scholarly journals Intercultural practicum: Perceptual learning through video in the pandemic context

Teachers Work ◽  
2020 ◽  
Vol 17 (1and2) ◽  
pp. 56-72
Author(s):  
Dawn Joseph ◽  
Richard Johnson
Keyword(s):  
Teacher Education ◽  
Perceptual Learning ◽  
International Student ◽  
Cultural Practices ◽  
The Other ◽  
Initial Teacher Education ◽  
Cultural Environment ◽  
Asian Countries ◽  
The Social ◽  
Travel Restrictions

In our work with Australian initial teacher education (ITE) students our emphasis is on encouraging students to understand different cultural practices. Drawing on narrative reflection, we discuss intercultural and pedagogical concerns in which ITE students undertake international practicums. We recognise these students have a predominantly Western lens when undertaking practicums in Asian countries. To address this issue a video A Day in the Life… of Tamil School Children (https://youtu.be/vPdiogRR-Ig) in India was produced to change, improve and help students learn about the social and cultural environment of the ‘international student’. Students who took part in previous international practicums agreed that the video was an effective tool for cultural familiarisation. During this time of COVID-19 with travel restrictions abroad, the video resource serves as an effective visual pedagogy to build cultural understanding, embrace diversity, enable perceptual learning and empowering students to cultivate intercultural understandings of ‘the other’.

scholarly journals The Teacher's Mentoring Role and the Reflexive Teacher Formation during Supervised Internships in the Science Education Area

2019 ◽  
Vol 21 (4) ◽  
pp. 174-191
Author(s):  
Maisa Helena Altarugio ◽  
Samuel De Souza Neto
Keyword(s):  
Teacher Education ◽  
Science Education ◽  
The Other ◽  
Initial Teacher Education ◽  
Structured Interviews ◽  
Critical Function ◽  
Teacher Mentors ◽  
Teacher Formation ◽  
University Professor ◽  
Professional Contexts

In the initial teacher education scenario, the supervised internships are considered as privileged spaces for the teacher’s professional development, while a reflexive practice is one of the paradigms that guide this formation. Hence, a significant part of the formation of a future professional lies on the university professor who takes the responsibility for the orientation of these practices. In this context, this study has the objective to identify and analyze how professors at the beginning of their career paths, who have just taken the role of supervising the practices, conceive and deal with their mentoring role and with the function of orienting reflexive practices in the education of trainee teachers. Eight professors from different teacher training courses in the Science Education area at a public federal university in Brazil have participated in this case study, where semi-structured interviews and content analysis were used as the main techniques. The results have suggested that, for one group of these professors, the reflection would have a transformative and critical function over their practices and their professional contexts. On the other hand, for the other group, the teacher’s mentoring role seemed to present a more pragmatic preoccupation, as well as the function and the way to conduct this reflection. While they are moving towards accomplishing their role as teacher mentors, other factors also show some influence in building their identities. Regarding the field of teacher education and the professionalization of education, this study has pointed out to some paths towards which it is possible and necessary to advance and it may contribute to leave teaching from a critical and reflexive orientation as a heritage for the next generations.

scholarly journals THE EFFECTS OF THE PEDAGOGICAL EXPERIENCE ON THE QUALITY OF TEACHER EDUCATION

2015 ◽  
Vol 3 (2) ◽  
pp. 41-46
Author(s):  
Tatjana Koteva-Mojsovska ◽  
Suzana Nikodinovska Bancotovska
Keyword(s):  
Teacher Education ◽  
Educational Process ◽  
Teaching Science ◽  
The Other ◽  
Initial Teacher Education ◽  
Theoretical Knowledge ◽  
Pedagogical Practice ◽  
Scientific Thought ◽  
Positive Effects

Faculties should ensure integration of science and teaching: science that constantly evolves following the changes in scientific thought and teaching that incorporates these changes in their own organization. So there is a need of including the students, who are prepare for teachers, in the process of pedagogical experience during their study. Pedagogical experience is a completed with a pedagogical practice and hospitation on one side and theoretical knowledge on the other side. Pedagogical experience is a kind of activities that students are involved in the educational process. Considering the importance of these activities, we made a research to determine the effects of pedagogical experience of students in the fourth year of studies at the Pedagogical Faculty in Skopje. This research is guided by two assumptions: 1. Pedagogical experience as an integral part of studies has positive effects on the quality of initial teacher education and educators; 2. The organization of pedagogical internship does not fully satisfy the educational-applicative needs of students and objectives of the internship.During the survey, we have found that the students have good theoretical knowledge about the educational process and are successful in selecting topics for discussion with the competent persons in institutions. But they are not initiative enough and they are not sufficiently active in the process that have no direct obligation to implement and to record. Because of that, students have to be well prepared and instructed for all activities through the practice that will relate to their overall engagement as teachers.It shows that there is a necessity to redefine the structure, objectives, content and organization of the internship.

