scholarly journals Teacher’s Social and Emotional Competences: A Study Among Student Teachers and Students in Education Science in Slovenia

2021 ◽  
Vol 10 (4) ◽  
pp. 2033-2044
Author(s):  
Mojca Kukanja ◽  
Urška Antolin ◽  
Andreja Istenič
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Personal Growth ◽  
Scientific Evidence ◽  
Self Awareness ◽  
Psychological Skills ◽  
Social And Emotional ◽  
Teachers And Students ◽  
State Of Research ◽  
Faculty Of Education

<p style="text-align: justify;">In contemporary school systems, the concept of a teacher is defined as a socially and emotionally intelligent, pedagogically, and psychologically competent school leader. This would mean that not only the teacher's subject knowledge is sufficient, but also good knowledge of general pedagogical-psychological skills, knowledge, and management of the didactic approach, etc. Social and emotional skills/intelligence (SEI) restore the value of teachers as creators of learning and connect education to the larger social world in which SEI plays the most important role. This paper highlights the importance of social and Emotional Intelligence (SEI) in teacher education, examining the current state of research and the most important role of SEI in students' personal, social, and academic achievement, as well as teacher effectiveness and personal growth. By presenting the scientific evidence of SEI in teaching and teacher education, this study assesses the SEI level of student teachers at the University of Primorska, Faculty of Education, Slovenia. SEI is examined, through its main components: Self-awareness, Self-management, Social Awareness and Social Skills. In conclusion, this paper aims to show the need to develop SEI in future teacher education in Slovenia.</p>

scholarly journals A QUALITATIVE APPROACH TO STUDY THE ROLE AND IMPORTANCE OF INQUIRY-BASED LEARNING: PROFESSIONAL LEARNING EXPERIENCE OF TEACHER-EDUCATORS AND STUDENT-TEACHERS IN INITIAL TEACHER EDUCATION PROGRAMS

2012 ◽  
Vol 29 (1-2) ◽  
Author(s):  
Nasreen Akhtar ◽  
Intazzar Hussain Butt
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Professional Learning ◽  
Teacher Educators ◽  
Science Teacher Education ◽  
Learning Experience ◽  
Initial Teacher Education ◽  
General View ◽  
Teachers And Students ◽  
Understanding Of Science

There is a general view that the transmission style of teaching is inadequate in helping students develop their learning in science, particularly in Initial Teacher Education (ITE) in Pakistan. Inquiry-based pedagogy in science is considered key means of improving an understanding of science and helps students cultivate their science literate thinking and develop their confidence to teach science effectively. In light of the key roles of inquiry-based pedagogy in initial science teacher education, this study explores the perceptions of teachers and students at a university in Punjab as how they understand the elements and process of inquiry-based pedagogy. The research is innovative in the context of exploring teacher-educators’ and student-teachers’ perceptions of inquiry-based pedagogy and also in relation to inquiry in the practicalities of their teaching at University in Punjab (Pakistan). Data has been collected using 2 focus groups with student-teachers and 20 interviews with teacher-educators. The result of this study indicates that the teachers and students mostly held positive views about inquiry-based pedagogy. Significantly, the teachers and students showed a limited understanding of the elements of inquiry-based pedagogy in ITE but they appreciated that they could facilitate the learning process using inquiry. When inquiry-based instructional strategies are integrated into a teaching science methods course, the majority of teachers developed a fair understanding of inquiry-based strategies in science. Moreover, the biggest challenges to inquiry are a non-supportive university academia, the current curriculum and assessment methods used. Finally, recommendations about the importance of teachers’ and students’ perceptions on inquiry-based pedagogy, arrangement of resources, preparation for teachers and students are made to the teacher-educators, University administration, and Higher Education Authority.

scholarly journals An Investigation of Canadian Undergraduate Music Education Students’ Personal and Professional Experiences During a Three-Month Residency in China

2020 ◽  
Vol 14 (2) ◽  
pp. 1-17
Author(s):  
Jonathan G. Bayley ◽  
Vanessa A. Mio
Keyword(s):  
Music Education ◽  
Personal Growth ◽  
Pedagogical Practices ◽  
Self Awareness ◽  
Learning Program ◽  
Education Students ◽  
Professional Experiences ◽  
Wide Range ◽  
Bachelor Of Education ◽  
Teachers And Students

