Teaching SDGs Using Concept Maps in Primary Teacher Training

2021 ◽  
pp. 097340822098087
Author(s):  
Achilleas Mandrikas
Keyword(s):  
Teacher Training ◽  
Group Work ◽  
Concept Maps ◽  
Sustainable Development Goals ◽  
Primary Teachers ◽  
Primary Teacher ◽  
Educational Tool ◽  
Unique Manner ◽  
Development Goals ◽  
Primary Teacher Training

This article presents an original and innovative way for primary teacher training concerning teaching the 17 Sustainable Development Goals (SDGs) using concept maps. Four types of concept maps were designed and built so that the interconnections between the 17 SDGs could be captured and the complexity of their interdependencies could be highlighted. This educational tool was used in 14 workshops with interesting results, which took place in Piraeus (Greece), and was addressed to primary teachers. Concept maps have proven to be a powerful tool for highlighting correlations between the 17 SDGs, as each group of teachers who used them linked the SDGs in a unique manner and simultaneously justified this interconnection. In addition, the use of concept maps was an opportunity for teachers to experience group work and its quality characteristics, such as participation, exchange of opinions, argumentation and different perspectives.

Application of Project-based Learning for Primary Teachers - A New Direction in Professional Training at Pedagogical Universities and Colleges in Vietnam

2020 ◽  
Author(s):  
Thi Tam Bui ◽  
T.T.H. Vu ◽  
Q.H. Le ◽  
Trong Luong Pham ◽  
T.M.A. Nguyen ◽  
...  
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Primary Education ◽  
Primary Teachers ◽  
Project Based Learning ◽  
Primary Teacher ◽  
Great Success ◽  
Learning Method ◽  
Teacher Training Program ◽  
Primary Teacher Training

Teaching staffs in general and primary teachers in particular have been proven to contribute to great success of the comprehensive renovation process in the current Vietnamese education system. Significantly, pedagogical universities specialized in primary education should predominantly pay attention to the quality of training and meet the requirements of society. In the case of Tay Nguyen University in Vietnam, lecturer staffs involved in training of primary teachers have made great efforts in applying new teaching methods. Furthermore, it has been used effectively in many parts of the primary teacher training program is the project-based learning method. In this paper, in addition to general theories about the project-learning method, we will present the advantages of applying the teaching method in the primary teacher training program in general and in the "Crafts and Techniques" module in particular at Tay Nguyen University. Finally, discussion process of applying project-based learning and project evaluation methods of primary education students in teaching this module are preferred.

scholarly journals Pacific Nations Students in Primary Teacher Training

2000 ◽  
Author(s):  
John Dickie
Keyword(s):  
Teacher Training ◽  
Cultural Differences ◽  
Group Work ◽  
Primary Schools ◽  
College Of Education ◽  
Primary Teacher ◽  
Academic English ◽  
Bachelor Of Education ◽  
Cultural Constraints ◽  
Primary Teacher Training

This article is based on a study that investigated how Wellington College of Education staff can support Pacific nations students to complete primary teacher training successfully (Dickie, 2000). While the number of Pacific children in New Zealand primary schools is increasing significantly, and the community demands more Pacific nations teachers and more teaching in Pacific languages, the number of Pacific nations students entering primary teacher training is falling. This study explored the views of 21 Pacific nations students in the Bachelor of Education (Teaching) degree through a questionnaire and interviews. Participants valued peer support and group work, but difficulties due to cultural constraints hindered some from active participation in classes and from approaching lecturers for assistance. Some had difficulty with aspects of academic English. The study indicated the need for targeted support and a better understanding by staff of cultural differences.

scholarly journals Primary education teacher training policies of South Korea and Turkish Republic of Northern Cyprus

2015 ◽  
Vol 1 (2) ◽  
pp. 39
Author(s):  
Gülsün Atanur Baskan ◽  
Erim Atalar
Keyword(s):  
Teacher Training ◽  
South Korea ◽  
Primary Education ◽  
Research Data ◽  
Primary Teacher ◽  
Education Policies ◽  
Turkish Republic ◽  
Northern Cyprus ◽  
Training Policy ◽  
Primary Teacher Training

Abstract The aim of this study is to make proposals for the development of Northern Cyprus training teachers in primary education policies applied in the Turkish Republic. In the collection of research data, examining the document method was used.In this context; Among the most successful countries in international exams such as PISA and TIMSS, the structure of the institutions that train teachers for primary education, programs, teachers' selection and appointment process of the teachers were examined in South Korea.The study also examined the teacher training policy in primary education in the Turkish Republic of Northern Cyprus,consequently determine similarities and the differences were presented. Also in the light of the similarities and the differences found in primary teacher training policy applied in South Korea and the Turkish Republic of Northern Cyprus , Turkish Republic of Northern Cyprus has some suggestions.Keywords: Primary education, training policies, teacher.

Students' Perception of the Integration of Mobile Devices as Learning Tools in Pre-Primary and Primary Teacher Training Degrees

2020 ◽  
pp. 374-391
Author(s):  
Blanca García Riaza ◽  
Ana Iglesias Rodríguez
Keyword(s):  
Teacher Training ◽  
Mobile Devices ◽  
Learning Process ◽  
University Education ◽  
Primary Teacher ◽  
Learning Tools ◽  
Leading Role ◽  
Educational Processes ◽  
Changing Times ◽  
Primary Teacher Training

University education is nowadays facing the need to rethink teaching processes carried out, to accommodate them to new understandings about how the human beings learn, also transcending the use, access and appropriation of a methodology adapted to changing times where, no doubt, mobile devices have a leading role. Besides their obvious communicative and playful function, teachers and learners must be aware of the pedagogical potential of these devices that can become allies in educational processes. This study analyzes the perception of university students, enrolled in the Pre-Primary and Primary Teacher Training Degrees at the University of Salamanca (Spain), about the use of mobile devices as tools to assist the learning process and as gadgets to practice and boost the learning process carried out in the classroom. Relevant outcomes have been extracted from the inspection of the data obtained through a survey to students, what has enabled us to draw interesting conclusions about the opinion of students about the inclusion of mobile devices as learning resources at tertiary level, that unravel the good disposition of the students polled towards the incorporation of these devices, both to university classes as well as to their future professional development.

scholarly journals Teaching for a Better World. Sustainability and Sustainable Development Goals in the Construction of a Change-Maker University

2019 ◽  
Vol 11 (15) ◽  
pp. 4224 ◽  
Author(s):  
Francisco Zamora-Polo ◽  
Jesús Sánchez-Martín
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Point Of View ◽  
Primary Teacher ◽  
Practical Consideration ◽  
The Sustainable Development ◽  
Postgraduate Students ◽  
Development Goals

Sustainability, as a key concept in the education field, has submitted a relevant change during the last years. Thus, there is a growing debate about its meaning. It has undergone a crucial merging of significances from many fields: Ecology, environmental awareness, but also from politics, ethics or even spiritual approaches. All these fields have been co-involved in the building of such subject concept. In this sense, this article addresses the different ways of understanding sustainability as a polyhedral concept and how sustainability can be understood under the umbrella of the Sustainable Development Goals (SDGs). Furthermore, it is proposed a conceptual framework to teach this UN Program at Higher Education, contributing to the training of undergraduate and postgraduate students from both a professional and a personal point of view. This framework is applied in a case study—in particular, in a course of Primary Teacher Degree called Didactics of Matter and Energy. This article finishes with practical consideration to build a change-maker University.

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