Reflective visual journals as a means for promoting generalist preservice teachers’ professional identity in art education

2021 ◽  
Vol 17 (2) ◽  
pp. 253-270
Author(s):  
Victoria Pavlou
Keyword(s):  
Preservice Teachers ◽  
Art Education ◽  
Primary Education ◽  
Teacher Identity ◽  
Social Issues ◽  
Art Integration ◽  
Education Students ◽  
Art Making ◽  
Visual Journaling

In many countries, the subject of art in primary education is entrusted to generalist teachers rather than art specialists. This article explores ways of promoting in-depth learning in art education courses while simultaneously gaining an understanding of how preservice generalists develop their professional identities. This study focuses on the journey of five senior B.Ed. in primary education students from Frederick University in Cyprus, who were invited to engage with reflective practices through visual journaling on art, education and on art integration with social issues. The findings suggest that reflective visual journals can be used to promote generalist preservice teachers’ autonomy and self-reliance in their art making and art responding as well as in the design of art units for their future pupils. The implications of the study open up possibilities for teacher education as it recognizes the role of visual journaling in enhancing different forms of knowledge, acknowledging feelings of both tension and pleasure, promoting perceptions of self-efficacy and supporting inquiry. Overall, such efforts allow preservice teachers to transition from student to teacher identity.

scholarly journals Using Apps to Develop Mental Calculation in Primary Education

2020 ◽  
pp. 296-304
Author(s):  
Samuel Gonçalves ◽  
Antonieta Rocha ◽  
João Paz
Keyword(s):  
Primary Education ◽  
Mobile Learning ◽  
Educational Success ◽  
Portable Devices ◽  
Education Students ◽  
Mental Calculation ◽  
Internet Connection ◽  
Mobile Learning Environment ◽  
Feedback Time

This research aimed to evaluate the development of mental calculation in Primary Education students promoting the use of the Calculus app in a mobile learning environment. It was observed that children have and use several portable devices with internet connection demonstrating that they are familiarized with technology. Therefore, the immanent pedagogical potential in technology should be used by educational actors towards educational success promoting immersive, contextualized, and centred student learning. Action research was elected as our methodology with planned classroom sessions for the development of mental calculation. It was found that the use of technological resources served educational intentions presenting advantages regarding motivation, feedback, time, concentration, pedagogical differentiation, evaluation, and productivity. This initiative, although not without difficulties, demonstrates that the School must assume its role of mediation of the use of technological resources for the development of school skills.

scholarly journals PLURALISME AGAMA MENURUT PERSPEKTIF DOSEN-DOSEN FAKULTAS USHULUDDIN DAN HUMANIORA DAN STT GEREJA KALIMANTAN EVANGELIS (GKE) BANJARMASIN

2015 ◽  
Vol 3 (2) ◽  
pp. 157
Author(s):  
Slamet Karianto
Keyword(s):  
High School ◽  
Primary Education ◽  
Religious Pluralism ◽  
Social Issues ◽  
Social Conditions ◽  
Teaching Staff ◽  
Evangelical Church ◽  
Islamic Theology ◽  
Pluralistic Society

This script writing against the background of social conditions in South Kalimantan diverse in terms of ethnicity, or religion. We take the example of religious pluralism in South Kalimantan. This religious pluralism condition often we term Religious Pluralism. Religious Pluralism succession plays a very important to maintain the diversity and creating understanding of the harmony that lately in various areas, especially in Indonesia being tested. Religious pluralism is a perspective of religious harmony. This understanding of the role in order to be more effective is to educate every student either by teachers, lecturers and other teaching staff in order to achieve that purpose. Both from the Primary Education, Secondary, to university, both from High school and College of General. Results of field interviews showed that religious pluralism is understood by some of the Faculty of Islamic Theology and Humanities IAIN Antasari is a pluralism that if no further interpreted it leads to liberalism even to relativism and nihilism. However, if seen from what has been interpreted by some leaders of Religious Pluralism, then pluralism itself be accepted as a philosophy in building harmony. While others say that sociologically Religious Pluralism has to be accepted by Muslims without having interpreted the deeper, because Pluralism itself is not relativism, or even nihilism. Meanwhile, partially-Lecturer Lecturer STT Borneo Evangelical Church (GKE) views of Religious Pluralism in context pluralistic society will be criticized for some faiths who are intolerant of other religions. While others consider only limited Religious Pluralism understand the differences and cooperation in specific social issues, without any compromise in theology, leading to the elimination of the role of God in life.

