Difference as a Contribution to Education Theory and Global Learning from a German Perspective: 'We should learn more about the cultures of foreign children'

2008 ◽  
Vol 1 (3) ◽  
pp. 5-22
Author(s):  
Gregor Lang-Wojtasik
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Educational Research ◽  
Foreign Students ◽  
World Society ◽  
Intercultural Education ◽  
Educational Science ◽  
Global Learning ◽  
Empirical Educational Research ◽  
Education Theory

This article begins by quoting students in a seminar on intercultural education in a German University. Moving from the perception of student teachers that they should learn more about the cultures of foreign students, the article explores understandings of difference from three perspectives. Firstly, difference is used as a construct to describe distinctions – in the practice of education and connected empirical educational research. Secondly, difference is used as a labelling of contrasts – with contrasts examined within the discourse of international and intercultural educational science. Finally, difference is used to denote a mark of differentiation – for education in world society. These three explorations of difference provide routes into a framework for understanding global learning and for outlining consequences for teacher education and research.

scholarly journals Global learning: Educational research in an emerging field

2020 ◽  
Vol 20 (1) ◽  
pp. 3-13
Author(s):  
Annette Scheunpflug
Keyword(s):  
Climate Change ◽  
Social Justice ◽  
Educational Research ◽  
Research Agenda ◽  
Empirical Studies ◽  
World Society ◽  
Social Solidarity ◽  
Global Learning ◽  
Wide Range

Global learning may be understood as an educational response to the development towards a world society. The development of world society is accompanied by a wide range of adaptation challenges, such as the development of global social justice, the overcoming of paternalism or the facilitation of social solidarity and dealing with migration in an era of climate change. This paper reflects the learning of the understanding of world society by empirical studies. The paper shows some challenges for the research agenda, especially concerning the Organisation for Economic Co-operation and Development’s framework of global competences and suggests a framework for further research.

scholarly journals Affective (An)Archive as Method

2019 ◽  
Vol 10 (2-3) ◽  
pp. 310-329
Author(s):  
Erica Eva Colmenares ◽  
Jenna Kamrass Morvay
Keyword(s):  
Teacher Education ◽  
Social Justice ◽  
Student Teachers ◽  
Educational Research ◽  
Education Program ◽  
Teacher Education Program ◽  
Political Activism ◽  
Feed Forward

The purpose of this article is to explore affective (an)archives in educational research. Unlike archives, which act more like a repository, the (an)archive is a technique for research-creation; it is a process-making engine that triggers new, creative events. The affective (an)archives studied in this paper encompass the affective intensities that arise for teacher-activists participating in public political activism, as well as the affects that animate the moments of emotional crisis (or “stuck moments”) of student teachers in a social justice-oriented teacher education program. We ruminate on the possibilities, intensities, conversations, and materialities that our (an)archives might open. Specifically, we wonder what new events can these (an)archives feed-forward and what pedagogical and emotional thresholds might the traces from our (an)archives do for both our own studies and the field of educational research.

Student Teachers' Experiences of Their Studies in Educational Science and Psychology

2008 ◽  
Vol 10 (1) ◽  
pp. 56-67
Author(s):  
Erika Löfström
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Learning Experience ◽  
Initial Teacher Education ◽  
Transfer Of Knowledge ◽  
Educational Science ◽  
Teachers Experiences ◽  
Teacher Students ◽  
Meaningful Experiences ◽  
General Studies

Student Teachers' Experiences of Their Studies in Educational Science and PsychologyGeneral studies in Educational Science and Psychology provide for many subject teacher students their first contact with pedagogy. The experiences may influence students' desire to pursue teacher education studies and to continue in the profession after graduation. The aim of the study was to analyse how students perceive intentionality, contextuality, constructivism, collaboration, feedback, and transfer of knowledge. Further, the university teachers' intentions for creating a meaningful learning experience for their students were analysed. 341 student and nine teacher responses were collected. Contextuality was the most highly rated feature indicating that the presentation of the theoretical content and practical application is well balanced, but there is a need to develop practices of providing feedback on the students' learning and progress. It is vital that the general studies in Educational Science and Psychology provide students with meaningful experiences, which they can relate to past knowledge and future professional application. In order to support students' development into professionals who recognise their responsibility to promote sustainable development and life-long learning, initial teacher education needs to provide students with a sense of meaning and continuity.

