scholarly journals Music lecturers’ professional development through distant coteaching between two universities in Finland

2021 ◽  
pp. 1321103X2110175
Author(s):  
Lenita Hietanen ◽  
Anu Sepp ◽  
Heikki Ruismäki
Keyword(s):  
Professional Development ◽  
School Teacher ◽  
Physical Space ◽  
Primary School Teacher ◽  
Teacher Education Programs ◽  
Common Group ◽  
Teacher Professional ◽  
Primary School Teacher Education ◽  
Improve Student Learning ◽  
Conceptual Work

At present, the idea of teacher professional development is widely highlighted in education. The present qualitative study examines whether coteaching in collaboration between music lecturers at two universities could enable their professional development and improve student learning. Our study consisted of piano courses in two independent primary school teacher education programs. In this conceptual work, it appears that the definitions of coteaching also allow a distant collaborative professional development of the two music lecturers. The main challenges were identified as access to a shared physical space and a common group of students, which could be diminished using digitalization.

scholarly journals Integrated language skill approach: Model of teaching materials for elementary school teacher education programs in Indonesia

2021 ◽  
Vol 8 (2) ◽  
pp. 656-669
Author(s):  
Herlina Usman ◽  
Miftahulkhaerah Anwar
Keyword(s):  
Teacher Education ◽  
Elementary School ◽  
School Teacher ◽  
Elementary School Teacher ◽  
Language Skill ◽  
Primary School Teacher ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Teaching Materials ◽  
Primary School Teacher Education

This study is aimed to develop teaching materials, which is an English module for Elementary School Teacher Education Programs in Indonesia based on the integrated language skill approach. A number of 75 respondents from the Elementary School Teacher Education Programs at three universities participated in this research, they are from Universitas Pendidikan Ganesha in Bali, Universitas Mulawarman in Samarinda, and Universitas Negeri Manado in Manado. At the Elementary School Teacher Education Programs, no book with a practical model of integrated language skill is available at these universities. In collecting and analyzing the data, this study combined the research and development (RD) model of Gall et al. (2003). The process comprised four stages to develop this module, they are (1) preliminary studies and needs analysis, (2) product design and development, (3) evaluation, field test, and product revision, (4) and product refinement and dissemination. The data was gained through three instruments from questionnaires, interviews, and formative tests to measure the mastery of English teaching materials for primary school teacher education. The result of this study demonstrated that the module is feasible and effective for English Elementary School Teacher Education Programs at the three universities. 

scholarly journals Kunnskapsformer og danningsidealer i lærerutdanningen

2020 ◽  
pp. 85-103
Author(s):  
Elin Tronsaune Moen ◽  
Alexander Gamst Page
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Preservice Teachers ◽  
Formation Process ◽  
School Teacher ◽  
Teaching Profession ◽  
Educational Institutions ◽  
Primary School Teacher ◽  
National Guidelines ◽  
Primary School Teacher Education

The Norwegian national guidelines for primary school teacher education grades 5–10 state that “all subjects in the education must be included in a formation process that ensures that the student possesses the ability to see a case from different sides and research the professional practice from different perspectives” (Kunnskapsdepartementet, 2016, s. 8). This study is based on interviews with elementary school preservice teachers. The focus is on their experiences related to the development of their roles as teachers vis-á-vis the place of study and the field of practice. Through conversations with the students, the experience they have of “to do” the teaching profession, “to understand” and / or “to be” the teaching profession is particularly emphasized. These experiences are put into different contexts by the students. Common to all of them is that they are linked to different understandings of knowledge, and not least are the experiences linked to factors that in the theory are emphasized as important when talking about formation and professional development. In order to elucidate the complexity of their experience, we will discuss their reflections and understandings in light of the formation ideals and knowledge forms. Such an approach to discussing the student’s reflections and experiences will also reveal something about the connection between guidelines and the mission of education formation. In this context, it may be possible to say something about the need for a more conscious approach to the educational institutions’ commitment to the students, particularly regarding the knowledges and skills that are part of their professional development.

scholarly journals What is history? Views from a primary school teacher education programme

2016 ◽  
Vol 6 (1) ◽  
pp. 10 ◽  
Author(s):  
Sarah Godsell
Keyword(s):  
Primary School ◽  
School Teacher ◽  
Education Programme ◽  
The United States ◽  
Primary School Teacher ◽  
First Year ◽  
School Students ◽  
Moral Value ◽  
Learning History ◽  
Primary School Teacher Education

This article focuses on how history as a concept is understood by first-year BA Education students. Students were asked to respond to the following questions: ‘what is history?’, ‘what is history to you?’ and ‘who writes history?’ Verbal and written consent was obtained from the students to participate in the study. Their answers demonstrated a concept of history that is imbued with a spatial and temporal as well as ideological and moral position. This article argues that, through the data, it seems that for these students the concept of history emerges as an object that is given a moral value, rather than history being seen as having value as a knowledge or skill set. I draw parallels between my findings and Donovan and Bransford’s work on how history is learnt by primary school students in the United States. There are clear similarities between the primary school understandings recorded in Donovan and Bransford, and first-year university understandings that emerged in the data of this study. This article argues that if history is understood as moral, as ‘good’ or ‘bad’, critical thinking and analytic skills which learning history can imbue are vastly diminished. Furthermore, this article uses Lauren Berlant’s concept of ‘cruel optimism’ to consider the implications of how the participating students understand what history is.

scholarly journals Teacher Professional Development and Appraisal

2015 ◽  
Vol 2 (2) ◽  
pp. 146-152
Author(s):  
Kushtarbek Kimshanov ◽  
Totukan Dyikanbaeva
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Teacher Development ◽  
School Teacher ◽  
High Standard ◽  
Teacher Appraisal ◽  
International Literature ◽  
Muslim Society ◽  
Teacher Professional ◽  
And Training

Abstract The paper is based on analysis of international literature on school teacher appraisal and professional development.  Teacher appraisal is a very important area of study, and traditionally it has been quite a contested field as well.  Teachers used to feel tension and anxiety due to unfair teacher appraisal, and they often reacted to teacher appraisal with resentment and nervousness.  Historically, teacher teacher appraisal was aimed to inform the issues and training considerations in education during the decades of the seventies and was establish to exercise greater accountability to maintain a high standard in education. However, eventually the developmental purpose had been emphasized. This paper presents rich literature on teacher appraisal and teacher development concepts. Abstrak Artikel ini berdasarkan analisis literatur internasional pada penilaian guru sekolah dan pengembangan profesional. Penilaian guru merupakan bidang kajian yang sangat penting, dan sudah menjadi bidang kajian yang cukup sering diperdebatkan. Guru kerap merasa tegang dan cemas dikarenakan penilaian guru yang tidak adil, dan mereka sering bereaksi terhadap penilaian guru dengan kekesalan dan gugup. Dalam sejarahnya, penilaian guru bertujuan untuk memberitahukan isu-isu dan pertimbangan pelatihan dalam pendidikan selama dekade tujuh puluhan dan telah dibentuk untuk melatih akuntabilitas yang lebih baik untuk mengatasi standar pendidikan yang tinggi. Namun, akhirnya tujuan pengembangan telah ditekankan. Artikel ini memberikan beragam informasi tentang penilaian guru dan konsep pengembangan guru. How to Cite : Kimshanov, K. Dyikanbaeva, T. (2015). Teacher Professional Development and Appraisal. TARBIYA: Journal Of Education In Muslim Society, 2(2), 146-152. doi:10.15408/tjems.v2i2.2802. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v2i2.2802

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