Emancipatory Teaching Practices in the Understandings of Social Sciences Teachers on a Diploma of Education Programme

2019 ◽  
pp. 179-198
Keyword(s):  
Social Sciences ◽  
Teaching Practices ◽  
Education Programme

scholarly journals Content Analysis of the Pedagogical Content Knowledge in the Curriculum of Yemeni EFL Teacher Education Programme

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Morshed Salim Abdullah Al-Jaro ◽  
Adelina Asmawi ◽  
Zuwati Hasim
Keyword(s):  
Teacher Education ◽  
Pedagogical Content Knowledge ◽  
Student Teachers ◽  
Content Knowledge ◽  
Teaching Practices ◽  
Teaching Experience ◽  
Education Programme ◽  
Basic Knowledge ◽  
Pedagogical Content ◽  
Teacher Education Programme

This study aims to analyse the pedagogical content knowledge (PCK) in the current curriculum of the English teacher education programme (ETEP) at a Faculty of Education in a Yemeni University. PCK and teaching competencies take shape within the initial preparation of ETEP in which student teachers spenda long time receiving knowledge and understanding the teaching context before they practically experience teaching at schools. During their BA study, students are required to study 49 courses which can be categorised into four main components: skills, linguistics, literature and professional. This study analyses the content of the curriculum courses so as tovisualise the way student teachers translate what they have learned into pedagogical practices during their teaching practices. In this study, the curriculum content of ETEP is qualitatively analysed using the inductive approach. Categories emerged from the analysis demonstrate various aspects of student teachers’ PCK. The analysis reveals that the pedagogical skills courses are not enough to enhance and strengthen the student teachers’ PCK needed to be reflected in their teaching practices. The findings show that the curriculum lacks courses necessary to provide student teachers with basic knowledge and pedagogical principles which are of vital significance to demonstrate their understanding before they are practically engaged in the teaching experience.

scholarly journals Opinions of Future Teachers on Training in Social Sciences Didactics

2021 ◽  
Vol 6 ◽  
Author(s):  
María del Mar Felices-De la Fuente ◽  
Álvaro Chaparro-Sainz
Keyword(s):  
Social Sciences ◽  
Teaching Practices ◽  
Collaborative Work ◽  
University Teaching ◽  
Controversial Issues ◽  
Future Teachers ◽  
Specific Content ◽  
Spanish Universities ◽  
The University

At present, an understanding of the teaching practices at university and the opinion of students about these practices is limited, at least in certain knowledge areas. Given this diagnosis and in the context of Social Sciences Didactics, we consider it important to analyze teaching practices and how they impact future teachers. Consequently, concerned about the quality of training offered to students, this study aims to know their opinion about which teaching practices they consider most appropriate to train in Social Sciences Didactics, once they finish the subjects related to this area. To this end, a non-experimental quantitative design has been used, involving collecting information through a questionnaire completed by 875 students from seven Spanish universities studying for the Degree in Primary Education. The data was analyzed from a triple perspective, an analysis of the descriptive statistics of the items contemplated in this research, the existing correlations between them, and a statistical analysis based on the gender variable. The results show that the treatment of controversial issues and the didactic outings outside the university classroom are the strategies most valued by the students in teaching specific content of the subject Social Sciences Didactics. The results also show significant differences in the responses to each item depending on the gender variable. We conclude that students widely value university teaching practices related to implementing active methodologies, analyzing current social and environmental issues, and collaborative work dynamics. Likewise, it is observed that women have, on the whole, a better opinion than men regarding these types of methodologies and strategies.

scholarly journals Seventh grade students’ perceptions on webquest- aided learning apporoach ın terms of scienceWebquest destekli işbirlikli öğrenme yaklaşımının yedinci sınıf öğrencilerinde fene yönelik algıları

2015 ◽  
Vol 12 (1) ◽  
pp. 1056
Author(s):  
Buket Ballıel ◽  
Mustafa Sarıkaya
Keyword(s):  
Social Sciences ◽  
Education Programme ◽  
Attitude Scale ◽  
Control Group ◽  
Force And Motion ◽  
Post Test ◽  
Collaborative Education ◽  
Motion Unit ◽  
And Control ◽  
Experimental Group

