scholarly journals The impact of content knowledge on the adoption of a critical curriculum model by history teachers-in-training

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
David Parra-Monserrat ◽  
Carlos Fuertes-Muñoz ◽  
Elvira Asensi-Silvestre ◽  
Juan Carlos Colomer-Rubio
Keyword(s):  
Secondary School ◽  
Primary Education ◽  
Master's Degree ◽  
Methodological Approach ◽  
Second Phase ◽  
Critical Approach ◽  
Curriculum Model ◽  
School Teaching ◽  
Master’S Degree ◽  
The Impact

AbstractThis work analyses the impact of disciplinary training on future Primary and Secondary School teachers’ decision to adopt a critical approach for teaching history. To do this, we will use a two-phase mixed methodological approach (quantitative and qualitative) to analyse the relationship between their previous training and the use of epistemological and psycho-pedagogical objectives and paradigms as outlined in a critical curriculum model. As regards data collection in the first phase, a closed questionnaire was created and validated, using a Likert-style (1–5) evaluation scale. The data was codified using the statistical package SPSS v.26.0 for subsequent analysis. The selected sample included 215 students from a Spanish university on the following courses: Degree in Primary Education (n = 145) and Master’s Degree in Secondary School Teaching specialised in history and geography (n = 70). They were all in the last stage of their initial training. In the second phase, we selected some of the students to participate in discussion groups, where they were able to go into more depth with their answers. In this way, we could better understand the link between their disciplinary training and the adoption of a determined model of history education. To do this, we separated them into three groups with different profiles: students taking the Degree in Primary Education unrelated with History (n = 8), students taking the Degree in Primary Education specialised in arts and humanities (n = 8) and students taking the Master’s Degree in Secondary School Teaching specialised in history and geography (n = 8). The data was gathered using an open coding procedure, based on several categories, which allowed us to compare the different questionnaires. The results reveal significant differences between the different groups. As such, we can conclude as to the importance of mastering epistemological disciplinary knowledge to break with certain traditions which impede innovation and make the adoption of a critical educational model more difficult.

scholarly journals Employability-Oriented Curriculum: Strategies and Tools to Train Young Graduates. The PRIN EMP&Co. Project

2018 ◽  
pp. 411-424
Author(s):  
Gaia Gioli
Keyword(s):  
Master's Degree ◽  
Research Protocol ◽  
Work Transitions ◽  
Master’S Degree ◽  
Design Planning ◽  
University Of Florence ◽  
The University ◽  
The Impact

This paper focuses on the impact of employability-oriented modules on the design, planning, and implementation of work transitions. It takes its lead from the PRIN EMP&Co project developed by the University of Florence in 2014-2017, and how its research protocol allows a mapping of the construction of employability during the Master’s Degree Course

Does an MBA degree advance business management skill or in fact create horizontal and vertical mismatches?

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Gazi Mahabubul Alam ◽  
Morsheda Parvin ◽  
Ahmad Fauzi Bin Mohd Ayub ◽  
Romana Kader ◽  
Md. Mahfuzur Rahman
Keyword(s):  
Higher Education ◽  
Master's Degree ◽  
Secondary Data ◽  
Job Skills ◽  
Primary Data ◽  
Job Market ◽  
Content Type ◽  
Master’S Degree ◽  
The Impact ◽  
Mba Graduates

PurposeAn old saying –“Jack of all trades, master of none”– deliberately asserts that the purpose of a master’s degree program is to generate high level job skills in order to improve a nation's economy, while a bachelor degree produces economically productive graduates. Employment of such graduates is fundamentally important for personal and economic development. There is a link between a bachelor’s and master's degree and how these qualifications are linked to the job market. Both horizontal and vertical mismatches are developed which is the central focus of this research.Design/methodology/approachGiven the differentiated nature of research questions, multiple techniques are used to collect the data. However, this research bears the norms of the qualitative method. Both secondary and primary data are used, and meanwhile secondary data are collected by the banks, Bangladesh Bureau of Educational Information and Statistics (BANBEIS), University Grants Commission (UGC) and by the institutions sampled. Primary data are gathered from interviews with key people. Data were collected from three institutions of higher education and from six commercial banks and from the Central Bank. The academic results of 21,325 MBA graduates and education backgrounds of 750 executives working in banks served as the basis for establishing our arguments.FindingsThis study discovers that MBA graduates who have studied science subjects achieved much better grades in the MBA compared to their counterparts who studied business from secondary provision to first degree. The market-driven MBA programme has become a “business product”. The major revenue of higher education institutions comes from enrolment in MBA courses. For this reason, a science-friendly MBA program is developed to generate more business. If this continues, the philosophy of the master's program would either be lost or will have to be redefined in the 21st century.Originality/valueWhile a few studies have investigated the area of HE in Bangladesh, none covers the impact of MBA degrees on the job market and its contribution to enhancing job skills.

