Learning Activities as an Additional Measure of ‘Pedagogical Knowledge’ for Teacher Training‐‐theory and practice

1993 ◽  
Vol 16 (1) ◽  
pp. 53-57
Author(s):  
Yuval Dror
Keyword(s):  
Teacher Training ◽  
Pedagogical Knowledge ◽  
Theory And Practice ◽  
Learning Activities ◽  
Additional Measure

scholarly journals DIAGNOSTICS OF COMMUNICATIVE LEARNING ACTIVITIES AMONG STUDENTS OF EARLY SCHOOL AGE WITH MILD INTELLECTUAL DISABILITIES

2021 ◽  
Vol 57 (3) ◽  
pp. 27-37
Author(s):  
T.A. Shkerina ◽  
◽  
A.V. Zharova ◽  
V.S. Rozinkevich ◽  
K.T. Filippova ◽  
...  
Keyword(s):  
General Education ◽  
Intellectual Disabilities ◽  
Theory And Practice ◽  
Learning Activities ◽  
Theoretical Development ◽  
School Age ◽  
Early School ◽  
Early School Age ◽  
Students With Intellectual Disabilities ◽  
Basic Learning

Statement of the problem. In terms of the concept of development of education for students with disabilities for the period of 2020-2030 and according to the Federal State Educational Standard for students with intellectual disabilities, the harmonious development of both academic educational results and life competence necessary for a student with special educational needs in various social situations is declared one of the main strategic directions for the development of children of early school age. The Basic Learning Action Program (BLAP), as a structural element of the Federal Standard, does not contradict the indicated idea and aims not only at the formation and development of mentally retarded students, but also at ensuring the conditions for their socialization, including their life competence development. The analysis of educational theory and practice made it possible to distinguish a contradiction between the development of the basic provisions of active and differentiated approaches and the insufficient theoretical development of the criteria and levels of formation of communicative learning activities (CLA) of students of early school age with mild mental retardation in order to form the phenomenon under research. The problem solved in the article is the search for theoretical grounds for revealing the essence, structure of CLA of students of early school age with a mild degree of intellectual disabilities in order to develop the diagnostics of the phenomenon under research. The purpose of the article is to disclose the essence, structure of CLA of students of early school age with mild intellectual disabilities; to identify and characterize formation levels of the investigated phenomenon in order to develop diagnostics of CLA formation in the context of the research subject. Methodology (materials and methods) is based on the active and differentiated approaches to education of students with intellectual disabilities; analysis of official documents, scientific psychological and pedagogical literature on the problem of development of basic learning activities in students with intellectual disabilities. Research results. Based on the analysis of scientific works of Russian and foreign researchers and the regulatory and legal framework, the essence and structure of CLA of students of early school age with mild intellectual disabilities was revealed; minimum evaluation and diagnostic map of formation of the investigated phenomenon has been developed; variable communicative situations in which CLA of students of early school age with mild intellectual disabilities are manifested and formed are identified. Conclusion. The developed diagnosis of CLA of students of primary school age with intellectual disabilities will allow tracking their dynamics and making timely adjustments in the organization and implementation of their formation at the level of primary general education and with appropriate modification actions at subsequent educational levels.

Van Fasenmodel Naar Oefeningstypologie

1984 ◽  
Vol 18 ◽  
pp. 18-33
Author(s):  
Erik Kwakernaak
Keyword(s):  
Teacher Training ◽  
Learning Activities ◽  
Phase Model ◽  
Acquisition Process ◽  
Instructional Units ◽  
Phase Models ◽  
Communicative Teaching

A phase model is a cycle of phases, which can be recognised in most FL lessons and course books. Each phase is in fact a collection of learning activities, which we consider to be distinctly different from other collections of learning activities. Phase models have a descriptive function: they describe stereotypical patterns in FL course books and lessons. They also have a prescriptive function, in so far as they are presented as exemplary patterns or schemes that will lead to better learning results. Prescriptive models are attractive to students, teachers and course book writers, because they give guidance in planning instructional units and lessons, but they are also risky, because they must largely be based on assumptions about de FL acquisition process, the conclusions of research on this subject being far from definitive. Further discussion of prescriptive phase models is necessary. Existing phase models lack precision of definition and plausibility of the underlying FL acquisition theory. The phase model of Strauss (in Kwakernaaks description) is criticized, especially the part of it that concerns the receptive skills. It is questionable whether phase models are appropriate for use in pre- and in-service teacher training, since students tend to adhere too closely to models, particularly where the "prescribed" order of the phases is concerned. Exercise typologies render the same service as phase models, inasmuch as they distinguish categories of learning activities without being too prescriptive. Two German exercise typologies are briefly discussed and a few suggestions for their improvement are made. 1) English (revised and expanded) edition of one of them: Christopher N. Chandlin: The Communicative Teaching of English. Principles and Exercise Typology, Longman, Burned Mill, Harlow, Essex 1981.

