Exploring the Possibility of Reflective Teacher Education: Based on the Case of Teaching Materials Study for Elementary Design Education class

2018 ◽  
Vol 18 (9) ◽  
pp. 931-953
Author(s):  
Joohee Kang ◽  
Keyword(s):  
Teacher Education ◽  
Design Education ◽  
Teaching Materials ◽  
Education Class ◽  
Reflective Teacher

Scholarly skills as everyday practice – implications for education

2016 ◽  
Vol 6 (3) ◽  
pp. 224-236
Author(s):  
Inga Wernersson ◽  
Monica Hansen Orwehag
Keyword(s):  
Teacher Education ◽  
Critical Thinking ◽  
Professional Education ◽  
Design Education ◽  
Research Question ◽  
Work Practice ◽  
Content Type ◽  
Analytical Skills ◽  
One Year ◽  
Almost All

Purpose – The purpose of this paper is to understand how teachers, nurses and engineers view the use of scholarly skills, such as research and critical thinking, in occupational practice and what implications this understanding may have for (especially) teacher education. Design/methodology/approach – Engineers, nurses and teachers who had worked for at least one year after their education was interviewed (telephone interviews). Four interviews from each category were made in this exploratory study. Findings – Few of the interviewees spontaneously connect their research methods training or other elements of scientific thinking in their education to everyday work practice, but all give examples of systematic, reflective and critical elements as features present in the occupational context. Almost all also view the final thesis work done in their respective programmes as a gratifying experience. Further, they describe the freedom and independence they have in their choice of research question and form of work as appealing and encouraging. Research limitations/implications – The study is exploratory and the results should be used to develop ideas about how to improve scholarly/scientific training in profession-oriented higher education programmes. Practical implications – This paper explore ways to understand and further develop the teaching of scholarly/scientific attitudes and ways of thinking in profession-oriented university programmes. Social implications – Scholarly skills such as critical thinking, analytical skills and awareness of different perspectives are important in all professions. How to design education to optimize such skills is important for people and society. Originality/value – The value of the study is that it is a try to use experiences from different fields to improve the generic scholarly aspects of professional education (especially teacher education).

Editorial comments: From the editor's desk

1961 ◽  
Vol 8 (8) ◽  
pp. 385-386
Author(s):  
E. Glenadine Gibb
Keyword(s):  
Teacher Education ◽  
Elementary School ◽  
Elementary Schools ◽  
Experimental Program ◽  
Teaching Materials ◽  
Elementary School Mathematics ◽  
Teaching Of Mathematics ◽  
Points Of View ◽  
New Research ◽  
Source Of Information

With this issue we are ready to bind together a nother volume of THE ARITHMATIC TEACHER Throughout the year this journal has brought its readers various points of view on curriculum, teacher education, and a pproaches to the teaching of mathematics. It ha been a reporter, reporting the results of research in elementary-school mathematics, noting the implication of these studies for making decisions about the future of mathematics in our elementary schools. It has been a teacher through its pages on which various topics in mathematics were presented. It has served as a source of information about new research, ongoing experimental program, tested ideas to be used in the classroom, and reviews and listing of new books and other teaching materials.

scholarly journals Integrated language skill approach: Model of teaching materials for elementary school teacher education programs in Indonesia

2021 ◽  
Vol 8 (2) ◽  
pp. 656-669
Author(s):  
Herlina Usman ◽  
Miftahulkhaerah Anwar
Keyword(s):  
Teacher Education ◽  
Elementary School ◽  
School Teacher ◽  
Elementary School Teacher ◽  
Language Skill ◽  
Primary School Teacher ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Teaching Materials ◽  
Primary School Teacher Education

This study is aimed to develop teaching materials, which is an English module for Elementary School Teacher Education Programs in Indonesia based on the integrated language skill approach. A number of 75 respondents from the Elementary School Teacher Education Programs at three universities participated in this research, they are from Universitas Pendidikan Ganesha in Bali, Universitas Mulawarman in Samarinda, and Universitas Negeri Manado in Manado. At the Elementary School Teacher Education Programs, no book with a practical model of integrated language skill is available at these universities. In collecting and analyzing the data, this study combined the research and development (RD) model of Gall et al. (2003). The process comprised four stages to develop this module, they are (1) preliminary studies and needs analysis, (2) product design and development, (3) evaluation, field test, and product revision, (4) and product refinement and dissemination. The data was gained through three instruments from questionnaires, interviews, and formative tests to measure the mastery of English teaching materials for primary school teacher education. The result of this study demonstrated that the module is feasible and effective for English Elementary School Teacher Education Programs at the three universities. 

scholarly journals ANALYSIS OF THE ABILITY OF PRIMARY TEACHER EDUCATION STUDENTS TO DEVELOP THEMATIC LEARNING MATERIALS IN 2013 CURRICULUM

2020 ◽  
Vol 3 (3) ◽  
pp. 95
Author(s):  
Siti Halidjah
Keyword(s):  
Teacher Education ◽  
Data Analysis ◽  
Data Collection ◽  
Primary Teacher ◽  
Teaching Material ◽  
Education Students ◽  
Teaching Materials ◽  
Primary Teacher Education ◽  
Teacher Education Students ◽  
Thematic Learning

The content of the Pre-service Primary Teacher Education Study Program of FKIP Untan has provided students with mastery of scientific substance in preparing thematic learning teaching materials for 2013 Curriculum. The study aimed to describe the ability of Primary teacher Education students to prepare thematic learning teaching materials for 2013 curriculum. The research was a qualitative descriptive study. The subjects of this study were students of the PPL Regular Program class 2017. The data source in this study was the teaching material documents constructed by students. The research procedure used the stages of planning, implementing, analyzing data, and writing reports. Data collection techniques used document study techniques with data collection tools in the form of teaching material documents. The research data analysis was carried out by following the data analysis flow developed by Miles and Hubberman (1992: 15-20). The analysis activity begins with data collection, data reduction, data presentation, and conclusion/verification. The ability of students to construct 2013 thematic learning teaching materials was very good. It can be seen from the percentage of results achieved, namely 87.50% (7 students) obtained scores in the range 81-100 and only 12.50 (1 student) scored in the range 61-80. For every aspect assessed, the average student ability was also good. It can be seen from the percentage achieved, namely 58.33% (7 aspects) obtained scores in the range 81-100 and 41.67 (5 aspects) obtained scores in the range 61-80.

Reflective Teacher Education and Moral Deliberation

1987 ◽  
Vol 38 (6) ◽  
pp. 2-8 ◽  
Author(s):  
Daniel P. Liston ◽  
Kenneth M. Zeichner
Keyword(s):  
Teacher Education ◽  
Moral Deliberation ◽  
Reflective Teacher
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