CO-TEACHER, STUDENTS, İNDİVİDUAL WORKS, GROUP WORKS, CO-TEACHİNG PRACTİCE SOUT

Education for Sustainable Development (ESD) and Entrepreneurial Education (EE) are quite abstract and demanding concepts for teacher students. Yet, Key Sustainability Competences and Entrepreneurial Competences entail important qualities of future citizens and workers, and teacher students should become prepared to accommodate education for these competencies in their teaching practice. This paper explores teacher students’ process of sense-making of sustainable development and how becoming a teacher who practices ESD connects with entrepreneurship. EE serves as a good mirroring surface to ESD as they both have their roots in Transformative Learning (TL) but pursue transformation towards different goals. The case study follows the vocational teacher education (VTE) students’ sensemaking of Sustainable Development as a part of teacher’s work during one semester which included integrated Thematic Studies of Sustainable Development. The qualitative content analysis of students’ texts focused on signs of transformative learning and was guided by the dimensions of sustainable development and learning goals set for teacher’s sustainability competences in the VTE curriculum. The results indicate that transformative learning is possible. Furthermore, they address the importance of certain entrepreneurial capabilities in the actualization of change agency.

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Factors Influencing the Success of Teaching of Universitas Pgri Semarang Students in International PPL Program in Malaysia

International Journal of Engineering & Technology ◽

10.14419/ijet.v7i3.30.18421 ◽

2018 ◽

Vol 7 (3.30) ◽

pp. 517

Author(s):

Muhdi . ◽

Suwarno Widodo ◽

Achmad Buchori ◽

Ririn Ambarini ◽

Nur Fadhila

Keyword(s):

Teaching Practice ◽

Rapid Development ◽

Overseas Schools ◽

Learning Time ◽

Exchange Program ◽

Factors Influencing ◽

Language Difficulties ◽

Professional Teacher ◽

Teacher Students ◽

Student Program

The rapid development of science and technology requires universities to prepare competent human resources in their fields, one of which is the ability in teaching practice in schools. To improve the students’ ability in teaching practice in both Indonesia and overseas schools, it requires a strategic effort, such as exchange student program. Therefore, Universitas PGRI Semarang conducts MOU with Universiti Teknologi Malaysia and Institut Pendidikan Guru Malaysia. Through this program, the students are expected to be able to adapt the character learning and become a professional teacher in the future.Factors influencing the success of the students in joining the exchange program can be seen from the internal and external aspects. Therefore the purpose of this study is to determine what factors influence the success of teacher students of Universitas PGRI Semarang in Malaysia. The population of all students who joined the international PPL program in Malaysia is 18 students with random sampling for students teaching in grade 4 and 5. The data were obtained from questionnaire and interview.Based on the questionnaire, it is found that 95% of Universitas PGRI Semarang students are very pleased to join the International PPL program in Malaysia, as the cultural environment similar to the Indonesian nation give the easier adaptation process. Based on the interview with the students, the benefits of this program are as follows: 1) 90 % of students claim to gain new life and social experiences; 2) 87 % of students get additional knowledge about education in Malaysia; 3) 92% of students get strong fraternity from other apprentice students of other state / private universities, and 4) only 30% of students are constrained by the language difficulties, 30% of students have difficulties in learning time, and 20% of students have difficulties in funding.

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The SOI Model of Learning: Bridging Cognitive Processes of Knowledge Construction in Disruptive Era

Science, Engineering, Education, and Development Studies (SEEDS): Conference Series ◽

10.20961/seeds.v2i1.25148 ◽

2018 ◽

Vol 2 (1) ◽

Author(s):

Dwi Winarsih

Keyword(s):

Qualitative Study ◽

Content Knowledge ◽

Cognitive Processes ◽

Knowledge Construction ◽

Teaching Practice ◽

Relevant Information ◽

Teaching Methodology ◽

Teaching Competencies ◽

Teacher Students ◽

New Vision

<p class="Abstract"><span lang="EN-US">Due to the fact that Faculty of Teacher Training and Education (FTTE) has to prepare students to be competent teachers by engaging their knowledge with current demands and to conduct their tasks ethically in teaching practice, this study reveals a report of qualitative study that employs an action and qualitative study that explore how the SOI model of learning bridging teacher students’ cognitive processes of knowledge construction and their teaching competencies to face disruptive era in microteaching course. The subjects were 22 English Department students of semester 6 in a Public University who took microteaching. The qualitative data were collected in documentation, weekly-journals, observation, and video. Stimulated recall technique was also used to reflect on the video materials that they had to follow-up interviews. Data analysis shows that findings contribute significantly to understand constructivist learning occurs when a learner engages in three cognitive processes. They are first selecting or attending to relevant information about content knowledge of lesson, teaching methodology, students, curriculum, and technology, second, organizing or mentally organize information into a coherent mental representation, and third, integrating or integrate information of disruptive issues with existing knowledge of content knowledge of the lesson and teaching methodology. These improve teaching competencies of teacher students that help them to tailor and to drive instruction of TEFL. The implication shows that SOI offers a new vision of the learner as an active sense-maker to achieve adaptability skill.</span></p>

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Pengaruh IPK, Micro Teaching, dan Praktik Pengalaman Lapangan (PPL) terhadap Kompetensi Pedagogik Mahasiswa Calon Guru Jurusan Pendidikan Ekonomi FE UNP

Jurnal Ecogen ◽

10.24036/jmpe.v3i1.8535 ◽

2020 ◽

Vol 3 (1) ◽

pp. 165

Author(s):

Mardiah Mardiah ◽

Yulhendri Yulhendri

Keyword(s):