scholarly journals Developing A Thinking Strategy of Understanding Numeracy Among Students of SDH

2020 ◽  
Vol 5 (2) ◽  
pp. 16-24
Keyword(s):  
Literature Review ◽  
Teaching And Learning ◽  
Development Process ◽  
Theory And Practice ◽  
Learning Activities ◽  
Needs Analysis ◽  
Field Of Study ◽  
Curriculum Review ◽  
Expert Review ◽  
Knowledge Based

The article describes the process of developing as well as evaluating the effectiveness of module in identifying levels of numeracy understanding among students in School for Hospitalized Children (SDH). The development process involves the preparation of materials, expert review and content evaluation of the module. During the development process, the module is reviewed by four experts from numerous field of study. Some suggestions has been identified and improvements has been made based on the suggestions provided. The refined module was assessed for accuracy by 20 evaluators, consisting of four experts from the same field of study and 16 SDH teachers. The results showed that the development of modules that were based on needs analysis, theory, literature review and curriculum review plays vital roles in producing a comprehensive module. All the information collected has led to the establishment of more knowledge-based modules. In general it was found that; needs analysis is necessary in order to produce modules that can be used by teachers, the process of developing modules should take into consideration on the combination of several theories in order to produce a comprehensive knowledge-based module, literature review also provides important information in producing child-centered learning activities, curriculum review is crucial in creating teaching and learning activities that meet the curriculum objectives finally, the results of the expert review from various fields of study have provided a wealth of information in theory and practice. Module assessments performed by both experts and users are also essential in producing modules that are well-researched and user-friendly

scholarly journals Developing media literacy skills of future specialists in the contemporary teacher training education

2021 ◽  
Vol 97 ◽  
pp. 01033
Author(s):  
Yulia Semenova ◽  
Svetlana Sotnikova
Keyword(s):  
Teacher Training ◽  
Information And Communication Technologies ◽  
Media Literacy ◽  
Professional Education ◽  
Professional Competence ◽  
Literacy Skills ◽  
Theory And Practice ◽  
Education Environment ◽  
Information And Communication ◽  
High Level

Development of media literacy looks especially crucial in context of globalization characterized by a high level culture-language interaction. Contemporary education environment is defined by intensive information saturation which demands skills to act effectively and be flexible from a modern teacher in accordance with constantly changing needs of modern community. Evidently, media literacy is a significant component of professional competence for specialists of modern teacher training education. The advanced level of media literacy skills allows to raise efficacy and quality of teacher training education which is aimed at training a specialist who is ready for development, improvement and selfrealization in professional sphere. Media literacy is connected with applying information and communication technologies in theory and practice of contemporary professional education. So, the term “media literacy” implies future specialist’s skills to work not only with mass media but with various information and communication sources allowing to search, select and present necessary information possibilities for solving academic, personal, cognitive and developing tasks.

scholarly journals La complejidad de las relaciones teoría-práctica en educación

10.14201/3235 ◽  
2009 ◽  
Vol 19 ◽  
Author(s):  
María Clemente Linuesa
Keyword(s):  
Social Values ◽  
Educational Theory ◽  
Written Language ◽  
Pedagogical Knowledge ◽  
Theory And Practice ◽  
Educational Policies ◽  
Educational Practices ◽  
Premier Lieu ◽  
Education Theory ◽  
Pratiques Educatives

RESUMEN: En este trabajo se pretende hacer un análisis sobre cuáles son las relaciones entre las teorías y las prácticas educativas, tomando como ejemplo el caso de la enseñanza del lenguaje escrito. En primer lugar se plantea un somero repaso por los conceptos de teoría y de práctica en educación, analizando cuáles son sus dependencias y cómo puede entenderse esta relación dado el carácter intencional que caracteriza toda acción educativa. Centrándose en el caso del lenguaje escrito, se alude a los ámbitos en que se genera el conocimiento pedagógico y los distintos agentes que ejercen influencia en su configuración: la investigación, la propia práctica educativa, los valores y prácticas sociales e incluso, muchas veces, las políticas educativas. Se concluye con una breve síntesis sobre qué componentes sustentan una teoría sobre la enseñanza de la lengua escrita.ABSTRACT: The aim of this work is to provide an analysis of the relationships between education theory and practice, taking the case of written language as an example. First, we offer a brief summary of the concepts of educational theory and practice, analysing their dependencies and how this relationship might be understood in light of the intentional nature that characterises all educational actions. Focusing on the case of written language, we refer to the environments in which pedagogical knowledge is generated and the different agents affecting its configuration; research, educational practices themselves, social values and practices and, often, educational policies. We conclude with a brief synthesis of which components uphold a theory of written language teaching.SOMMAIRE: Dans ce travail, une analyse sur les relations existantes entre les théories et les pratiques éducatives est présentée à partir de l'exemple de l'enseignement de la langue écrite. En premier lieu, une brève révision des concepts de théorie et de pratique en éducation est réalisée en analysant leurs dépendances et la manière dont cette relation peut être comprise étant donné le caractère intentionnel qui caractérise toute action éducative. À partir du cas du langage écrit, on observe les domaines dans lesquels la connaissance pédagogique naît et les différents agents ayant une influence sur sa configuration: la recherche, la pratique éducative elle-même, les valeurs et les pratiques sociales et -très souvent- les politiques éducatives. Finalement, une brève synthèse sur les composantes qui se trouvent à la base d'une théorie sur l'enseignement de la langue écrite est proposée.

