scholarly journals ePortfolio in Teacher Education and Academic Further Education

2021 ◽  
Vol 6 (1) ◽  
pp. 37-46
Author(s):  
Christine Ziegelbauer ◽  
Barbara D'Errico
Keyword(s):  
Teacher Education ◽  
Learning Strategies ◽  
Learning Process ◽  
Pilot Project ◽  
Theoretical Concept ◽  
Further Education ◽  
Second Phase ◽  
Learning To Learn ◽  
Self Regulated Learning ◽  
The University

Private and professional life is more and more shaped by rapid changes in society and technology. That’s why continuous further education is essential in order to meet the new requirements. In the context of lifelong learning, this article focuses primarily on “learning to learn” as a key competence (European Union, 2018). Therefore, it is essential to develop the ability to self-regulated learning (Zimmerman, 2000) in the first phase of academic training and beyond. Learners must be able to plan, carry out and evaluate their learning process. In order to monitor it successfully, it also requires the ability to reflect. One instrument that can help learners to regulate their learning process is the ePortfolio (McAllister et al., 2008). In an ePortfolio learners can set their goals individually, document and reflect on their progress with the help of artefacts and thus assess their learning strategies and adapt them, if necessary. Futhermore, outcomes of informal learning can be presented within an ePortfolio as well as outcomes of formal learning activities. For example, in the field of teacher education ePortfolios are used quite widely. The ability to reflect one’s actions is an important aspect of professionalism, which helps teachers to improve their teaching (Schön, 1983). Therefore, it is important, as a prospective teacher, to be able to realistically assess one's own abilities and to know how to acquire new competencies. Teachers have to question their actions constantly and adapt them if necessary. In the German State of Baden-Württemberg keeping an ePortfolio is obligatory for students during the practical phases and is continued in the second phase of training, during the internship. A second field, where ePortfolio is gaining importance, is the academic continuing education. The Academy of Advanced Studies at the University of Konstanz offers academic programmes for professionals. A pilot project will be launched next semester in the part-time bachelor study programme in “Motor Neurorehabilitation” for qualified professional therapists in healthcare. Primarily, the implementation of an ePortfolio in this context aims at giving learners the opportunity to manage and personalise their own digital archive (collection of documents). Secondly, it enables the students to reflect more consciously the inputs and outputs collected - particularly during the time they will be attending their practical internships. Thus, the participants should develop a stronger reflective and critical thinking with regard to the acquired new methods and the experiences collected. Furthermore, the ePortofolio should facilitate group work and encourage interaction with other colleagues (peer review) and/or instructors. This paper discusses the possibilities of using ePortfolios in teacher training and in academic further education. Based on a theoretical concept for learning and professionalizing with ePortolios in higher education and life long learning, as mentioned before, the potentials in the different fields of application will be presented. Furthermore, we will point out the difficulties and challenges associated with the introduction of an ePortfolio. Finally, an outlook on what is planned for the further development of ePortfolio at the University of Konstanz will be given.  

Second-career teachers’ workplace learning and learning at university

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Andrea Keck Frei ◽  
Mirjam Kocher ◽  
Christine Bieri Buschor
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Learning Strategies ◽  
Workplace Learning ◽  
Life Experience ◽  
Qualitative Content Analysis ◽  
Career Change ◽  
Special Focus ◽  
Content Type ◽  
The University

Purpose The purpose of this study is to examine career-change student teachers’ practice-based learning in teacher training, with a special focus on the support they received. Design/methodology/approach This study is based on a qualitative content analysis of 15 group interviews, including 58 career-change student teachers and focuses on their learning at university and the workplace. Findings This paper indicates that career-change student teachers’ learning is task-related and based on interactions. It benefits from the support provided by actors at the university and workplace. Their learning is highly self-regulated and built on skills from prior professional and life experience. However, behaviourist learning and trial-and-error learning strategies are more often mentioned than constructionist learning and goal-oriented learning. Practical implications The findings underline the fact that universities and schools can enhance career-change student teachers’ learning by providing professional support, helping them to form links between experience from their prior profession, as well as their knowledge acquired at the university and experience from the workplace. Originality/value Until now, few studies have addressed workplace learning in teacher education. The present study aims to address this lack. Moreover, the study shows how career-change student teachers deal with the challenge of bridging the gap between theoretical and practical knowledge acquired during practice-based teacher education.

