Cognition, affect and relationality: experiences of student teachers in a course on multiculturalism in primary teacher education in Aotearoa/New Zealand

2013 ◽  
Vol 17 (5) ◽  
pp. 706-728 ◽  
Author(s):  
Vanessa de Oliveira Andreotti ◽  
Amosa Fa’afoi ◽  
Johanna Sitomaniemi-San ◽  
Cash Ahenakew
Keyword(s):  
Teacher Education ◽  
New Zealand ◽  
Student Teachers ◽  
Primary Teacher ◽  
Aotearoa New Zealand ◽  
Primary Teacher Education

scholarly journals Structural Dissonance, Enacted Hope and Initial Early Childhood Teacher Education in Aotearoa/New Zealand

2021 ◽  
Author(s):  
◽  
Bradley Robert John Hannigan
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
New Zealand ◽  
Student Teachers ◽  
Ideal Type ◽  
Early Childhood Teacher ◽  
Early Childhood Teacher Education ◽  
Ideal Types ◽  
Aotearoa New Zealand ◽  
The Ideal

<p>This thesis argues that there is structural dissonance in university-based initial early childhood teacher education programmes in Aotearoa/New Zealand, and suggests a pedagogy of enacted hope as a countermeasure. In this thesis, structural dissonance is constructed as a form of structural violence, which is based on the contradiction between socioculturalism in the content of IECTE programmes and individualisation in the context in which they are provided. This theoretical thesis uses Richard Rorty’s (1979, 1982, 1989, 1999) neo-pragmatic assumptions on truth, reality and knowledge to provide a coherent and consistent approach to the argument of structural dissonance and enacted hope. Distinctions between truth and justification, reality and appearance, found and made are rejected, and utility for social justice, language use, and an ironist approach to scholarship are adopted. This thesis uses philosophical hermeneutics as a methodology for interpreting the textual sources that make up the data drawn upon in this thesis. This methodology is linked to interpretive scholarship, research bricolage, and the constructivist paradigm in qualitative research. The methods used in this thesis are an ecological hermeneutic, ideal type method (converted into an interpretive method of textual analysis) and focus groups of student teachers. This thesis constructed two ideal types. The ideal type for socioculturalism is used to argue that the content of IECTE programmes is heavily influenced by socioculturalism. The ideal type for individualisation is used to argue that the context in which IECTE programmes are provided reproduces individualisation. Socioculturalism and individualisation are shown to be dissonant in the structure of a case IECTE programme in Aotearoa/New Zealand resulting in a situation of structural dissonance. A pedagogy of enacted hope is then proposed to counteract structural dissonance in the case study IECTE programme in Aotearoa/New Zealand. This pedagogy is constructed using a theory of hope developed through the integration of Ernst Bloch’s (1986) philosophy of hope, Rortyan philosophical assumptions and enactivist learning theory. Implications of using the pedagogy of enacted hope are then discussed in relation to the problem of structural dissonance.</p>

scholarly journals Structural Dissonance, Enacted Hope and Initial Early Childhood Teacher Education in Aotearoa/New Zealand

2021 ◽  
Author(s):  
◽  
Bradley Robert John Hannigan
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
New Zealand ◽  
Student Teachers ◽  
Ideal Type ◽  
Early Childhood Teacher ◽  
Early Childhood Teacher Education ◽  
Ideal Types ◽  
Aotearoa New Zealand ◽  
The Ideal

<p>This thesis argues that there is structural dissonance in university-based initial early childhood teacher education programmes in Aotearoa/New Zealand, and suggests a pedagogy of enacted hope as a countermeasure. In this thesis, structural dissonance is constructed as a form of structural violence, which is based on the contradiction between socioculturalism in the content of IECTE programmes and individualisation in the context in which they are provided. This theoretical thesis uses Richard Rorty’s (1979, 1982, 1989, 1999) neo-pragmatic assumptions on truth, reality and knowledge to provide a coherent and consistent approach to the argument of structural dissonance and enacted hope. Distinctions between truth and justification, reality and appearance, found and made are rejected, and utility for social justice, language use, and an ironist approach to scholarship are adopted. This thesis uses philosophical hermeneutics as a methodology for interpreting the textual sources that make up the data drawn upon in this thesis. This methodology is linked to interpretive scholarship, research bricolage, and the constructivist paradigm in qualitative research. The methods used in this thesis are an ecological hermeneutic, ideal type method (converted into an interpretive method of textual analysis) and focus groups of student teachers. This thesis constructed two ideal types. The ideal type for socioculturalism is used to argue that the content of IECTE programmes is heavily influenced by socioculturalism. The ideal type for individualisation is used to argue that the context in which IECTE programmes are provided reproduces individualisation. Socioculturalism and individualisation are shown to be dissonant in the structure of a case IECTE programme in Aotearoa/New Zealand resulting in a situation of structural dissonance. A pedagogy of enacted hope is then proposed to counteract structural dissonance in the case study IECTE programme in Aotearoa/New Zealand. This pedagogy is constructed using a theory of hope developed through the integration of Ernst Bloch’s (1986) philosophy of hope, Rortyan philosophical assumptions and enactivist learning theory. Implications of using the pedagogy of enacted hope are then discussed in relation to the problem of structural dissonance.</p>

scholarly journals Student Teachers’ Learning About Social Entrepreneurship Education – A Dutch Pilot Study in Primary Teacher Education

2020 ◽  
Vol 11 (1) ◽  
pp. 41-52
Author(s):  
Elizabeth Rigg ◽  
Stella van der Wal-Maris
Keyword(s):  
Teacher Education ◽  
Pilot Study ◽  
Student Teachers ◽  
Social Entrepreneurship ◽  
Entrepreneurship Education ◽  
Teacher Characteristics ◽  
Primary Teacher ◽  
Sustainable Education ◽  
Primary Teacher Education

