Feynman Diagrams, Problem Spaces, and the Kuhnian Revolution to Come in Teacher Education

2013 ◽  
Vol 63 (2) ◽  
pp. 133-150 ◽  
Author(s):  
Deborah Seltzer-Kelly
Keyword(s):  
Teacher Education ◽  
Feynman Diagrams ◽  
To Come ◽  
Kuhnian Revolution

“I Don’t Want to Come Off as Pushing an Agenda”: How Contexts Shaped Teachers’ Pedagogy in the Days After the 2016 U.S. Presidential Election

2018 ◽  
Vol 56 (2) ◽  
pp. 444-476 ◽  
Author(s):  
Alyssa Hadley Dunn ◽  
Beth Sondel ◽  
Hannah Carson Baggett
Keyword(s):  
Decision Making ◽  
Teacher Education ◽  
School District ◽  
Presidential Election ◽  
Curriculum And Instruction ◽  
Education Practice ◽  
The Public ◽  
Current Climate ◽  
To Come

Guided by perspectives on the sociopolitical contexts of schooling, control of teachers’ curriculum and instruction, and teaching of elections, we use findings from a national questionnaire to explore the contexts that shaped teachers’ pedagogical decision making following the 2016 U.S. presidential election. Our findings reveal that classroom, school, district, state, and national contexts often manifested in pressure from colleagues, parents, the administration, the district, and the public. This pressure is reflective of the lack of trust, autonomy, and professionalism for teachers in our current climate. The days immediately following the election revealed new understandings about teachers’ views on neutrality, opportunities for agency within control of teachers’ work, and a call for justice-oriented pedagogy. Implications for teacher education, practice, and research are discussed.

Teaching About Teaching - A Strategy

1978 ◽  
Vol 5 (1&2) ◽  
pp. 81-90
Author(s):  
Ruby King
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Student Teacher ◽  
Main Concern ◽  
Educative Process ◽  
To Come ◽  
Supporting Materials ◽  
Actual Teaching

Central to the educative process is the transaction which takes place between the learner and the teacher. The main concern, therefore, of teacher education programmes is to improve the quality of future transactions by help­ing teachers (in-service and in-training) to understand the learner, the dynamics of learning, and their own roles in the transaction. The case study presented in this article is based on the premise that student-teachers will continue to grope in the dark until they have developed the necessary understandings and insights. It is imperative that our student-teachers receive such help as will enable them to reach the stage where teaching becomes a deliberate meaningful act. This breakthrough can be quickly effected when the student-teacher is made to come to grips with the realities of life in the classroom directly through actual teaching, and indirectly through appropriate room directly through actual teaching, and indirectly through appropriate supporting materials in the local idiom, which reflect circumstances and experiences with which he is familar.

INTEGRATING ICT IN TEACHER EDUCATION

2016 ◽  
pp. 197-203
Author(s):  
G.L Gulhane
Keyword(s):  
Teacher Education ◽  
Qualitative Change ◽  
Female Teacher ◽  
Training Module ◽  
Quality Teachers ◽  
Teacher Trainees ◽  
Significant Difference ◽  
Education Today ◽  
To Come ◽  
Ict Training

The aim of this study is to develop a suitable Information and Communication Technology (ICT) training module and evaluate its effectiveness in teacher education. One of the greatest challenges facing teacher education today is preparing good quality teachers for an ever-changing world. Teacher trainees are the key components in any system of teacher education. Unless they are trained we cannot expect any qualitative change to come out of the system of teacher education. Diagnosis and remediation are also basic needs of curriculum transaction. An attempt has been made in this paper to develop an ICT training module and test its effectiveness in teacher education. The study reveals that there is no significant difference between the theoretical and application awareness in the concept of ICT among male and female teacher trainees.

