scholarly journals Students Motives and Satisfaction with Studies in the Area of Natural Sciences and Their Willingness to Continue Studies in Teacher Education

2009 ◽  
Vol 11 (2) ◽  
pp. 41-50 ◽  
Author(s):  
Katrin Poom-Valickis ◽  
Tiina Elvisto
Keyword(s):  
Teacher Education ◽  
Student Satisfaction ◽  
Learning Experiences ◽  
Natural Sciences ◽  
Knowledge And Skills

Students Motives and Satisfaction with Studies in the Area of Natural Sciences and Their Willingness to Continue Studies in Teacher EducationNatural sciences teachers have a key role to play in creating knowledge and skills. However, Estonian students' interest in studying natural sciences and their willingness to continue studies in teacher education have decreased. This study was designed to assess: 1) how clear the students' motives to study natural sciences was; 2) how the clarity of motives relate to student satisfaction with their studies and 3) how student satisfaction with studies relate to their interest in continuing studies in teacher education. The participants of the study (N=92) were natural sciences students at Tallinn University. The data was collected using an adapted Learning and Studying Questionnaire by Entwistle et al. (2002) and questions designed by the authors of the study. The SPSS programme was used to analyse the data. The results of the study show that carefully planned curriculum selection and positive learning experiences increase student willingness to choose teacher education.

scholarly journals Teacher Education and Teacher Identity in Transition

2010 ◽  
Vol 3 (2) ◽  
pp. 141-145
Author(s):  
Fern Snart
Keyword(s):  
Teacher Education ◽  
Learning Environments ◽  
Communication Technology ◽  
Teacher Identity ◽  
Citizenship Education ◽  
Global Citizenship ◽  
Teacher Education Programs ◽  
Learning Needs ◽  
Knowledge And Skills ◽  
Adult Lives

Within current Canadian learning environments, learners bring sophistication in areas such as communication/technology, a wide diversity of learning needs, and often an orientation towards social justice. This commentary refers to the ongoing responsiveness of teacher education programs to these evolving learner attributes, using as exemplars the areas of global citizenship education and technology integration. A backdrop for this discussion is the observation that the knowledge and skills that contribute to successful adult lives are also evolving.

scholarly journals Use of ICT in Teacher Education

2015 ◽  
Vol 2 (4) ◽  
Author(s):  
Mr. Parmanand Barodiya ◽  
Mr. Saurveer Singh ◽  
Mrs. Anupam Choudhary
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teaching And Learning ◽  
Technical Assistance ◽  
Education Institution ◽  
School Curriculum ◽  
Knowledge And Skills ◽  
Integration Of Technology ◽  
Teacher Education Institution ◽  
Do So

Professional development to incorporate ICTs into teaching and learning is an ongoing process. Teacher education curriculum needs to update this knowledge and skills as the school curriculum change. The teachers need to learn to teach with digital technologies, even though many of them have not been taught to do so. The aim of teacher training in this regard can be either teacher education in ICTs or teacher education through ICTs. A teacher‘s professional development is central to the overall change process in education. In planning the integration of technology in Teacher education it is important for teacher education, Institution to understand the knowledge and skills necessary for teachers to effectively use ICT in their instructions. Teachers need technical assistance to use and maintain technology. In this paper discuses to study of Teacher education, to know the Significance of ICT in teacher education and to provide the some Suggestions of teacher education.

scholarly journals Contribuições de Paulo Freire na Educação do Campo: formação de professores/as e o ensino de Ciências

2021 ◽  
Vol 16 ◽  
pp. 1-17
Author(s):  
Adalberto Penha de Paula ◽  
Roberto Gonçalves Barbosa
Keyword(s):  
Teacher Education ◽  
Rural Areas ◽  
Public Universities ◽  
Theoretical Study ◽  
Paulo Freire ◽  
Natural Sciences ◽  
The People ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher ◽  
Education Courses

This work presents a reflection on the theoretical and methodological thinking of the Brazilian educator Paulo Freire in the field of the Countryside Education and his contributions to the process of training teachers of Natural Sciences. With this objective, the Pre-service teacher education courses of the Countryside Education at the Federal University of Paraná - Coastal Sector was taken as a reference, from which the historical, philosophical, social and practical principles and influences that led to the implantation of courses of this nature at national public universities are presented. Methodologically, it is a theoretical study, but it also has empirical evidence of educational practices already carried out. Among the final reflections, the importance of Freire’s pedagogy stands out as a counter-hegemonic and guiding pedagogy for the education of the people from the rural areas, waters and forests. Keywords: Freirean thinking. Training of countryside teachers.

The Use of ePortfolios in Teacher Education Programs to Support Reflective Practitioners in a Digital World

2017 ◽  
pp. 104-115 ◽  
Author(s):  
Valerie J. Robnolt ◽  
Joan A. Rhodes ◽  
Sheri Vasinda ◽  
Leslie Haas
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Knowledge And Skills ◽  
Technology Knowledge ◽  
Student Reflection ◽  
Digital World ◽  
Reflective Practitioners ◽  
Preservice Teacher Learning

The use of ePortfolios to document and assess preservice teacher learning continues to be a prevalent method for encouraging student reflection. This chapter outlines the definition and prevailing uses of ePortfolios and describes the variety of ways that ePortfolios are implemented in teacher education programs. The authors describe the issues that faculty and preservice teachers face when implementing ePortfolios, particularly when writing for different audiences, such as accreditation agencies and to meet program requirements. The importance of technology knowledge and skills for successful creation of ePortfolios is outlined. Through the presentation of two cases, this chapter focuses on the development of ePortfolio implementation projects. The chapter concludes with suggestions for faculty to support preservice teachers as they implement ePortfolios in their teacher education programs.

