Teacher Education for Teaching Inquiry through Local History Project: A Case Study on “Whaling project” in U. S. A

The diverse nature of Fiji’s chiefship and how its supremacy was strengthened by colonialism have already been closely examined. However, few studies have focused on village chiefs, who have limited authority and are at the lower end of regional chiefly hierarchies. Using both historical and ethnographic materials from a Fijian village, I argue here that its “petty chief,” as the role was called by nineteenth-century Westerners, is a powerful linkage to a past of stability represented by the chiefly title. This is particularly important for communities that have experienced historical turbulence. In this case study, it was mainly the measles crisis that caused population decline. The linkage is materialised by a standardised entrance ceremony in which the chiefly title is routinely acknowledged by foreign visitors through offerings (i-sevusevu) and thus elevated to a symbol that holds the community together. I also argue that the entrance ceremony that we observe today may have been prompted by Western contact. Through the analysis of the ceremony and local history, this study shows that the power of “petty chiefs” should be understood not solely by the structure of hierarchy, but also by their significance to historically turbulent communities.

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THE IMPLEMENTATION OF RADIN INTEN II’S NATIONALISM RESISTANCE VALUES WITHIN LOCAL HISTORY LEARNING

Ta dib ◽

10.31958/jt.v23i2.1721 ◽

2020 ◽

Vol 23 (2) ◽

pp. 145

Author(s):

Surandi Surandi ◽

Supardi Supardi ◽

Johan Setiawan

Keyword(s):

Data Collection ◽

Learning Process ◽

Local History ◽

Data Display ◽

Analysis Techniques ◽

Learning Plan ◽

History Learning ◽

Collection Data ◽

Students Attitudes

Abstract: The purposes of this study are to find out: (1) the implementation of Radin Inten II’s resistance nationalism values in the learning process; (2) the obstacles experienced by teachers when implementing Radin Inten II’s resistance nationalism values in the learning process; (3) the efforts made by teachers in overcoming obstacles during the implementation of Radin Inten II’s nationalism values in the learning process. This study used qualitative approach with the type of case study conducted at SMAN 1 Kalianda. Data collection techniques consisted of observation, interviews, and documentary studies. Data analysis techniques used the model of Miles & Huberman consisting of data collection, data reduction, data display, and conclusion. The results show: (1) the implementation of Radin Inten II’s nationalism resistance values in the process of learning local history was carried out by compiling a syllabus and implementing learning plan (RPP) by incorporating local history into Indonesian historical material which was consisted of planning, implementation, and evaluation, (2) the obstacles experienced by teachers included: the ability of teachers during learning process, students’ attitudes, and time constraints, (3) the efforts made by the teacher were taking the initiative to instill the values of nationalism in the resistance of Radin Inten II’s, applying various models, strategies, methods and singing a national song before learning. Abstrak: Tujuan penelitian ini adalah untuk mengetahui: (1) implementasi nilai-nilai nasionalisme perlawanan Radin Inten II dalam proses pembelajaran, (2) kendala yang dialami oleh guru saat implementasi nilai-nilai nasionalisme perlawanan Radin Inten II dalam proses pembelajaran, (3) upaya yang dilakukan guru dalam mengatasi kendala yang dihadapi saat implementasi nilai-nilai nasionalisme perlawanan Radin Inten II dalam proses pembelajaran. Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi kasus di SMAN 1 Kalianda. Teknik pengumpulan data terdiri dari observasi, wawancara, dan dokumentasi. Teknik analisis data menggunakan model Miles & Huberman yang terdiri dari pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan: (1) implementasi nilai-nilai nasionalisme perlawanan Radin Inten II dalam proses pembelajaran sejarah lokal dilakukan dengan menyusun silabus dan rencana pelaksana pembelajaran (RPP) dengan memasukkan sejarah lokal kedalam materi sejarah Indonesia yang terdiri dari perencanaan, pelaksanaan, dan evaluasi, (2) kendala yang dialami oleh guru diantaranya: kemampuan guru dalam proses pembelajaran, sikap siswa, dan adanya keterbatasan waktu, (3) upaya yang dilakukan oleh guru yaitu berinisiatif menanamkan nilai-nilai nasionalisme dalam perlawanan Radin Inten II, menerapkan berbagai model, strategi, metode dan menyanyikan lagu nasional sebelum pembelajaran.

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Roles, relationships and emotions: Student teachers’ understanding of feedback as interpersonal

Research in Education ◽

10.1177/0034523721989370 ◽

2021 ◽

pp. 003452372198937

Author(s):

Caroline Elbra-Ramsay

Keyword(s):

Teacher Education ◽

Student Teachers ◽

Small Scale ◽

First Year ◽

Case Study Methodology ◽

Study Methodology ◽

Undergraduate Programme ◽

Phenomenological Case Study ◽

International Teacher

This paper reports the findings of a small-scale study seeking to investigate how student teachers, within a three-year undergraduate programme, understand feedback. Feedback has been central to debates and discussion in the assessment literature in recent years. Hence, in this paper, feedback is positioned within the often-contradictory discourses of assessment, including perspectives on student and teacher feedback. The study focused on two first year undergraduate student teachers at a small university in England and considered the relationships between their understanding of feedback as a student, their understanding of feedback as an emerging teacher, and the key influences shaping these understandings. A phenomenological case study methodology was employed with interviews as the prime method of data collection. Themes emerged as part of an Nvivo analysis, including emotional responses, relationships and dialogue, all of which appear to have impacted on the students’ conceptual understanding of feedback as indelibly shaped by its interpersonal and affective, rather than purely cognitive or ideational, dimensions. The paper therefore seeks to contribute to the wider feedback discourse by offering an analysis of empirical data. Although situated within English teacher education, there are tentative conclusions that are applicable to international teacher education and as well as higher education more generally.