scholarly journals Interculturality in Teacher Education in Times of Unprecedented Global Challenges

2020 ◽  
Vol 38 (1) ◽  
pp. 13-37
Author(s):  
Sarah Amsler ◽  
Jeannie Kerr ◽  
Vanessa Andreotti
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Intercultural Education ◽  
Policy Makers ◽  
Social Cartography ◽  
Ecological Relationships ◽  
Moral Claims ◽  
Moral Arguments ◽  
The Uk ◽  
Cultural Skills

As societies face unprecedented challenges that are global in scope and “more-than-wicked” in nature, educators and educational policy makers emphasize the importance of deepening knowledge about the causes of these problems, creating policies to address them more efficiently, and offering more compelling moral arguments that might persuade people to change their convictions, and ‐ as a consequence ‐ their behaviour. These concerns shape how policies on the study of interculturality are approached in contemporary teacher education in our contexts in Canada and the UK. Our research, however, positions these as problems that cannot be solved with improved information, enhanced cross-cultural skills, or moral claims, because they are rooted in modernity’s systems, which structure the possibilities for co-existence on the planet. We see these problems as ontological challenges of being that emerge from a modernist ontology rooted in colonial violences. Our approach therefore explores an orientation to intercultural education which enables student teachers to expand their understanding of cultural and ecological relationships beyond existing frameworks of modernist knowledge, politics, and economic systems. In this paper, we share some of our current learning about the affordances and limitations of dominant approaches to intercultural education, and then explore how the method of “social cartography” can enable engagement with ontological problems in teacher education in a way that generates possibilities for imagining decolonial learning futures, beyond modernity.

scholarly journals El conocimiento generado a partir de la aplicación de un proceso de diagnóstico por estudiantes normalistas en escuelas de educación primaria: la relación práctica profesional e investigación educativa

2020 ◽  
pp. 24-33
Author(s):  
Mireya Chapa-Chapa
Keyword(s):  
Teacher Education ◽  
Elementary Education ◽  
Student Teachers ◽  
Educational Research ◽  
Qualitative Methodology ◽  
Diagnostic Process ◽  
New Era ◽  
Analysis Process ◽  
The Status ◽  
History Of Teacher Education

The transformation of mexican escuelas normales in institutions of higher education in which educational research is a substantive activity is one of the current requirements to the formation of elementary education teachers (INEE, 2015). This study represents an initial effort to make truth this premise and describes the results of a systematization and analysis process of the diagnostic process made as part of the course Trabajo docente e innovación, which is part of the 5º semester of the Bachelor degree of Elementary Education. This process generated knowledge in two ways: the skills brought into play by student teachers as well as obtaining an overview of the status of 24 groups of elementary education in reading and problem solving, among others. The study is based on a literature review that considers the training course of professional practice in teacher education, diagnostic and innovation concepts and the educational model of the Plan 2012 for the initial training of elementary school teachers. From qualitative methodology for analyzing the results, the study concludes with the idea that educational research has an important role as a strategy for improvement and opens the possibility of starting a new era in the history of teacher education in Mexico.

scholarly journals Teacher education

2005 ◽  
Vol 38 (4) ◽  
pp. 211-215
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Hong Kong ◽  
The Netherlands ◽  
Student Teachers ◽  
Educational Research ◽  
School Teacher ◽  
Soft Systems Methodology ◽  
Asia Pacific ◽  
Systems Methodology

