Student Teachers and Attitudes towards 'Race': the role of citizenship education in addressing racism through the curriculum

2001 ◽  
Vol 24 (1) ◽  
pp. 7-21 ◽  
Author(s):  
Chris Wilkins
Keyword(s):  
Student Teachers ◽  
Citizenship Education

scholarly journals The voice, text, and the visual as semiotic companions: an analysis of the materiality and meaning potential of multimodal screen feedback

2021 ◽  
Author(s):  
Clare Tyrer
Keyword(s):  
Student Teachers ◽  
Research Literature ◽  
Written Feedback ◽  
Feedback Process ◽  
Teachers Perceptions ◽  
Initial Teacher Training ◽  
The Relationship ◽  
The Voice ◽  
Structured Video

AbstractThe gap between how learners interpret and act upon feedback has been widely documented in the research literature. What is less certain is the extent to which the modality and materiality of the feedback influence students’ and teachers’ perceptions. This article explores the semiotic potential of multimodal screen feedback to enhance written feedback. Guided by an “Inquiry Graphics” approach, situated within a semiotic theory of learning edusemiotic conceptual framework, constructions of meaning in relation to screencasting feedback were analysed to determine how and whether it could be incorporated into existing feedback practices. Semi-structured video elicitation interviews with student teachers were used to incorporate both micro and macro levels of analysis. The findings suggested that the relationship between the auditory, visual and textual elements in multimodal screen feedback enriched the feedback process, highlighting the importance of form in addition to content to aid understanding of written feedback. The constitutive role of design and material artefacts in feedback practices in initial teacher training pertinent to these findings is also discussed.

The Denaturation of Environmental Education: Exploring the Role of Ecotechnologies

2015 ◽  
Vol 32 (1) ◽  
pp. 30-41 ◽  
Author(s):  
Annette Gough ◽  
Noel Gough
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
United Nations ◽  
Citizenship Education ◽  
Global Citizenship ◽  
Intrinsic Value ◽  
Education For Sustainable Development ◽  
Resource Base ◽  
Natural Resource Base

AbstractThis article explores the changing ways ‘environment’ has been represented in the discourses of environmental education and education for sustainable development (ESD) in United Nations (and related) publications since the 1970s. It draws on the writings of Jean-Luc Nancy and discusses the increasingly dominant view of the environment as a ‘natural resource base for economic and social development’ (United Nations, 2002, p. 2) and how this instrumentalisation of nature is produced by discourses and ‘ecotechnologies’ that ‘identify and define the natural realm in our relationship with it’ (Boetzkes, 2010, p. 29). This denaturation of nature is reflected in the priorities for sustainable development discussed at Rio+20 and proposed successor UNESCO projects. The article argues for the need to reassert the intrinsic value of ‘environment’ in education discourses and discusses strategies for so doing. The article is intended as a wake-up call to the changing context of the ‘environment’ in ESD discourses. In particular, we need to respond to the recent UNESCO (2013a, 2013b) direction of global citizenship education as the successor to the UN Decade of Education for Sustainable Development 2005–2014 that continues to reinforce an instrumentalist view of the environment as part of contributing to ‘a more just, peaceful, tolerant, inclusive, secure and sustainable world’ (UNESCO, 2013a, p. 3).

ADHD and the role of medication: knowledge and perceptions of qualified and student teachers

2009 ◽  
Vol 24 (4) ◽  
pp. 423-436 ◽  
Author(s):  
Gazala Akram ◽  
A.H. Thomson ◽  
A.C. Boyter ◽  
Marion McLarty
Keyword(s):  
Student Teachers ◽  
Medication Knowledge

scholarly journals Editors' Note to the Special Issue-Critical Multicultural Citizenship Education: Student Engagement Toward Building an Equitable Society

2016 ◽  
Vol 18 (1) ◽  
pp. 1 ◽  
Author(s):  
Pablo Cortes Ramirez ◽  
Cinthia Salinas ◽  
Terrie Epstein
Keyword(s):  
Social Studies ◽  
Citizenship Education ◽  
Ethnically Diverse ◽  
The Political ◽  
Education Student ◽  
Special Issue ◽  
Fundamental Goal ◽  
Just Community ◽  
Multicultural Citizenship

