ◽  
Special Issue ◽  
The Individual

Abstract. This discussion first highlights novel aspects that the individual articles contribute to the special issue on (future) teachers' choice, use, and evaluation of (non-)scientific information sources about educational topics. Among these highlights are the conceptualizations of epistemic goals and the type of pedagogical task as moderators of the selection and use of scientific evidence. The second part raises overarching questions, including the following: How inclusive do we want the concept of evidence to be? How should teachers use research evidence in their pedagogical problem-solving and decision-making? To what extent is multidisciplinary teacher education contributing to epistemological confusion, possibly leading to (pre-service) teachers' low appreciation of educational research?

scholarly journals Modeling Active Engagement Pedagogy through Classroom Response Systems in a Physics Teacher Education Course

2013 ◽  
Vol 1 (5) ◽  
pp. 523-542 ◽  
Author(s):  
Marina Milner-Bolotin ◽  
Heather Fisher ◽  
Alexandra MacDonald
Keyword(s):  
Teacher Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Methods Course ◽  
Active Engagement ◽  
Future Teachers ◽  
Pedagogical Content ◽  
Classroom Response Systems ◽  
Response Systems ◽  
The Impact

One of the most commonly explored technologies in Science, Technology, Engineering, and Mathematics (STEM) education is Classroom Response Systems (clickers). Clickers help instructors generate in-class discussion by soliciting student responses to multiple-choice conceptual questions and sharing the distribution of these responses with the class. The potential benefits of clicker-enhanced pedagogy include: increased student engagement, reduced anxiety, continuous formative assessment, and enhanced conceptual understanding. Most studies, however, investigate the effects of clicker-enhanced instruction in large undergraduate STEM courses. The impact of this pedagogy on learning in small secondary or post-secondary classrooms is still relatively unexplored. The context of this study is a secondary physics methods course in a Teacher Education Program at a large Canadian university. One of the course assignments required future teachers to develop multiple-choice conceptual questions relevant to the secondary physics curriculum. This study investigates the impact of modeling clicker-enhanced active engagement pedagogy on future teachers’ Content Knowledge, Pedagogical Knowledge, and Pedagogical Content Knowledge, as revealed by this assignment. The results of the study indicate that: (1) modeling clicker-enhanced pedagogy in a physics methods course increases future teachers’ interest in active learning; (2) clicker-enhanced pedagogy is a powerful vehicle for developing Pedagogical Content Knowledge of future physics teachers; (3) clicker-enhanced pedagogy is a useful tool for teacher educators for identifying and addressing the gaps in the Content Knowledge of future teachers. This study sheds light on developing future teachers’ capacities to design and implement instruction that is driven by conceptual questions in the presence or absence of technology and the impact of this process on their Pedagogical Content Knowledge and attitudes about conceptual STEM learning.

scholarly journals FORMATION OF RESEARCH MOTIVATION AND SKILLS AT STUDENTS IN MULTILEVEL EDUCATIONAL SYSTEM

2020 ◽  
pp. 219-225
Author(s):  
Наталья Александровна Храмова ◽  
Надежда Георгиевна Пфаненштиль
Keyword(s):  
Educational Research ◽  
Professional Training ◽  
Scientific Information ◽  
Modern Science ◽  
Educational Process ◽  
Research Activity ◽  
Student Activities ◽  
Research Activities ◽  
New Research ◽  
The Impact