05–466Cheng Pui-Wah, Doris (Hong Kong Institute of Education, Hong Kong, China; [email protected]) & Philip Stimpson, Articulating contrasts in kindergarten teachers' implicit knowledge on play-based learning. International Journal of Educational Research (Amsterdam, the Netherlands) 41.4–5 (2005), 339–352.05–467Collins, Fiona M. (Roehampton U, London, UK; [email protected]), ‘She's sort of dragging me into the story!’ Student teachers' experiences of reading aloud in Key Stage 2 classes. Literacy (Oxford, UK) 39.1 (2005), 10–17.05–468Fischl, Dita (Kaye College for Teacher Education, Israel) & Shifra Sagy, Beliefs about teaching, teachers and schools among pre-service teachers: the case of Israeli-Bedouin students. Language, Culture and Curriculum (Clevedon, UK) 18.1 (2005), 59–71.05–469Gamliel, Eyal & Liema Davidovitz (Ruppin Academic Center, Israel; [email protected]), Online versus traditional teaching evaluation: mode can matter. Assessment & Evaluation in Higher Education (Abingdon, UK) 30.6 (2005), 581–592.05–470Gebhard, Jerry G. (Indiana U of Pennsylvania, USA), Awareness of teaching through action research: examples, benefits, limitations. JALT Journal (Tokyo, Japan) 27.1 (2005), 53–69.05–471Gillies, Robyn M. (U of Queensland, Australia; [email protected]), The effects of communication training on teachers' and students' verbal behaviours during cooperative learning. International Journal of Educational Research (Amsterdam, the Netherlands) 41.3 (2005), 257–279.05–472Grugeon, Elizabeth (De Montfort U, Bedford, UK; [email protected]), Listening to learning outside the classroom: student teachers study playground literacies. Literacy (Oxford, UK) 39.1 (2005), 3–9.05–473Harfitt, Gary & Nicole Tavares (U of Hong Kong, Hong Kong, China; [email protected]), Obstacles as opportunities in the promotion of teachers' learning. International Journal of Educational Research (Amsterdam, the Netherlands) 41.4–5 (2005), 353–366.05–474Hosie, Peter (Curtin U of Technology, Australia; [email protected]), Renato Schibeci & Ann Backhaus, A framework and checklists for evaluating online learning in higher education. Assessment & Evaluation in Higher Education (Abingdon, UK) 30.5 (2005), 539–553.05–475Katyal, Kokila & Colin Evers (U of Hong Kong, Hong Kong, China; [email protected]), Teacher leadership and autonomous student learning: adjusting to the new realities. International Journal of Educational Research (Amsterdam, the Netherlands) 41.4–5 (2005), 367–382.05–476Kwo, Ora W. Y. (U of Hong Kong, Hong Kong, China; [email protected]), Understanding the awakening spirit of a professional teaching force. International Journal of Educational Research (Amsterdam, the Netherlands) 41.4–5 (2005), 292–306.05–477Lewis, Ramon (La Trobe U, Melbourne, Australia), Shlomo Romi, Xing Qui & Yaacov J. Katz, Teachers' classroom discipline and student misbehavior in Australia, China and Israel. Teaching and Teacher Education21.6 (2005), 729–741.05–478Ogier, John (U of Canterbury, New Zealand; [email protected]), Evaluating the effect of a lecturer's language background on a student rating of teaching form. Assessment & Evaluation in Higher Education (Abingdon, UK) 30.5 (2005), 477–488.05–479Orland-Barak, Lily (The U of Haifa, Israel) & Hayuta Yinon, Different but similar: student teachers' perspectives on the use of L1 in Arab and Jewish EFL classroom settings. Language, Culture and Curriculum (Clevedon, UK) 18.1 (2005), 91–113.05–480Pearson, Sue (Leeds U, UK; [email protected]) & Gary Chambers, A successful recipe? Aspects of the initial training of secondary teachers of foreign languages. Support for Learning (Oxford, UK) 20.3 (2005), 115–122.05–481Perry, Bill & Timothy Stewart (Kumamoto U, Japan; [email protected]), Insights into effective partnership in interdisciplinary team teaching. System (Amsterdam, the Netherlands) 33.4 (2005), 563–573.05–482Ricketts, Chris (Plymouth U, UK; [email protected]) & Stan Zakrzewski, A risk-analysis approach to implementing web-based assessment. Assessment & Evaluation in Higher Education (Abingdon, UK) 30.6 (2005), 603–620.05–483Tajino, Akira (Kyoto U, Japan) & Craig Smith, Exploratory practice and Soft Systems Methodology. Language Teaching Research (London, UK) 9.4 (2005), 448–469.05–484Wu, Zongjie (Zhejiang U, China; [email protected]), Being, understanding and naming: teachers' life and work in harmony. International Journal of Educational Research (Amsterdam, the Netherlands) 41.4–5 (2005), 307–323.05–485Zeegers, Margaret (U of Ballarat, Australia), English community school teacher education and English as a second language in Papua New Guinea: a study of a practicum. Asia-Pacific Journal of Teacher Education (London, UK) 33.2 (2005), 135–146.

