scholarly journals Processos de Socialização do Professor Formador nos Cursos de Licenciatura em Matemática: o emergir da Identidade DocenteSocialization processes of the professors in Mathematics Degree courses: the emergence of a teacher identity

2018 ◽  
Vol 20 (1) ◽  
Author(s):  
Júlio Henrique Cunha Neto ◽  
Váldina Gonçalves Costa
Keyword(s):  
Higher Education ◽  
Elementary Education ◽  
Professional Identity ◽  
Teacher Identity ◽  
Teacher Educators ◽  
Qualitative Approach ◽  
Family Issues ◽  
Socialization Processes ◽  
Professional Field ◽  
The Subject

A presente pesquisa versa sobre a constituição da identidade profissional dos professores formadores dos cursos de Licenciatura em Matemática. Indaga-se: quais fatores foram e/ou são indispensáveis à construção da identidade desse profissional? O sujeito se forma professor vivenciando e interiorizando diferentes aprendizados em ambientes e momentos distintos. Em busca de resposta ao questionamento ora apresentado, analisam-se os processos de socialização vivenciados por professores formadores de um Curso de Licenciatura em Matemática. Para a realização dessa análise, entrevistam-se cinco docentes, utilizando uma abordagem qualitativa. Constatou-se que a identidade profissional dos professores em pauta se constitui de questões familiares e de experiências que se sucedem durante a educação básica, ensino superior, no campo profissional, entre outros níveis de ensino. As we studied how trainers in Mathematics Degree courses constitute their own professional identity, we faced another question: what factors were / are essential to the construction of the professional identity of teacher educators in Mathematics Degree courses? The subject is formed a professor by experiencing and internalizing different learning, in different environments and different times. Thus, we analyzed socialization processes experienced by teacher trainers from a Mathematics Degree course. Five teachers were interviewed through a qualitative approach. We noted that such a professional is formed through family issues, experiences that took place during elementary education, higher education, in the professional field, among others.

scholarly journals Assessing pre-service teachers’ professional identity construction in a three-phase teacher education program in Iran

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Fariba Haghighi Irani ◽  
Azizeh Chalak ◽  
Hossein Heidari Tabrizi
Keyword(s):  
Teacher Education ◽  
Professional Identity ◽  
Identity Construction ◽  
Education Program ◽  
Teacher Identity ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Critical Role ◽  
Assessment Tools ◽  
Problem Solving Skills

Abstract The critical role of teachers suggests that assessing teacher identity construction helps teacher educators understand the changes in teachers and design materials in harmony with their needs in teacher education programs. However, only a few studies have focused on assessing pre-service teachers’ identity in the long term in Iran. To address this gap, the contribution of a pre-service teacher education program consisting of three phases, namely engage, study, and activate to the professional identity construction of eight pre-service teachers in an institute in Tehran was assessed. Pre-course and post-course interviews, two reflective essays, ten observation notes, and two teaching performances were gathered over a year and analyzed as guided by grounded theory and discourse analysis. Findings revealed two significant changes in the participants’ identities when they transitioned from engage to study and from study to activate phases that yielded study phase as the peak of the changes. Overall, three major shifts were identified in the participants’ identities: from a commitment to evaluation towards a commitment to modality, from one-dimensional to multi-dimensional perceptions, and from problem analysis to problem-solving skills. Current findings may facilitate teacher identity construction by designing local programs matching the needs of pre-service teachers. It may also assist teacher educators by assessing the quality of teachers’ performance and developing teacher assessment tools.

scholarly journals Changing the Story: Implications of Narrative on Teacher Identity

2019 ◽  
Vol 3 (1) ◽  
pp. 3
Author(s):  
Geah Pressgrove ◽  
Melissa Janoske ◽  
Stephanie Madden
Keyword(s):  
Public Education ◽  
Focus Groups ◽  
Professional Identity ◽  
Teacher Identity ◽  
Teacher Shortage ◽  
Teaching Profession ◽  
Qualitative Approach ◽  
Community Level ◽  
Reputation Management ◽  
Communication Interventions

This study takes a qualitative approach to understanding the connections among narrative, professional identity, and reputation management in public education. Through 15 interviews and five focus groups with high-achieving teachers and administrators, researchers explored the narratives these educators share to understand and improve the story of the teaching profession. Central to the findings are societal, organizational, and community-level factors that have led to a reputation crisis for the profession of teaching and thus contribute to the national teacher shortage. Ultimately, this study points to the notion that a shift in the perception of the value of teaching and teachers can be affected when narratives are understood and the principles of reputation management are applied. Communication interventions that provide a path forward are discussed.

scholarly journals Teacher Educators’ Professional Identity in English-Medium Instruction at a Finnish University

2021 ◽  
Vol 11 (3) ◽  
pp. 9-33
Author(s):  
Sotiria Pappa ◽  
Josephine Moate
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Professional Identity ◽  
Teacher Educators ◽  
Sense Of Self ◽  
Language Awareness ◽  
Face To Face ◽  
English Medium Instruction ◽  
The Relationship

