Action Research in an Undergraduate Teacher Education Program: What Promises Does it Hold?

2007 ◽  
Vol 28 (4) ◽  
pp. 62-74 ◽  
Author(s):  
Debby Zambo ◽  
Ron Zambo
Keyword(s):  
Teacher Education ◽  
Action Research ◽  
Education Program ◽  
Teacher Education Program ◽  
Undergraduate Teacher Education

scholarly journals The Use of Bilingual Methods through Scientific Approach at Integrated Subject to Improve the Student’s English Skills

2018 ◽  
Vol 42 ◽  
pp. 00040
Author(s):  
Cholifah Tur Rosidah ◽  
Suryaman
Keyword(s):  
Teacher Education ◽  
Action Research ◽  
Education Program ◽  
Teacher Education Program ◽  
Action Observation ◽  
Primary Teacher ◽  
Primary Teacher Education ◽  
Scientific Approach ◽  
The Subject ◽  
Planning Action

This study was aimed to know the PGRI Adi Buana Surabaya primary teacher education program student’s English skill after being applied through scientific approach at integrated subject. Therefore, this study was conducted to support the student’s readiness in facing globalization era and international challenge, also created competent, superior, and high character. This study was an action research which conducted in two cycles. There were four steps namely planning, action, observation or evaluation and reflection. The subject of this study was 40 students of C class 2015. The data obtained was analyzed through descriptive analytic static. The result showed that there was 32, 74% enhancement of the student’s English skills after applied bilingual method through scientific approach. That enhancement could be seen on the average result of the cycle I which showed 47, 58% as a low category and increased to 80, 32% at cycle II as good category.

Are Hunters of the Function Curriculum Seeking Quarks or Snarks?

1985 ◽  
Vol 4 (2) ◽  
pp. 91-99 ◽  
Author(s):  
Patt Dodds
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Education Program ◽  
Teacher Education Program ◽  
The Real ◽  
Functional Curriculum ◽  
Undergraduate Teacher Education ◽  
Total Impact

In this paper the author examines various levels of curriculum (explicit, covert, null, hidden, and functional) as they may be found in any undergraduate teacher education program. Examples are first given from a model of these curriculum levels applied to teaching physical education. The principal section of the paper focuses on what those levels look like when applied to teacher education, with particular emphasis on the total impact of all curriculum levels acting together as the “real” or functional curriculum which actually works to produce what students learn about teaching physical education.

scholarly journals Debate, Deliberation, Design, and Delivery: Deciding (Whether or) Not to Go by the Book

2012 ◽  
Vol 6 (1) ◽  
pp. 335-354
Author(s):  
Michele Pinard ◽  
Gina Marie Bilardi ◽  
Donna Cappel ◽  
Kathy Irwin
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Junior Faculty ◽  
Education Students ◽  
Theater Education ◽  
Undergraduate Teacher Education

This article shares one junior faculty member’s account of how she and her students debated, deliberated about, decided to, and ultimately reshaped a traditional, foundational Principles of Education course in an undergraduate teacher education program. Three former childhood, art, and theater education students highlight their experiences, observing connections between their own and their instructor’s creativity and evolving philosophies of education. Together, they illustrate issues they confronted while reflecting individually and collectively on how and whether to creatively teach and learn, while also being constrained by practical, systemic realities.

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