scholarly journals following philosophy with children concepts in practice of teacher education

2019 ◽  
Vol 15 ◽  
pp. 01-21
Author(s):  
Arie Kizel
Keyword(s):  
Teacher Education ◽  
Learning Process ◽  
Personal Development ◽  
Teacher Education Program ◽  
Self Awareness ◽  
Teacher Student ◽  
Student Dialogue ◽  
Teachers And Students ◽  
Six Dimensions ◽  
Teaching Learning

Teacher-student dialogue plays a central role in facilitating the ongoing growth of those engaged in education, particularly dialogue that invites student reflection on the instruction being given and the teacher herself. Dialogue should aid students in articulating self-awareness (conscious or unconscious) regarding their behaviour and learning habits and the learning process and its results at the same time as assessing their quality and the ways in which they may be improved. One of the reasons behind our increasing inability to break down the inherent barrier between teachers and students is due to a lack of engagement in ongoing dialogical reflection as a means of advancing the teaching-learning process within the school. This article summarizes the philosophical concepts of a ten years of teacher education program which was designed according to the principals of Philosophy with Children. The program fostered creativity and self-reflective thinking in schools and in teacher education and offered dialogical methods. It is based also on six dimensions that are the basis of Philosophy with Children: learning from a place of questions, community of learning that resists the educational hierarchy that boasts of omniscience, coordinator as a participant in the learning process, learning in the real present, legitimization of improvisation as a way of learning , learning as liberating the learner from disciplinary boundaries. All six dimensions view Philosophy with Children as a pedagogy of searching at whose center lies the pursuit of meaning that facilitates personal development—and thus self-direction and capability.

scholarly journals APERFEIÇOAMENTO DO PROGRAMA DE MONITORIA DO INSTITUTO FEDERAL GOIANO - CAMPUS CERES POR MEIO DE HISTÓRIAS EM QUADRINHOS

2020 ◽  
Vol 5 (1) ◽  
pp. 469-488
Author(s):  
Clécia Messias de Souza ◽  
José Carlos Moreira de Souza
Keyword(s):  
Learning Process ◽  
Personal Development ◽  
Monitoring Program ◽  
Comic Book ◽  
Educational Tool ◽  
Federal Institute ◽  
Educational Product ◽  
Teachers And Students ◽  
Pedagogic Tool ◽  
Teaching Learning

Resumo: O objetivo do artigo é apresentar uma História em Quadrinhos (HQ) como ferramenta educacional de aperfeiçoamento do Programa de Monitoria do Instituto Federal Goiano - Campus Ceres. A monitoria como ferramenta pedagógica, na vida acadêmica dos alunos tem sido estudada e discutida como formação unitária, tornando-os sujeitos ativos e colaborativos no processo de ensino-aprendizagem. O uso da HQ dinamiza a apresentação de temas diversos e se torna eficaz ao focar no público-alvo do Programa de Monitoria. A pesquisa foi realizada entre os anos de 2018 e 2019, a partir de uma análise quantitativa e qualitativa dos dados obtidos por meio da aplicação de questionários e entrevistas aos alunos, professores e equipe pedagógica do Campus Ceres. Os resultados indicaram a relevância do Programa de Monitoria na dinamização do processo de ensino-aprendizagem e, consequentemente, sua contribuição para a permanência e o êxito escolar. Assim, elaborou-se a HQ intitulada “A Importância da Monitoria” visando chamar a atenção de professores e alunos para a participação no programa, destacando as possibilidades de desenvolvimento pessoal das partes envolvidas e atentando para os problemas que se apresentam no percurso. Esta HQ mostrou-se uma importante ferramenta pedagógica para a melhoria das monitorias do IF Goiano - Campus Ceres.Palavras-chave: Monitoria; Produto educacional; História em quadrinhos; Ensino-aprendizagem. Abstract: The objective of the article is to present a Comic Book (HQ) as an educational tool to improve the Monitoring Program of Federal Institute Goiano - Campus Ceres. The monitoring as a educational tool in the students's academic life, has been studied and discussed as unitary formation, making them active and colaborative subjects in the teaching-learning process. The use of HQ dynamize the presentation of many diversificate themes and become effective by focusing on the target audience of the Monitoring Program. The research was carried out between the years 2018 and 2109, based on a quantitative and qualitative analysis of the data obtained through the application of questionnaries and interviews to students, teachers and pedagogic staff of Campus Ceres. The results indicated the relevance of the Monitoring Program by the dynamization of the teaching-learning process and, consenquently, its contribution to the permanence and school success. Thus, the HQ entitled "The Importance of Monitoring" was elaborated seeking to call atention of teachers and students to participate in the monitoring program, highlighting the possibilities of personal development of students and paying attention to the problems that appearing through the way. This HQ showed to be an important pedagogic tool to the improvement of monitoring program of IF Goiano - Campus Ceres.Keywords: Monitoring; Educational product; Comics; Learning-teaching process.

