scholarly journals What do our future teachers think about terrorism and politically motivated violence in the Basque Country?

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Naiara Vicent ◽  
Leire Albas ◽  
Iratxe Gillate ◽  
Alex Ibañez-Etxeberria
Keyword(s):  
Human Rights ◽  
Teacher Training ◽  
Mixed Model ◽  
Basque Country ◽  
Peace Process ◽  
Future Teachers ◽  
Qualitative And Quantitative ◽  
Politically Motivated Violence ◽  
Training Programmes ◽  
High Degree

AbstractEuskadi Ta Askatasuna—Basque Country and Freedom (ETA) was an armed organisation from the Basque Country and after it declared that it would cease violent actions and subsequently disbanded, the Basque Country has been involved in a peace process. The Adi-adian programme that is part of this process has been implemented as a part of teacher training programmes. By means of a mixed model that combines both qualitative and quantitative elements, the present study has attempted to identify the attitudes of future teachers—prior to implementation of Adi-adian—regarding terrorism and politically motivated violence that occurred in and from the Basque country since 1960, the information they have received with respect thereto, and their opinions as to how the issues are dealt with in the classroom. The results obtained reveal a generally respectful attitude toward human rights and the delegitimisation of violence; lack of satisfaction regarding the information they have received throughout their lives; and, as future teachers, a lack of certainty as to how to approach such issues in the classroom. It was noted that these future teachers had a high degree of motivation and interest with respect to these matters.

scholarly journals Application of self-reflection in education of pre-service teachers

2016 ◽  
Vol 4 (2) ◽  
pp. 19-23
Author(s):  
Barbora Popovičová
Keyword(s):  
Professional Development ◽  
Teacher Training ◽  
Teaching Practice ◽  
Teaching Tool ◽  
Essential Factor ◽  
Future Teachers ◽  
Self Reflection ◽  
Teachers Professional Development ◽  
Training Programmes ◽  
Looking Back

Reflection, especially, self-reflection is in education considered as thinking about one’s own acting and looking back to one’s own performance. It is an essential factor in teachers’ professional development. However, self-reflection may be used also when preparing future teachers. It is beneficial for pre-service teachers to see their own teaching and to reflect on it. One of the ways how to use self-reflection as a teaching tool in teacher training programmes is videotaping of microteaching. Videotaping may reveal not only the mistakes but also inadvertent gestures, movements or frequently used words. The students of teaching training programmes at University of Prešov use videotaping of their microteaching and their reactions are rather positive. Majority of them commented that watching themselves in action is helpful and useful for their improvement in teaching practice.

ON METHODOLOGICAL APPROACHES TO TRAINING FUTURE TEACHERS OF KAZAKHSTAN FOR UPBRINGING WORK

2021 ◽  
Vol 70 (2) ◽  
pp. 14-22
Author(s):  
Zh. KolumbayevaSh. ◽  
Keyword(s):  
Professional Training ◽  
Large Scale ◽  
Educational Process ◽  
Educational Organizations ◽  
Spiritual Renewal ◽  
Future Teachers ◽  
Leading Role ◽  
Public Consciousness ◽  
The University ◽  
High Degree

Globalization, informatization, digitalization, led to large-scale changes that have problematized the modern process of upbringing. The modern practice of upbringing in Kazakhstan is aimed at solving the problem of forming an intellectual nation. The key figure in the upbringing process is the teacher. The modernization of public consciousness taking place in Kazakhstan, the renewal of both the content of education and the system of upbringing require understanding not only the content, but also the methodology of the professional training of teachers for the upbringing of children, for the organization of the upbringing system in educational organizations. We believe that the analysis of traditional and clarification of modern methodological foundations of professional training of future teachers of Kazakhstan for upbringing work will give us the opportunity to develop a strategy for training future teachers in the conditions of spiritual renewal of Kazakhstan's society. The article reveals the experience of Abai KazNPU. As a result of the conducted research, we came to the conclusion that the process of training a teacher in Kazakhstan, who has a high degree of ethnic, cultural, and religious diversity, requires strengthening the upbringing and socializing components of the educational process of the university. The strategy of professional training of a modern teacher should be a polyparadigmatic concept with the leading role of ideas of personality-oriented, competence paradigm.