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

Formación Inicial Docente: Una mirada al Proceso de Construcción de Conocimiento Profesional desde la Práctica

2014 ◽  
pp. 143
Author(s):  
Pamela Labra Godoy ◽  
Rodrigo Fuentealba J.
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Social System ◽  
Knowledge Construction ◽  
Educational Context ◽  
Teacher Formation ◽  
Palabras Clave ◽  
The Social ◽  
Application Logic ◽  
Process Product

Resumen: Los procesos de formación de profesores han estado fuertemente influenciados por una lógica aplicacionista y una visión fragmentada y prescriptiva de la naturaleza del conocimiento. Se puede observar una enseñanza basada en la oralidad, en un bajo trabajo práctico y una escasa vinculación con la realidad educativa y los requerimientos del contexto. Se hace necesario que en dichos procesos se reconozca a los futuros profesores como sujetos de conocimiento con quienes se debiese generar una estructura curricular práctica activa y reflexiva.El reconocer la complejidad de los procesos que se llevan a cabo en el contexto educacional, hace necesario transitar desde una lógica instrumental/mecanicista, proceso-producto a una perspectiva epistemológica donde se rescate el dinamismo del ámbito educacional y la complejidad del sistema social en que éste se encuentra inserto. Palabras clave: Formación Inicial Docente - Construcción de Conocimiento Profesional – Prácticas – Reflexión Profesional Abstract Teacher education processes have been heavily  influenced by application logic, as well as, to a fragmented and prescriptive vision of the nature of knowledge, instead of the construction of it. A teaching process based on the predominance of oral discourse, low practical work, and a limited relation with educational reality and context needs, has been  observed. It seems necessary to recognize student - teachers as knowledge subjects with whom there should be an active/reflective curricular activity, and also recognize the complexity of the processes that take place in the educational context. In other words, it is necessary to move from an instrumental, process/ product perspective towards an epistemological perspective able to recognize the dynamism in the educational system and the complexity of the social system in which it is immersed. Key Words: Initial Teacher Formation- Professional Knowledge Construction- Practicum- Professional Reflection

Die kybernetische (Neu-)Ordnung

2020 ◽  
Vol 96 (1) ◽  
pp. 73-88
Author(s):  
Martin Karcher
Keyword(s):  
Educational Research ◽  
Research Governance ◽  
Critical Question ◽  
Central Thesis ◽  
Empirical Educational Research ◽  
Key Features

Abstract The New Cybernetic Order. Thoughts on the Cybernetic Governing of Education After an attempt to determine key features of cybernetics (Chapter 1) and the consideration of the conditions of the cybernetization of the present (Chapter 2) the article takes a closer look at three fields (Chapter 3): empirical educational research, governance and finally the cybernetic self. The three areas coincide in the critical question of the controllability of pedagogical processes and mutually condition and legitimise each other. The central thesis is that these fields are closely connected and that cybernetization of education entails a depoliticization (Chapter 4).

scholarly journals The Challenge of Educating Purposeful Teachers in Finland

2021 ◽  
Vol 11 (1) ◽  
pp. 29
Author(s):  
Elina Kuusisto ◽  
Kirsi Tirri
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
21St Century ◽  
School Community ◽  
The Self ◽  
Moral Commitment ◽  
Mediating Factor

This article discusses the challenges of educating teachers in Finland. As a goal in teacher education for the 21st century we propose the purposeful teacher, referring to a teacher who has a long-term moral commitment to serve students, the school community and society. Our data collected from student (N = 912) and practising (N = 77) teachers yielded information on the purposes they identified as important in their lives. The survey included quantitative instruments and open- ended questions. The teachers identified happiness, relationships, work and self-actualisation as the most important contents of their aspirations. All the content categories could be understood as potential purposes in that the benefit extended beyond the teachers themselves. However, almost half of the student teachers (46%) and over half of teachers (55%) revealed only self-orientation. Less than half of them (43%, 36%, respectively) showed a beyond-the-self orientation, which is indicative of a purposeful teacher. Among the practising teachers, teaching appeared to be mainly a mediating factor in realising their purposes or aspirations. These results have implications related to contemporary teacher education in Finland. Both pre- and in-service teachers need to know about purposeful teaching in order to find meaning in their work.

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