scholarly journals Disrupting Certainties: History Education for Informed Lived Citizenships

2021 ◽  
Author(s):  
Philippa A. Hunter
Keyword(s):  
Teacher Education ◽  
Critical Pedagogy ◽  
Public Interest ◽  
Cultural Practices ◽  
Initial Teacher Education ◽  
Historical Representation ◽  
Aotearoa New Zealand ◽  
Critical Approaches ◽  
Assessment Standards ◽  
Knowledge Claims

How might teacher education engage pre-service teachers with unfamiliar voices and historical representation in an age of diversity, and view history as a critical project for young citizens? This context is situated in an Aotearoa New Zealand university’s initial teacher education (ITE) secondary programme. As a history educator, I negotiate multiple sites’ cultural practices and legacies of doing and being. I juggle professional, curriculum and assessment discursive practices and teachers’ certainties about their history programmes. This involves history theorising, scholarship and expectations. Tensions exist in relation to ‘sacred’ history contexts and knowledge claims embedded in curriculum and assessment standards that act to lessen possibilities of critical approaches. Critical pedagogy informs my stance that young citizens need to be confident and informed about their identity/ies and lived pasts to question what counts as knowledge and in whose interests this knowledge serves. Problematised history pedagogy (PHP) research aimed to disrupt pre-service teachers’ normative discourses. Emergent findings have subsequently shaped my history programme’s pedagogic approaches and evidence-informed assessment. Recent scholarly and public interest in histories that ‘play out’ in Aotearoa New Zealand’s present, serve to refocus history in ITE and schooling spaces to disrupt pedagogic certainties and exclusive notions of citizenship.

scholarly journals Initial teacher education and rural education: a game for teaching parasitology

2021 ◽  
pp. 1-26
Author(s):  
Ashtari Mota Piancastelli ◽  
Bruna Garzedim de Araujo ◽  
Julia Quintaneiro Mota ◽  
Josiney Pedro Vianey ◽  
Felipe Sales de Oliveira
Keyword(s):  
Primary Care ◽  
Health Care ◽  
Teacher Education ◽  
Rural Education ◽  
Chagas Disease ◽  
Care Service ◽  
Social Function ◽  
Minas Gerais ◽  
Initial Teacher Education ◽  
The Social

Rural Education lacks methodologies consistent with its theoretical-epistemological paradigms and only a few studies were developed in a dialogical approach with its needs that would result in educational products for the field itself. In this article we present a game to teach parasitology in a more attractive and efficient way. The game Barbeiragem focuses on Chagas disease. This trypanosomiasis was chosen because it is a neglected and endemic tropical disease in Minas Gerais. In addition to the conceptual and prophylactic aspects, the game highlights the social function of scientists and health care agents, the importance of scientific dissemination, and investment in Science as well as in the primary care service. The activity was carried out by 22 students of the Degree in Rural Education, with an emphasis in Life and Nature Sciences, from Federal University of Minas Gerais. There was a good acceptance of the game as observed by several positive opinions of the students. We hope that this playful activity and carried out outside the classroom can contribute to the training of Teachers and instrumentalize them to develop it in their communities.

scholarly journals Mobilność artefaktów protestu. Maska Guya Fawkesa w cyklu kontestacji 2008–2017

2019 ◽  
Vol 22 (4) ◽  
pp. 83-97
Author(s):  
Bartosz Ślosarski
Keyword(s):  
Theoretical Approach ◽  
Social Life ◽  
Cultural Practices ◽  
Social Groups ◽  
The Other ◽  
Cultural Contexts ◽  
The Social ◽  
New Meanings ◽  
The World ◽  
The Given

The mobility of protest artifacts: The Guy Fawkes mask in the cycle of contestation in the years 2008–2017The aim of the article is to present the process of protest artifacts’ mobility using the example of the social biography of Guy Fawkes’ mask. The applied theoretical approach is based on a three-ele­ment concept of the social biography of the artifact which includes transformations in the field of cultural practices what is done with an object, industrialization of an object how and by whom it is made, and the change and acquisition of new meanings by the given artifact in which cultural contexts it is located. The example of the Guy Fawkes mask, as well as masking policy in general, is considered in the context of protests against ACTA in Poland and the other events in the world from the 2008–2017 contestation cycle. The mask leads its own social life, being active and mobile, both in the spaces in which it occurs, social groups that use it and what they do with it, and the forms that it takes.

scholarly journals The Muting of the Other: The Technological Reconfiguration of Our Auditory Experience of Others