scholarly journals MONITORING DAN EVALUASI PROSES PERKULIAHAN DI PROGRA STUDI PENDIDIKAN BIOLOGI FKIP UNIVERSITAS MATARAM PADA SEMESTER GENAP TAHUN AKADEMIK 2013/2014

2014 ◽  
Vol 9 (2) ◽  
Author(s):  
I Gde Mertha ◽  
Agil Al Idrus ◽  
M. Liwa Ilhamdi ◽  
I Putu Artayasa ◽  
I Wayan Merta
Keyword(s):  
Teacher Training ◽  
Learning Process ◽  
Education Faculty ◽  
Training And Education ◽  
Teaching Process ◽  
Qualitative And Quantitative

Abstrak: Tujuan yang ingin dicapai dari penelitian ini adalah melakukan kegiatan monitoring dan evaluasi terhadap proses perkuliahan di Program Studi Pendidikan Biologi FKIP Unram sebagai usaha untuk meningkatkan mutu perkulihan di Prodi tersebut. Metode penelitian yang digunakan adalah deskriptip, dengan populasi seluruh dosen Program Studi Pendidikan  Biologi FKIP Unram yang mengajar pada  semester genap tahun 2013/2014 yang bejumlah 29 orang. Sampel  dalam  penelitian ini adalah  sampel populasi. Data diperoleh dengan menggunakan instrumen angket diberikan kepada dosen untuk melihat kesiapan mengajar serta keterlaksanaan perkuliahan dan kepada mahasiswa untuk mengungkapkan tentang pelaksanaan proses perkuliahan. Data dianalisis secara kualitatif dan kuantitatif, selanjutnya dideskripsikan. Kesimpulan dalam penelitian ini bahwa respon mahasiswa terhadap proses perkuliahan menunjukkan kualitas ketercapaian berkategori baik dan sangat baik 65,57%, cukup baik/sedang 27,05%, dan kurang 6,29%.Kata kunci: monitoring dan evaluasi, mutu perkuliahan, respon Abstract: The aim of this research are monitoring and evaluating the lecturing process in biologys department in teacher training and education faculty as the efforts to increase its quality. Methods used in this research is descriptive, with population of all lecturers in biologys department in faculty of teacher training and education of mataram University that teach in year of 2013/2014 in total of 29 lecturers. Samples of this research are getting by using questionnaire given to all 29 lecturers to see how ready are them to teach and lecturing implementation, as well to students to express how the learning process run. Data were analysed by qualitative and quantitative ways, then fully described. The results of this research revealed that the students responds toward teaching process are in good category and very good category 65,57%, good enough 27,05%, and poor 6,29%.Keywords: monitoring and evaluating,  lecturing quality, responds

scholarly journals Teachers’ Misconceptions in Science: Implications for Developing a Remedial Teacher Training Program

2019 ◽  
Vol IV (III) ◽  
pp. 221-228
Author(s):  
Saria Rasul ◽  
Abid Shahzad ◽  
Zafar Iqbal
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Science Teachers ◽  
Prospective Teachers ◽  
Experimental Treatment ◽  
Study Data ◽  
Second Phase ◽  
Future Teachers ◽  
Teacher Training Program ◽  
Third Phase

This study is designed to investigate future teachers’ misconceptions in heat and temperature concepts. The objectives of the study were to find out (i) misconceptions of future teachers in concepts of heat and temperature, (ii) to develop a counteractive teacher-training program for certain misconceptions and (iii) to establish the efficiency of treatment. The study sample was 96 prospective science teachers. Convenient sampling method was used in the study. Data from 96 respondents were collected in phase one of the study. Experimental treatment (lesson) based on the 5Es learning model was prepared in the second phase of the study and implemented in the third phase of research. A two tiers test, consisting of 12 items was used to collect data. Each tier was based on choices. The data were analyzed using ANOVA and t-test. The study explored the misconceptions of prospective teachers’ about heat and temperature concepts and established the importance of experimental treatment.

