Informing Preservice Teacher Education Pedagogies through In-Service Professional Development on Cultural Diversity in Turkey

2015 ◽  
pp. 161-177
Author(s):  
John McKeown
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Cultural Diversity ◽  
Preservice Teacher ◽  
Preservice Teacher Education ◽  
Service Professional

scholarly journals Investigation of Students’ Alternative Conceptions of Terms and Processes of Gene Technology

2013 ◽  
Vol 2013 ◽  
pp. 1-13 ◽  
Author(s):  
Gaitano Franke ◽  
Franz-Josef Scharfenberg ◽  
Franz X. Bogner
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Secondary School ◽  
Conceptual Change ◽  
Preservice Teacher ◽  
Science Teaching ◽  
Preservice Teacher Education ◽  
Alternative Conceptions ◽  
Gene Technology ◽  
Hands On

Our study monitored students’ alternative conceptions about some fundamental terms and processes of gene technology. Novice secondary school 10th graders (144 in total) described their conceptions in an open questionnaire. Using inductive category development, we iteratively categorized their responses. We found 13 categories describing students’ conceptions. Common categories were allocated to more than one different term or process. Specific categories were found only in the context of explaining one term or process. Using the collected conceptions, we then developed a questionnaire, which we administered to monitor the students’ conceptual change during a hands-on approach in our outreach lab. Knowledge about these conceptions and their consideration within science teaching should be of value both for preservice teacher education and for professional development of in-service teachers.

Editorial

Relay Journal ◽  
2019 ◽  
pp. 251-256
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Action Research ◽  
Teacher Training ◽  
Language Learners ◽  
Learner Autonomy ◽  
Service Professional ◽  
Research Institute

We are excited to present you Volume 2 Issue 2 of Relay Journal published by the Research Institute of Learner Autonomy Education at Kanda University (KUIS), Japan. The Relay Journal aims to foster a dialogue spanning the globe discussing topics related to learner autonomy. This issue of Relay Journal is dedicated to teacher and advisor education for learner autonomy. The topic is particularly important, since –– apart from some exceptions –– autonomy is not always integrated into curricula for teacher education, and in addition, very few programmes exist for advisor education. Therefore, it is crucial to include opportunities for in-service professional development and reflection on how to foster autonomy and how to support language learners as teachers or as advisors. This can be done in the form of teacher training, mentoring and/or tutoring programmes, action-research, or reflection in- and on-practice.

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