scholarly journals Teacher-Student Relationship in Obstetrics and Gynaecology Department in Different Medical Colleges of Bangladesh

2021 ◽  
Vol 33 (2) ◽  
pp. 165-168
Author(s):  
Kazi Taslima ◽  
Md Humayun Kabir Talukder
Keyword(s):  
Learning Process ◽  
Mutual Respect ◽  
Multiple Factors ◽  
Teacher Student ◽  
Obstetrics And Gynaecology ◽  
Teacher Student Relationship ◽  
Teachers And Students ◽  
Student Relationship ◽  
Teaching Learning ◽  
Medical Colleges

Introduction: Teacher-student relationship is very important element in education to enhance the effectiveness of teaching and learning process. There are multiple factors affecting this relation. If we analyze these factors and take measures to improve these, there will be better relation; and teaching learning will be improved. Materials & Methods: This descriptive type of cross-sectional study was carried out in obstetrics and gynaecology department of selected medical colleges of Bangladesh. Five government & three non-government medical colleges were selected purposively situated both in Dhaka and outside during the period of July 2017 to June 2018. Total 170 students and 30 teachers were responded through self-administered semi-structured questionnaire with five points Likert scale. 20 teachers were responded through in-depth interview schedule. Quantitative data analyzed by SPSS version 19. Qualitative data analyzed manually. Results: Study revealed that multiple factors were related to the relation among medical teachers and students. Mutual respect, empathy, Good listening skill, mutual respect, sharing expectation, self-disclosure, awareness about own role are the most important influencing factors in this relation (mean score >4). Use of drugs/tobacco, speech difficulty, love affair of students, negatively affect communication. Study also revealed barriers of relation fear and shyness, language barrier and discrimination of students by the teachers. Friendly relationship, open minded behavior, student- teachers cooperation, open discussion, morality and religious practice, motivation of by teachers, understanding each other’s, avoidance of student’s politics, responsibility of students & teachers, teachers training with reduced workload have great impact on removing these barriers. Conclusion: Addressing these issues at all possible levels, proper measures should be taken to improve relation among teachers and students; so that teaching learning process can be enhanced and ultimate goal of medical education can be achieved. Medicine Today 2021 Vol.33(2): 165-168

Usage of Instructional Materials among Teacher Education Faculty in Nueva Vizcaya, Philippines

2013 ◽  
Vol 6 (1) ◽  
Author(s):  
BONIMAR A. TOMINEZ ◽  
LEILA M. DELA CRUZ ◽  
BRYAN B. GABATINO
Keyword(s):  
Teacher Education ◽  
Learning Process ◽  
Instructional Materials ◽  
Education Faculty ◽  
School Year ◽  
Teachers And Students ◽  
And Gender ◽  
Teacher Education Faculty ◽  
Teaching Learning ◽  
Effective Use

Some learning takes place from the things that learners hear; more learning takes place from the things that learners see; and, still more learning transpires from what learners do. Hence, the importance of providing adequate, appropriate and varied instructional materials to concretize and substantiate learning. This study is a descriptive research that ascertained the extent of usage of instructional materials of teacher education faculty members of the Nueva Vizcaya State University, School Year 2011-2012. A structured questionnaire was used to gather data from randomly selected teacher education students and teachers. Frequency counts, means, percentages and correlation procedures were employed to treat the collected data. The students thought that teachers use all kinds of instructional materials from time to time while the teachers perceived themselves to habitually use all kinds of instructional materials. Both teachers and students viewed that teachers remarkably consider the characteristics of the different instructional materials when utilizing them in the teaching-learning process. The teachers consider the age and year level of their students as well as their attendance to relevant seminars when using different kinds of instructional materials in facilitating learning. Additionally, the students’ age and gender contribute to the teachers’ effective use of instructional materials with consideration to their characteristics.Keywords: Education, learning aids, instructional materials, teaching-learning process,facilitating learning, student learning, quality instruction, Philippines

scholarly journals Teacher-student Relationship and SNS-mediated Communication: Perceptions of both role-players

