scholarly journals Exploring the class reflection of pre-service history teacher during teaching practice

2018 ◽  
Vol null (32) ◽  
pp. 245-289
Author(s):  
이해영
Keyword(s):  
Teaching Practice ◽  
History Teacher

scholarly journals Vir a ser outro por meio das narrativas do vivido

2020 ◽  
Vol 33 (2) ◽  
pp. 280-309
Author(s):  
Marcemino Pereira
Keyword(s):  
Elementary Education ◽  
Teaching Practice ◽  
Walter Benjamin ◽  
Narrative Research ◽  
First Person ◽  
Narrative Writing ◽  
History Teaching ◽  
Teaching Knowledge ◽  
Research History ◽  
History Teacher

RESUMO Este trabalho narra experiências de um professor de História do Ensino Fundamental na rede municipal de Campinas – SP. São histórias amparadas em lembranças, produções de alunos e registros de aula do autor e que dialogam, basicamente, com as reflexões de Walter Benjamin sobre a memória e a escrita narrativa. Trata-se de uma investigação no campo da educação narrada em primeira pessoa, problematizando o ensino de história por meio de documentos e escrita de textos de opinião, bem como os percursos formativos do professor. As várias histórias aqui narradas se entretecem na construção de sentidos para prática docente que emergem à medida que se conta, produzindo saberes entendidos como lições do vivido. Palavras-chave: Pesquisa narrativa; Ensino de história; Saberes docentes; Saberes da experiência; Alteridade.   ABSTRACT This work narrates the experiences of a history teacher of elementary education in the municipal network of Campinas - SP. They are stories based on memories, student productions and class records of the author and that dialogue, basically, with Walter Benjamin's reflections on memory and narrative writing. This is an investigation in the field of education narrated in the first person, problematizing the teaching of history through documents and writing of opinion texts, as well as the formative paths of the teacher. The various stories narrated here interweave in the construction of meanings for teaching practice that emerge as one tells, producing knowledge understood as lessons from the experience. Keywords: Narrative research; History teaching; Teaching knowledge; Knowledge of experience; Alterity.

scholarly journals MENGEMBANGKAN PENDIDIKAN KARAKTER CALON GURU SEJARAH MELALUI LESSON STUDY

2018 ◽  
Vol 6 (1) ◽  
pp. 151
Author(s):  
Bobi Hidayat
Keyword(s):  
Study Design ◽  
Learning Process ◽  
Lesson Study ◽  
Teaching Practice ◽  
Teacher Candidate ◽  
Learning History ◽  
History Teacher ◽  
Character Building ◽  
Teaching Learning

The mastering of character building for teaching learning history must be applied since the history teacher were learning in university. One of the mode that can be used is applying lesson study model in learning process whether in micro teaching or when the history students get teaching practice in school. There are three things that includes in teaching learning uses lesson study model, there are: plan, do, observation and see. Lesson study model is opened teaching learning process. Through good lesson study design, the history teacher candidate can be trained in having good teaher character building such as honest, discipline, care to other people, confidence, creative, overt and patient.

INDONESIA LANGUAGE INTERFERENCE FORM IN BASIC PPL LEARNING THAILAND UNHASY COLLEGE SYUDENTS

2020 ◽  
Vol 8 (2) ◽  
pp. 38
Author(s):  
Siti Mariana Ulfa
Keyword(s):  
Qualitative Research ◽  
Data Analysis ◽  
Data Collection ◽  
Teaching Practice ◽  
Data Presentation ◽  
Analysis Techniques ◽  
Thai Students ◽  
The Impact ◽  
Collection Methods ◽  
Recording Techniques