2021 ◽  
Vol 4 (1) ◽  
pp. 179-189
Author(s):  
Ivan Gutierrez
Keyword(s):  
Emmanuel Levinas ◽  
Cultural Practices ◽  
The Other ◽  
Jean Paul ◽  
The Social ◽  
Auditory Experience ◽  
Social Realm ◽  
Don Ihde

Abstract Increasingly privatized auditory spaces resulting from the mutual engendering of auditory cultural practices and sound technologies that separated the sense of hearing and segmented acoustic spaces have had a muting effect on our experience of Others that has intensified since the advent of mobile listening devices. In Section 1 of the article, I outline features of the social realm of the nineteenth to twentieth centuries that made modern sound technologies possible and then features of the technological realm that have shaped today’s social realm – all with an eye toward our experience of other people. Then, in Section 2, I reach for a few phenomenological tools from the work of Jean-Paul Sartre, Emmanuel Levinas, and Don Ihde to draw out the phenomenological vectors that have taken shape within the enmeshed sociotechnological context described in Section 1. Specifically, I show how technologically mediated auditory experience has been individualized and how the use of sound technologies on the go – whether wearing earphones or in a car – has had a muting effect on our experience of others.

scholarly journals Hiding in Plain Sight: Literacy Development Possibilities in Initial Teacher Education

2021 ◽  
Author(s):  
Patricia O'Regan
Keyword(s):  
Teacher Education ◽  
Literacy Development ◽  
International Student ◽  
Teacher Educators ◽  
Student Assessment ◽  
Education Programme ◽  
Initial Teacher Education ◽  
Competency Development ◽  
School Students ◽  
International Student Assessment

The development of literacy competencies among second-level school students has been highlighted, by the Programme for International Student Assessment as ‘vital to succeed in society’. Literacy competency development has become the remit of all teachers, in all disciplines and initial teacher education programmes have a responsibility to address this. This paper aims to explore the provisions made within one Irish Initial Teacher Education programme, for the development of teaching strategies to enable literacy competency development within the technical-subject classrooms at second level. It also explores the perspectives of its pre-service teachers on this topic. A mixed method case-study was conducted, collecting data through questionnaires, dialogic-discussion groups, focus-groups and interviews. A key finding was the challenge in defining ‘literacy’. This ambiguity left pre-service teachers and teacher-educators unsure of expectations in this regard and resulted in a missalignment between the theory being taught and pre-service teacher practice. Technical-subjects are unexpectedly rich in opportunities to develop literacy competency. However, only some pre-service teachers were recognising the potential for literacy development within these subjects. Further training is required to address the challenges highlighted in this paper and to equip pre-service teachers with the appropriate tools to meet the literacy demands of today’s technical-subject students.

scholarly journals Debating Racism During Initial Teacher Education: A Case Among Chemistry Students

2019 ◽  
Vol 6 (3) ◽  
pp. 64
Author(s):  
Wilmo Ernesto Francisco Junior ◽  
Erasmo Moises dos Santos Silva
Keyword(s):  
Teacher Education ◽  
Science Teacher Education ◽  
Initial Teacher Education ◽  
Chemistry Students ◽  
Educational Challenge ◽  
The Social ◽  
Racial Issues ◽  
Teachers Beliefs ◽  
Education Courses ◽  
Beliefs And Attitudes

Discussions on racism in classrooms pose a huge educational challenge today, since racism has become naturalized within society, and racial issues are rarely addressed in science teacher education courses. Considering the social problems originated from racism, this paper discusses some aspects of them through a dialogical activity conducted among students in a chemistry teacher-training course. In order to engage the students in the dialogue, a poem that enable discussing social and scientific issues was chosen and had been set to music. At the first part of the discussion, only one student took the poem’s key message as referring to racism. This seems to be directly related to the poor discussion of this topic within society. Through interactive discourse characterized by integrated transition between dialogic and authoritative communicative approaches, a common viewpoint about racism was achieved by all participants, including students who had not identified the matter in the poem initially. Although isolated activities are not enough to consistently develop teachers’ beliefs and attitudes against racism, the findings suggest that discursive movement can encourage critical thinking about this. 

scholarly journals A identidade social docente na formação inicial de professores de Ciências (The social identity of teachers in the initial training of teachers in Science)

2019 ◽  
Vol 12 (3) ◽  
Author(s):  
Bruno Tadashi Takahashi ◽  
Álvaro Lorencini Júnior
Keyword(s):  
Biological Sciences ◽  
Teacher Education ◽  
Teacher Identity ◽  
Sao Paulo ◽  
Initial Teacher Education ◽  
São Paulo ◽  
Structured Interviews ◽  
Socialization Process ◽  
The Social ◽  
Belo Horizonte

