scholarly journals The Role of Humour in Teaching: Teacher Training Students’ Image of Teacher and Views on Teaching

2020 ◽  
Vol 12 (2) ◽  
pp. 84-98
Author(s):  
Erzsébet Szentes ◽  
Zsófia-Irén Horváth ◽  
Katalin Harangus
Keyword(s):  
Teacher Training ◽  
Teacher Candidates ◽  
First Year ◽  
Left Behind ◽  
First Year Teacher ◽  
Institutional Learning ◽  
Main Determinants ◽  
The Relationship ◽  
Teacher Training Students

AbstractA common question in teacher training is what trace is left behind by (many years of) institutional learning, that is, what kind of teacher and teaching image a teacher candidate starts his or her preparation with. The main determinants of becoming a teacher are the experiences gained as a student. The source of their approach and views is personal school experience, which can influence their professional development. In our study, we will discuss how future teachers think about the relationship between humour and school, humour and education. In the initial phase of our study, we asked first-year teacher training students about good and bad teachers in order to gain an insight into their views on teachers’ personality and work. After this, we used metaphor analysis to investigate teacher characteristics/qualities that approached the concept of teacher to novel, humorous-playful images. In this phase of our study, we focused on what effective communication tools they have for dealing with tensions and conflicts and the role of humour and playfulness. Not only research (Tisljár 2011; Lazarus, Role, and Genga 2011) but also everyday experience proves that there are a lot of practices in humour that can be learnt and that can shape personality, logic, and memory. The personality of the teacher cannot be formed, or it is very difficult to form, so teacher training has the potential to assist teacher candidates in acquiring skills that help them develop students’ cognitive and affective abilities in a fun way.

Overconfidence of vocational education students when entering higher education

2015 ◽  
Vol 57 (4) ◽  
pp. 429-447 ◽  
Author(s):  
Mark P. Bowden ◽  
Subhash Abhayawansa ◽  
John Bahtsevanoglou
Keyword(s):  
Higher Education ◽  
Self Efficacy ◽  
Further Education ◽  
Small Sample ◽  
First Year ◽  
Education Students ◽  
Content Type ◽  
The Relationship ◽  
Practical Implications

Purpose – There is evidence that students who attend Technical and Further Education (TAFE) prior to entering higher education underperform in their first year of study. The purpose of this paper is to examine the role of self-efficacy in understanding the performance of students who completed TAFE in the previous year in a first year subject of microeconomics in a dual sector university in Melbourne, Australia. Design/methodology/approach – The study utilises data collected by surveys of 151 students. Findings – A student’s self-efficacy is positively associated with their marks in a first year subject of microeconomics. However, the relationship between final marks and self-efficacy is negative for those students who attended TAFE in the previous year suggesting that they suffer from the problem of overconfidence. When holding self-efficacy constant, using econometric techniques, TAFE attendance is found to be positively related to final marks. Research limitations/implications – The findings are exploratory (based on a small sample) and lead to a need to conduct cross institutional studies. Practical implications – The research points to the need for early interventions so that TAFE students perform well in their first year of higher education. It also points to potential issues in the development of Victorian Certificate of Applied Learning (VCAL) programs. Originality/value – To the best of the authors’ knowledge, this is the first paper to examine the inter-related impact of attendance at TAFE in the previous year and self-efficacy on the subsequent academic performance of TAFE students.

scholarly journals EMERGENCE OF WORKPLACE SPIRITUALITY AS AN OUTCOME OF CALLING WITH A MODERATING ROLE OF CAREER COMMITMENT AMONG MEDICAL PROFESSIONALS IN PAKISTAN

2015 ◽  
Vol 03 (01) ◽  
pp. 67-76
Author(s):  
Nida Abbas ◽  
Keyword(s):  
Self Efficacy ◽  
Career Commitment ◽  
Workplace Spirituality ◽  
Medical Professionals ◽  
Work Meaningfulness ◽  
Main Determinants ◽  
Relationship Of ◽  
The Relationship ◽  
Moderating Role

The study focused on the emergence of workplace spirituality as an outcome of calling, among medical professionals in Pakistan. Some of the main determinants of calling identified in this research were passion, occupational self-efficacy and work meaningfulness. The data was collected from a sample of 200 participants by using questionnaires. Results showed that calling was positively related with workplace spirituality and passion. On the other hand, calling was not found to be associated with occupational self-efficacy and work meaningfulness. Calling was found to be mediating the relationship of passion, occupational self-efficacy and work meaningfulness with workplace spirituality. However, career commitment was not found to be moderating the relationship of calling with workplace spirituality.

