“I felt as if I was becoming myself anew”: Transformative Learning Through Action Research Projects Carried out by Beginner Teachers

2021 ◽  
pp. 154134462110494
Author(s):  
Katarzyna Gawlicz
Keyword(s):  
Action Research ◽  
Transformative Learning ◽  
Prospective Teachers ◽  
Professional Identities ◽  
Valuable Component ◽  
Transformative Potential ◽  
Teacher Students ◽  
Educational Ethnography ◽  
The University ◽  
Beginner Teachers

This article explores action research as a tool for promoting transformative learning of prospective teachers. Drawing on two B.A. or M.A. projects carried out at a university in Poland in which teacher-students used action research and the educational ethnography design to examine themselves as teachers and their practice, the article demonstrates the potential of such an approach for the transformation of students’ meaning perspectives and, eventually, of their personal and professional identities. The transformation the teacher-students experienced entailed their emancipation from the teaching models imposed on them in their institutions and the development of their personal teaching theories. This was followed by their transition to deliberate action, increased sense of agency, and readiness to assume responsibility for wider social change, consequently bridging the theory-practice divide. The author argues that despite the challenges of action research in the university context, its transformative potential makes it a valuable component of teacher education.

scholarly journals AND THEMATIC INSTRUCTIONAL FOR PROSPECTIVE ELEMENTARY SCHOOL TEACHERS

2015 ◽  
Vol 15 (1) ◽  
pp. 35
Author(s):  
Parsaoran Siahaan ◽  
Ms Lyliyasari
Keyword(s):  
Elementary School Teachers ◽  
Prospective Teachers ◽  
Prospective Teacher ◽  
Learning Model ◽  
Phase 3 ◽  
Post Test ◽  
Teacher Students ◽  
The University ◽  
Normalized Gain ◽  
Better Than

This research, is part of a research on the development of a learning to improve mastery concept of science and the instructional. The learning model in this research integrate two courses with different subject and different semester in two PGSD of several campuses of an university of teacher training.  PGSD-X, which is in the same city with the University and PGSD Y in other city at the same province. Subject of the research consisted of 25 prospective teacher students in PGSD X and 26 prospective teacher students in PGSD-Y. Scenario of learning was done in 4 phases, namely: (1) modeling phase, (2) discussions phase, (3) enrichment phase, and (4) peer teaching phase. The learning topics is the integration of food’s topic and thematic. The data was collected before learning (pre test) and after learning (post test). Data analysis was done by calculating the normalized gain from Hake <g>. The results from PGSD-X  obtained  <g>=0,72±0,07 in the mastery of food  and  <g>= 0,70±0,14 in thematic. The results from PGSD-Y obtained <g>=0,66±0,10 in the mastery of food and <g>=0,53±0,20 in thematic. The results could be concluded that the ability of prospective teachers in the PGSD X better than PGSD –Y in mastery of food concept and thematic instructional. Key words: learning model, prospective teachers, food, thematic

scholarly journals Zambian Civic Education Teacher Students in Norway for a Year—How Do They Describe Their Transformative Learning?

2019 ◽  
Vol 11 (24) ◽  
pp. 7143
Author(s):  
Ane Bergersen ◽  
Gistered Muleya
Keyword(s):  
Applied Sciences ◽  
Transformative Learning ◽  
Civic Education ◽  
Teaching Practice ◽  
Student Mobility ◽  
Education Teacher ◽  
Western Norway ◽  
University Of Applied Sciences ◽  
Teacher Students ◽  
The University

Through 10 years of cooperation between the University of Zambia and the Western Norway University of Applied Sciences, 24 students of Civic Education (Social Sciences) from the University of Zambia had an opportunity to travel to Norway to have a different learning experience of Civic Education. In this study, we sought through qualitative questionnaires and interviews to understand how the former Civic Education teacher students describe their experiences and received benefits during the 10 months they spent at the Western Norway University of Applied Sciences. The study established that transformative learning takes time, but of paramount importance was that the students were able to critically reflect and act as change-makers at an individual, school, and/or society level. The study also noted that international student mobility can increase students’ transformative learning under certain conditions. Therefore, our study concludes that crucial factors for transformative learning consist of the combination of cultural mentoring, teaching practice, critical discussions, and critical theories. Additionally, the study notes that reframing our perspectives as learners, teachers, and researchers can lead to increased awareness of moral imperatives for satisfying human needs, ensuring social justice and respecting environmental limits as citizens in a global world.