This study examines how the socialization process in supervised training occurs and influences in construction of a teaching identity of teachers in initial formation. The theoretical basis of the research is based on the literature of social psychology, teacher identity and teacher education. The research methodology consisted of semi-structured interviews with 10 academic of Biological Sciences course and further processing of data according recurrent categories. The results suggest that socialization in the period of initial teacher education directly affects the reframing of teaching representation and recognition of belonging to the social group of teachers. The mapping of the subjective aspects that generate challenges and possibilities for the field of teacher training also indicates that it is possible to work the research related to identity as a formative principle in teaching.ResumoEste artigo analisa como o processo de socialização no estágio supervisionado ocorre e influencia na construção de uma identidade docente de professores em formação inicial. A fundamentação teórica da pesquisa está embasada na literatura da psicologia social, da identidade docente e da formação de professores de Ciências. A metodologia de pesquisa consistiu em entrevistas semiestruturadas com 10 acadêmicas de um curso de Ciências Biológicas e posterior tratamento dos dados segundo categorias recorrentes. Os resultados obtidos apontam que a socialização, nesse período da formação inicial de professores, produz representações da docência e o reconhecimento do pertencimento ao grupo social dos professores. O mapeamento dos aspectos identitários geram desafios e possibilidades para o campo de formação de professores e também indica que é possível trabalhar as pesquisas relacionadas à identidade como princípio formativo na docência.Keywords: Identity, Professionalism, Supervised training.Palavras-chave: Identidade, Profissionalismo, Estágio supervisionado. ReferencesALVES-MAZZOTTI, Alda Judith. Representações da identidade docente: uma contribuição para a formulação de políticas. Ensaio: aval. pol. públ. educ., Rio de Janeiro, v. 15, n. 57, p. 579-594, out./dez. 2007.BENDASSOLLI, Pedro Fernando. Reconhecimento no trabalho: perspectivas e questões contemporâneas. Psicologia em Estudo, Maringá, v.17, n. 1, p. 37-46, jan./mar., 2012.BOGDAN, Robert; BIKLEN, Sari. Investigação qualitativa em educação: uma introdução à teoria e aos métodos. Porto: Porto Editora, 1994, 336p.CARVALHO, Anna Maria Pessoa de; GIL-PÉREZ, Daniel. Formação de professores de ciências: tendências e inovações. 10ª Edição. São Paulo: Cortez, 2011.DESCHAMPS, Jean-Claud; MOLINER, Pascal. A identidade em psicologia social: dos processos identitários às representações sociais.1ª Edição. Tradução de Lúcia M. Endlich Orth. Petrópolis: Vozes, 2009, 200p.GALINDO, Wedna Cristina Marinho. A construção da identidade profissional docente. Psicologia: ciência e profissão [online]. 2004, v.24, n.2, p.14-23.LIMA, Aluísio Ferreira de; CIAMPA, Antônio da Costa. Metamorfose humana em busca de emancipação: a identidade na perspectiva da Psicologia Social Crítica. In: LIMA, Aluísio Ferreira de (Org.) Psicologia social crítica: paralaxes do contemporâneo. Porto Alegre: Sulina, 2012, p. 11-30.MARCELO, Carlos. A identidade docente: constantes e desafios. Revista Formação Docente, Belo horizonte, v. 1, n.1, p.109-131, ago./dez. 2009.MARTINS, Ângela Maria; ABDALLA, Maria de Fátima Barbosa; MARTINS, Maria Angélica Rodrigues. Representações sociais sobre o trabalho docente: trajetórias de formação de estudantes de licenciaturas e a construção da identidade profissional. In: PLACCO, Vera Maria Nigro Souza; SOUZA, Vera Lucia Trevisan de; SOUSA, Clarilza Prado de Representações sociais: diálogos com a educação. Curitiba: Champagnat, 2012, p. 79-108.PIMENTA, Selma Garrido. Formação de professores: sabres e identidade da docência. In: PIMENTA, Selma Garrido (Org.). Saberes pedagógicos e atividade docente. 8ª Edição. São Paulo: Cortez, 2012, p. 15-38.PIMENTA, Selma Garrido; LIMA, Maria Socorro Lucena. Estágio e docência. 2ª Edição. São Paulo: Cortez, 2004, 296p.SANTOS, Clara. Da identidade pessoal à identidade social. Interacções: Sociedade e as novas modernidades, Coimbra, v. 5, n. 8, p. 123-144, abr., 2005.SOUSA, Clarilza Prado de.; NOVAES, Adelina de Oliveira; VILLAS BÔAS, Lucia. Representações sociais e educação: panorama dos estudos desenvolvidos pela cátedra Unesco sobre profissionalização docente. Educação & Linguagem, São Bernardo do Campo, v. 15, n. 25, p. 19-39, jan./jun. 2012.

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