Measuring pre-service teachers’ general pedagogical knowledge—What are the results telling?

2019 ◽  
Vol 6 (1) ◽  
pp. 135-144
Author(s):  
Liina Malva ◽  
Ali Leijen ◽  
Aleksandar Baucal
Keyword(s):  
Practical Knowledge ◽  
Pedagogical Knowledge ◽  
Work Experiences ◽  
Multiple Choice Questions ◽  
General Pedagogical Knowledge ◽  
University Courses ◽  
Test Instrument ◽  
Internship Experience ◽  
The University ◽  
Practical Field

A pilot study was carried out in order to attempt capturing teachers’ general pedagogical knowledge (GPK). The aim of the paper is to find out how pre-service teachers’ GPK differs within internship experience, level of education and work experiences, and what can be concluded about the test instrument based on results. All together 135 pre-service teachers from Estonia filled in a knowledge test with 60 multiple choice questions. The results showed that those who had not done their internship performed better at the test, possibly indicating a theoretical nature of the test instrument. However, it also shows a shift in pre-service teachers’ knowledge when entering practical field. Therefore, it can be discussed whether the experiences from practice schools differ from what has been learned at the university courses. For future test developments, the theoretical inclination of the test should be challenged by improving items targeting more of practical knowledge. Keywords: Teachers’ knowledge, general pedagogical knowledge, teacher education.

scholarly journals Internships: The Nuts And Bolts Of An Effective Program

2016 ◽  
Vol 12 (2) ◽  
pp. 41-56
Author(s):  
C. Kenneth Meyers ◽  
Sara Kurovski ◽  
Stephen E. Clapham
Keyword(s):  
Learning Experience ◽  
The United States ◽  
State University ◽  
Work Experiences ◽  
Internship Experience ◽  
Effective Program ◽  
Internship Programs ◽  
The University ◽  
To Receive

Braxston Public Engineering and Consulting Group (BPECG) is a nationally known and respected company that is magnate for students who wish to receive a valued internship experience.   Under the able direction of Amy Greene, the work experiences were coordinated during the summer and interns were well paid for their contributions.  The case study chronicles the trials and tribulations faced by a competent, highly energized engineering intern who faces the malaise of an organization that is unprepared to provide a valid learning experience. As the case unfolds, Greene has an Eureka experience and learns from a colleague how interns can and do make vital contributions (ROI’s) to their assigned organizations. Upon reviewing the contributions that interns made in three organizations, she redesigns Braxston’s Internship program, reviews the State University Intern to Work Program that addresses, among many other factors, the internship purpose, supervision, learning objectives,  and intern and employer obligations.  The case includes an Intern Evaluation form and a Memorandum of Understanding (MOU) between the university and the company. Last, the Questions and Instructions provide for focused discussion and analysis and the references enable learners to research the top internship programs in the United States.

Competenza ad agire insieme e senso di iniziativa: il tirocinio per attraversare i confini tra studio e lavoro

2020 ◽  
pp. 93-102
Author(s):  
Fabrizio d'Aniello
Keyword(s):  
Professional Growth ◽  
Capability Approach ◽  
Boundary Crossing ◽  
Methodological Framework ◽  
Knowledge Models ◽  
Internship Experience ◽  
Cultural Historical Activity ◽  
The University ◽  
And Training ◽  
The Capability Approach

The pre-eminent motivation behind this contribution lies in the intention to offer students of three-year degree course in education and training sciences and master's degree in pedagogical sciences of the University of Macerata a further support than those already existing, aimed at expanding the educational meaningfulness of the internship experience. The main criticality of such experience is connected with the difficulty in translating knowledge, models, ideas into appropriate activities. This notably refers to the conceptual and educational core of the sense of initiative and entrepreneurship and, consistently, to the skill to act. Therefore, after a deepening of the sense of initiative and entrepreneurship, followed by related pedagogical reflections based on the capability approach, the paper presents an operative proposal aimed at increasing young people's possibilities of action and supporting their personal and professional growth. With regard to this training proposal, the theoretical and methodological framework refers to the third generation cultural historical activity theory and to the tool of the boundary crossing laboratory, variant of the change laboratory