Organizational Justices and Employees' Demography: Empirical Evidence form Nepalese Employees

2020 ◽  
Vol 4 (2) ◽  
pp. 59-76
Author(s):  
Ganesh Bhattarai
Keyword(s):  
Organizational Justice ◽  
Empirical Evidence ◽  
Commercial Banks ◽  
Master's Degree ◽  
Demographic Variables ◽  
Bachelor's Degree ◽  
Cross Sectional ◽  
Demographic Groups ◽  
Master’S Degree ◽  
The Impact

In the context of controversial empirical evidences regarding the effect of demographic variables on organizational justices, this study was carried out to measure the (a) employees' perceived organizational justice within the different demographic groups, and (b) the impact of demographic aspects (i.e., sex, tenure, and education) on organizational justices.  Five hundred forty-six employees working in Nepalese commercial banks were taken as the sample.  Perceptual cross-sectional data were analyzed quantitatively using both descriptive and inferential statistics. This study revealed that the average level of perceived justices was more than fifty percentages on five-point Likert-type scales, indicating they did not feel injustice.  Females than males, temporary than permanent, and master's degree holders than bachelor's degree holders perceive less distributive justice.  Likewise, female than male, permanent than temporary, master's degree holders than higher or lesser degree holders perceive less procedural justice.  Similarly, regarding interactive justice, male than female, temporary than permanent, and master's degree holders than bachelor's degree holders feel comparatively less honesty, courtesy, respect, and politeness in their working relationship.  Some empirical and theoretical implications are suggested.

„Studium wolne” a zagadnienie kształcenia nauczycieli szkół średnich na Uniwersytecie Warszawskim w okresie II Rzeczypospolitej

2017 ◽  
Vol 62 (0) ◽  
pp. 86-111
Author(s):  
Kalina Bartnicka
Keyword(s):  
Teacher Education ◽  
Secondary School ◽  
Content Knowledge ◽  
Master's Degree ◽  
School Teacher ◽  
Teaching Profession ◽  
Master’S Degree ◽  
One Year ◽  
Pedagogical Research ◽  
The University

In 1918, Poland’s education authorities began to build a uniform school system. Improving secondary education and organising teacher education were important tasks. In the 1870s education in Galicia was Polonised (including universities in Cracow and Lviv), and a system of secondary school teacher education was established. Candidates were educated at university philosophical faculties. Qualifications were obtained after passing state examinations in content knowledge and pedagogical knowledge. University studies in the Second Polish Republic were organised according to the principles of “free study”, which educated researchers. A vast majority of students undertook studies to prepare for the teaching profession. The article deals with the adjustment of ministerial regulations and studies at the Faculty of Philosophy (later Faculty of Humanities and Faculty of Mathematics and Natural Sciences) at the University of Warsaw to the needs of vocational education of teachers. Since 1926, future researchers and future teachers were subject to the Master’s degree regulations. The choice of career in teaching or in academia began only after obtaining a Master’s degree. Additionally, teachers needed to acquire theoretical and practical pedagogical qualifications: during a one-year or two-year pedagogical program organised by Bogdan Nawroczyński at the Faculty of Humanities. This period saw the development of pedagogical research and an increased interest in pedagogy.

scholarly journals Stepping-Stone or Saving Story?