The Promotion of Self-Regulated Learning Through Peer Feedback in Initial Teacher Education

2020 ◽  
Vol 10 (1) ◽  
pp. 1-20
Author(s):  
Elena Cano García ◽  
Laura Pons-Seguí
Keyword(s):  
Teacher Education ◽  
Help Seeking ◽  
Self Regulation ◽  
Peer Feedback ◽  
Task Value ◽  
Initial Teacher Education ◽  
Control Group ◽  
Learning To Learn ◽  
Self Regulated Learning ◽  
Regulated Learning

This study explores how peer-feedback promotes self-regulated learning (SRL) processes in initial teacher education. Self-regulation capacity is analyzed through Pintrich's MSLQ questionnaire. A total of 50 students have participated in this experience during the year 2015-2016. Tasks that enhanced self-regulation and learning to learn competence were developed in this course. In order to analyze the effect of these tasks on SRL, pre- and post-tests were administered to the experimental (n=50) and a control group (n=45). The results revealed an improvement in self-regulation capacity, especially in those items relative to help seeking, task value and self-efficacy.

scholarly journals Educação Ambiental nos anos iniciais do ensino fundamental: várias formas de trabalhar os seus temas

2021 ◽  
Vol 12 (01) ◽  
pp. 65-75
Author(s):  
Adriana Tourinho Salamoni ◽  
André Nunes Maduell ◽  
Dienifer Irigaray Silveira ◽  
Letícia Hanna dos Santos Falcão
Keyword(s):  
Environmental Education ◽  
Learning Process ◽  
Pilot Project ◽  
Elementary Grades ◽  
De Se ◽  
Municipal Schools ◽  
School Learning ◽  
The University ◽  
Economic Development Model ◽  
Environmental Work

O modelo atual de desenvolvimento econômico vem utilizando os recursos naturais além de suas capacidades, sem se preocupar com as gerações futuras. Assim, é indispensável a adoção de um novo modelo de crescimento, ressaltando a importância da sustentabilidade associada à qualidade de vida. Considerando a importância da temática ambiental e a visão integrada do mundo, sobressaem-se as escolas, como espaços privilegiados na implementação das atividades de conscientização. Com o objetivo de incentivar a extensão universitária e trabalhar a educação ambiental em escolas do município de São Lourenço do Sul, foi desenvolvido um trabalho piloto numa escola municipal, a fim de construirmos uma metodologia de trabalho em educação ambiental no ensino fundamental. As atividades realizadas na escola consistiram de rodas de conversa, jogos, brincadeiras, apresentação de vídeos, desenhos e atividades práticas. Foram realizadas com alunos das séries iniciais e desenvolvidas atividades de conscientização, a partir da conceituação de temas relacionados ao meio ambiente, rodas de conversas, brincadeiras, jogos e atividades práticas. O trabalho teve uma ótima aceitação pela direção e professores da escola e os alunos sempre se mostraram disponíveis, interessados e receptivos às atividades propostas. O projeto mostrou a possibilidade de se desenvolver atividades de extensão em escolas municipais contando com a participação da comunidade acadêmica. Foi importante adequarmos as formas de trabalho à idade dos alunos e, também, realizar uma discussão inicial, conceituando os temas, antes de aplicar jogos, brincadeiras e atividades práticas, tornando o lúdico parte chave do processo de aprendizagem. Palavras-chave: Conscientização, Escola, Processo de Aprendizagem, Sustentabilidade Environmental education in the early grades of elementary school: several ways of working its topics Abstract: The current economic development model has been using natural resources beyond its capabilities without considering future generations. Therefore, it is essential to adopt a new growth model that emphasizes the importance of sustainability associated with quality of life. Considering the importance of the environmental theme and the integrated vision of the world, it becomes clear how important schools are as a space to implement activities to bring awareness about this topic. To encourage university extension and working on environmental education in the schools of São Lourenço do Sul town (Rio Grande Sul State, Brazil), a pilot project was created to develop a methodology of environmental work for elementary grades in municipal schools of São Lourenço do Sul. The activities accomplished within the schools consisted of conversation circles, games and plays, presentations of videos, drawings, and practical activities. This pilot project was welcomed by the school’s principal and teachers, as well as the students who were always interested and available to learn about the proposed activities. This project showed that it is possible to develop extension activities in the municipal schools involving the university community participation. It was important to adapt the ways of working to the age of the students and also conduct an initial discussion conceptualizing the themes before working through games and plays, practical activities, making playful part of the learning process. Keywords: Awareness, School, Learning Process, Sustainability

scholarly journals The Development Of Expert Learners In The Classroom

2010 ◽  
Vol 3 (6) ◽  
pp. 1
Author(s):  
Saemah Rahman ◽  
Zuria Mahmud ◽  
Siti Fatimah Mohd Yassin ◽  
Ruslin Amir ◽  
Khadijah Wan Ilias
Keyword(s):  
Learning Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning To Learn ◽  
Teachers Perceptions ◽  
Literature Reviews ◽  
Teachers And Students ◽  
Role Of Teachers ◽  
Learn Approach