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From salvation to inquiry: Preservice teachers’ conceptions of race

Global Studies of Childhood ◽

10.1177/2043610620978510 ◽

2020 ◽

Vol 10 (4) ◽

pp. 368-384

Author(s):

Lucinda Grace Heimer

Keyword(s):

Teacher Education ◽

Preservice Teachers ◽

Social Justice ◽

Critical Race Theory ◽

Classroom Practice ◽

Future Teacher ◽

Teacher Education Programs ◽

Education Programs ◽

The Impact

Race is a marker hiding more complex narratives. Children identify the social cues that continue to segregate based on race, yet too often teachers fail to provide support for making sense of these worlds. Current critical scholarship highlights the importance of addressing issues of race, culture, and social justice with future teachers. The timing of this work is urgent as health, social and civil unrest due to systemic racism in the U.S. raise critiques and also open possibilities to reimagine early childhood education. Classroom teachers feel pressure to standardize pedagogy and outcomes yet meet myriad student needs and talents in complex settings. This study builds on the current literature as it uses one case study to explore institutional messages and student perceptions in a future teacher education program that centers race, culture, identity, and social justice. Teaching as a caring profession is explored to illuminate the impact authentic, aesthetic, and rhetorical care may have in classrooms. Using key tenets of Critical Race Theory as an analytical tool enhanced the case study process by focusing the inquiry on identity within a racist society. Four themes are highlighted related to institutional values, rigorous coursework, white privilege, and connecting individual racial and cultural understanding with classroom practice. With consideration of ethical relationality, teacher education programs begin to address the impact of racist histories. This work calls for individualized critical inquiry regarding future teacher understanding of “self” in new contexts as well as an investigation of how teacher education programs fit into larger institutional philosophies.

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Education for Social Change: The Case of Teacher Education in Wales

Sustainability ◽

10.3390/su13158574 ◽

2021 ◽

Vol 13 (15) ◽

pp. 8574

Author(s):

Rebecca Weicht ◽

Svanborg R. Jónsdóttir

Keyword(s):

Teacher Education ◽

Social Change ◽

Teacher Educators ◽

Entrepreneurial Education ◽

Constructive Learning ◽

Study Approach ◽

The University ◽

Action Competence ◽

Shed Light

Entrepreneurial education offers valuable opportunities for teachers to foster and enhance creativity and action competence, which are also important for sustainability education. The University of Wales Trinity Saint David (UWTSD) is a leader in the development of entrepreneurial education in teacher education both in Wales and internationally. The objective of this article is to shed light on how an entrepreneurial education approach can help foster social change. The aim of this study is to learn from teacher educators at UWTSD about how they support creativity, innovation, and an enterprising mindset in their learners. A case study approach is applied. By analysing documentary evidence such as module and assignment handbooks, we explore how teacher educators at UWTSD deliver entrepreneurial education for social change. Our findings indicate that UWTSD’s development of entrepreneurial education in teacher training has enabled constructive learning, cultivating creativity and action competence. We provide examples that display how the intentions of the Curriculum for Wales and entrepreneurial education approaches of the UWTSD emerge in practice. These examples show outcomes of the entrepreneurial projects that evince the enactment of social change. The findings also show that the educational policy of Wales supports entrepreneurial education throughout all levels of the educational system.

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Local history and history of the welfare state: the case study of Milan during the Cold War

International Journal of Regional and Local History ◽

10.1080/20514530.2015.1101290 ◽

2015 ◽

Vol 10 (2) ◽

pp. 69-88

Author(s):

Stefano Agnoletto

Keyword(s):

Cold War ◽

Welfare State ◽

Local History ◽

History Of ◽

The Cold War ◽

The Welfare State

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On Yang Xingmi’s Bloc—With an Emphasis on Socio-political Setting, Subjugation, and Subordination

T oung Pao ◽

10.1163/15685322-10701002 ◽

2021 ◽

Vol 107 (1-2) ◽

pp. 40-94

Author(s):

Pak-sheung Ng

Keyword(s):

Geographical Origin ◽

Local History ◽

Central Authority

Abstract The disintegration of Tang central authority and the resultant spawning of local strongmen (tuhao 土豪) shaped the socio-political nature of Yang Xingmi’s 楊行密 (852–905) bloc. Generally speaking, blocs founded by tuhao had generally been characterized by provincialism, but Yang Xingmi managed to avoid excessive reliance on a particular geographical origin. How to handle the challenges posed by recalcitrant meritorious officials was also of major concern to Yang Xingmi, and later Xu Wen 徐溫 (862–927), in the process of consolidating their authority. Thanks to a strong central army, rebellions initiated by ambitious meritorious officials were suppressed. In addition to finding methods for subjugating Yang’s recalcitrant meritorious officials, Xu Wen needed to address challenges posed by local strongmen; this article serves as a case study on the methodology of using genealogical records to examine the dynamics instrumental in shaping local history.

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