Prospective Teachers ◽

Prospective Teacher ◽

Field Experience ◽

Teaching Practice ◽

Economic Education ◽

State University ◽

Grade Point ◽

Average Value ◽

Pedagogical Competence ◽

Teacher Students

This study aims to identify and analyze the influence of the average average value, micro teaching, and field experience (PFE) on pedagogical competencies of prospective teachers majoring in economic education at Padang State University. The population in this study were students majoring in economic education in 2015 at Padang State University. The analytical method used is multiple regression analysis using SPSS version 21. The results show that 1) The average point value does not significantly influence the pedagogical competence of prospective teacher students majoring in economic education at Padang State University 2) Micro teaching has a significant effect on the pedagogical competency of the candidates student teacher majoring in economic education majoring in Padang State University 3) Practice Field experience (pfe) does not have a significant effect on pedagogical competence of prospective teacher students majoring in economic education at Padang State University.Keywords: grade point average, micro teaching, practice of field experience (pfe), pedagogical competence

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Zambian Civic Education Teacher Students in Norway for a Year—How Do They Describe Their Transformative Learning?

Sustainability ◽

10.3390/su11247143 ◽

2019 ◽

Vol 11 (24) ◽

pp. 7143

Author(s):

Ane Bergersen ◽

Gistered Muleya

Keyword(s):

Applied Sciences ◽

Transformative Learning ◽

Civic Education ◽

Teaching Practice ◽

Student Mobility ◽

Education Teacher ◽

Western Norway ◽

University Of Applied Sciences ◽

Teacher Students ◽

The University

Through 10 years of cooperation between the University of Zambia and the Western Norway University of Applied Sciences, 24 students of Civic Education (Social Sciences) from the University of Zambia had an opportunity to travel to Norway to have a different learning experience of Civic Education. In this study, we sought through qualitative questionnaires and interviews to understand how the former Civic Education teacher students describe their experiences and received benefits during the 10 months they spent at the Western Norway University of Applied Sciences. The study established that transformative learning takes time, but of paramount importance was that the students were able to critically reflect and act as change-makers at an individual, school, and/or society level. The study also noted that international student mobility can increase students’ transformative learning under certain conditions. Therefore, our study concludes that crucial factors for transformative learning consist of the combination of cultural mentoring, teaching practice, critical discussions, and critical theories. Additionally, the study notes that reframing our perspectives as learners, teachers, and researchers can lead to increased awareness of moral imperatives for satisfying human needs, ensuring social justice and respecting environmental limits as citizens in a global world.

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Interdisciplinary Technical Exercises for Informatics Teacher Students

Central-European Journal of New Technologies in Research, Education and Practice ◽

10.36427/cejntrep.1.1.382 ◽

2019 ◽

pp. 21-34

Author(s):

Gergely Makan ◽

Dóra Antal ◽

Róbert Mingesz ◽

Zoltán Gingl ◽

János Mellár ◽

...

Keyword(s):

Software Development ◽

Automotive Industry ◽

Industry 4.0 ◽

Teaching Practice ◽

Medical Field ◽

Experience Based Learning ◽

Hardware Realization ◽

Teacher Students ◽

Engineering Physics ◽

A Current

More and more of today’s devices are electronic and software operated. Since they measure the signals of the real world and act as a result of processing, informatics is getting closer to interdisciplinary fields. The technology of everyday devices, automotive industry, Industry 4.0, Internet of Things (IoT) are based al-so on engineering, physics, electronics, biology and other fields besides informatics. Accordingly, the in-terdisciplinarity is important in education too, it is essential to teach related solutions of technology for the informatics teacher students since they will certainly need it during their teaching practice. Although the development of technology is still very rapid, the main principles of operation remain the same, so education should focus on this rather than on the teaching of a current software development environ-ment or hardware realization. Following this idea, we have worked out several laboratory exercises for our programme of informatics teacher students. During their work they construct some circuits, write the code and practice the fundamental methods of embedded software development. We report on how they could understand and learn the most important principles during working on an educational, a commer-cial, an industrial and a medical field related exercise. The associated experience-based learning helps sys-tematic understanding and development of creativity. Based on our experience, students are getting more self-confident by the use of modern technical systems, which we consider particularly important.

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The Role of Positive and Negative Affectivity in Healthy and Unhealthy Work-Related Behavior and Experiences

European Journal of Health Psychology ◽

10.1027/2512-8442/a000030 ◽

2019 ◽

Vol 26 (2) ◽

pp. 56-67 ◽

Cited By ~ 2

Author(s):

Hanna Hofmann ◽

Carl-Walter Kohlmann

Keyword(s):

Negative Affectivity ◽

Coping Behavior ◽

Common Method ◽

Positive Affectivity ◽

Work Related ◽

Teacher Students ◽

And Behaviors ◽

Main Effects ◽

Positive And Negative Affectivity

Abstract. Positive affectivity (PA) and negative affectivity (NA) are basic traits that affect work-related perceptions and behaviors and should be considered in any assessment of these variables. A quite common method to assess healthy or unhealthy types of work-related perceptions and behaviors is the questionnaire on Work-Related Coping Behavior and Experience Patterns (WCEP). However, the association of PA and NA with WCEP remained unclear. In a sample of teachers, physiotherapists, and teacher students ( N = 745; Mage = 35.07, SD = 12.49; 78% females), we aimed to identify the relevance of these basic traits. After controlling for age, gender, and type of occupation, we found main effects of PA and NA, with the specific combination of PA and NA being decisive for predicting the assignment to a WCEP type. The results highlight the need to include PA and NA in future assessments with the WCEP questionnaire.

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