Although different forms of English-medium instruction (EMI) are being recognised, the different ways in which EMI can impact the pedagogical activities and expertise of higher education educators have received less attention. Using face-to-face and written interviews with nine teacher educators at a Finnish university, this study examines the most important aspects teacher educators perceive in their work through EMI and how these aspects connect to the understanding of their professional identity. The study is theoretically premised on the interconnected concepts of pedagogical doing, pedagogical being, pedagogical relating, and pedagogical language awareness. The thematically analysed data highlighted the ways in which pedagogical being, doing, and relating revolve around the presence and role of the foreign language in EMI, as well as the concurrent disjunctures and opportunities EMI creates. Pedagogical being informed EMI teacher educators’ orientation to their work and the different ways language impinges on the sense of self as the teacher educators share how they try to understand and respond to the disjunctures of EMI. In terms of pedagogical doing, EMI impinges on how teacher educators enact their practice and the relationships developed with students. However, the focus of pedagogical relating addresses the relationship between the EMI teacher educators and their workplace. The findings from this study will hopefully contribute to the development of EMI teacher preparation and support critical discussions on the ‘Englishisation’ of higher education.

scholarly journals STUDENTS' ATTITUDE AND ACCEPTANCE OF MATH STUDIES

2012 ◽  
Vol 2 (2) ◽  
pp. 20-29
Author(s):  
Sead Rešić ◽  
◽  
Admira Ahmetbegović ◽  
Alma Škrobić ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Elementary School ◽  
Elementary Education ◽  
Elementary School Students ◽  
Research Topic ◽  
School Students ◽  
Scientific Methods ◽  
The Third ◽  
School Subjects ◽  
The Subject

The aim of this paper is to ascertain the type of relation elementary school students have toward mathematics classes. Through employing technical and scientific methods, a basis was constructed which can provide answers to numerous questions related to math classes, relation of students towards the subject matter, as well as to results being achieved in the subject mathematics during elementary education. The fact is that elementary school students exhibit difficulties in accepting the subject and achieve lower results in mathematics in comparison to other school subjects. Likewise, it is a fact that students upon gradating elementary school opt for high schools which have less mathematics in their curricula, and this state of affair continues when choosing higher education area. In the first theoretical part, certain fundamental concepts regarding this research topic have been clarified. The second part relates to the methodology of research of the above-mentioned problem. In the third part an analysis and interpretation of the results of conducted research has been provided.

scholarly journals The Teaching and Learning of Academic Writing Involving Critical Thinking in Higher Education

2018 ◽  
Vol 10 (1) ◽  
pp. 975-981
Author(s):  
Fahmy Imaniar ◽  
Lies Amin Lestari ◽  
Ahmad Munir
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Academic Writing ◽  
Teaching And Learning ◽  
Qualitative Approach ◽  
Writing Class ◽  
Efl Students ◽  
The Subject ◽  
The One ◽  
Almost All

Academic writing and critical thinking are two things which strongly deal with higher education context, especially for EFL students. Unfortunately, the process of the teaching and learning which deals with the two aforementioned things was rarely researched. Hence, this current study aimed at revealing the process of teaching and learning of academic writing which involves critical thinking in higher education level. It was carried out through qualitative approach with non-participatory observation and interview as the data collection techniques. The participants were the subject teacher as the one who taught academic writing and also the students in the academic writing class. The result shows that the process of teaching and learning of academic writing consisted of several phases united into a set prevailing for each type of academic writing. Furthermore, critical thinking is engaged within almost all phases with different way of its existence. This study is expected to open eyes towards what occurs in the field, rather than to only value and judge.

scholarly journals Exploring the possibility of co-operation between higher education and industries in Malaysia

2018 ◽  
Vol 12 (1) ◽  
pp. 2525-2538
Author(s):  
Ramesh Sathappan
Keyword(s):  
Higher Education ◽  
Chief Executive Officers ◽  
Chief Executive ◽  
Qualitative Approach ◽  
Knowledge Dissemination ◽  
Global Trend ◽  
Respective Contribution ◽  
The Subject ◽  
Executive Officers

This case study attempts to explore the posibility of co-operation between Higher Education and Industries in Malaysia. It highlights on the need, importance and the problems faced by both the entities in co-operation and collaboration. Qualitative approach was used in this study. The interviews are semi-structured and are used to generate data from university deans, collage principals, company managers and chief executive officers (CEO). The issues of suitability and reliability as well as the process of sampling, administration and analysis of the instrument of data collection are discussed. In the course of the analysis and discussion, it compares the respective contribution made by the Universities and the Industries in the field of Research and Development (R&D). Moreover, it provides suggestions to improve linkages for joint-ventures and concludes that the Universities and Industries must play complementary roles for mutual benefits in terms of knowledge dissemination and innovation. It also presents the views of the different researchers on the subject and considers the merits of the various types of co-operation suggested for the universities to keep pace with the global trend in upgrading their courses in Science and Technology. Keyword: Co-operation, Higher Education, Industries

scholarly journals A CRISE DA IDENTIDADE NA PÓS-MODERNIDADE: REFLEXOS NA FORMAÇÃO DA IDENTIDADE DOCENTE

2020 ◽  
Vol 13 (4) ◽  
pp. 450
Author(s):  
João Batista Bottentuit Junior ◽  
Larize Kelly Garcia Ribeiro Serra ◽  
Mizraim Nunes Mesquita
Keyword(s):  
Professional Identity ◽  
Identity Formation ◽  
Teacher Identity ◽  
Theoretical Basis ◽  
Identity Crisis ◽  
Qualitative Approach ◽  
Modern Period ◽  
Teacher Identity Formation ◽  
Identity Based

