The search for employment by student teachers: an empirical study

1985 ◽  
Vol 27 (2) ◽  
pp. 139-145 ◽  
Author(s):  
Mark Cook
Keyword(s):  
Empirical Study ◽  
Student Teachers

‘Talking Tools'

2016 ◽  
pp. 1770-1788
Author(s):  
Annika Wiklund-Engblom ◽  
Kasper Hiltunen ◽  
Juha Hartvik ◽  
Mia Porko-Hudd ◽  
Marléne Johansson
Keyword(s):  
Empirical Study ◽  
Student Teachers ◽  
Mobile Application ◽  
Work Flow ◽  
Educational Tool ◽  
Sociocultural Perspective ◽  
Work In Progress ◽  
Theoretical Frame ◽  
Compulsory Subject ◽  
Design And Manufacture

The study presented is part of a work-in-progress project of developing a mobile application for smartphones, Talking Tools (TT). The first context TT is developed for and tested in is sloyd education [Swedish: slöjd], a compulsory subject taught in Finnish schools. In sloyd learners design and manufacture unique artifacts in various materials (textiles, wood, metal, and electronics). The process-based work flow of sloyd lends itself well to this kind of educational tool, which aids multimodal documentation, communication, and instruction. The empirical study targets what student teachers (N=11) microblogged about and the character of the blog posts during a sloyd project. A sociocultural perspective of appropriating new tools for learning is used as a theoretical frame, as well as views on multimodality and transmedia. Their sloyd process is discussed in terms of transmedia storybuilding, as learners build their own story as a flow of content through their documentation and interactions.

Qualitative Changes in Conceptions of the World around Us as an Educational Outcome: Pre-school Student Teachers’ Way of Apprehending Children at Play

1982 ◽  
Vol 26 (3) ◽  
pp. 227-246
Author(s):  
Biörn Hasselgren ◽  
Ference Marton
Keyword(s):  
Empirical Study ◽  
Student Teachers ◽  
Alternative Model ◽  
Qualitative Change ◽  
Temporal Sequence ◽  
Developmental Pattern ◽  
Educational Outcome ◽  
Research Approach ◽  
The World ◽  
Qualitative Changes

An alternative model for describing effects of education is argued for. This model is based on the conceptualization of learning as a qualitative change in our way of understanding some aspect of the world around us; and it follows from this that, when describing educational effects, we should aim at finding out what changes have taken place and to what extent. This particular research approach is illustrated by an empirical study of how pre-school student teachers’ apprehensions of children at play change as a function of their education. There were four distinctively different ways of apprehending discerned:fragmentary (enumeration of various details without any coherence); partialistic (focus is on one part of the whole scene depicted, the rest is left out); chronological (events are ordered in a temporal sequence); and abstracting (the scene is seen as illustrating a superordinate idea). There was a developmental pattern observed going from either a fragmentary or a partialistic apprehension to a chronological one and from there to an abstracting apprehension.

‘Talking Tools'

2014 ◽  
Vol 6 (2) ◽  
pp. 41-57 ◽  
Author(s):  
Annika Wiklund-Engblom ◽  
Kasper Hiltunen ◽  
Juha Hartvik ◽  
Mia Porko-Hudd ◽  
Marléne Johansson
Keyword(s):  
Empirical Study ◽  
Student Teachers ◽  
Mobile Application ◽  
Work Flow ◽  
Educational Tool ◽  
Sociocultural Perspective ◽  
Work In Progress ◽  
Theoretical Frame ◽  
Compulsory Subject ◽  
Design And Manufacture

The study presented is part of a work-in-progress project of developing a mobile application for smartphones, Talking Tools (TT). The first context TT is developed for and tested in is sloyd education [Swedish: slöjd], a compulsory subject taught in Finnish schools. In sloyd learners design and manufacture unique artifacts in various materials (textiles, wood, metal, and electronics). The process-based work flow of sloyd lends itself well to this kind of educational tool, which aids multimodal documentation, communication, and instruction. The empirical study targets what student teachers (N=11) microblogged about and the character of the blog posts during a sloyd project. A sociocultural perspective of appropriating new tools for learning is used as a theoretical frame, as well as views on multimodality and transmedia. Their sloyd process is discussed in terms of transmedia storybuilding, as learners build their own story as a flow of content through their documentation and interactions.

scholarly journals Yrkesetik i lärarutbildning

2020 ◽  
pp. 23-40
Author(s):  
Marita Cronqvist
Keyword(s):  
Empirical Study ◽  
Student Teachers ◽  
Professional Ethics ◽  
Ethical Principles ◽  
Ethical Code ◽  
Teaching Ethics ◽  
High Quality

Teaching is an ethical activity and in order to ensure a high quality in teaching, ethics need to be visualized and verbalized. In a phenomenological empirical study with student teachers as participants, data were analyzed in order to express the essential meanings of professional ethics. The essence can be described as the meanings that in spite of different contexts are relatively persistent. In phenomenology, the possibility of expressing the essence of a phenomenon is interpreted in different ways. In this article, the author argues that the essence is needed to verbalize ethics in teaching tentatively as a kind of ethical code or guideline for becoming teachers. Some of the essential findings stemming from the empirical study mentioned above are compared with the ethical principles formulated in Lärares Yrkesetiska Principer (2001) by the two Swedish unions, Lärarförbundet and Lärarnas Riksförbund, to argue for the importance of formulating the essence.

scholarly journals Understanding of Inverse Proportional Reasoning in Pre-Service Teachers

2020 ◽  
Vol 10 (11) ◽  
pp. 308
Author(s):  
Ismael Cabero-Fayos ◽  
María Santágueda-Villanueva ◽  
Jose Vicente Villalobos-Antúnez ◽  
Ana Isabel Roig-Albiol
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Empirical Study ◽  
Student Teachers ◽  
Proportional Reasoning ◽  
Early Age ◽  
Missing Value ◽  
Problem Solving Strategies ◽  
Inverse Proportionality

From an early age, understanding proportional reasoning is a fundamental pillar in mathematics education, and therefore, teachers should have a thorough knowledge of it. Despite its significance, there are few studies that analyse the difficulties that student teachers have in understanding proportionality, and even less so inverse proportionality. We emphasised inverse missing-value problems by analysing them according to the type of unknown and the representation used. We checked which strategies they use to solve them and related them to other generic problems of proportional reasoning. For such purposes, we used a combined quantitative and qualitative empirical study applied to how pre-service teachers solve fifteen problems. The results show that the representations used in the statements aid their understanding and help solve the problems. Similarly, it is shown here that certain problem-solving strategies complicate proportional reasoning in pre-service teachers.

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