scholarly journals El arte de la educación en México

2019 ◽  
pp. 45-52
Author(s):  
José De La Cruz Diaz-Ledezma
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Critical Analysis ◽  
Basic Education ◽  
The State ◽  
Educational Process ◽  
Educational Levels ◽  
The Subject ◽  
The Relationship

This article presents a vision of the relationship that can be established between education and art in our country, starting from the analysis of the objectives of teacher education and the role it plays in the educational process, presents a critical analysis of the intentionality of Basic education and teacher training. It is an intentional study of the role of the teacher in a country where the role of the educating State takes on the functions of designing, orienting, organizing and directing, through the school the destinies of the new generations, forming them in an educational process according to the interests and needs of. Objective: to identify the influence that the State exerts through education, in active teachers, in the training of teachers and in students of the different educational levels of our country. Methodology: qualitative documentary research, where different moments of teacher training are analyzed in the light of theory, educational laws and others related to the subject. Contribution: originate discussion points around the educational process and the State's aims in educational matters, from the training of teachers and their performance in the classroom as an agent not of transformation, but as a reproductive agent of the wishes of the State.

scholarly journals EDUCAÇÃO, DIREITOS HUMANOS E FORMAÇÃO DE PROFESSORES: reflexões e proposições

2020 ◽  
Vol 27 (4) ◽  
pp. 8
Author(s):  
Kilza Fernanda Moreira de Viveiros
Keyword(s):  
Human Rights ◽  
Teacher Training ◽  
Social Inequalities ◽  
Basic Education ◽  
The State ◽  
Derechos Humanos ◽  
Role Of The State ◽  
Political Principle ◽  
The Relationship

Artigo trata na construção de reflexões e proposições sobre a relação da educação, direitos humanos e formação de professores para atuarem na educação básica. Aborda a relação entre o poder político e a sociedade a partir da análise do Estado como instância promotora de direitos e pelos mecanismos que o mesmo se apodera para forjá-los na educação. Analisa o papel das reformas curriculares em conformidade às políticas dominantes. Discute a formação de professores e sua relação com a pobreza, com as desigualdades sociais e direitos humanos. Os fundamentos que norteiam as análises são do campo de conhecimento educacional e pedagógico. Para elucidações contextuais apropria-se de referencial sócio histórico, das políticas educacionais e políticas curriculares. Permite o diálogo com o objeto da formação e atuação de professores na área dos direitos humanos. Artigo se organiza metodologicamente em cinco tópicos a saber: Introdução, O Estado e a promoção de direitos, Currículo enquanto princípio político, Formação de professores para os direitos humanos e Considerações. Conclui ponderando a importância do papel do Estado na promoção dos direitos humanos a partir de políticas públicas comprometidas com a educação e com a formação de professores para o trabalho com os vulneráveis, as desigualdades sociais e os direitos humanos. Também chama a atenção da educação para os direitos humanos nos diferentes níveis e modalidades de ensino, expansiva à comunidade escolar.Palavras-chave: Educação. Direitos humanos. Formação de Professores. Estado. Currículo.EDUCATION, HUMAN RIGHTS AND TEACHER TRAINING: reflections and propositions.AbstractArticle deals in the construction of reflections and propositions on the relationship of education, human rights and teacher training to work in basic education. It addresses the relationship between political power and society based on the analysis of the State as a promoter of rights and the mechanisms it takes to forge them in education. It analyses the role of curricular reforms in line with dominant policies. It discusses teacher education and its relation to poverty, social inequalities and human rights. The foundations that guide the analyses are the field of educational and pedagogical knowledge. For contextual elucidations it appropriates the socio-historical reference, educational policies and curricular policies. It allows dialogue with the subject of the training and action of teachers in the area of human rights. Article is organized methodologically in five topics: Introduction, The State and the promotion of rights, Curriculum as a political principle, Training of teachers for human rights and Considerations. He concludes by considering the importance of the role of the State in the promotion of human rights from public policies committed to education and teacher training for working with the vulnerable, social inequalities and human rights. It also draws the attention of education for human rights in the different levels and modalities of education, expansive to the school community.Keywords: Education. Human rights. Teacher Training. State. Curriculum.EDUCACIÓN, DERECHOS HUMANOS Y FORMACIÓN DE PROFESSORES: reflexiones y proposicionesResumenArtículo trata en la construcción de reflexiones y proposiciones sobre la relación de la educación, derechos humanos y formación del professora do para actuar en la educación básica. Aborda la relación entre el poder político y la sociedad a partir del análisis del Estado como instancia promotora de derechos y por los mecanismos que el mismo se apodera para forjarlos en la educación. Analiza el papel de las reformas curriculares en consonancia con las políticas dominantes. Discute la formación de profesores y su relación con la pobreza, con las desigualdades sociales y derechos humanos. Los fundamentos que guían los análisis son del campo de conocimiento educativo y pedagógico. Para aclaraciones contextuales se apropia de un marco socio histórico, políticas educativas y políticas curriculares. Permite el diálogo con el objeto de formar y actuar a los docentes en el área de derechos humanos. El artículo se organiza metodológicamente en cinco temas, a saber: Introducción, El Estado y la promoción de los derechos, El currículo como principio político, La formación del profesorado en derechos humanos y Consideraciones. Se concluye considerando la importancia del papel del Estado en la promoción de los derechos humanos a partir de políticas públicas comprometidas con la educación y la formación de docentes para trabajar con las personas vulnerables, las desigualdades sociales y los derechos humanos. También llama la atención de la educación en materia de derechos humanos en los diferentes niveles y modalidades de educación, expandiéndose a la comunidad escolar.Palabras clave: Educación. Derechos humanos. Formación del profesorado. Estado. Plan de estudios.