The present study investigated undergraduate Canadian music education students’ personal and professional experiences during a three-month residency in China. Participants (N=3), in this case study, were part of a SSHRC funded Canada-China Reciprocal Learning Program and were in the process of completing a Bachelor of Education degree. The participants observed classroom teaching, attended workshops/presentations at Southwest University in Chongqing, China, and gave presentations to Chinese teachers and students. They were asked a wide range of open-ended questions relating to their preconceptions of life in China, coping strategies (e.g., language, local customs, environmental context, etc.), curricular and pedagogical similarities/differences, relationships with their Chinese counterparts, and potential impact on their future educational and professional plans. The findings indicated intellectual, social, and personal growth over this three-month period. Students spoke of overcoming fear and acquiring increased personal/professional self-awareness. However, there was no solid assurance that the participants’ experiences would have a lasting positive effect on their future pedagogical practices.

scholarly journals Vocational Student Teachers’ Self-Reported Experiences in Creating ePortfolios

2020 ◽  
Vol 7 (3) ◽  
Author(s):  
Anne-Maria Korhonen ◽  
Sanna Ruhalahti ◽  
Minna Lakkala ◽  
Marjaana Veermans
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Personal Growth ◽  
Learning Objectives ◽  
Vocational Education And Training ◽  
Vocational Teachers ◽  
Vocational Student ◽  
Vocational Teacher ◽  
Working Practices ◽  
And Training

Context: The context of the study is vocational teacher education and the participants are vocational student teachers. They are studying in a blended learning setting as part time students. They represent several disciplines of vocational education and training. The vocational teacher studies take one year and are 60 credits. The study relates to the discussion of vocational education and training (VET) and teachers’ competencies that they are transferring to their VET students by sharing the knowledge of their subject area and working practices. This study is an exploration of one of these working practices: making competence visible in a digital format.Approach: Student teachers’ descriptions of their practices and recommendations of supportive methods for composing an ePortfolio are reviewed and their motivation to compose an ePortfolio is studied as a part of the personal learning environment (PLE) philosophy.Findings: The data revealed some typical practices, such as composing an ePortfolio (the most popular ways of doing this were recording reflections in a learning diary and using digital tools to document artefacts) and making vocational teachers’ competence visible through an ePortfolio (understanding the difference between workspace and showcase portfolios and what kinds of competence to document). The recommendations mentioned by participants were supportive methods of composing an ePortfolio (collaborative learning processes with peers, lecturers’ feedback and assessment and clear instructions) as well as methods of making vocational teachers’ competence visible (e.g. orientation to ePortfolio work using learning objectives and assessment criteria for ePortfolios). Participating student teachers are/were motivated to work with ePortfolios in various ways and expressed an intrinsic motivation to pursue personal growth and become a vocational teacher.Conclusions: The study revealed vocational student teachers’ various perceptions of scaffolding and motivational orientations to make their competence visible through ePortfolios. These can be used to design scaffolding processes to support students’ ePortfolio activities. ePortfolios are used as a study method to promote student teachers’ career development and personal growth and to help them acquire teacher competencies. The study concludes with a review of the learning objectives and the assessment criteria for the ePortfolio process in a vocational teacher education program.

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 Reflecting and Verbalizing Teaching – Supported by Didactic and Digital Tools

2019 ◽  
Vol 1 (2-3) ◽  
pp. 507-527
Author(s):  
Marita Cronqvist
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teacher Educators ◽  
Theory And Practice ◽  
Digital Tools ◽  
Self Awareness ◽  
Digital Tool ◽  
Teaching Experiences ◽  
Content Range

In teacher education, it is problematic to intertwine theory and practice. It is also problematic that student teachers lack self-awareness about what values they express in their meetings with pupils. They need to reflect and verbalize their teaching experiences. In this article, results from a study in teacher education are presented from a development work where a combination of a didactic tool that visualizes ethics in teaching and a digital tool, video paper is tried. The purpose is to investigate how this combination can stimulate student teachers´ reflections on their teaching during their internship and through follow-up in the campus course. Findings indicate that the tools in themselves are not enough to bridge theory and practice. However, the tools can be helpful to teacher educators. Reflections presented in video papers are quite different in content, range and depth which are visualized through the questions of the didactic tool and by different typologies for reflection. The reflections show that there are many ways to verbalize ethics which raises questions about what it really means to visualize ethics.

scholarly journals Emotional intelligence in Greek teacher education: Findings from a short intervention

2021 ◽  
Author(s):  
Myrto Kyriazopoulou ◽  
Sotiria Pappa
Keyword(s):  
Teacher Education ◽  
Emotional Intelligence ◽  
Student Teachers ◽  
Undergraduate Students ◽  
Short Form ◽  
Self Awareness ◽  
Emotion Identification ◽  
Quasi Experimental ◽  
Trait Emotional Intelligence Questionnaire ◽  
The University

