The Role of Questioning and Dialogue in Teaching Complex Global Issues: Perceptions of student-teachers in England

2010 ◽  
Vol 3 (2) ◽  
pp. 21-37 ◽  
Author(s):  
Eleanor J. Brown
Keyword(s):  
Student Teachers ◽  
Teachers Perceptions ◽  
Global Issues ◽  
Mutual Learning ◽  
Structural Nature ◽  
Need For Support

This article is based on a study of student-teachers' perceptions of how complex global issues should be taught. It finds that many are positive about engaging with this, and often associate teaching complex issues with the use of participatory methodologies. However, most student-teachers in this study appear to be reluctant to question their own assumptions or engage in mutual learning with pupils, seeing themselves as the gatekeepers of knowledge. This might result in a reliance on simplistic information that ignores the structural nature of many of these issues, suggesting a further need for support in this area.

scholarly journals The voice, text, and the visual as semiotic companions: an analysis of the materiality and meaning potential of multimodal screen feedback

2021 ◽  
Author(s):  
Clare Tyrer
Keyword(s):  
Student Teachers ◽  
Research Literature ◽  
Written Feedback ◽  
Feedback Process ◽  
Teachers Perceptions ◽  
Initial Teacher Training ◽  
The Relationship ◽  
The Voice ◽  
Structured Video

AbstractThe gap between how learners interpret and act upon feedback has been widely documented in the research literature. What is less certain is the extent to which the modality and materiality of the feedback influence students’ and teachers’ perceptions. This article explores the semiotic potential of multimodal screen feedback to enhance written feedback. Guided by an “Inquiry Graphics” approach, situated within a semiotic theory of learning edusemiotic conceptual framework, constructions of meaning in relation to screencasting feedback were analysed to determine how and whether it could be incorporated into existing feedback practices. Semi-structured video elicitation interviews with student teachers were used to incorporate both micro and macro levels of analysis. The findings suggested that the relationship between the auditory, visual and textual elements in multimodal screen feedback enriched the feedback process, highlighting the importance of form in addition to content to aid understanding of written feedback. The constitutive role of design and material artefacts in feedback practices in initial teacher training pertinent to these findings is also discussed.

scholarly journals PERCEPTIONS AND PREFERENCES OF ENGLISH STUDENT TEACHERS ON THE ASSESSMENT PRACTICES

2021 ◽  
Author(s):  
Pule Phindane ◽  
Keyword(s):  
Student Teachers ◽  
Learning Strategies ◽  
Peer Assessment ◽  
Language Education ◽  
Assessment Practices ◽  
Teachers Perceptions ◽  
Learning Tasks ◽  
University Of Technology ◽  
Self Assessments

Comprehending the role of assessment and the differential effects on developing students’ learning processes is still one of the most explored areas in higher education. The aim of this quantitative study is to investigate English student teachers ’perceptions and preferences on the assessment practices (i.e., formative). The participant were student teachers sampled from the Department of Social Sciences and Language Education, Central University of Technology, Free State, South Africa. The outcomes showed that the assessment practices used by lecturers had an indispensable impact on students’ motivation, preparation for future learning tasks, and evaluation of study progress. The data obtained also revealed that while peer assessment is one of the least preferred assessment methods, presentations, self-assessments and research papers were the top preferences. The study outcome relates to previous research while also providing a better understanding into the link between individual differences in the assessment preferences and the learning strategies used by students throughout the years of specialization which might offer lecturers way forward for improving their educational practices.

scholarly journals Will the Consequences of Covid-19 Trigger a Redefining of the Role of Transport in the Development of Sustainable Tourism?

2021 ◽  
Vol 13 (4) ◽  
pp. 1887
Author(s):  
Marek Więckowski
Keyword(s):  
Sustainable Development ◽  
Literature Review ◽  
Sustainable Transport ◽  
Critical Importance ◽  
Global Issues ◽  
Changing Roles ◽  
Sustainable Utilisation ◽  
Tourism Enterprises ◽  
Critical Overview

As there are very marked relationships between tourism and transport, integrated knowledge of these processes is essential if destinations and tourism enterprises are to be developed, an effective tourism policy pursued, and emerging local and global issues and conflicts surrounding tourism resolved. Beyond this, in an era of huge change reflecting the consequences of the COVID-19 viral pandemic, the importance of sustainable transport in tourism’s sustainable development appears to be of critical importance. Adopting this kind of perspective, this paper seeks to achieve a critical overview of conceptual dimensions of sustainability that link up with tourism and transport. To this end, ideas based on the literature and previous discussions are extended to include certain new propositions arising out of a (hopefully) post-COVID-19 world. Proceeding first with a systematic literature review (SLR), this article discusses the importance of transport to the development of tourism, dealing critically with modes of transport and their changing roles in sustainable development under COVID and post-COVID circumstances. The author summarises likely new way(s) of thinking in the aftermath of the pandemic, with the need for this/these to be far more sustainable and responsible, and characterised by a reorientation of behaviour in a “green” direction. It is further concluded that three aspects of transport–tourism relations will prove crucial to more sustainable utilisation—i.e., proximity, slower and less energy-intensive travel, and green transport.

The Role of Situational Context in High School Teachers Use of Graphing Calculator in Mathematics Instruction

2016 ◽  
Vol 6 (2) ◽  
pp. 29-45
Author(s):  
Francis Nzuki
Keyword(s):  
Mathematics Instruction ◽  
Graphing Calculators ◽  
Graphing Calculator ◽  
Structured Interviews ◽  
Equity Issues ◽  
Teachers Perceptions ◽  
Teacher Student ◽  
Mediating Tools ◽  
Student Subject

By taking into consideration the significance of the socio-economic contexts, this research investigates teachers' perceptions of the role of graphing calculators, as mediating tools, to help facilitate mathematics instruction of students from two different SES backgrounds. The main source of data are in-depth semi-structured interviews with four teachers, two from each SES school. In general, the participants' perceptions of the role of the graphing calculator were dependent on the context within which it was used. Also, the participants played a crucial role in determining the nature of graphing calculator use with the low-SES school's participants appearing not to involve their students in lessons that capitalized on the powerful characteristics of graphing calculators. To tease out the role of the situation context, a four-component framework was conceptualized consisting of teacher, student, subject matter, and graphing calculator use. The components of the framework were taken to be continuously in interaction with one another implying that a change or perturbation in one of the components affected all the other components. The continuous interactions of the components of this framework suggest that equity issues in connection to the nature of graphing calculator use should be an ongoing process that is continuously locating strategies that will afford all students appropriate access and use of graphing calculators.

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