scholarly journals WORKSHOP PENELITIAN TINDAKAN KELAS SEBAGAI UPAYA PENINGKATAN PROFESIONALITAS GURU SEKOLAH DASAR DESA KUBANG BAROS - RANCA SANGGAL KECAMATAN CINANGKA – KABUPATEN SERANG – PROVINSI BANTEN

Sarwahita ◽  
2015 ◽  
Vol 12 (2) ◽  
pp. 109-120
Author(s):  
Eman Surachman
Keyword(s):  
Action Research ◽  
Community Service ◽  
Learning Process ◽  
Teaching And Learning ◽  
Theory And Practice ◽  
Learning Activities ◽  
Classroom Action Research ◽  
Media Learning ◽  
Grade Increase ◽  
Systematic Feedback

ABSTRACTThrough the implementation of Classroom Action Research (PTK) teachers can conduct research on the interaction and participation of students in the learning process, the effectiveness of the use of methods and media learning. In addition, the teacher can also effectively analyze and diagnose what has been done in the classroom in the learning process. In other words through teacher classroom action research can improve the learning practice so that it becomes more effective.Classroom action research can also bridge the gap between educational theory and practice. This occurs because the activity is carried out on its own, in its own classroom, involving its own students through an action planned, implemented, and evaluated. Thus obtained a systematic feedback on what has been done in teaching and learning activities. In addition, it can be proved a theory of teaching and learning to be applied well in the classes that are occupied. If there is a theory that does not fit the conditions in its class, through the TOD the educator can adapt other theories for the benefit of the process and / or product of learning more effectively, optimally, functionally.From a policy perspective in the field of education, the teacher's understanding and ability on classroom action research is very important, especially regarding teacher certification and grade increase. Here then, it is necessary to do community service, in this case the school community in developing classroom action research.   ABSTRAK Melalui  pelaksanaan  Penelitian  Tindakan  Kelas  (PTK)  guru     dapat  melakukan penelitian terhadap interaksi dan partisipasi siswa dalam proses pembelajaran, efektifitas penggunaan metode dan media pembelajaran. Di samping itu  gurujuga secara refektif dapat menganalisis dan mendiagnosis apa yang telah dilakukan di kelas dalam proses pembelajaran. Dengan kata lain   melalui penelitian tindakan kelas guru dapat memperbaiki praktik pembelajaran sehingga menjadi lebih efektif.Penelitian tindakan kelas juga dapat menjembatani kesenjangan antara teori dan praktik pendidikan. Hal ini terjadi karena kegiatan tersebut dilaksanakan sendiri, di kelas sendiri, dengan melibatkan siswanya sendiri melalui sebuah tindakan-tindakan yang direncakan, dilaksanakan, dan di evaluasi. Dengan demikian diperoleh umpan balik yang sistematik mengenai apa yang selama ini dilakukan dalam kegiatan belajar mengajar. Di samping itu, dapat dibuktikan suatu teori belajar mengajar untuk diterapkan dengan baik di kelas yang ditekuni. Jika sekiranya ada teori yang tidak cocok dengan kondisi di kelasnya, melalui PTK pendidik dapat mengadaptasikan teori lain untuk kepentingan proses dan atau produk belajar yang lebih efektif, optimal, fungsional.Dari sisi kebijakan dalam bidang pendidikan, pemahaman dan kemampuan guru mengenai penelitian tindakan kelas, sangat penting terutama terkait sertifikasi guru dan kenaikan golongan. Di sinilah kemudian, perlu dilakukan pengabdian masyarakat, dalam hal ini masyarakat persekolahan dalam mengembangkan penelitian tindakan kelas.