Digital Writing and the Role of Critical Pedagogy in Preservice Teacher Education

2014 ◽  
pp. 98-115 ◽  
Author(s):  
Peggy Albers
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Critical Pedagogy ◽  
Social Issues ◽  
Preservice Teacher Education ◽  
Adolescent Literature ◽  
Public Service Announcements ◽  
Digital Writing ◽  
Theoretical Frame

This chapter focuses on writing and the work of design (van Leeuwen & Kress, 2001) in creating digital projects. More specifically, this chapter focuses on a study of the digital writing, and the choices that preservice teachers made when they designed, developed, and wrote one minute Public Service Announcements (PSAs) that addressed social issues they saw operating in adolescent literature. Located in critical multimodality as a theoretical frame, this chapter positions digital writing as a critical endeavor, one that understands that modes are not neutral, and every choice made by the designer/writer of a digital text has intention and purpose.

scholarly journals Sustainability as a Goal in Teaching Workforce Retention: Exploring the Role of Teacher Identity Construction in Preservice Teachers’ Job Motivation

2021 ◽  
Vol 13 (5) ◽  
pp. 2698
Author(s):  
Di Wang ◽  
Lawrence Jun Zhang
Keyword(s):  
Preservice Teachers ◽  
Professional Identity ◽  
Student Teachers ◽  
Identity Construction ◽  
Teacher Identity ◽  
Chinese Language ◽  
Language Education ◽  
Extrinsic Factors ◽  
Job Motivation

With the rapid increase in the number of students learning Chinese as a second or foreign language (CSL/CFL), there is a great demand for Chinese language teachers. Although many teacher preparation programmes have been established, only a few graduates from these programmes enter the profession of Chinese language teaching. This has caused instability of the teaching team and has threatened the sustainability of Chinese language education. To explore the reasons why graduates leave this area and the role of professional identity construction in preservice Chinese teachers’ job motivation, this longitudinal qualitative study investigates the job motivation of three student-teachers as a goal of sustainability in teaching force retention. This study was conducted during the participating teachers’ teaching practicum as part of a master’s degree programme in China. By interviewing the three participants and analysing their self-reflective journals, we found that their job motivations changed considerably during the course of their training. Indeed, their professional identity construction did not determine their career choice. Extrinsic factors, such as income and permanent residence, seemed to significantly affect their motivation of entering the profession. Such findings are important, as they help us gain a better understanding of why preservice CSL/CFL teachers choose other careers upon completing teacher education. These results are especially pertinent to those working in Chinese contexts.

Digital Writing and the Role of Critical Pedagogy in Preservice Teacher Education

2018 ◽  
pp. 313-332
Author(s):  
Peggy Albers
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Critical Pedagogy ◽  
Social Issues ◽  
Preservice Teacher Education ◽  
Adolescent Literature ◽  
Public Service Announcements ◽  
Digital Writing ◽  
Theoretical Frame

This chapter focuses on writing and the work of design (van Leeuwen & Kress, 2001) in creating digital projects. More specifically, this chapter focuses on a study of the digital writing, and the choices that preservice teachers made when they designed, developed, and wrote one minute Public Service Announcements (PSAs) that addressed social issues they saw operating in adolescent literature. Located in critical multimodality as a theoretical frame, this chapter positions digital writing as a critical endeavor, one that understands that modes are not neutral, and every choice made by the designer/writer of a digital text has intention and purpose.