scholarly journals Head and Hands: Arthur van Schendel and Henricus Mertens, and Their Unique Role in the Development of the Rijksmuseum’s Paintings Restoration Studio (1930-70)

2020 ◽  
Vol 68 (3) ◽  
pp. 253-273
Author(s):  
Esther Van Duijn
Keyword(s):  
International Students ◽  
Nineteen Thirties ◽  
Unique Role ◽  
Technical Research ◽  
Left Behind ◽  
Unique Character ◽  
Academic Level ◽  
Post War ◽  
The Relationship

The unique character of a present-day conservator lies in the rare combination of working at an academic level with your head and at a craftsman level with your hands. This has not always been the case. Historically the role of a restorer was that of a technician, craftsman and artist, while that of the museum curator was that of a thinker, writer and academic. This article focuses on the relationship between the curator and later director, Arthur François Emile van Schendel, and the paintings restorer Henricus Hubertus Mertens. Both started their careers in the museum in the early nineteen-thirties. Van Schendel’s interest in restoration and technical research may have been kindled at that time, but was fanned during the war, when he worked with the museum’s two paintings restorers – Mertens and his colleague Christiaan Jenner – to preserve the paintings collection under difficult circumstances. After the war, Van Schendel continued to develop in this field and quickly became an internationally recognised authority. He was closely involved in the treatment of Rembrandt’s Night Watch, carried out by Mertens in 1946 and 1947. It brought the museum international acclaim and Mertens became known as the specialist in the restoration of Rembrandt paintings. Although the relationship between Mertens and Van Schendel became more distant as the decades progressed, the post-war paintings restoration studio grew into a renowned department with three permanent restorers and many national and international students. While Van Schendel was a key figure in the international field of restoration and technical research, for example as one of the founders of ICC, ICOM Care of Paintings and ICCROM, Mertens played a more modest role. His legacy was the paintings he left behind. His expertise was disseminated at a national and international level through his students. And so both Van Schendel and Mertens played their own unique role in bringing the restoration department of the museum internationally into view.

scholarly journals Event History Analysis for Investigating the Likelihood and Timing of Changing Majors

2018 ◽  
Vol 38 (1) ◽  
pp. 47-60 ◽  
Author(s):  
Jeffrey C. Sklar
Keyword(s):  
Event History Analysis ◽  
Student Characteristics ◽  
Event History ◽  
First Year ◽  
First Year Students ◽  
History Analysis ◽  
Enrollment Data ◽  
First Time ◽  
The Relationship

Students change their majors for various reasons, and academic advisors often assume the role of facilitating that change through institutional agreements or contracts. Therefore, advisors need to identify time periods during enrollment with the greatest likelihood that students will seek to change majors. They must also examine the student characteristics associated with changing majors so that advisors can identify students to avoid delays to graduation. The relationship between student characteristics and the likelihood of changing majors over time was studied through event history analysis techniques applied to enrollment data for a cohort of first-time first-year students.

scholarly journals BUZZ GROUP-BASED STRATEGY IN EFL READING CLASSROOM

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Juang Kurniawan Syahruzah
Keyword(s):  
Reading Comprehension ◽  
Teacher Training ◽  
First Year ◽  
English Department ◽  
Female Teacher ◽  
Standard Measurement ◽  
Post Test ◽  
Reading Text ◽  
Teacher Training Students