Teaching practicum and the development of professional and pedagogical knowledge

2020 ◽  
Vol 15 (1) ◽  
pp. 67-90
Author(s):  
Minerva Rosas ◽  
Verónica Ormeño ◽  
Cristian Ruiz-Aguilar
Keyword(s):  
Student Teachers ◽  
Qualitative Data ◽  
Thinking Skills ◽  
Pedagogical Knowledge ◽  
Critical Thinking Skills ◽  
Initial Teacher Education ◽  
Teaching Programme ◽  
Teaching Practicum ◽  
The University ◽  
The Relationship

To assess the progressive teaching practicums included in an English Teaching Programme at a Chilean university, 60 former student-teachers answered a questionnaire with both Likert-scale and open-ended questions. The issues assessed included the relationship between the progressive teaching practicums and the curriculum’s modules and sequence, and the skills developed while implementing innovation projects during the student-teachers’ two final practicums. Quantitative and qualitative data analyses allowed us to identify both strengths and weaknesses. The participants highlighted strengths in the areas of teaching strategies, critical thinking skills and professional and pedagogical knowledge. Among the weaknesses, they identified limited supervision and feedback, and diverging views on teaching education between the university and the schools as the most difficult to deal with. These findings may be useful for introducing improvements in Initial Teacher Education aimed at reducing problems and discrepancies and devising suitable induction processes.

TEXTILE CRAFT STUDENTS’ PERCEPTIONS OF SUSTAINABLE CRAFTS

2012 ◽  
Vol 43 (1) ◽  
pp. 131-140
Author(s):  
Leena Vartiainen ◽  
Minna Kaipainen
Keyword(s):  
Sustainable Development ◽  
Multiple Choice ◽  
Work Conditions ◽  
Life Cycle Thinking ◽  
Multiple Choice Questions ◽  
Textile Design ◽  
Teacher Students ◽  
Purchasing Behaviour ◽  
The University ◽  
Eastern Finland

Future teachers have an important role in education for sustainable development. This article describes textile craft teacher students’ perceptions of sustainable textile craft. The data derives from a survey of craft teacher students of the University of Eastern Finland (N = 20). The questionnaire included open-ended and multiple choice questions about sustainability of textile craft education and the relevance of sustainability in the students’ lives. The study reveals textile craft teacher students’ conceptions as consumers, craft makers and future textile craft teachers. The open-ended questions were analyzed by content analysis and the multiple choice questions were analyzed with statistical methods. The results were reflected to Victor Papanek’s function complex. As consumers, students favour good quality products and recycling of textiles. They are concerned about workers’ work conditions and against child labour. Although values and perceptions related to sustainable consumerism are high, sometimes the actual purchasing behaviour differs from the values because of the students’ meagre budgets. As craft makers, availability of locally produced materials and materials made of natural fibres are important to students. As future textile craft teachers, students think that craft is an excellent way to teach sustainability and sustainable craft. They consider it is important to teach life-cycle thinking but also craft culture and skills. Key words: clothing and textile design, sustainable craft, textile craft teachers.

scholarly journals Museumsforskning som museumsutvikling

1970 ◽  
pp. 59
Author(s):  
Anders Johansen
Keyword(s):  
Museum Studies ◽  
Research Activity ◽  
Academic Field ◽  
Analytical Skills ◽  
University Courses ◽  
Strategic Value ◽  
Scientific Disciplines ◽  
Cultural Public Sphere ◽  
The University ◽  
Systematic Knowledge

Museum studies as museum development This text points to the strategic value of museological studies for the development of the museum sector. In Norway, the museum is the sole exception to the rule that a medium or a cultural institution of any importance be regarded as an academic field of study. Lacking the kind of systematic knowledge, critical reflection and discussion of basic premises which normally originate in independent outsider positions, Norwegian museums are consequently deprived of a vital stimulus. In the case of the university museums, the absence of attention to common, specifically museum related problems is seen as an obstacle to che development of coherent institutions out of the various scientific disciplines. In a wider perspective, museums are seen as being not fully established within the cultural public sphere. The enviable attention paid to other kinds of cultural products partly depends on university courses furnishing critics, reviewers and debaters with descriptive languages, analytical skills and evaluative standards. Without these courses, and without the research activity chat makes chem possible, even literature, painting, and film would miss che kind of qualified conversations that actually mediate between creative activity and the interests of a wider public. Hence the establishment of a museological field of research is seen as a precondition for comparable activities highlighting museum events, pointing out their more or less interesting problematics and their possible relevance to society. 

scholarly journals The cognitive requirement in the multiple-choice exams in the university context and its relationship with learning approaches, self-regulation, teaching methods and academic performance