10.28945/2329 ◽  
2015 ◽  
Vol 11 ◽  
pp. 273-289 ◽  
Author(s):  
Alona Forkosh Baruch ◽  
Arnon Hershkovitz ◽  
Rebecca P. Ang
Keyword(s):  
Social Networking ◽  
Social Networking Sites ◽  
Personal Development ◽  
Quantitative Research ◽  
Personal Characteristics ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Teachers And Students ◽  
Student Relationship ◽  
Teaching Learning

Teacher-student relationships are vital for academic and social development of students, for teachers’ professional and personal development, and for having a supportive learning environment. In the digital age, these relationships can extend beyond bricks and mortar and beyond school hours. Specifically, these relationships are extended today while teachers and students communicate via social networking sites (SNS). This paper characterizes differences between teachers (N=160) and students (N=587) who are willing to connect with their students/teachers via Facebook and those who do not wish to connect. The quantitative research reported here within is based on data collection of personal characteristics, attitudes towards Facebook, and perceptions of teacher-student relationship. Findings suggest differences in characteristics of the two groups (willing to connect vs. not willing to connect) within both populations (teachers and students). Also, in both populations, those who were willing to connect, compared to those who were not willing to connect, present more positive attitudes towards using Facebook for teaching/learning and are more opposed to a banning policy of student-teacher SNS-based communication. We also found that students who were willing to connect showed a greater degree of closeness with their teachers compared to those who were not willing to connect. This study may assist policymakers when setting up regulations regarding teacher-student communication via social networking sites.

scholarly journals Revisiting the Effectiveness of Blackboard Learning Management System in Teaching English in the Era of COVID-19

2021 ◽  
Vol 12 (1) ◽  
pp. 1
Author(s):  
Mohammad H. Al-khresheh
Keyword(s):  
Learning Process ◽  
Teaching English ◽  
Primary Research ◽  
Detailed Review ◽  
Teacher Student ◽  
Efl Teaching ◽  
Teachers And Students ◽  
Narrative Literature ◽  
Teaching Learning ◽  
The Right

The study carries out a detailed review of the overall impact of deploying the Blackboard online platform in the EFL teaching-learning process. In pursuing this aim, this study has followed the narrative literature approach, using analytical and comparative techniques as primary research methods. Numerous studies have been analysed thoroughly to conclude whether these technology-oriented tools directly affect the EFL teaching-learning process. The study also provides a definitive opinion regarding the usefulness of blackboard technology. The analysis of literature pointed out that EFL classes were positively influenced when Blackboard technology was utilised. Blackboard technology’s advantages in EFL were found to outnumber their disadvantages. However, technical challenges remain in integrating this technology successfully into modern classrooms. It should also be noted that while such technology-based teaching tools are a step in the right direction, they should not be considered as a perfect replacement for time-tested teacher-student classroom interactions that happen organically in classrooms. Additional preparation is also required from both teachers and students to make a meaningful contribution to such technology-oriented classes. Particularly, teachers need much training, encouragement, and support to move towards further advanced and collaborating pedagogies online.

scholarly journals Variabilitas Penggunaan Model Pembelajaran Pada Kegiatan Pembelajaran Sejarah Peminatan Kelas X IPS di Kota Depok

2020 ◽  
Vol 2 (2) ◽  
pp. 94-104
Author(s):  
Yusuf Budi Prasetya Santosa ◽  
Fahmi Hidayat
Keyword(s):  
Learning Strategies ◽  
Learning Process ◽  
Qualitative Methodology ◽  
Learning Models ◽  
History Teachers ◽  
Teachers And Students ◽  
History Teacher ◽  
The Difference ◽  
Teaching Learning ◽  
Selection Of

The use of varied learning models by history teachers will facilitate teachers and students in implementing and following the learning process. This study aims to determine the learning process and the use of learning models used by history teachers. This study uses a qualitative methodology with an observation and interview approach conducted at two high schools, Dian Didaktika High School and SMA Negeri 2 Depok. From the results of the study it can be seen, that the history teacher at the two schools has carried out the learning process using a scientific approach. There is no difference in the selection of learning strategies, both of them use the contextual teaching learning model. The difference between the two is in the selection of learning methods, where the history teacher Dian Didaktika uses the method of learning project base learning and the history teacher of SMA Negeri 2 Depok uses a method of learning outside the classroom by visiting museums.

scholarly journals DEVELOPMENT OF TEACHER HANDBOOKS AND REALISTIC MATHEMATICS STUDENTS BASIC SCHOOLS

2019 ◽  
Vol 3 (2) ◽  
pp. 56
Author(s):  
Dian Armanto ◽  
Edy Surya ◽  
Elvi Mailani
Keyword(s):  
Elementary School ◽  
Learning Process ◽  
Mathematics Teacher ◽  
Teaching And Learning ◽  
School Teacher ◽  
Elementary School Teacher ◽  
School Level ◽  
Teacher Student ◽  
Realistic Mathematics ◽  
Teachers And Students