AbstractHumans on earth need social interaction with others. Humans can use more than one language in communication. Thus, the impact that arises when the use of one or more languages is the contact between languages. One obvious form of contact between languages is interference. Interference can occur at all levels of life. As in this study, namely Indonesian Language Interference in Learning PPL Basic Thailand Unhasy Students. This study contains the form of interference that occurs in Thai students who are conducting teaching practices in the classroom. This type of research is descriptive qualitative research that seeks to describe any interference that occurs in the speech of Thai students when teaching practice. Data collection methods in this study are (1) observation techniques, (2) audio-visual recording techniques using CCTV and (3) recording techniques, by recording all data that has been obtained. Whereas the data wetness uses, (1) data triangulation, (2) improvement in perseverance and (3) peer review through discussion. Data analysis techniques in this study are (1) data collection, (2) data reduction, (3) data presentation and (4) conclusions. It can be seen that the interference that occurs includes (1) interference in phonological systems, (2) interference in morphological systems and (3) interference in syntactic systems. 

THE ANALYSIS OF PROBLEM BASED LEARNING (PBL) IN MICRO TEACHING COURSE TO FIT THE REQUIREMENT OF EFFECTIVE PRE-SERVICE TEACHERS

2019 ◽  
Vol 7 (2) ◽  
pp. 119
Author(s):  
Linda Linda ◽  
Apandi
Keyword(s):  
Qualitative Method ◽  
Teaching Practice ◽  
Problem Based Learning ◽  
Real Field ◽  
English Department ◽  
Effective Teacher ◽  
Existing Problems ◽  
Apply Problem ◽  
Pre Service Teacher

One of phenomena that occur in the educational world is the issue of discrepancies that occur between theory the pre-service teacher learned in college with implementation when they should teach in thereal fields (schools). Problem Based Learning (PBL) becomes one of the efforts to bridge the existing problems. This research is conducted to find out the extend of Problem Based Learning (PBL) in Micro Teaching course since the course must be accomplished by students before carrying out practical activities in the real field in the school at teaching training program. The writer uses descriptive qualitative method. And in this research the writer uses case study as a research design to find out the purpose of the research. The participants of the the research are 8 students from a class of micro teaching course in English Department of Universitas Swadaya Gunung Jati. In this paper, The Students as the Pre Service Teacher(s) are coded PST(s). The writer uses observation as the instruments of the research. Theory of Miles and Huberman are used to collect data from observation. Regarding to the discussion above, the four aspects of competences of effective teacher are shown in the teaching practice done by the students of Micro teaching course that apply Problem Based Learning (PBL). The majority results of the observation explain that applying Problem Based Learning in Micro Teaching course develops pre-service teachers competence in their teaching in classroom. This research shows pre-service teachers can integrate their competences and create good performance in their teaching practice.

You’ve got to crack a few eggs to make an omelette. Linguistic complexity and instruction in SLA

2019 ◽  
Vol 3 (2) ◽  
Author(s):  
Rick De Graaff
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Language Use ◽  
Teaching Practice ◽  
Task Complexity ◽  
Language Performance ◽  
Linguistic Complexity ◽  
Language Pedagogy ◽  
Instructed Second Language Acquisition ◽  
The One

In this epilogue, I take a teaching practice and teacher education perspective on complexity in Instructed Second Language Acquisition. I take the stance that it is essential to understand if and how linguistic complexity relates to learning challenges, what the implications are for language pedagogy, and how this challenges the role of the teacher. Research shows that differences in task complexity may lead to differences in linguistic complexity in language learners’ speech or writing. Different tasks (e.g. descriptive vs narrative) and different modes (oral vs written) may lead to different types and levels of complexity in language use. On the one hand, this is a challenge for language assessment, as complexity in language performance may be affected by task characteristics. On the other hand, it is an opportunity for language teaching: using a diversity of tasks, modes and text types may evoke and stretch lexically and syntactically complex language use. I maintain that it is essential for teachers to understand that it is at least as important to aim for development in complexity as it is to aim for development in accuracy. Namely, that ‘errors’ in language learning are part of the deal: complex tasks lead to complex language use, including lexical and syntactical errors, but they are a necessary prerequisite for language development.

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