Anthropology and Multicultural Teacher Education

1986 ◽  
Vol 8 (3-4) ◽  
pp. 27-28
Author(s):  
Carol Mukhopadhyay
Keyword(s):  
Teacher Education ◽  
Cultural Landscape ◽  
Multicultural Teacher Education ◽  
Demographic Projection ◽  
To Come ◽  
Multicultural Teacher

In decades to come, anthropologists and educators will face an enormous and exciting challenge. Virtually all demographic projection suggest that anthropology students Will no longer travel long distances to experience the fascinating array of human cultures. Instead, our own cultural landscape will be transformed from the metaphorical salad bowl into a gigantic salad bar.

scholarly journals Pre-Service Teachers in the Outdoors: A Phenomenological Exploration

2021 ◽  
Vol 16 (1) ◽  
pp. 5-18
Author(s):  
Josie Melton
Keyword(s):  
Teacher Education ◽  
Lived Experience ◽  
Teacher Education Programs ◽  
Present Moment ◽  
Education Programs ◽  
Van Manen ◽  
To Come ◽  
Outdoor Experiences ◽  
Sense Of Wonder ◽  
Phenomenological Exploration

While a child’s sense of wonder is thought to come naturally, less is known about how adults foster or connect with their sense of wonder.  For the purposes of this exploration, wonder is the openness that comes when one dwells with the present moment, allowing questions to arise, rather than using wonder as a tool to answer a question (Gadamer, 2004; van Manen, 2014).  Spending time in the outdoors is a common way to engage wonder, but there may be differences in the ways adults experience their surroundings compared to children.  If teachers or parents aim to foster a child’s sense of wonder then it is important to understand how adults experience and connect to the outdoors so they can model and promote the connection for children.  This paper explores the experiences of adults in the outdoors in order to better understand the barriers and paths that may lead to wonder.  Five anecdotes from outdoor experiences are phenomenologically analyzed to better understand the lived experience of adults in the outdoors.  Themes from the anecdotes are discussed, as well as the implications for teacher education programs.

Practicum Experiences and Journal Writing in Adapted Physical Education: Implications for Teacher Education

1994 ◽  
Vol 11 (3) ◽  
pp. 306-328 ◽  
Author(s):  
Maureen Connolly
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Journal Writing ◽  
Adapted Physical Education ◽  
Education Students ◽  
Physical Education Students ◽  
Resource Material ◽  
To Come ◽  
Teaching Learning ◽  
Practicum Experiences

The central concern of this paper is how an adapted physical education practicum and the journal writing of that experience affected the lives of the students involved. The paper uses as its resource material the fieldwork journals of physical education students who were involved in practicum experiences with people of varying abilities and disabilities. The stories in the journals disclose something of what it is like to come to terms with others and with oneself in the “adapted” teaching-learning adventure. These disclosures will be presented thematically, the themes describing a journey through an adapted physical education practicum. The thematic composite of this journey is based upon content, critical, and thematic analyses of the data, coupled with the experiences and insights of the student collaborators. The potential for these kinds of experiences in physical education and teacher education is discussed.

scholarly journals “Because I’m a girl”: Troubling shared visions for music education

2019 ◽  
Vol 42 (3) ◽  
pp. 310-325 ◽  
Author(s):  
Danielle Shannon Treacy
Keyword(s):  
Teacher Education ◽  
Music Education ◽  
Music Teacher ◽  
Kathmandu Valley ◽  
Music Teacher Education ◽  
Cultural Anthropologist ◽  
Starting Point ◽  
To Come ◽  
Capacity To Aspire

In light of recent discussions on the importance of shared visions in teacher education, this inquiry raises necessary questions as to whose visions shape unified and shared visions, and whose remain absent, unspoken, or silenced in the margins. The starting point for this inquiry was a set of visions for music education in Nepal that were co-constructed with over 50 musician-teachers working in the Kathmandu Valley, during a series of 16 workshops guided by Appreciative Inquiry’s 4D cycle. Despite the challenges female musician-teachers encounter in their pursuit of music in Nepal, no reference to these injustices was apparent in the resulting shared visions. This inquiry therefore engages with the nature and possible causes of this lack of reference, leaning on economist and philosopher Amartya Sen’s (2009) idea of justice and social-cultural anthropologist Arjun Appadurai’s (2004) notions of the capacity to aspire and the capacity for voice. The critical (Kuntz, 2015) and reflexive (Alvesson & Sköldberg, 2009) work guiding this inquiry suggests that while the workshops were guided by the aim to be inclusive, the need to come to consensus when co-constructing shared visions both reflected and obscured the injustices experienced by female musician-teachers. The article concludes by offering insights for music teacher education.