The term ‘expert learner’ refers to students who are actively engaged with the materials learned and take responsibility for their own learning. Literature reviews suggested the use of metacognitive approach to help develop students to become expert learners. Research on development of expert learners can be traced from movements that focused on the importance of learning strategies and “learning how to learn” approach. Some researchers combined the role of teachers and students in formulating a framework on how to develop expert learners. This study aimed to identify issues related to the development of expert learners in the classroom. Data were collected from focus group with students and teachers in Malaysia.  Findings were reduced into thematic categories representing students’ and teachers’ perceptions on the issues. Results of the study showed that the use of metacognitive strategies among students is very minimal and many teachers did not aware the benefit of making the learning process visible to students. The implementation of “learning to learn” approach in the teaching and learning process remain one of the key problem need to be address in order to help students learn effectively in the classroom.

Life-Long Language Learning Strategies for a Brave New Digital World

2020 ◽  
pp. 636-657
Author(s):  
Marion Sadoux
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Fine Tuning ◽  
Learning To Learn ◽  
University Campuses ◽  
Face To Face ◽  
Online Language Learning ◽  
Digital World ◽  
Face To Face Learning ◽  
The University

The focus of this case study is to report and reflect on the design, implementation and fine tuning of the Peer Supported Online Language Learning Exchange module, known more simply as OLLE (Online Language Learning Exchange) which was developed in 2013 and is delivered in collaboration with students at the University of Nottingham Ningbo China. This module seeks to give students in all three University Campuses (United Kingdom, China, and Malaysia) the opportunity to continue to learn a foreign language together, blending, where this is geographically possible, face to face learning opportunities with online learning. It strongly emphasizes language learning as a lifelong learning skill and seeks in particular to develop students' skills in learning to learn a language in digital realms and to develop a strong set of digital literacies for language learning.

Performativer Religionsunterricht?

2014 ◽  
Vol 66 (4) ◽  
pp. 366-375
Author(s):  
Peter Kliemann
Keyword(s):  
Teacher Education ◽  
Religious Education ◽  
Theoretical Concept ◽  
Second Phase ◽  
Post Graduate ◽  
Different Types ◽  
Graduate Teacher Education ◽  
The Way

Abstract The article is written from the perspective of a German post graduate teacher education institute („second phase of teacher education“) and discusses the implementation of so-called „Performative Religious Education“ in German grammar schools. The author compares different types of the performative approach and draws attention to possible misunderstandings and forms of abuse on the way from the theoretical concept to the classroom. The article closes with three proposals for further clarification and research.

scholarly journals A Strategic and Goal-Directed Student: Expectations vs. Reality

2021 ◽  
pp. 187-215
Author(s):  
Rasa Nedzinskaitė-Mačiūnienė ◽  
Gerda Šimienė
Keyword(s):  
Academic Performance ◽  
Learning Strategies ◽  
Learning Process ◽  
Research Literature ◽  
Learning To Learn ◽  
Student Expectations ◽  
Academic Goals ◽  
Academic Tasks ◽  
Knowledge And Skills ◽  
Directed Learning

AbstractThe characteristic of an expert learner has recently been widely discussed in the research literature. The expert learner is a learner who is self-directed, self-governed, motivated, resourceful, knowledgeable, able to learn effectively and efficiently, approaches academic tasks with diligence and confidence and employs appropriate strategies to reach the desired academic goals. The act of goal setting is often associated with students’ learning-to-learn skills and deeper engagement in their learning process, whereas the choice of appropriate learning strategies increases their capacity to manage their learning. In this respect, the latter aspect – strategic and goal-directed learning of an expert learner – necessitates deeper investigation and analysis. Hence, this chapter presents how we can guide students to become strategic and goal-directed in their learning while striving for the attainment of knowledge and skills, as well as incorporating and applying a variety of learning strategies to optimise their academic performance.

scholarly journals Videolekser som ressurs for lesing og undervisning i lærerutdanning – En studie av hvordan samarbeid og partnerskap kan utvikles rundt lærerstudenters videoinnspilte leserefleksjoner

2020 ◽  
Vol 14 (2) ◽  
Author(s):  
Magnus Hontvedt ◽  
Morten Oddvik ◽  
Rakel Rohde Næss
Keyword(s):  
Teacher Education ◽  
Learning Process ◽  
Interaction Analysis ◽  
Focal Point ◽  
Master's Level ◽  
Video Clips ◽  
Teacher Students ◽  
Short Video ◽  
The University ◽  
Individual Reading