AbstractThe importance of sustainable education is increasingly being seen over the last decade. One way is by offering social entrepreneurship education (SEE): education that addresses engagement (empathy, compassion and care) and entrepreneurship. In a Dutch institute for primary teacher education, a pilot study was undertaken on SEE. Student teachers were instructed to design games that stimulate social entrepreneurship of children aged 8–12, and especially aim at enhancing empathy. Game designing appears to offer good opportunities for the enhancement of empathy. This study reveals what the students enrolled in the pilot (n=8) perceived to have learned about SEE, and in particular about the enhancement of empathy. The students saw a relationship between empathy, sustainability issues and SEE. They had the impression certain game conditions, competences and teacher characteristics stimulated SEE and empathy. Game designing offered good opportunities to enhance empathy and helped the students to increase their understanding of SEE.

PENGARUH MEDIA PEMBELAJARAN DAN KECERDASAN GANDA TERHADAP HASIL BELAJAR TEKNOLOGI INFORMASI DAN KOMPUTER (TIK) MAHASISWA PGSD UNIVERSITAS NEGERI MEDAN

2012 ◽  
Vol 5 (2) ◽  
Author(s):  
Harun Sitompul ◽  
Reni Astuti
Keyword(s):  
Teacher Education ◽  
Multiple Intelligences ◽  
Interactive Multimedia ◽  
Primary Teacher ◽  
Instructional Media ◽  
Learning Achievement ◽  
Instructional Process ◽  
Regular Class ◽  
Primary Teacher Education ◽  
Level Of Significance

Abstract: The Effect Of Instructional Media And Multiple Intelligences On Student’s Learning Achievement On Information And Comunication Technology (ICT) Of Primary Teacher Education,  State University Of Medan. The objectives of  this quasi – experimental research were to discover: 1) whether the students learning achievement of Primary Teacher Education (PTE) in ICT taught by using CD interactive multimedia interactive instructional media was higher than learning achievement of  PTE taught by using module instructional media, 2) whether the students learning achievement of  PTE in ICT with spasial visual multiple intelligences was higher than student’s with verbal linguistic multiple intelligences, and 3) the interaction between instructional media and multiple intelligences in affecting the student’s learning achievement in ICT. The population of the study was 180 students of PTE who took the ICT from 6 classes namely 2 regular classes, 3 extension classes from the city government Academic year 2010/2011.Based on cluster random sampling technique 4 clasess taken from 2 reguler classes and 2 extention classes. The A regular class and A extension class using CD interactive multimedia instructional media and module was used in B regular class and B extention class. The research findings showed that : (1) the students’ learning  achievement in ICT taught by using CD interactive multimedia instructional media was higher than the students’ taught by using module instructional media with Fcount = 11.65 > Ftables = 4.00 at the level of  significance α = 0.05; (2) the students’ learning achievement in ICT with multiple intelligences spatial visual was higher than students’learning achievement with multiple intelligences verbal linguistic with Fcount = 11.65 > Ftables = 4.00 at the level of  significance α = 0.05, and (3) there was an interaction between instructional media and multiple intelligences on students’ learning achievement in ICT where Fcount =  8,85  > Ftable =  4.00 at the level of  significance α = 0.05.         The conclusion of research is that application of the instructional media in the instructional process can improve the student’s learning achievement especially for PTE. Therefore, the implication is lecturers should be trained in order they can apply a more variative instructional process. So, it is the suggested that the lecturers should able use a variety of media for the success of the instructional process. Keywords : instructional media, multiple intelligences, interactive multimedia, module, spatial visual, verbal linguistic.

scholarly journals Framing heuristics in inclusive education: The case of Uganda’s preservice teacher education programme

2019 ◽  
Vol 8 ◽  
Author(s):  
Proscovia S. Nantongo
Keyword(s):  
Teacher Education ◽  
Preservice Teacher ◽  
Inclusive Education ◽  
Curriculum Design ◽  
Policy Design ◽  
Daily Practice ◽  
Education Programme ◽  
Primary Teacher ◽  
Primary Teacher Education ◽  
Group Interviews

Background: Recent education-related research has raised concerns about the persistent exclusion of vulnerable learners in Uganda. The Revised Primary Teacher Education Curriculum of 2013 marked an ambitious yet inconclusive attempt to advance the implementation of inclusive education but has encountered deeply entrenched sociocultural exclusionary practices among education experts.Objectives: This study aimed to explicate education practitioners’ interpretations of Uganda’s flagship inclusive education programme in preservice primary teacher education.Method: Drawing on the conceptual vocabulary of frame analysis and the qualitative analysis of individual and group interviews and classroom observations, the interpretations of inclusive education implementation in preservice primary teacher education in Uganda were examined. The participants included policy design experts, curriculum design experts and classroom practitioners.Results: Three main findings emerged. Firstly, interpretations of inclusive education displayed a narrow framing heuristic of inclusive education as a perfunctory, daily practice rather than a pathway for reflective, inclusive pedagogical engagement. Secondly, the heuristic encouraged the treatment of inclusive pedagogy as a ‘label’ under a specific rubric referring to sensory impairments or disabilities – a historical device for sociocultural exclusion. Thirdly, inclusive education was a praxis but was misframed from its original intentions, causing tension and resentment among practitioners. These findings contribute to the debates on the sustainability of inclusive education beyond preservice teacher education.Conclusion: Uganda’s flagship inclusive education programme in preservice primary teacher education was fraught with tensions, ambiguities and an overt, urgent need for change.

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