scholarly journals Museari: Art in a Virtual LGBT Museum Promoting Respect and Inclusion

2022 ◽  
pp. 180-197
Author(s):  
Ricard Huerta
Keyword(s):  
Human Rights ◽  
Teacher Training ◽  
Data Collection ◽  
Focus Groups ◽  
Art History ◽  
Participant Observation ◽  
Assessment Instruments ◽  
Virtual Museum ◽  
Sexual Diversity

Museari is an online museum dedicated to upholding human rights and sexual diversity through art, history, and education. Museari was born in 2015 and since then more than 70 exhibitions have been presented. This paper analyzes Museari's interest in teacher training, something that has been especially positive during the Covid-19 pandemic. The objective of the research is to reflect on the opportunity to use a virtual museum to address issues of art and education. For data collection, we used assessment instruments specific to the case study, such as diagnoses, discussions, focus groups, and participant observation. We highlight museum’s positive reception by the students, particularly the role it plays in overcoming stereotypes and conventional taboos to achieve inclusive environments.

scholarly journals TEACHER EDUCATION FOR INCLUSION - THE PREMISES FOR IMPLEMENTING A NEW INITIAL TEACHER TRAINING PROGRAMME / PRIELAIDOS ĮGYVENDINTI NAUJĄ MOKYTOJŲ RENGIMO PROGRAMĄ: INKLIUZINIS UGDYMAS MOKYKLOJE

2017 ◽  
Vol 1 (35) ◽  
pp. 9
Author(s):  
Elena Marin
Keyword(s):  
Teacher Training ◽  
Inclusive Education ◽  
School System ◽  
Policy Development ◽  
National Level ◽  
Training System ◽  
Font Size ◽  
Initial Teacher Training ◽  
Starting Point ◽  
Training Programmes

<p><span>This paper attempts to highlight and examine the Romanian perspective regarding inclusive education by presenting some statistical data and the steps that have been made in order to make the switch from a school system lead by the segregation principle to a school system based on inclusive principles. Moreover, the attention focuses on schools` key actors, the teacher, more specifically on the initial teachers training programmes available in Romania. The starting point when it come to the initial teacher training programmes is based on the assumption that there is an acute need for training when it comes to the implementation of an inclusive educational system in Romania. Using a qualitative approach, we aimed at presenting specialists’ opinion on priority issues in policy development regarding the teacher training in the field of inclusive education, </span><span>focusing on </span><span>the premises for implementing a training system that is mandatory for every teacher in the inclusive education and on the aspects that relate to the rethinking of the teacher’s training process at a national level.</span></p><p><span lang="RO"><span style="font-family: Calibri; font-size: medium;"> </span></span></p><p><span lang="RO"><span style="font-family: Calibri; font-size: medium;">Straipsnyje bandoma analizuoti inkliuzinio ugdymo diegimą Rumunijoje: pateikiama statistinių duomenų ir aprašoma, kokių veiksmų buvo imtasi pereinant nuo segregacijos principu pagrįstos ugdymo sistemos mokykloje prie inkliuzijos principais grindžiamos sistemos. Dėmesys kreipiamas į mokytojus ir mokytojų pirminio rengimo programas.<br />Mokytojų pirminis rengimas Rumunijoje remiasi prielaida, kad, siekiant įdiegti inkliuzinio ugdymo sistemą, tokių mokytojų rengimo poreikis yra labai didelis. Kokybiniu tyrimu buvo siekiama pateikti specialistų nuomonę dėl inkliuzinio ugdymo mokytojų rengimo politikos prioritetų, atkreipiamas dėmesys į tokių specialistų rengimo, privalomo kiekvienam inkliuzinį ugdymą taikančiam mokytojui, sistemos įdiegimo sąlygas<br />ir aspektus, susijusius su mokytojų rengimo proceso reformavimu nacionaliniu lygmeniu.</span></span></p>

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