The Future of Schools and Teacher Education

2020 ◽  
Author(s):  
Eduardo Andere
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
Ad Hoc ◽  
Field Research ◽  
Slow Motion ◽  
Curriculum Changes ◽  
Depth Analysis ◽  
The Future ◽  
Future Of Education ◽  
The Way

This is not a book about praising Finnish school education. After a brief introduction to Finnish education and culture, the book delves into details about the new curricula changes, the workings of schools, and the thoughts and educational approaches of Finnish educators. Given the curricula changes effective as of August 2016, the book includes 14 school cases to exemplify the way schools are implementing policy changes and the way principals and teachers see the future of education and learning in Finland. The book also includes one in-depth analysis of curriculum changes for preservice teacher education and three more preservice teaching education programs at four universities in Finland. In this way, the book presents the views of changes in schools and universities not only from teachers and principals but also from professors, researchers, and lecturers. The book is unique because is based on ad hoc field research, comprising schools across all levels of education. The book shows in slow motion how the concepts of schools, teaching, and learning are fine-tuned in Finland. The title of the book, The Future of Schools and Teacher Education: How Far Ahead is Finland? summarizes the direction Finnish educators see teaching and learning toward the third decade of the twenty-first century.

scholarly journals MAKING THE CONTENTS OF LETTERS IN THE NOTARIS IN ISLAM'S LEGAL PERSPECTIVE

2017 ◽  
Vol 4 (2) ◽  
pp. 234
Author(s):  
Tubus Tubus
Keyword(s):  
Islamic Law ◽  
Field Research ◽  
Secondary Data ◽  
Point Of View ◽  
Primary Data ◽  
Legal Perspective ◽  
The Future ◽  
The Will ◽  
The Ideal ◽  
The Way

This paper aims to examine the making of the contents of wills examined from the point of view of Islamic law, in practice the reality in the lives of many people who have not heed the word basmallah as an incantation in the contents of the will for the followers of Islam. In this study using sociological juridical method, where the primary data obtained directly from field research, while secondary data obtained from the literature. The results obtained that the way of making the contents of the will and the absence of public legal awareness is optimal for the making of the contents of wills in accordance with Islamic law. And there are still weaknesses in the Making and Implementation of the contents of the current will, when the testament is oral, namely: The absence of the sacred intention or the noble intention of the collector must not necessarily occur; unsecured rights of the recipient, in the event of any problems of the future heirs of the pewasiat; there is a difficulty of proof in the absence of witnesses, when the will is brought before the Court. Law renewal in the making of the contents of the will in the presence of a notary in the perspective of Islamic law are: the reconstruction of its value, the Ideal Formation of the Will, the testament is done in writing witnessed by two witnesses and before the Notary. Ideal Construction Format of Testament Creation. The testament is written in the presence of two witnesses or in the form of a Deed or a Notary Deed. At the head of the will or the Deed or Notarial deed is included a sentence “Basmallah”.

Speculative pedagogies: Envisioning change in teacher education

2021 ◽  
Vol 16 (2) ◽  
pp. 241-250 ◽  
Author(s):  
Brittany Tomin
Keyword(s):  
Teacher Education ◽  
Thematic Analysis ◽  
Collective Responsibility ◽  
Societal Change ◽  
Narrative Approaches ◽  
Global Pandemic ◽  
The Future ◽  
Future Of Education ◽  
Changing Society

This article reports on a project that asked pre-service teachers to use science fictional and speculative storytelling to imagine the future of education. I explore the importance of making space for narrativizing and imagining educational and societal change with pre-service teachers, who are forming their pedagogical identities and perspectives, within the context of the current COVID-19 global pandemic. Various narrative approaches to future educational and pedagogical possibility are examined through thematic analysis of pre-service teachers’ future-based stories. This article signals the importance of using speculative storytelling to dismantle singular notions of what education might look like and the role that education might play in a changing society, particularly in the context of citizenship, community, and collective responsibility.

scholarly journals From Gender-segregated Subjects to Multi-material Craft: Craft Student Teachers’Views on the Future of the Craft Subject

2015 ◽  
Vol 8 (3) ◽  
Author(s):  
Jaana Lepistö ◽  
Eila Lindfors
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Basic Education ◽  
School Subject ◽  
Entrepreneurial Behaviour ◽  
The Future ◽  
Gender Based ◽  
The University ◽  
Multiple Skills

This paper describes the views of student teachers of craft about the future of craft as a school subject. The study was conducted at the University of Turku, Department of Teacher Education, in Rauma in 2014. The literature review revealed that the subject of craft in Finnish basic education is understood as a dialog between the maker and the materials. However, teaching and learning craft in schools and in teacher education has a strong gender-based tradition. The aim of this study is to investigate student teachers’ understanding of craft as a school subject in the future and their solutions to teaching craft in basic education. The data were collected from essays (N = 20) written by student teachers of craft. The essays were analyzed qualitatively using content analysis. The results showed that the student teachers of craft viewed holistic craft, reflective action readiness, entrepreneurial behaviour, multiple skills, the use of versatile materials, and craft as sources of pleasure and the main solutions for the future of craft as a subject.