The research aims to develop teacher and student handbooks for realistic mathematics lessons for elementary schools. The development of this handbook is based on the reality in the field where the handbook of teachers and students especially the subjects using the 2013 curriculum still do not exist, and in daily learning activities teachers and students still use books that use themes. This research uses development research (Developmental Research). The subjects of this study were grade V students of SD Negeri 163085, H.A Bilal Tebingtinggi City and SD Negeri 106162, Medan Estate District, Deliserdang Regency. In the initial stage, observations were made during the learning process at the two schools and continued with interviews with students and teachers. From the results of these observations and interviews a primary school realistic mathematics teacher and student handbook was prepared. Furthermore, the realistic elementary school mathematics teacher and student handbook is validated by a team that aims to see and assess the quality of the realistic elementary school teacher and student mathematics handbook in order to arrange an effective handbook that will be used by teachers and students in learning. The validation results show that realistic mathematics teacher and student handbooks are developed in both categories and can be used in teaching and learning. The media book test was conducted on grade V students of SD Negeri 163085 Tebingtinggi city and SD Negeri 106162 Medan Estate Deliserdang Regency. The trial results show that the elementary school teacher and student mathematics handbook is effective and can help facilitate understanding of mathematical concepts at the elementary school level. This can be seen from the number of students who can reach the KKM from the two schools is increasing. For SD Negeri 163085 HA Bilal, Tebingtinggi City, if at the time of the pre-test only 1 student (3%) was able to reach the KKM, then after being given the learning process using a teacher and student handbook developed the number of students who could reach the KKM increased to 24 students (82.7%) while those under the KKM were only (17.3%) or 5 students. The same thing was seen in SD Negeri 106162, Medanestate Subdistrict, Deliserdang Regency. If at the time of the Pre-test only 2 students (6.6%) had scored above the KKM, after the post-test there was an increase in students who achieved the KKM score of 25 students (83.3%). An increase of 76.7% when compared to the pre test. Keywords: Handbook, teacher, student, PMR

scholarly journals Assessment of English Learning in a Language Teacher Education Program

2019 ◽  
pp. 193-214
Author(s):  
Leonardo Herrera Mosquera ◽  
Lilian Cecilia Zambrano Castillo
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
English Language ◽  
Teacher Education Program ◽  
Assessment Process ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Course Syllabi ◽  
Teachers And Students ◽  
Qualitative Descriptive

The purpose of this study is to characterize the assessment process in an English Language Teacher Education Program (ELTEP, hereafter) at a Colombian public university. Following a qualitative-descriptive approach, we identified the perceptions of teachers and students facing this process, reviewed some official documents such as course syllabi and test samples, and observed some classes to respond to the main inquiries of the present study. As data collection instruments we used interviews, questionnaires, field diaries, and documentary records, which allowed for the corresponding triangulation of the information. Once the information was collected, we proceeded to its respective analysis through a methodology of descriptive statistics and qualitative analysis with the support of a computer program for the codification and categorization of information. The results of this study allow us to conclude that in spite of the general guidelines proposed by the institution in terms of assessment of learning, and some good evaluative practices implemented by the teachers of the aforementioned Program, the consolidation of an approach is required. An approach understood as criteria and pedagogical procedures that guide both teachers and students, and one that promotes more formative, fair and democratic assessments.

Sustainability Education and Teacher Education: Finding a Natural Habitat?

2012 ◽  
Vol 28 (2) ◽  
pp. 108-124 ◽  
Author(s):  
John Buchanan
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Natural Habitat ◽  
Sustainability Education ◽  
Primary Teacher ◽  
Staff Members ◽  
Assessment Tasks ◽  
The Social ◽  
Teaching Learning

AbstractSustainability education competes for curricular space, both in schools and in teacher education. Opportunities and barriers for the inclusion of sustainability education in an Australian university primary teacher education program are examined in this article. The study focused on the roles, practices and perceptions of teacher educators in promoting sustainability education. Three focus groups were conducted with members of faculty staff from each of the K–6 Key Learning Areas to gather data, which were analysed according to three frameworks: espoused/aspirational and actual practices of staff members; barriers to and affordances for teaching sustainability education; and the nature of initiatives, in terms of teaching/learning activities, assessment tasks, and resources. Beyond the Social Sciences, and Science and Technology, we found that inclusion of sustainability education is somewhat sporadic. The article proposes some ways forward to promote and abet sustainability education in a tertiary context.

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