scholarly journals A DILEMMA IN UPPER SECONDARY TEACHER EDUCATION

2012 ◽  
Vol 47 (1) ◽  
pp. 5-5
Author(s):  
Muammer Çalık
Keyword(s):  
Teacher Education ◽  
Undergraduate Students ◽  
Developed Countries ◽  
Secondary Teacher ◽  
Pedagogical Content ◽  
Secondary Teacher Education ◽  
Upper Secondary ◽  
To Come ◽  
Faculty Of Education ◽  
The Developed Countries

There is a consensus about primary and lower secondary teacher education in that Faculty of Education is actively responsible for preparing them for their future teaching careers. However, a struggle between Faculty of Science and Faculty of Education has still been continuing to come up with an agreement for upper secondary teacher education. For example, the undergraduate students attend subject matter courses in Faculty of Science and then take pedagogical (content knowledge) courses in Faculty of Education at most of the developed countries, i.e. USA, Germany, England. Despite the fact that this program seems to have been time efficient for pedagogical courses, this has lacked of motivating them to become the upper secondary teachers. In fact, motivation and enthusiasms to be a teacher play a significant role to learn how to teach.

Investor-State Dispute Settlement under NAFTA Chapter 11: The Shape of Things to Come?

1998 ◽  
Vol 35 ◽  
pp. 263-290
Author(s):  
J. Anthony VanDuzer
Keyword(s):  
Free Trade Agreement ◽  
Dispute Settlement ◽  
Trade Agreement ◽  
Minimum Standards ◽  
The North ◽  
State Behaviour ◽  
Nafta Chapter 11 ◽  
To Come ◽  
The Right

SummaryRecently, there has been a proliferation of international agreements imposing minimum standards on states in respect of their treatment of foreign investors and allowing investors to initiate dispute settlement proceedings where a state violates these standards. Of greatest significance to Canada is Chapter 11 of the North American Free Trade Agreement, which provides both standards for state behaviour and the right to initiate binding arbitration. Since 1996, four cases have been brought under Chapter 11. This note describes the Chapter 11 process and suggests some of the issues that may arise as it is increasingly resorted to by investors.

Scanning Electron Microscopy-cuticular Lesions on the Roundworm Ascaris Suum

1970 ◽  
Vol 28 ◽  
pp. 114-115
Author(s):  
P. A. Madden ◽  
W. R. Anderson
Keyword(s):  
Electron Microscopy ◽  
Scanning Electron Microscopy ◽  
Freeze Drying ◽  
Room Temperature ◽  
Secondary Electron ◽  
Distilled Water ◽  
Freeze Dried ◽  
Silver Paint ◽  
To Come ◽  
Scanning Electron

The intestinal roundworm of swine is pinkish in color and about the diameter of a lead pencil. Adult worms, taken from parasitized swine, frequently were observed with macroscopic lesions on their cuticule. Those possessing such lesions were rinsed in distilled water, and cylindrical segments of the affected areas were removed. Some of the segments were fixed in buffered formalin before freeze-drying; others were freeze-dried immediately. Initially, specimens were quenched in liquid freon followed by immersion in liquid nitrogen. They were then placed in ampuoles in a freezer at −45C and sublimated by vacuum until dry. After the specimens appeared dry, the freezer was allowed to come to room temperature slowly while the vacuum was maintained. The dried specimens were attached to metal pegs with conductive silver paint and placed in a vacuum evaporator on a rotating tilting stage. They were then coated by evaporating an alloy of 20% palladium and 80% gold to a thickness of approximately 300 A°. The specimens were examined by secondary electron emmission in a scanning electron microscope.

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