<p>     The purpose of this study; is to examine attitude of students, who took education according to learning method based on WebQuest supported collaboration of “Force and Motion” taken part in 7<sup>th</sup> grade Science and Technology Classes and renewed first education programme, towards Science.</p><p>      Study carried out through pre-test post-test experimental design with control group.  Experimental application of research was carried out on 68 students, studying in 7<sup>th</sup> grade D-E classes at Muğla City Türdü 100. Yıl Secondary school in 2012-2013 academic years. Two groups were established as experimental and control groups, as part of research. The group, receiving Webquest supported collaborative education was defined as experimental group and the other group was defined as control group. 31 students took part in experimental group and 37 students took part in control group.</p><p>      Research data was obtained with attitude scale intended science, “Force and Motion” unit. Data, obtained, were analyzed by defining necessary statistical techniques with SPPS (Statistical Package for Social Sciences) packet programme.</p><p>      In line with the findings from the research, Webquests supported collaborative learning methods couldn’t be effective on students’ attitude towards science. </p><p> </p><p><strong>Özet</strong></p><p>Bu araştırmanın amacı; 7. sınıf fen ve teknoloji dersinde yer alan kuvvet ve hareket ünitesinin webquest destekli işbirliğine dayalı öğrenme yöntemi ile yenilenen ilköğretim programa göre öğretim yapılan öğrencilerin fen bilgisine karşı tutumlarına etkisini incelemektir.</p><p>     Araştırma ön test-son test kontrol gruplu deneysel desen ile gerçekleştirilmiştir. Araştırmanın deneysel uygulaması 2012-2013 eğitim-öğretim yılında Muğla ili Türdü 100.Yıl Ortaokulunda 7. sınıf D-E şubelerinde öğrenim gören 68 öğrenci üzerinde gerçekleştirilmiştir. Araştırma kapsamında deney ve kontrol grubu olmak üzere iki grup kurulmuştur. Webquest destekli işbirlikli eğitim alan grup deney, diğer grup ise kontrol grubu olarak belirlenmiştir. Deney grubunda 31, kontrol grubunda 37 öğrenci yer almıştır. Araştırmanın verileri “Kuvvet ve Hareket” ünitesi Fen Bilgisine Yönelik Tutum Ölçeği ile elde edilmiştir. Elde edilen veriler SPSS (Statistical Package for Social Sciences) paket programı ile gerekli istatistiki teknikler belirlenerek analiz edilmiştir.</p><p>     Araştırma sonucu elde edilen bulgular doğrultusunda, webquest destekli işbirlikli öğrenme yöntemi, öğrencilerin fene karşı tutumları üzerinde etkili olamamıştır.</p>

The Relevance of Social Sciences Teacher Education Programme in Preparing Effective Secondary School Educators

2017 ◽  
Vol 8 (2) ◽  
pp. 1-12 ◽  
Author(s):  
Seema Goburdhun ◽  
Jay Ramsaha
Keyword(s):  
Social Sciences ◽  
Teacher Education ◽  
Social Studies ◽  
Secondary School ◽  
Main Tool ◽  
Education Programme ◽  
Disciplinary Knowledge ◽  
Teacher Education Programme ◽  
The Social ◽  
Graduate Certificate

In Mauritius, the teaching of social studies presents educators with a unique set of challenges, as they are expected to have multi-disciplinary knowledge and multi-dimensional skills to be effective in classrooms. Many of these social studies educators have undertaken the PGCE (Post Graduate Certificate in Education) course offered by the Mauritius Institute of Education (MIE), which is the leading teacher training institute in the country. This paper explores the relevance of the social sciences teacher education programme offered by the MIE in preparing secondary school educators to meet the challenges in their practice in the wake of current curricular reforms. The study used focus group discussions as the main tool to gather in depth views of the participants. Preliminary findings tend to show that although educators may possess skills, lack of mastery in multi-disciplinary knowledge influences their proficiency in classrooms. An analysis of the different modules of the social sciences programme also shows a gap between the educators' needs and the modules offered.

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