В данной статье проанализировано основное различие понятий учебно-исследовательской и научно-исследовательской деятельности. Основной проблемой является развитие мотивации к учебной научно-исследовательской деятельности учащихся. Выявлено, что на мотивационную готовность студентов к научно-исследовательской деятельности могут оказывать влияние многие факторы, рассмотрено их воздействие. В статье приведены различные студенческие мероприятия, которые могут способствовать повышению мотивации учащихся к исследовательской деятельности. Выявлены, проанализированы научно-исследовательские умения и их компоненты (операционный, содержательный, мотивационный). Реализация в профессиональной подготовке традиционных форм обучения (лекции, лабораторные, практические, семинарские занятия, коллоквиумы, курсовые и дипломные работы, консультации, индивидуальные занятия) помогает овладению учащимися научной информацией, но не всегда способствует формированию необходимых умений и навыков. Очевидно, что внедрение новых теоретических обобщений в учебный процесс (чтение преподавателями проблемных лекций, введение новых теоретических разделов по наиболее актуальным проблемам современной науки, расширение перечня учебной литературы и интернет-источников, освоение новых методик исследования, подготовка мультимедийных презентаций) повысит интерес студентов к исследовательской деятельности. Образовательный процесс будет проходить более успешно, если в вузе сформирована эффективная образовательная и научно-исследовательская среда, направленная на развитие личности студента. This article analyzes the main difference between the concepts of educational research activity and research activity. The main problem is the development of motivation for educational research activities at students. The authors revealed that many factors can influence students’ motivation readiness for research activities; considered the impact of those factors. The article presents various student activities that can help to increase students’ motivation for research activities; identifies and analyzes the research skills and their components (operational, content, motivation). The implementation of traditional forms of education in professional training (lectures, laboratory, practical, seminars, colloquiums, term papers and theses, consultations, individual classes) helps students master scientific information, but does not always contribute to the formation of the necessary skills. It is obvious that the introduction of new theoretical generalizations in the educational process (delivering of problem lectures, introduction of new theoretical units on the most relevant problems of modern science, expanding the list of educational literature and Internet sources, development of new research methods, multimedia presentations) will increase the interest of students in research activities. The educational process will be more successful if the University has an effective educational and research environment aimed at the development of the student’s personality.

scholarly journals “If you don’t improve, what’s the point?” Investigating the impact of a “flipped” online exchange in teacher education

ReCALL ◽  
2019 ◽  
Vol 32 (1) ◽  
pp. 4-24 ◽  
Author(s):  
Melinda Dooly ◽  
Randall Sadler
Keyword(s):  
Teacher Education ◽  
Language Learning ◽  
Student Teachers ◽  
Flipped Classroom ◽  
Theory And Practice ◽  
Future Teachers ◽  
Language Teacher Education ◽  
Language Teacher ◽  
The Usa ◽  
The Impact

AbstractThis article presents a pedagogical design for teacher education that combines flipped materials, in-class instruction, and telecollaboration (also known as virtual exchange) for foreign language teacher education. The context of this study is a course on technology and language learning for future teachers in which the flipped classroom concept was applied to technology-infused collaborative teacher training between future ESL/EFL instructors located at two partner universities (one in the USA, one in Europe). The three main teaching approaches (flipped materials, in class, and telecollaborative, or “FIT”) were symbiotic in that each structure reinforced the other through reception, discussion, and reflection as a means to help the student teachers bridge the gap between theory and practice. We apply classroom ethnographic discourse analysis to data sources (face-to-face and online discussion groups, student e-portfolios) to look at uptake of ideas, conceptual understanding, and successful transfer of new knowledge, and thereby identify whether the design provides significant learning opportunities for the future teachers. Although most studies of telecollaboration in language teacher education look principally at output, this approach allows an in-depth look at the learning process as knowledge is developed collaboratively between the participants.

scholarly journals Developmental Potential of Professional Test as a Method of Training Future Teachers

2017 ◽  
Vol 22 (6) ◽  
pp. 34-44 ◽  
Author(s):  
E.V. Neumoeva-Kolchedantseva
Keyword(s):  
Teacher Education ◽  
Primary School ◽  
Research Data ◽  
Professional Standard ◽  
State University ◽  
Future Teachers ◽  
Developmental Potential ◽  
Professional Activities ◽  
University Training ◽  
The Impact