scholarly journals As Contribuições do Pibid para a Formação Inicial e a Construção dos Saberes Docentes

2021 ◽  
Vol 22 (3) ◽  
pp. 362-368
Author(s):  
Cristiane Katsue Miyazaki Nishiyama ◽  
Helenara Regina Sampaio Figueiredo
Keyword(s):  
Teacher Training ◽  
Theoretical Framework ◽  
Teaching Profession ◽  
Theory And Practice ◽  
Quality Education ◽  
Training Process ◽  
Teaching Knowledge ◽  
Initial Teacher Training ◽  
Personal Skills ◽  
The Relationship

ResumoEste artigo tem por objetivo investigar as relações entre teoria e prática para a construção dos saberes docentes e as contribuições evidenciadas para os licenciandos de Pedagogia, participantes do Programa PIBID (Programa Institucional de Bolsas de Iniciação à Docência), em que se busca refletir as discussões sobre o PIBID e suas contribuições para o processo de formação inicial docente. Como referencial teórico são consideradas as três categorias dos saberes: Conhecimento, Pedagógico e da Experiência. Para alcançar o objetivo foi aplicado um questionário com questões semiestruturadas para trinta participantes do Programa Pibid da Universidade Pitágoras Unopar - Londrina. Apresentam-se os resultados da categoria “Saberes do Conhecimento” e da subcategoria “Ser Pedagogo”. Os resultados evidenciam que os pibidianos mobilizam e desenvolvem saberes relacionados à profissão docente ao participar do PIBID. A vivência no PIBID oportunizou a reflexão sobre as competências profissionais e pessoais sobre ser um Pedagogo comprometido com a busca de ações efetivas para a conquista de uma educação de qualidade. Palavras-chave: Competências Profissionais. Teoria. Prática. Licenciatura. Abstract This article aims to investigate the relationship between theory and practice for the building of teaching knowledge and the evidenced contributions for the Pedagogy Licensiature students participants in PIBID Program (Institutional Program for Teaching Initiation Scholarships), in which it is sougth to reflect the discussions about PIBID and its contributions to the initial teacher training process. As a theoretical framework, three knowledge categories are considered : Knowledge, Pedagogical and Experience. To achieve the objective, a questionnaire with semi-structured questions was applied to thirty participants in Pibid Program of Pitágoras Unopar University - Londrina. The results are presented of “Acquaintance of Knowledge” category and of the “Being a Pedagogue” subcategory. The results reveal that the PIBID students mobilize and develop knowledge related to the teaching profession by participating in PIBID. The experience at PIBID provided an opportunity for reflection on professional and personal skills about being a Pedagogue committed to the search for effective actions to achieve quality education. Keywords: Professional skills. Theory. Practice. Licensiature degree.

Teacher Education in Singapore

2019 ◽  
Author(s):  
Jason Loh ◽  
Guangwei Hu
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
International Student ◽  
Student Assessment ◽  
Theory And Practice ◽  
Leadership Role ◽  
Ministry Of Education ◽  
International Student Assessment ◽  
Teacher Training College

Since the turn of this century, and especially in the past decade, Singapore has consistently done well in international benchmark studies, be it the Progress in International Reading Literacy Study (PIRLS), the Programme for International Student Assessment (PISA), the Trends in International Mathematics and Science Study (TIMSS), or the International Baccalaureate diploma assessment. Singapore’s sterling performance in these different benchmark assessments has been widely attributed to the quality of its teaching force, which is, in turn, ascribed to the teacher education programs provided by its sole teacher education institution – the National Institute of Education (NIE), Nanyang Technological University (NTU). Teacher education began during the country’s colonial past, but there was no designated provider of comprehensive training until teacher training was institutionalized in 1950, when the Teacher Training College was established. After Singapore gained independence in 1965, the institution’s capacity expanded rapidly as a teacher training department and later as a statutory board within the Ministry of Education. In 1991, to raise the stature of teacher education, the Teacher Training College was incorporated as an autonomous institute within the newly formed NTU. Due to the need to ensure the survival of a tiny island nation over the years, it has been imperative to educate the population for industry and development. In the process, tensions have arisen from: (a) the recruitment of huge numbers of teachers and the concomitant quality of their training, (b) collaboration with the Ministry of Education, and (c) the influence of educational research on theory and practice. In the third decade of the 21st century, with the stranglehold that neoliberalism has on many educational systems around the world, including Singapore, will NIE be able to prepare its future teachers to navigate and survive in such a climate, while continuing to strengthen its theory-practice nexus? With the dwindling of student numbers across all sectors and the accompanying reduced need for new teachers in the country, will NIE look beyond the shores of Singapore, internationalize its programs, and take on a leadership role in the region?

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