Denne artikkelen rapporterer fra et pågående designeksperiment der et konsept kalt «videolekser» ble introdusert for å få innsikt i lærerstudenters lese- og læringsprosess. Konseptet ble laget i samarbeid mellom underviserne på universitetet og en lærer i kombinasjonsstilling.Videoleksene innebar at studentene spilte inn korte filmer der de reflekterte over egen lesing før de møtte til undervisning. Prosjektet ble gjennomført i et masteremne (år 4 av 5) ved et norsk universitet. Studien følger til sammen 47 lærerstudenter som tok emnet i løpet av en to-årsperiode. Datamaterialet består av 118 refleksjonsvideoer. Materialet er kodet, og utvalgte utdrag fra filmene presenteres og analyseres med interaksjonsanalyse.I artikkelen synliggjøres videoleksene som en form for videobasert støtte til lærerstudentenes lese- og læreprosess, med mulighet for å komme i kontakt med studentenes ofte «tause» selvstendige lesing. Studien konkluderer med at bruken av video har potensial til å skape felles fokus, og under bestemte forutsetninger bidra til å skape partnerskap og relevans i lærerutdanningen. Nøkkelord: partnerskap, kombinasjonsstillinger, IKT og læring, interaksjonsanalyse, videolekser Video assignments as resources for reading and instruction in teacher education – A study on how collaboration and partnership can be developed around teacher students’ video-recorded reading reflections AbstractThis study reports from an ongoing design experiment in which a concept called “video assignments” was introduced for accessing teacher students’ reading and learning process. The concept was designed in collaboration between lecturers at the university and a practicing teacher in a combined position.The video assignments entailed that students recorded short video clips in which they reflected on their reading prior to meeting in class. The project was conducted at a master’s level course (year 4 of 5) at a Norwegian university. There were 47 students who participated in the course over a two-year period, and the data material consists of 118 video reflections. The material was coded, and selected extracts from the videos are presented and analyzed by means of interaction analysis.In the article, the video assignments are displayed as a form of video-based support to the students’ studying and learning process, with opportunity for accessing the students’ often “silent” individual reading process. This study concludes that the use of video has potential for creating a common focal point, and under certain prerequisites contributing to creating partnership and relevance in teacher education. Keywords: partnerships, combined positions, ICT and learning, interaction analysis, video assignments

scholarly journals Virtual Learning Strategies during Covid-19: A Case Study of The University of Lahore, Pakistan

2020 ◽  
Vol 4 (2) ◽  
pp. 427-441
Author(s):  
Tehmina Aslam ◽  
Syed Mubashar Ali Shah Rizvi ◽  
Jawad Ahmad
Keyword(s):  
Learning Strategies ◽  
Learning Process ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Virtual Space ◽  
International Standards ◽  
Student Survey ◽  
The Government ◽  
Almost All ◽  
The University

Due to COVID-19, the government of Pakistan had to take measures to bring about changes in almost all infrastructures, including that of education and decided to switch to a virtual learning environment and urged all educational institutes to adopt virtual learning strategies to facilitate student learning process. In an attempting to contain the virus instructed educational institutes to explore virtual space to continue learning process. The University of Lahore was one of the few universities in Pakistan that took the lead and decided to serve the learning purpose.  However, due to cultural differences and dependency on traditional learning, most universities found it difficult to follow suit. The University of Lahore has crossed a milestone and emerged as a model for other universities across country. The virtual learning strategies that have been adopted by the University are no less than international standards and the administration have been working tirelessly to ensure the smooth running of this digital education system. Based on the student survey and faculty interviews, this study recommends regular virtual trainings by educational institutes and to overcome the issues of internet connectivity and electricity in the country as a whole to better deal with the challenges that lie ahead.

Life-Long Language Learning Strategies for a Brave New Digital World

2018 ◽  
pp. 350-377
Author(s):  
Marion Sadoux
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Fine Tuning ◽  
Learning To Learn ◽  
University Campuses ◽  
Face To Face ◽  
Online Language Learning ◽  
Digital World ◽  
Face To Face Learning ◽  
The University

The focus of this case study is to report and reflect on the design, implementation and fine tuning of the Peer Supported Online Language Learning Exchange module, known more simply as OLLE (Online Language Learning Exchange) which was developed in 2013 and is delivered in collaboration with students at the University of Nottingham Ningbo China. This module seeks to give students in all three University Campuses (United Kingdom, China, and Malaysia) the opportunity to continue to learn a foreign language together, blending, where this is geographically possible, face to face learning opportunities with online learning. It strongly emphasizes language learning as a lifelong learning skill and seeks in particular to develop students' skills in learning to learn a language in digital realms and to develop a strong set of digital literacies for language learning.

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