scholarly journals Editorial: Deciphering the Double Code of Sustainable Multilingualism

2020 ◽  
Vol 16 (1) ◽  
pp. i-x
Author(s):  
Béatrice Boufoy-Bastick
Keyword(s):  
Human Rights ◽  
Cultural Identities ◽  
Minority Languages ◽  
Conference Paper ◽  
Lingua Franca ◽  
Depth Analysis ◽  
The Future ◽  
Linguistic Human Rights ◽  
Language Needs ◽  
The Way

SummaryThe eight-year span in the life of our journal is the time ripe for the in-depth analysis of its development, the results that have been achieved and the prospects that could be projected for the future. Such analysis appears to be even more meaningful in view of the journal’s recent acceptance to Scopus database which opens the way to broader promotion of its scholarship in the matters of multilingualism, plurilingualism, linguistic human rights, language needs, cultural identities and other disputes. Thus, the Editorial of the 16th issue sets out to decipher the double code of ‘sustainable multilingualism’ encrypted in the tile of the journal and the concept itself: from maintaining cultural identities to the global lingua franca, threatening minority languages, from the first steps of the concept in a conference paper of 2004 to the multifaceted approaches elaborated through the topics, research constructs and research interests in the articles published over different epochs of the journal. The Editorial is rounded up by recommendations that will enhance and ensure the further growth of Sustainable Multilingualism.

scholarly journals PRE-SERVICE TEACHER EDUCATION AND COMPREHENSION OF DIDACTIC CONCEPTS. AN EXPERIENCE WITHIN THE MASTER OF SECONDARY EDUCATION TEACHERS

2012 ◽  
Vol 42 (1) ◽  
pp. 8-18
Author(s):  
Vicente Carrasco-Embuena ◽  
Maria Hernández-Amorós
Keyword(s):  
Teacher Education ◽  
Secondary Education ◽  
Teaching And Learning ◽  
Ad Hoc ◽  
Point Of View ◽  
Quantitative Methodology ◽  
Pre Service Teacher Education ◽  
The University ◽  
Pre Service Teacher ◽  
Academic Year

The main purpose of the research was to figure out which was the level of comprehension of the didactic concepts that the students of the Secondary Education Master of the University of Alicante of the academic year 2011/12 had. With this purpose, we have collected the information provided by the answers of 227 students to an ad-hoc-elaborated semi-structured questionnaire whose data have been treated with a quantitative methodology using the SPSS.19 device. The statistic techniques were descriptive, differential and correlational. In this analysis, we take into account the scores obtained by students in variables related to their learning process and their attitudes towards it. The most interesting results prove that the students don’t master the basic didactic concepts in a satisfactory way, there are differences between the levels of comprehension and other variables related to the learning of the concepts and with attitudinal variables of this learning. The research based on these results indicates the need to focus the teaching and learning processes of the Master from a different point of view and combining the strategies which enhance the understanding of these concepts by the students. Key words: concept comprehension, didactic training, pre-service teacher education, Secondary Education Master.

scholarly journals THE USE OF DIGITAL TECHNOLOGY IN ESP: CURRENT PRACTICES AND SUGGESTIONS FOR ESP TEACHER EDUCATION

2020 ◽  
pp. 017
Author(s):  
Elis Kakoulli Constantinou ◽  
Salomi Papadima-Sophocleous
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Language Education ◽  
Use Of Technology ◽  
Information And Communication ◽  
Ict Tools ◽  
The Republic ◽  
Republic Of Cyprus ◽  
The Way

Developments in Information and Communication Technology (ICT) have transformed the way people communicate, interact and also the way they learn. ICT tools are widely used in language teaching and learning, and the benefits have been repeatedly expressed in literature. ESP is yet another area of language education that has been affected by these developments. Despite the fact that there are ESP practitioners who utilise technologies in their teaching, more research is needed in order to identify how widely technology tools are used in ESP, so that action is taken to empower practitioners and provide them with the help they need in order to integrate technology in their practices.  This paper reports on the findings of a study conducted among 67 ESP practitioners from Tertiary Education in Greece and the Republic of Cyprus, the data of which were obtained through the use of an electronic questionnaire. The paper aims at examining the profiles of ESP practitioners in Greece and the Republic of Cyprus describing their use of technology (hardware and software) for the preparation and delivery of their courses. Furthermore, it outlines ESP practitioners’ views on the inclusion of a component on the use of technology in ESP teacher education. The paper concludes with suggestions regarding opportunities for professional development on issues related to the integration of ICT tools in ESP teaching and learning.

scholarly journals Walking Methodologies with/in Teacher Education

2019 ◽  
Author(s):  
Asilia Franklin-Phipps ◽  
Tristan Gleason
Keyword(s):  
Teacher Education ◽  
Reflective Practice ◽  
Teaching And Learning ◽  
Practitioner Research ◽  
Public Pedagogy ◽  
Academic Register ◽  
Written Word ◽  
Do So ◽  
The Way

This essay begins with the limitations of reflection in teacher education practitioner research. We wonder about the confines of a reflective practice that is solitary, ahistorical, and written in a particular academic register with an audience of one in mind. Instead, we explore the potential of walking methodologies as critical praxes with a group of pre-service educators. To do so we take a walk that is collective and focused on the way history is entangled with the students’ multimodal responses to this experience. We argue that walking as reflective praxis produces different possibilities in the space of teacher education. Pre-service educators participated in a mode of public pedagogy that challenges the treatment of teaching and learning as ahistorical and universal processes that can be neatly represented by the written word.