The article is devoted to studying the developmental perspectives of the method of professional test. It offers an understanding of the professional test as a method of «locally immersing» students in professional activities at the stage of university training. It also describes an experience of evaluating professional tests aimed at mastering work actions defined in the professional standard for teachers. The article examines research data on the impact of the professional test on the development of professional competencies (work actions) in future teachers. The research involved 50 third- and fourth-year students of the Tyumen State University majoring in «Teacher Education» («Primary School Education»).The results confirm the positive dynamics of work actions after the completion of professional tests, which points to the developmental potential of the professional test as a method of training future teachers.

scholarly journals Early Impact of the Western Journal of Emergency Medicine CDEM/CORD Special Issue in Educational Research & Practice

2019 ◽  
Vol 21 (1) ◽  
pp. 71-77 ◽  
Author(s):  
Jeffrey Love ◽  
Sally Santen ◽  
David Way ◽  
Brendan Munzer ◽  
Chris Merritt ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Educational Research ◽  
Web Of Science ◽  
Descriptive Analysis ◽  
Special Issue ◽  
Western Journal ◽  
Academic Affiliation ◽  
Article Type ◽  
Scholarly Impact ◽  
The Impact

Introduction: In 2015, with a stated goal of disseminating best teaching practices and developing a community of educational scholars, the Council of Emergency Medicine Directors (CORD) and the Clerkship Directors of Emergency Medicine (CDEM) created an annual Special Issue in Educational Research and Practice (Special Issue) in cooperation with the Western Journal of Emergency Medicine. The intention of this study was to analyze the impact of this effort to date. Methods: Bibliometric data was gathered on all four special issues, 2015-2019, from the Web of Science and then verified with the eScholarship website. Authorship, academic affiliation, date published, article type, and format were tabulated for descriptive analysis. Using metrics from Google Scholar, alternative scholarly impact metrics (altmetrics), and the eScholarship website, the authors identified top articles and grouped them into themes. Results: Of the 136 articles included in the first four years of the Special Issue, 126 represented peer-reviewed publications with an overall acceptance rate of 25.0% (126/505). Authors from this cohort represented 103 of the 182 (56.6%) Accreditation Council for Graduate Medical Education (ACGME) programs in existence at the time of the inaugural issue. Multi-institutional studies represented 34.9% (44/126) of the peer-reviewed publications. Traditional and alternative publication metrics are reported to assess the impact of articles from the Special Issues. Conclusion: The Special Issue is a proven outlet to share best practices, innovations, and research related to education. Additionally, the infrastructure of this process promotes the development of individual faculty and a community of teaching scholars.

scholarly journals 2.N. How to Advocate Scientific Evidence to Decision-makers?

2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
Keyword(s):  
Public Health ◽  
Policy Development ◽  
Policy Making ◽  
Scientific Evidence ◽  
Scientific Information ◽  
Real Life ◽  
Decision Makers ◽  
Specific Information ◽  
Main Question ◽  
The Impact

Abstract Public health research aims to change the world, or at least contribute to the development of healthier and more equitable societies. However, the availability of health information does not inherently lead to its increased use in policy and decision-making. Significant gap remains between the knowledge of public health researchers and the actions taken by decision-makers. Various tools and mechanisms can help to increase the use of scientific evidence in policy development by making policymakers appreciate, understand and incorporate such scientific information into policy decisions. As part of this process, it is crucial that researchers and public health practitioners acquire the ability to translate their knowledge and become skilled on communicating the evidence effectively. To this aim, we will present firstly a WHO approach for that on the basis of EVIPNet Europe. Member countries have benefited of EVIPNet Europe’s capacity building efforts, its training workshops, coaching and mentoring schemes, leading to increased knowledge and skills in view of identifying, accessing, appraising, synthesizing and communicating the best available evidence. The presentation will focus on the ways to trigger tangible changes at policy and legislative levels. The second presentation will give more specific information about the process of real-life applications. Main question will be “How to advocate scientific evidence to decision-makers in the frame of evidence-informed policy-making?”. The presentation will help the participants to analyze to whom they are targeting, what their interests are and how to communicate scientific information to a decision-maker effectively. Last but not least, common challenges of evidence-informed policy-making process in health care and ways to tackle them will be presented. By doing so, special attention will be paid to the methodologies for joint fact-finding, responsive evaluation and citizen science. The workshop will engage participants interactively and leave time for answering their questions at the end. Key messages Public health professionals can influence health policies, if they learn strategies in communicating scientific evidence to decision-makers effectively. Providing correct skills to researchers when communicating about and advocating for the scientific evidence with policymakers will enhance the impact of evidence on policy making.