2019 ◽  
Vol 9 (3) ◽  
pp. 177-187
Author(s):  
Pilar Gandía Herrero ◽  
Agustín Romero Medina
Keyword(s):  
Academic Performance ◽  
Self Regulation ◽  
Multiple Choice ◽  
Approaches To Learning ◽  
Learning Approaches ◽  
Multiple Choice Questions ◽  
Academic Context ◽  
Predominant Type ◽  
Training Activities ◽  
The University

The quality of academic performance and learning outcomes depend on various factors, both psychological and contextual. The academic context includes the training activities and the type of evaluation or examination, which also influences cognitive and motivational factors, such as learning and study approaches and self-regulation. In our university context, the predominant type of exam is that of multiple-choice questions. The cognitive requirement of these questions may vary. From Bloom's typical taxonomy, it is considered that from lower to higher cognitive demand we have questions about factual, conceptual, application knowledge, etc. Normally, the teacher does not take these classifications into account when preparing this type of exam. We propose here an adaptation model of the multiple choice questions classification according to cognitive requirement (associative memorization, comprehension, application), putting it to the test analyzing an examination of a subject in Psychology Degree and relating the results with measures of learning approaches (ASSIST and R-SPQ-2F questionnaires) and self-regulation in a sample of 87 subjects. The results show differential academic performance according to "cognitive" types of questions and differences in approaches to learning and self-regulation. The convenience of taking into account these factors of cognitive requirement when elaborating multiple choice questions is underlined.

Imprenditorialitŕ e nascita di nuove imprese innovative in Europa: un'analisi delle determinanti in alcuni settori ad alta tecnologia

2009 ◽  
pp. 67-92
Author(s):  
Camilla Lenzi ◽  
Maria Luisa Mancusi
Keyword(s):  
New Ventures ◽  
Jel Classification ◽  
New Venture ◽  
Entrepreneurial Activity ◽  
Work Experiences ◽  
Start Up ◽  
Geographical Regions ◽  
New Firm ◽  
The University

- This paper evaluates the importance of some key elements in the process leading to the birth and start-up of a new firm. We focus on a sample of recently founded and innovative European firms in technological fields characterised by strong innovative and competitive dynamics in the last 15 years. Emphasis is placed both on the role of the founder and on the assets exploited and developed in the new ventures early stages. The analysis of the questionnaire confirms the importance of the intellectual capital of the founder and of the scientific and technological knowledge acquired during advanced studies or previous work experiences. It further confirms the importance of the human and financial capital (particularly, access to external funds) necessary to the start of entrepreneurial activity, of intellectual property rights and of the network of relationships with actors having complementary knowledge and assets (other firms, universities and public research centres, parent organisation). The analysis finally highlights interesting differences both at the geographical and sectoral level. Differences across geographical regions include the degree of development of financial markets and the opportunities to access external financial resources, but also and mostly the functions performed and the effectiveness of the university system. On the other side, differences across sectors include the assets exploited in founding the new venture and the key competences that allow it to survive and eventually grow. Keywords: entrepreneurship, spin-off, patent Parole chiave: imprenditorialitŕ, spin-off, brevetto Jel Classification: L10, M13, O30

On Internet of Things and Big Data in University Courses

2019 ◽  
pp. 1393-1406
Author(s):  
Dmitry Namiot ◽  
Manfred Sneps-Sneppe
Keyword(s):  
Big Data ◽  
Internet Of Things ◽  
Information And Communication Technologies ◽  
Smart Cities ◽  
Communication Technologies ◽  
Machine To Machine ◽  
University Courses ◽  
Information And Communication ◽  
The University ◽  
Educational Course

In this paper, the authors discuss Internet of Things educational programs for universities. The authors' final goal is to provide a structure for a new educational course for Internet of Things and related areas such as Machine to Machine communications and Smart Cities. The Internet of Things skills are in high demands nowadays and, of course, Internet of Things models, as well as appropriate Big Data proceedings elements should have a place in the university courses. The purpose of the proposed educational course is to cover information and communication technologies used in Internet of Things systems and related areas, such as Smart Cities. The educational course proposed in this paper aims to introduce students to modern information and communication technologies and create the formation of competencies needed for such areas as Machine to Machine communications, Internet of Things, and Smart Cities. Also, the authors discuss Big Data issues for IoT course and explain the importance of data engineering.

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