2011 ◽  
Vol 4 (2) ◽  
pp. 79-91 ◽  
Author(s):  
Trudy Cardinal
Keyword(s):  
Narrative Inquiry ◽  
Lived Experiences ◽  
Master's Degree ◽  
Indigenous Education ◽  
Graduate Studies ◽  
Stepping Stone ◽  
Master’S Degree ◽  
The Impact ◽  
Aboriginal Person ◽  
Autobiographical Narrative

Why does one enter graduate studies? What does it mean to do research on Indigenous education as an Aboriginal person? What is the significance of attaining a master’s degree? In this paper I speak to how the experience of inquiring into the educational stories of five of my relatives, and into my own lived experiences, helped me understand the importance of stories and the impact of the autobiographical narrative inquiry on myself and my family.

scholarly journals The Dependence of the Salary Level on the Availability of a Master’s Degree in Russia

2021 ◽  
Vol 21 (1) ◽  
pp. 86-103
Author(s):  
Gleb S. Rudaev ◽  
Sergei V. Busygin
Keyword(s):  
Professional Education ◽  
Master's Degree ◽  
A Priori ◽  
Federal District ◽  
Salary Level ◽  
Federal Districts ◽  
Positive Time ◽  
Master’S Degree ◽  
Higher Professional Education ◽  
The Impact

The master’s degree program is the third level of higher professional education and is available after obtaining a bachelor’s or specialist’s degree. It provides an opportunity to gain deeper knowledge in a specific field and can be useful for a successful career in many areas of activity, as well as opens the way to scientific and teaching activities. Awareness of the importance of obtaining a master’s degree by a University graduate largely depends on their expectations about possible career growth and the level of future income. Therefore, the question of a quantitative a priori assessment of the impact of the master’s degree on the level of wages, taking into account the available alternatives, seems relevant. The article considers the impact of master’s education on the salary level for the period from 2014 to 2018, and calculates a quantitative a priori assessment of this impact, taking into account certain factors such as the federal district of residence, age, etc. The study was based on data from the Russian monitoring of the economic situation and health of the population of the HSE - RLMS for the period 2014-2018. It showed that successful completion of a master’s degree directly affects the level of wages. Also, the master’s program has a small but positive time effect and has the greatest impact on wages in technologically and socially developed Federal districts. The main contribution of the work to the knowledge of the subject of research was a comprehensive study of the position of master’s education, as well as determining its impact on wages, with the calculation of a quantitative a priori assessment in various simulated situations.

scholarly journals LA INFLUENCIA DE LAS EMOCIONES EN LA ELECCIÓN DE CARRERAS UNIVERSITARIAS

2017 ◽  
Vol 2 (1) ◽  
pp. 125
Author(s):  
Ana Belén Borrachero Cortés ◽  
María Antonia Dávila Acedo ◽  
Diego Airado Rodríguez
Keyword(s):  
Secondary Education ◽  
Teacher Training ◽  
Secondary School ◽  
Positive Emotions ◽  
Secondary School Students ◽  
Master's Degree ◽  
School Students ◽  
Subsequent Choice ◽  
Master’S Degree ◽  
And Mathematics

Abstract.THE INFLUENCE OF EMOTIONS IN THE CHOICE OF UNIVERSITY CAREERSIn order to know the emotions experienced by secondary school students in learning different scientific subjects and how they could influence the subsequent choice of university careers, we carried out an investigation with 142 students from Master’s Degree in Teacher Training in Secondary Education (MUFPES) of the branch of Sciences during three courses (2010/2013), which are distributed in three scientific specialties offered in the Master: Physics / Chemistry, Biology / Geology and Mathematics. The study leads us to affirm that there is a concordance between the emotions experienced as science learners and future careers carried out later, emphasizing positive emotions above negative emotions.Keywords: emotions, careers choice, teacher training, science, Secondary Education.Resumen.Con el fin de conocer las emociones que experimentaron los estudiantes de Educación Secundaria en el aprendizaje de diferentes asignaturas científicas y cómo ha podido influir en la posterior elección de carreras universitarias, realizamos una investigación con 142 estudiantes del Máster Universitario en Formación del Profesorado de Educación Secundaria (MUFPES) de la rama de Ciencias durante tres cursos académicos consecutivos (2010/2013), los cuales se encuentran distribuidos en tres especialidades científicas ofertadas en el Máster: Física/Química, Biología/Geología y Matemáticas. El estudio realizado nos lleva a afirmar que existe una concordancia entre las emociones experimentadas como aprendices de ciencias y las futuras carreras realizadas con posterioridad, destacando las emociones positivas por encima de las emociones negativas.Palabras clave: emociones, elección de carreras, formación del profesorado, ciencias, Educación Secundaria.

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