Source selection and source use as a basis for evidence-informed teaching

2021 ◽  
pp. 1-15
Author(s):  
Katharina Kiemer ◽  
Ingo Kollar
Keyword(s):  
Educational Research ◽  
Information Sources ◽  
Scientific Information ◽  
Educational Theory ◽  
Case Vignette ◽  
Anecdotal Evidence ◽  
Scientific Theories ◽  
Source Selection ◽  
Educational Theories ◽  
Actual Use

Abstract. Pre-service teachers rarely deal with problematic classroom situations in an evidence-informed way. One reason is that they often hold unfavourable beliefs about the utility of educational theories and evidence for competently dealing with classroom problems. Unfavourable beliefs about the utility of educational theories and evidence may weaken not only their actual use, but also already the selection of scientific information sources. Furthermore, beliefs about the utility of non-scientific theories and evidence might play a role in this process. We assessed N = 202 pre-service teachers' beliefs about the utility of educational research, subjective theories and anecdotal evidence in dealing with problematic classroom situations. They were presented with a case vignette of a fictitious teacher's unsuccessful attempts to deal with a problematic classroom situation and asked to provide feedback. Before giving feedback, participants could select up to four different information sources, namely (a) an educational theory, (b) the results of an empirical study, (c) a subjective theory, or (d) anecdotal evidence. Results showed that participants had significantly more positive beliefs about the utility of anecdotal evidence compared to educational research and subjective theories. Moreover, they selected educational theory significantly less often than any other source, and anecdotal evidence more frequently than educational theory and evidence. However, in students' feedback, educational theory was used as often as anecdotal evidence and significantly more often than educational evidence and subjective theories. Students' beliefs about the utility of educational theories and evidence were predictive for both selection and use of scientific sources, albeit with rather small effect sizes. The selection and use of non-scientific sources was not predicted by students' beliefs. Pre-service teacher education should not only target future teachers' skill and knowledge acquisition regarding evidence-informed teaching, but also help them develop more favourable beliefs about the utility of scientific theories and evidence.

Pengaruh Lintas Budaya Pada Pemasaran Internasional Dengan Pendekatan Perilaku Konsumen

2017 ◽  
Vol 1 (2) ◽  
pp. 168-176
Author(s):  
Endy Gunanto ◽  
Yenni Kurnia Gusti
Keyword(s):  
Consumer Behavior ◽  
Marketing Strategy ◽  
Consumer Culture ◽  
International Organization ◽  
Future Research ◽  
Special Issue ◽  
Cross Culture ◽  
Several Variables ◽  
Cultural Orientations ◽  
The Impact

In this article we present a conceptual of the effect of cross culture on consumer behavior incorporating the impact of globalization. This conceptual idea shows that culture inûuences various domains of consumer behavior directly as well as through international organization to implement marketing strategy. The conceptual identify several factors such as norm and value in the community, several variables and also depicts the impact of other environmental factors and marketing strategy elements on consumer behavior. We also identify categories of consumer culture orientation resulting from globalization. Highlights of each of the several other articles included in this special issue in Asia region. We conclude with the contributions of the articles in terms of the consumer cultural orientations and identify directions for future research.

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