This study consists of bibliographic research, with a qualitative approach and exploratory nature. It aims to discuss the impacts of an identity crisis on the construction of the professional identity of teachers in the context of postmodernity. At first, it deals with concepts regarding the subjects’ identity in different phases of the modern period, as well as the causes that led to the postmodern identity crisis. Next, it addresses the signs of crisis in the formation of teacher identity in this period and the main challenges involved. Therefore, the theoretical basis receives the contributions of authors such as Giddens (1991, 2007), Bauman (2001, 2005), Hall (1998), Castells (2003), and Lévy (2010), among others. It is observed that teachers’ practice is filled with fears and uncertainties between traditional and contemporary pedagogical guidelines. Postmodernity has demanded a reformulation of teachers’ identity based on a doubtful and fragmented ground over the years since the professional establishment. Among the main challenges for teacher identity formation, there is the need to make the profession appealing, to keep professionals greatly qualified in teaching and to make them realize that their education must be continuous and permanent since it will never be complete.

scholarly journals Identidad profesional y socialización de género: un estudio desde la manualística escolar en la España democrática

2020 ◽  
pp. 101
Author(s):  
Virginia Guichot Reina ◽  
Ana María De la Torre Sierra
Keyword(s):  
Elementary Education ◽  
Professional Identity ◽  
Social Constructivism ◽  
Formal Education ◽  
Transition Period ◽  
Nineteen Seventies ◽  
The Subject ◽  
Education And Employment ◽  
Historical Discourses ◽  
Economic Socialization

The construction of professional identity is a concept that holds interest for a variety of disciplines such as Anthropology, Psychology or Pedagogy. From the perspective of social constructivism, it has a narrative, dynamic character and is shaped by the interaction of the subject with current socio-historical discourses and their interiorization. During the decade of the nineteen seventies, the labor market in Spain experienced a massive incorporation of women, brought about by social and legislative advances in education and employment. The years of Spanish democracy are essential in the configuration and renewal of female identity in the economic field. This article focuses on the influence of the school textbook - the main didactic resource used in formal education - in this configuration. It presents models and stereotypes linked to gender, with a potential influence on the transmission and configuration of a biased socio-labor culture. In order to study this influence,  our research examines a total of 20 elementary education textbooks in the areas of Language and Social Sciences in two periods of democratic Spain —the so-called Transition period and the current moment—, to explore the professional identity of women linked to the economic socialization as this is conveyed through this educational tool. Our results reveal a minimal inclusion of women as economic subjects in the textbooks; the underrepresentation of females  performing paid activities, as well the lack of professional diversity serve to highlight a substantial inequality in the socialization processes between men and women, contrary to the goals of  coeducational teaching values. 

Measuring Service Quality in The Context of Higher Education in Vietnam

2013 ◽  
pp. 77-90
Author(s):  
Yen Nguyen Thi Hoang
Keyword(s):  
Higher Education ◽  
Service Quality ◽  
Exploratory Study ◽  
Measurement Scale ◽  
Education Service ◽  
The Subject

This paper focuses on the understanding of service quality in the context of Vietnamese universities. It proposes an approach for measuring the quality of the higher education service provided by universities in Vietnam. Firstly, an exploratory study was conducted. Then, the set of items which were generated became the subject of a questionnaire that was then administered to 675 students of a Vietnamese university to determine the dimensions of higher education service quality in this context. The obtained results permit us to appropriate a measurement scale which is slightly different from the SERVQUAL scale widely known as the standard for measuring service quality. The results also show that tangible elements, responsiveness and assurance seem to be three specific dimensions of the higher education service of Vietnamese universities.

Importance of the Intersection of Library and Information Sciences with Systems Theory

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Hannah Lee
Keyword(s):  
System Theory ◽  
General System ◽  
General System Theory ◽  
Von Bertalanffy ◽  
Meta Level ◽  
Professional Field ◽  
The Subject ◽  
Critical Insight ◽  
Insight Into ◽  
Information Sciences

This paper is the attempt to show how system theory could provide critical insight into the transdisciplinary field of library and information sciences (LIS). It begins with a discussion on the categorization of library and information sciences as an academic and professional field (or rather, the lack of evidence on the subject) and what is exactly meant by system theory, drawing upon the general system theory established by Ludwig von Bertalanffy. The main conversation of this paper focuses on the inadequacies of current meta-level discussions of LIS and the benefits of general system theory (particularly when considering the exponential rapidity in which information travels) with LIS.

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