Speculative pedagogies: Envisioning change in teacher education

2021 ◽  
Vol 16 (2) ◽  
pp. 241-250 ◽  
Author(s):  
Brittany Tomin
Keyword(s):  
Teacher Education ◽  
Thematic Analysis ◽  
Collective Responsibility ◽  
Societal Change ◽  
Narrative Approaches ◽  
Global Pandemic ◽  
The Future ◽  
Future Of Education ◽  
Changing Society

This article reports on a project that asked pre-service teachers to use science fictional and speculative storytelling to imagine the future of education. I explore the importance of making space for narrativizing and imagining educational and societal change with pre-service teachers, who are forming their pedagogical identities and perspectives, within the context of the current COVID-19 global pandemic. Various narrative approaches to future educational and pedagogical possibility are examined through thematic analysis of pre-service teachers’ future-based stories. This article signals the importance of using speculative storytelling to dismantle singular notions of what education might look like and the role that education might play in a changing society, particularly in the context of citizenship, community, and collective responsibility.

scholarly journals REFLECTION ON 21ST CENTURY COMPETENCES, SMART LEARNING ENVIRONMENTS, AND DIGITALIZATION IN EDUCATION

2020 ◽  
Vol 3 (2) ◽  
pp. 87-93
Author(s):  
Ebba Ossiannilsson
Keyword(s):  
Learning Environments ◽  
21St Century ◽  
Technological Development ◽  
Digital Competence ◽  
New Normal ◽  
Smart Learning ◽  
Smart Learning Environments ◽  
The Future ◽  
Future Of Education ◽  
The Way

We are facing unprecedented social, economic, and environmental challenges due to accelerating globalization and the rapid pace of technological development. Nonetheless, these forces offer us countless new opportunities for human progress. The future is uncertain, and we cannot predict it, but we must be open and ready for it. After Covid-19, the “new normal” will be characterized by change, reorientation, and sustainability. Both studying and working have quickly changed in form, requiring digitalization and digital competence in both individuals and organizations. It has become evident that the digital revolution concerns people and their habits, behaviors, and attitudes in using the new technology. Moreover, there is a need for innovative pedagogy, and a move to curricula 4.0, which are aligned with the 4th Industrial revolution, which change the way we live, work, communicate, perform, relate, and also the way we learn, and new perspectives on quality and its effects. Online innovative education will be a strategic priority at every institution. This conceptual article is based on the current discourse on the reflection and rethinking of 21st century competences, smart learning environments, and digitalization in education. The author has provided examples of the ongoing debate. The article’s focus on the future of education is based on her own research and perspectives. The discussion is centered on the OECD report on the future of education and skills, Education 2030, and the UNESCO initiatives in the OER Recommendation and the Futures of Education - Learning to Become. Keywords: Covid-19, ecosystem, futures of education, OER Recommendation, new normal

scholarly journals Analytical Study Based on Perspectives of Teacher Educators in India with Respect to Education for Sustainable Development

2019 ◽  
Vol 21 (2) ◽  
pp. 38-55
Author(s):  
Manisha Jetly ◽  
Nandita Singh
Keyword(s):  
Teacher Education ◽  
Sustainable Development ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Education For Sustainable Development ◽  
Asia Pacific ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Sustainable Future ◽  
Depth Analysis

Abstract Education for sustainable development (ESD) has been accepted worldwide as one of the most powerful paradigms of thinking, which has a potential for changing the ongoing course of unsustainable development in order to save the fate of life on Mother Earth. As we prepare ourselves to achieve the 17 sustainable development goals (SDGs) of United Nations 2030 Agenda, it is crucial to analyze and reflect on the initiatives taken, which aim at sensitizing the stakeholders of education with the holistic concept of ESD, especially when it has been reported in the literature that countries of the Asia Pacific region have been slow in formally embracing the concept of ESD in their education system. With this contextual background, the present research paper aimed at understanding the prevailing perception of ESD amongst the teacher educators of India. A qualitative deductive content analysis methodology was adopted for an in-depth analysis of the subjective responses of teacher educators, teaching graduate and post-graduate level courses of teacher education programs of India’s Chandigarh region. A codebook was developed on the basis of UNESCO’s Teaching and Learning for a Sustainable Future (TLSF) program for the analysis. The findings of the research identified how and to what extent the indicators of ESD were addressed through broader categories of knowledge, skills and values. The research joins larger conversation of reorienting the teacher education programs particularly through the lens of cultural sustainability to achieve a sustainable future.

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