The intention of this study is to describe the effectiveness of buzz group in EFL reading classroom of English Department students of PGRI University. The comprehension analysis is intended by comparing the answer of EFL reading classroom students in reading exercises. In order to sequence the reading comprehension of the EFL reading classroom the pre-test and post-test of reading exercises are measured. The experiment of reading comprehension includes the recruitment of 40 students of EFL reading classroom, the training, and exercising of reading text in reading exercises. These students are all first-year female teacher training students at PBI-UPY and aged between 17 and 23. The measurement is compare with pre-test and post-test of reading exercises. Standard measurement is comparison of students answer in pre-test and post-test of reading exercises.

scholarly journals The Role of Motivation in the Development of Transversal Competences

Proceedings ◽  
2018 ◽  
Vol 2 (21) ◽  
pp. 1340
Author(s):  
María Isabel Rodríguez-Cáceres ◽  
Mónica Palomino-Vasco ◽  
María Victoria Gil Álvarez
Keyword(s):  
Literature Review ◽  
Public Speaking ◽  
First Year ◽  
Job Interviews ◽  
Class Attendance ◽  
The Subject ◽  
Audiovisual Presentation ◽  
The Relationship

The experience was carried out with the students of the optional subject “Wine and Health”, taught in 4th year of Degree of Oenology. This Degree has a low number of students, due to that, in the first year of teaching (2013/14) only three students enrolled in the subject, so we considered it was necessary to do something “different” to motivate students to enroll in this subject. This was carried out by inviting them to do a literature review on some topics, such as the relationship between moderate wine intake and Alzheimer’s, Parkinson’s, Cancer or Allergy. In addition, they had to make an audiovisual presentation and expose it in the Conference of Viticulture and Oenology that are celebrated in Almendralejo (Badajoz, Spain), every year at the beginning of May. In general, after five years it has been observed that this methodology has increased the interest of students for this subject, which is reflected in more students in class, more class attendance and great interest. In addition, they have developed transversal skills such as public speaking, which has provided them with security and will probably be useful when conducting job interviews.

Moderating role of hope in the relationship between perceived discrimination and life satisfaction among left-behind children in China

2020 ◽  
Vol 48 (11) ◽  
pp. 1-8
Author(s):  
Ran Zhang ◽  
Luming Zhao ◽  
Xiaochen Han ◽  
Shengjun Wu ◽  
Xufeng Liu
Keyword(s):  
Life Satisfaction ◽  
Primary Schools ◽  
Perceived Discrimination ◽  
Satisfaction Scale ◽  
Left Behind ◽  
Negative Effect ◽  
The Relationship ◽  
Moderating Role ◽  
Children’S Hope Scale

We examined the moderating role of hope in the relationship between perceived discrimination and life satisfaction among left-behind children in China. Participants were 588 left-behind pupils at three rural primary schools, who completed the Children's Hope Scale, the Perceived Discrimination Questionnaire of the Left-Behind Children, and the Students' Life Satisfaction Scale. Results show that there were significant correlations between the perceived discrimination, hope, and life satisfaction of our participants. In addition, hope significantly alleviated the negative effect of perceived discrimination on life satisfaction. We can conclude that perceived discrimination and hope both significantly predicted life satisfaction, and hope moderated the effect of perceived discrimination on life satisfaction among left-behind children in China. Our findings have implications for school teachers and social workers to help reduce left-behind children's hurt resulting from perceived discrimination.

Teacher Preparation Programs and Learner-Centered, Technology-Integrated Instruction

2017 ◽  
pp. 85-103
Author(s):  
Judi Simmons Estes
Keyword(s):  
Teacher Preparation ◽  
Teacher Candidates ◽  
Teacher Preparation Programs ◽  
First Year ◽  
Lesson Design ◽  
Integrated Instruction ◽  
Preparation Programs ◽  
Learner Centered ◽  
Effective Technology

Integrating technology with instruction using a learner-centered pedagogy, enhances student engagement with learning. Effective technology-integrated instruction involves providing high-quality lesson design, with opportunities for inquiry-based learning, while building a community of learners within a technology-rich classroom (e-MINTS, 2016). For first-year teachers to enter a PK-12 classroom with the knowledge, skills, experiences, and resulting self-efficacy to implement technology-integrated instruction, they must have experienced modeling from teacher preparation faculty and a course of study with relevant experiences (Zhao, 2007). This chapter examines four components of effective technology-integrated, learner-centered instruction as well as the influential role of teacher preparation programs in providing a model and experiences for teacher candidates.

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