TEXTILE CRAFT STUDENTS’ PERCEPTIONS OF SUSTAINABLE CRAFTS

2012 ◽  
Vol 43 (1) ◽  
pp. 131-140
Author(s):  
Leena Vartiainen ◽  
Minna Kaipainen
Keyword(s):  
Sustainable Development ◽  
Multiple Choice ◽  
Work Conditions ◽  
Life Cycle Thinking ◽  
Multiple Choice Questions ◽  
Textile Design ◽  
Teacher Students ◽  
Purchasing Behaviour ◽  
The University ◽  
Eastern Finland

Future teachers have an important role in education for sustainable development. This article describes textile craft teacher students’ perceptions of sustainable textile craft. The data derives from a survey of craft teacher students of the University of Eastern Finland (N = 20). The questionnaire included open-ended and multiple choice questions about sustainability of textile craft education and the relevance of sustainability in the students’ lives. The study reveals textile craft teacher students’ conceptions as consumers, craft makers and future textile craft teachers. The open-ended questions were analyzed by content analysis and the multiple choice questions were analyzed with statistical methods. The results were reflected to Victor Papanek’s function complex. As consumers, students favour good quality products and recycling of textiles. They are concerned about workers’ work conditions and against child labour. Although values and perceptions related to sustainable consumerism are high, sometimes the actual purchasing behaviour differs from the values because of the students’ meagre budgets. As craft makers, availability of locally produced materials and materials made of natural fibres are important to students. As future textile craft teachers, students think that craft is an excellent way to teach sustainability and sustainable craft. They consider it is important to teach life-cycle thinking but also craft culture and skills. Key words: clothing and textile design, sustainable craft, textile craft teachers.

scholarly journals ‘I got content with who I was’: Rural teachers’ encounters with new ways of practising literacy

2016 ◽  
Vol 7 (2) ◽  
Author(s):  
Toni Gennrich
Keyword(s):  
Literacy Practices ◽  
Limpopo Province ◽  
Literacy Teachers ◽  
Rural Teachers ◽  
Bachelor Of Education ◽  
Teacher Students ◽  
The University ◽  
Personal Literacy ◽  
Critical Imagination

In a context where Foundation Phase literacy teachers’ personal literacy often involves operational and technicist practices rather than creative, this paper argues that it is by exposing teachers to experiences of working with different genres of text for an extended time, in different fields, that teachers are able to imagine the possibilities these genres afford. Using a Bourdieusian framework of habitus, field, capital and doxa and applying imagination to the theorisation of these concepts, I examine the effect on a group of rural teachers from Limpopo province of being removed from their classrooms, and being given the opportunity to complete a 4-year Bachelor of Education degree at the University of the Witwatersrand. This case study used reflective journals and focus groups to trace shifts in the ways these teacher-students enacted literacy and thought about teaching literacy. Findings from this study suggest that teachers of literacy can change deeply entrenched ways of thinking about and valuing literacy by reflecting on the discontinuities between old and new ways of practice and, through anticipatory reflection, to imagine possibilities of teaching and enacting literacy differently. This requires critical imagination, awareness and agency. This paper discusses, in particular, Elela’s experience with poetry and Kganya’s experience with a drama script, assessing the effect this had on their personal literacy practices and how they imagine teaching literacy in the future.

“Systems”, Strengths, Weaknesses and Challenges

2017 ◽  
Vol 4 (1) ◽  
pp. 49-59
Author(s):  
Frank Stowell
Keyword(s):  
Action Research ◽  
Systems Thinking ◽  
Research Funding ◽  
Cumulative Effect ◽  
Research Programme ◽  
Common Reason ◽  
New Ideas ◽  
The Subject ◽  
The University

Systems and Cybernetics no longer occupies the position, in academic circles, it once did. There are many reasons why this is the case but a common reason given is the lack of research funding for the subject. The knock-on effect is that the subject has fewer 'champions' and as a consequence is less prominent then it once was. There are many factors that mitigate against research funding for the domain but the cumulative effect is that there are few (if any) new ideas generated now which in turn is having an impact upon the number of academics attracted to it. In this paper the author revisits the action research programme at the University of Lancaster. This project contributed valuable insights into organisational inquiry and the nature of Systems thinking for over 30 years. In this paper the author revisits the programme to discover if there are lessons to be learnt that may be adopted to help provide a means of re-establishing the profile of the domain.