Primary education students' experience of the expressiveness of authentic modes in Gregorian chant

2020 ◽  
Vol 22 ◽  
Author(s):  
Tihomir Prša ◽  
Jelena Blašković
Keyword(s):  
Primary Education ◽  
Fourth Grade ◽  
Second Grade ◽  
Gregorian Chant ◽  
Musical Structure ◽  
Education Students ◽  
School Year ◽  
Second Grade Students ◽  
Fourth Grade Students ◽  
The Church

Expressiveness of the church modes is reflected in their character and association of certain states with a specific mode or single Gregorian composition which possesses unique expressiveness. An important characteristic of Gregorian chant on the tonality level is diatonic singing based on scales without chromatics, using only one semitone in the tetrachord whose musical structure reflects the expressiveness of Gregorian chant. Such expressiveness achieves character specificities which each mode respectively reflects. Various modal material in the form of typical melodic shifts in a certain composition conditions the expressiveness of Gregorian music and influences the listening impression and assessment of individual Gregorian tunes. The goal of this work is to examine primary education students' experiences of the expressiveness of Gregorian modes and explore if today's auditory sense accustomed to two tonality genres, major and minor, recognises what has been stored in the heritage of Gregorian chant repertoire for centuries. The research was conducted in the school year 2018/2019 with students of first, second, third and fourth grade of primary school (N=100). The results have shown that first and second grade students express higher auditory sensibility in recognizing specific characteristic of authentic Gregorian modes. Third and fourth grade students are audibly less open and perceptive considering tonal character differences in the authentic Gregorian modes. Key words: Gregorian chant; modality; old church scales; students in primary education

Drama in Education Reaching Beyond the “Art Form or Teaching Tool” Dichotomy

2018 ◽  
Vol 5 (3) ◽  
pp. 70-77
Author(s):  
Irina Lešnik
Keyword(s):  
Elementary Education ◽  
Social Issues ◽  
Drama In Education ◽  
History Curriculum ◽  
Art Form ◽  
Creative Solutions ◽  
Theatre Pedagogy ◽  
Emotional Level

Abstract In the following article we try to re-evaluate, the place drama occupies in contemporary elementary education. By limiting the role of drama to literature studies and theatre productions, we lose a greater potential Theatre Pedagogy has to offer to a much broader educational spectrum. The participatory practices of Theatre and Drama in Education (TiE, DiE) promote active learning, based on a most organic children’s activity - play. While students co-create the fictional world of drama, teacher's guidance is crucial in setting new challenges, encouraging students to find creative solutions and reflect on often-complex social issues. Because of its art component, drama challenges the participants on a cognitive as well as emotional level, becoming a truly transformational experience. As such, Drama in Education is especially useful when approaching sensitive and controversial topics. This thesis is presented on a case study observing Year 6 students at St’ Michael’s CE Academy in Birmingham, UK, using Drama in Education method as part of History curriculum.

Practices of inclusion for carers who are higher education students

2020 ◽  
Author(s):  
Jordan Taylor ◽  
Paula Gleeson ◽  
Tania Teague ◽  
Michelle DiGiacomo
Keyword(s):  
Higher Education ◽  
Social Care ◽  
Higher Education Institutions ◽  
Education Students ◽  
Institutional Settings ◽  
Policies And Procedures ◽  
Health And Social Care ◽  
Students With A Disability ◽  
Crucial Part

The role of unpaid and informal care is a crucial part of the health and social care system in Australia and internationally. As carers in Australia have received statutory recognition, concerted efforts to foster engagement in carer participation in work and education has followed. However, little is known about the strategies and policies that higher education institutions have implemented to support the inclusion of carers. This study has three components: first, it employs a review of evidence for interventions to support to support carers; second, it reviews existing higher education institutions’ policies to gauge the extent of inclusive support made available to student carers, and; third it conducts interviews with staff from five higher education institutions with concerted carer policies in Australia were held to discuss their institutions’ policies, and experiences as practitioners of carer inclusion and support. Results indicate difficulty in identifying carers to offer support services, the relatively recent measures taken to accommodate carers in higher education, extending similar measures which are in place for students with a disability, and difficulties accommodating flexibility in rigid institutional settings. A synthesis of these findings were used to produce a framework of strategies, policies and procedures of inclusion to support carers in higher education.

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