Multigrade Teaching in Primary Education as a Promising Pedagogy for Teacher Education in Austria and Finland

2015 ◽  
pp. 89-113 ◽  
Author(s):  
Eeva Kaisa Hyry-Beihammer ◽  
Tina Hascher
Keyword(s):  
Teacher Education ◽  
Primary Education

scholarly journals Procjena poljoprivredne pismenosti studenata budućih učitelja primarnog obrazovanja

2019 ◽  
Vol 13 (1) ◽  
pp. 39-50
Author(s):  
Zdenko Braičić
Keyword(s):  
High School ◽  
Teacher Education ◽  
Primary Education ◽  
Technical Skills ◽  
Growing Up ◽  
Science And Society ◽  
Agricultural Literacy ◽  
Future Teachers ◽  
Teaching Tasks

In primary education contents on agriculture are mainly taught in Science and Society classes. In order to successfully fulfil their teaching tasks, students, future teachers need a certain base of technical skills in agriculture. The goal of this research was to estimate the level of agricultural literacy amongst students at Faculty of Teacher Education in Zagreb, as well as their knowledge on topics of Science and Society classes on agriculture. Its purpose is to recognize the topics on agriculture which students are not familiar enough with, in order to improve the programmes of certain courses and redefine the teaching results. It has been proven that 38.7% of examined students do not have the minimum knowledge on agriculture, while 22% are not familiar enough with the contents of Science and Society classes on agriculture. The paper researches the differences in students’ knowledge on agriculture and education contents, regarding their year of studies, their place of growing up and the type of high school they graduated from.

scholarly journals Opinions of University Music Teachers on the Musical Competencies Necessary for Primary Education Teachers

2017 ◽  
Vol 6 (1) ◽  
pp. 197 ◽  
Author(s):  
Jasna Sulentic Begic ◽  
Amir Begic ◽  
Tihana Skojo
Keyword(s):  
Teacher Education ◽  
Music Education ◽  
Primary Education ◽  
Teaching Methods ◽  
Music Teachers ◽  
Sample Survey ◽  
Practical Training ◽  
Musical Ability ◽  
The Republic ◽  
Teaching Music

This paper describes the research conducted in the Republic of Croatia during the 2012/13 academic year. We have gathered opinions from experts, i.e. teaching methods teachers from seven faculties of teacher education, regarding the music teaching competencies necessary for primary education teachers teaching music in the first several grades of elementary school. We used the Delphi method in our research, i.e. in our sample survey among teaching methods teachers. The teachers also evaluated the competencies of their students and some elements of teacher education studies course syllabi and programmes. The sample survey among the teachers was implemented via email. The goal of the research was to determine if the programmes of the music courses at the teacher education studies are appropriate for the development of the competencies necessary for students of music education. Teaching methods teachers emphasized the need for more practical training, primarily regarding playing instruments and singing, and they pointed out that the course Teaching Methods in Music is the most important course for the training of future music teachers. Aside from that, they believe that more classes should be devoted to music courses, i.e. they propose to reorganise the contents of the courses by increasing the amount of practical classes and reducing the amount of theory classes. They also believe that it is necessary to introduce testing of musical ability at entrance exams for admission into the teacher education studies.

scholarly journals The Alpha and Omega of Teacher Education: Organizing Mathematical Activities

2020 ◽  
pp. 209-222
Author(s):  
Erich Christian Wittmann
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Primary Education ◽  
Primary Student ◽  
Strong Emphasis ◽  
Introductory Mathematics ◽  
Learning By Discovery ◽  
Professional Context ◽  
Mathematical Activities ◽  
Mathematics Course

AbstractThe aim of this paper is to describe an introductory mathematics course for primary student teachers and to explain the philosophy behind it. The paper is structured as follows: It starts with a general plea for placing the mathematical training of any category of students into their professional context. Then the context of primary education in Germany, with its strong emphasis on the principle of learning by discovery, is sketched.

scholarly journals Novos papéis e responsabilidade docente à luz das políticas educacionais e de formação de professores primários em Moçambique

2019 ◽  
Vol 5 (8) ◽  
pp. 177
Author(s):  
Santa Mónica Julião MUGIME ◽  
Carlinda LEITE ◽  
Feliciano M MAHALAMBE
Keyword(s):  
Teacher Education ◽  
Primary Education ◽  
Primary Teachers ◽  
School Curriculum ◽  
Teaching Profession ◽  
Initial Teacher Education ◽  
Educational Policies ◽  
Education Policies ◽  
Teacher Responsibility ◽  
Primary School Curriculum

O artigo, apoiado numa pesquisa documental da legislação sobre políticas educacionais e curriculares e de formação inicial de professores em Moçambique, discute os papéis e responsabilidades docentes à luz dessas políticas estabelecendo uma ponte com o que o currículo do ensino primário perspetiva. Sustentamos que a complexidade que atravessa o exercício da profissão docente, associada à responsabilidade da educação contribuir para o desenvolvimento positivo da sociedade, exigem do professor primário a capacidade de saber adaptar-se e lidar com os aspetos da recontextualização curricular (BERNSTEIN, 1993; LEITE; FERNANDES; FIGUEIREDO, 2018, 2019) e de reconfiguração do currículo (ALMEIDA; LEITE; SANTIAGO, 2013). A análise do discurso veiculado pelas políticas educacionais e curriculares aponta para a redefinição dos papéis dos professores e das responsabilidades a assumir, sobretudo, na forma de concretizar a educação. Papéis dos professores. Responsabilidade docente. Políticas de educação. Formação de professores primários. Moçambique. New roles and teacher responsibility by education policies and primary teachers education in Mozambique ABSTRACT The article, supported by documentary research focused on legislation about educational and curricular policies and initial teacher education in Mozambique, discusses the teacher’s roles and their responsibilities related with these policies, establishing a bridge with the primary school curriculum perspectives. It is argued that the complexity of the teaching profession, associated with the education responsibility to contribute to a positive society development, requires the primary teachers to be able to adapt and deal with the curricular recontextualization (BERNSTEIN, 1993; FERNANDES; FIGUEIREDO, 2018, 2019) and the curriculum reconfiguration (ALMEIDA; LEITE; SANTIAGO, 2013). The discourse analysis conveyed by the educational and curricular policies points to the redefinition of the teacher’s roles and the responsibilities that they need to assume, above all, in the way of carrying out the education. Teachers roles. Teaching responsibility. Educational policies. Teachers primary education. Mozambique.

scholarly journals La lingua letteraria di non nativi in un itinerario didattico multimodale Cosa resta della formazione nella pratica di insegnamento?

2021 ◽  
Author(s):  
Yahis Martari
Keyword(s):  
Teacher Education ◽  
Primary Education ◽  
Language Teaching ◽  
Italian Literature ◽  
Initial Teacher Education ◽  
Multimodal Approach ◽  
Teaching Context

In the initial sections of this paper I describe a course addressed to a group of teachers, during the time when they were at university following an initial teacher education course in primary education. These becoming-teachers were asked to read Scontro di civiltà per un ascensore a Piazza Vittorio (Lakhous 2006) using a multimodal approach. Five years after this course was concluded, a survey was carried out in order to evaluate the effectiveness of its long term goals: subjects (currently teachers) were asked whether they have used multimodal approaches in their reading classes and whether they use Italian literature written by non-native Italian speakers in a language teaching context.

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