scholarly journals El tratamiento de la expresión convencional y ritualizada en el proceso de mediación lingüística Español-Italiano: una experimentación en el contexto universitario italiano

2020 ◽  
Vol 15 (1) ◽  
pp. 99
Author(s):  
Giuseppe Trovato
Keyword(s):  
Action Research ◽  
Qualitative Methodology ◽  
Mediation Process ◽  
Systematic Analysis ◽  
The University ◽  
Linguistic Phenomenon ◽  
Communicative Effectiveness

<p>This paper deals with the treatment of conventional and ritualized expression in interlinguistic communication carried out throughout the mediation process from a contrastive perspective (Spanish-Italian). According to the theoretical postulates of Collados Aís and Fernández Sánchez (2001), we will carry out an analysis of this linguistic phenomenon. From a corpus of premade scripts focused on the didactics of Spanish-Italian liaison interpreting, we will address the contrastive problems related to the process of interlinguistic mediation and undertake a series of reflections on the performances of a group of third-year students of a degree course in Linguistic Mediation from the University of Messina (Italy). To perform a more systematic analysis, the performances were recorded and subsequently transcribed. From there, the comparison between Spanish and Italian was undertaken. Next, we will focus on the translation operations carried out by the students, and on the degree of correctness and communicative effectiveness. For the purposes of the study , a qualitative methodology as well as the action research have been adopted.</p>

scholarly journals Peningkatan Keterampilan Berpikir Kritis dan Hasil Belajar Siswa SD dengan Menerapkan Strategi Everyone Is A Teacher Here pada Model Pembelajaran Kooperatif

2018 ◽  
Vol 2 (1) ◽  
pp. 18
Author(s):  
Mochamad Yusuf
Keyword(s):  
Critical Thinking ◽  
Action Research ◽  
Primary School ◽  
Fourth Grade ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Fourth Grade Students ◽  
Teacher Students ◽  
Cognitive Study ◽  
Cooperative Models

The purpose of this research was assess the activity of teachers, students, enhancement of critical thinking skils student,  results cognitive study, and to know student respon for learning that applied “Everyone  is a Teacher Here”strategy for cooperative models. Research used Classroom Action Research (CAR)methods. The subjects and the location of research was fourth grade students of  Hidayatul Mubtadiin Primary School, amounting to 26 students.The instrument used in this research consisted of sheet of observation teachers activities, sheets of observation of students avtivities, critical thinking skills test, cognitive results studies test, sheets of observation of afective results studies test, sheets of observation of psicomotoric results studies test, and sheets of respons students. The result showed that the activity of teacher, students, critical thinking skills, and the student’s results  study was increase significantly during two cycles with their respective percentage of completeness. Learning of applying “Everyone  is a Teacher Here” strategy for Cooperative models got positive respons from students so worthy to be applied by the teacher.

scholarly journals Peningkatan Keterampilan Membuat Alat Peraga Matematika Pada Mahasiswa Prodi PGSD Universitas Peradaban

2020 ◽  
Vol 4 (4) ◽  
Author(s):  
Adi Candra Kusuma
Keyword(s):  
Learning Strategies ◽  
Prospective Teachers ◽  
Creative Thinking ◽  
Learning Needs ◽  
Research Subjects ◽  
Mathematical Concepts ◽  
Teaching Aids ◽  
Learning Mathematics ◽  
New Ideas ◽  
The University

In understanding abstract mathematical concepts, students need teaching aids such as concrete objects as an intermediary or visualization. The purpose of the research is to obtain skills in making mathematics teaching aids on PGSD University of Civilization students. The research method uses qualitative research with a total of 66 research subjects in the third semester of 2015/2016 Academic Year. Data collection techniques were taken using observation, interviews, documentation. The results obtained from the study provide knowledge of new knowledge, improve skills in making learning support instruments, train the creative thinking of students of the University of Civilization PGSD as a provision of learning strategies when going to be a teacher. This training prepares prospective teachers in explaining mathematical concepts, in learning mathematics, the use of teaching aids is expected to increase student motivation. Motivation can arise because many ideas and new ideas and fun learning contains a variety of information that is relevant to the learning needs of students.

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