AbstractEmotional intelligence (EI) is widely known to be crucial for professional development in education, and it is a curricular component of Greek teacher education. Still, there is little information available on student teachers’ EI. The aim of this study was to explore whether student teachers’ trait EI can be developed through a two-week, EI-focused intervention. The study followed a quasi-experimental design with a mixed method approach, using the Trait Emotional Intelligence Questionnaire-Short Form (Greek version) (N = 42) and reflective emotion diaries (N = 19). The participants were third-year undergraduate students studying primary education and teaching at the University of Crete. While the results from the statistical analysis showed no development of student teachers’ trait EI, the findings from the thematic analysis of the reflective emotion diaries suggested that this intervention was beneficial, facilitating emotion identification and potentially enabling emotion regulation through increased self-awareness. The study concludes with a discussion of its limitations and practical implications for future intervention studies on EI.

Culturally Responsive Pedagogy in Mathematics

2020 ◽  
Vol 2 ◽  
pp. 145-158
Author(s):  
Kenta Nagasawa
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Culturally Responsive ◽  
Latino Students ◽  
Culturally Responsive Pedagogy ◽  
Mathematics Teacher Education ◽  
Development Program ◽  
Current State ◽  
Responsive Pedagogy ◽  
State Of Research

Purpose: This paper is a thematic literature review to examine the current state of research about Culturally Responsive Pedagogy in mathematics. The main themes are students’ perception, teacher education for pre-service teacher and professional development for teachers. Research methods/ approach: Literature was collected from Eric, which is a research engine of the education field. Also, Google Scholar is used to find articles of major scholars introduced by Dr. Rich Milner, who is the instructor of this course. Findings: Students faced microaggressions in mathematics class, which discouraged them to learn mathematics. The effect of teacher education was inconsistent in terms of the awareness of culturally responsive pedagogy and lesson plans. Research of professional development mentioned that mathematics was cultural. Implications for research and practice: It is more interesting to conduct long term or follow-up research to find the teacher’s practice after a taking professional development program. Also, it is critical to expand research scope besides African American and Latino students. Finally, evidence-based research is needed to change the political situation. Keywords: culturally responsive teaching, mathematics, teacher education, professional development, student’s perception

Student Teachers’ Learning and Professional Development in Second Language Teacher Education

2017 ◽  
Vol 7 (1) ◽  
pp. 13 ◽  
Author(s):  
Kamile Hamiloğlu
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Second Language ◽  
Student Teachers ◽  
Student Teacher ◽  
Research Literature ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Second Language Teacher Education ◽  
Second Language Teacher

This article is a review on student teacher (ST) learning in second language teacher education (SLTE) and it aims to establish a context for ST learning for professional development in SLTE research and frame its contribution to the current research literature. To achieve this, it conducts an overview on concepts of interest, and it places in perspective some of the key previous findings relating to the research at hand. Broadly, it is to serve as a foundation for the debate over perspectives of second/foreign language (S/FL) student teachers’ (STs’) learning to teach through their professional development with reference to both coursework and practicum contexts.Keywords: student teacher learning, second language teacher education (SLTE), professional development

Jhumpa Lahiri: A Social and Emotional maladjustment in ‘Interpreter of Maladies’

Think India ◽  
2019 ◽  
Vol 22 (3) ◽  
pp. 14-19
Author(s):  
Ms.Geetika Patni ◽  
Dr.Keshav Nath
Keyword(s):  
Cultural Identity ◽  
The Self ◽  
Self Awareness ◽  
Human Relationships ◽  
Social And Emotional ◽  
Group Type ◽  
Feminist Study ◽  
Native Soil ◽  
Jhumpa Lahiri ◽  
Love Marriage

In the realm of feminist study, the woman story writers deal with the themes of love, marriage, loneliness and quest for identity. Self is related to individual where as the Identity is concerned with position in society. Cultural identity of feeling makes connection to the part of the self conception and self awareness. It concerns with nationality, customs, religious and religious convictions, age group, community and any other social group type. The present paper reveals the discussion on the key findings with regard to the ‘self’ and cultural identity of protagonist in the short stories of Jhumpa Lahiri in special reference to The Interpreter of Maladies. She is a superb interpreter of a cultural multiplicity. Lahiri’s stories are insightful critique of human relationships, bonds as well as promise that one has to make with native soil along with the migrated land

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