<div class="page" title="Page 1"><div class="section"><div class="layoutArea"><div class="column"><p><span>In this special issue we call attention to the role of "Critical Multicultural Citizenship Education" (CMCE) in schools, societies and global contexts. The fundamental goal of CMCE is to increase not only the students’ awareness of, and participation in, the political aspects of democracy, but also students’ abilities to create and live in an ethnically diverse and just community. CMCE challenges and transforms existing ways in which students engage civically and democratically in local, national, and global contexts. Ten articles in this special issue are grouped by three categories: (1) social studies classrooms and citizenship; (2) community and citizenship; and (3) global contexts and citizenship.</span></p></div></div></div></div>

scholarly journals PERAN GURU PENDIDIKAN KEWARGANEGARAAN DALAM MEMBANGUN KARAKTER KEPEMIMPINAN PESERTA DIDIK

2019 ◽  
Vol 2 (2) ◽  
pp. 168-183
Author(s):  
Aryanti Dwi Untari ◽  
Yayang Siska Restu
Keyword(s):  
Citizenship Education ◽  
Personality Development ◽  
External Factors ◽  
Decision Makers ◽  
Family Factors ◽  
Internal Factors ◽  
Civics Education ◽  
Analysis Techniques ◽  
Data Validity

This research is based on the background of the facts in the field. Researchers see that there is a moral decline in students, such as dressing not in accordance with the rules, playing phones and the internet during the lesson, dating, truant when the KBM process takes place. Thus the behavior of these conditions can affect the leadership character of students, so it has a lot of influence on students' personality development including: communication skills with others, emotional conditions, polite behavior and decreased sense of responsibility. Based on these circumstances researchers are interested in conducting a qualitative research using descriptive methods. This study aims to find out, analyze and describe the role of the teacher of citizenship education in building the leadership character of students in SMA Negeri 1 Ciomas. data collection techniques using interviews, observation and documentation. Data validity techniques here use triangulation. Data analysis techniques use data reduction, data presentation and data conclusions. The results of this study are (1) the role of Civics Education teachers in building the leadership character of students in SMA Negeri 1 Ciomas is exemplary, inspirers, motivators, dynamicators and evaluators. (2) The behavior of leadership characters reflected in the students of SMA Negeri 1 Ciomas is faith and piety to God Almighty, fair, considerate, interdependent, decision makers, good listeners. (3) Obstacles to Citizenship Education Teachers in building leadership character in SMA Negeri 1 Ciomas are internal factors and external factors. Internal factors consist of factors from students 'self such as lack of students' awareness of responsibility. While external factors are environmental factors such as students truant during class hours and family factors get less attention from parents.

To Be or Not To Be A Citizen: Young People Talks about Everyday Experiences of Citizenship in Malaysia

2021 ◽  
Vol 12 (3) ◽  
pp. 30-36
Author(s):  
Noor Banu Mahadir Et.al
Keyword(s):  
Young People ◽  
Student Teachers ◽  
Community Service ◽  
Citizenship Education ◽  
Rites Of Passage ◽  
Point Of View ◽  
Transitional Stage ◽  
Ethnic Culture ◽  
Service Placement ◽  
Pass Through

Citizenship is generally understood as an adult experience. Being young is seen as a transitional stage between 'childhood' and 'adulthood ' where young people either learn about becoming adults or where they pass through certain 'rites of passage'. This paper draws on some of the findings from a larger project on citizenship and citizenship education experiences among student teachers in multi-ethnic Malaysia. This article attempts to explore the citizenship experiences through the student teachers participation during the community service placement and their understanding of good citizens in multi-ethnic culture. It also intends to explore the young generations’ point of view as being citizens of Malaysia, such as their rights and duties, how they perceived good and bad citizenship and how they understand the language of citizenship. In the spirit of ethnographic design, twenty eight multi-ethnic student teachers (year 2 and year 4) who enrolled into citizenship and citizenship education course in Sultan Idris Education University (SIEU) had been interviewed and observed at university and on placement. The data was analysed using a thematic analysis.The findings revealed that student teachers ‘lived citizenship’ marked comprehensive yet complex elements of citizenship. They have clear understandings of citizenship in ‘Malaysian way’ that pointed more towards communitarian than liberal or civic-republican citizenship paradigms. They drew clear distinctions between what it means to be a ‘good’ and a ‘bad ‘citizen’. They also underlined how everyday understandings of citizenship can have both inclusionary and exclusionary implications. Further study need to be done as some of student teachers faced difficulty articulating their rights than their responsibilities.

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