When Virtual Communities Click

2010 ◽  
pp. 182-196
Author(s):  
Jeannine Hirtle ◽  
Samuel Smith
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Deep Learning ◽  
Communities Of Practice ◽  
Qualitative Data ◽  
Virtual Communities ◽  
Professional Culture ◽  
Knowledge And Skills ◽  
Literacy Educators

Communities of practice (CoP’s)—much touted and studied as a mechanism for teacher education and professional development—may offer environments for deeper learning and transformation of their participants. This chapter examines more meaningful outcomes possible in community-centered learning— deep learning, changes in professional culture and identity, and participants “finding voice”—outcomes of value not often seen in formal educational and traditional professional development settings. Drawing on qualitative data from participants in a three-year community of writers and literacy educators, this study suggests that CoP’s can be linked not only to development of knowledge and skills, but also to changes in participant beliefs, attitudes, voices, visions, and the identities of practicing educators.

Preparing Tomorrow's Teachers to Use Web-Based Education

2000 ◽  
pp. 129-146 ◽  
Author(s):  
Deborah L. Lowther ◽  
Marshall G. Jones ◽  
Robert T. Plants
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
World Wide ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Web Based ◽  
Knowledge And Skills ◽  
The World ◽  
The Impact ◽  
Web Based Education

The potential impact of the World Wide Web (WWW) on our educational system is limitless. However, if our teachers do not possess the appropriate knowledge and skills to use the Web, the impact could be less than positive. It is evident, then, that our teachers need to be prepared to effectively use these powerful on-line resources to prepare our children to thrive in a digital society. The purpose of this chapter is to discuss the impact of Web-based education on teacher education programs by addressing the following questions: • How is the World Wide Web impacting education? • Are teacher education programs meeting the challenge of producing certified teachers who are capable of integrating meaningful use of technology into K-12 classrooms? • What is expected of teacher education programs in regards to technology and Web-based education? • What knowledge and skills do preservice teachers need to effectively use Web-based education? • What instructional approaches should be used to prepare preservice teachers to use Web-based education?

“Something You Can Look Back On”: Teacher Candidates, Rap Music, and P-12 Social Studies

2016 ◽  
Vol 55 (8-9) ◽  
pp. 1224-1250
Author(s):  
Tracey Kumar
Keyword(s):  
High School ◽  
Teacher Education ◽  
Social Studies ◽  
Hip Hop ◽  
Teacher Candidates ◽  
Rap Music ◽  
Learning Experiences ◽  
Lesson Plans ◽  
Traditional Classroom ◽  
Look Back

Although several studies highlight the integration of hip-hop-based education (HHBE) into teacher education workshops and coursework, little is known about the use of HHBE by the teachers and teacher candidates who take part in these learning experiences. Toward such a contribution, this study examines how teacher candidates proposed to integrate rap into lesson plans designed for middle and high school social studies classes in an urban intensive setting. The findings indicate that the teacher candidates’ proposed uses of rap not only privilege their own preferences and experiences but also position rap as subordinate to traditional classroom-based texts.

scholarly journals Meaningful learning using concept maps as a learning strategy

2017 ◽  
Vol 7 (3) ◽  
pp. 313 ◽  
Author(s):  
Carmen Romero ◽  
Moisés Cazorla ◽  
Olga Buzón
Keyword(s):  
Student Satisfaction ◽  
Concept Maps ◽  
Learning Strategy ◽  
Concept Map ◽  
Natural Sciences ◽  
Assessment Tests ◽  
Level Of Satisfaction ◽  
Teaching Learning ◽  
High Level ◽  
Previous Session

This work presents a proposal for the teaching-learning of the concept map technique applied to the Natural Sciences course in the second year of Compulsory Secondary Education (ESO, according to its initials in Spanish). Two sessions have been designed, one of which is an instructor-led session to learn the technique and another is a session in which the students independently create a concept map, applying what they have learned in the previous session. To determine the effectiveness of the proposal, the concept maps created by the students during the two sessions have been evaluated, the grades obtained on the assessment tests for the unit before the concept map experience have been compared to those obtained on the assessment tests for the unit carried out using this technique, and a survey was written to find out the level of student satisfaction with the training received and the usefulness of the concept map technique. The results show that more than 65% of students earned grades between 7 and 9.5 on the concept maps created independently during the two academic years in which the proposal has been implemented. The study carried out allows us to conclude that the students have learned how to create concept maps, and evidences the usefulness of the methodology used and the need to implement more sessions for the creation of concept maps in the Natural Sciences course so that this technique is transformed into a learning strategy. The students have expressed a high level of satisfaction with the training received and the tool they have learned how to use.

scholarly journals Exploring the Reflective Learning Experiences of Primary School Teachers during the use of Open Educational Resources

2015 ◽  
Vol 2 (2) ◽  
pp. 163
Author(s):  
S. O. Essuman
Keyword(s):  
Primary School ◽  
Learning Strategies ◽  
Learning Experiences ◽  
Reflective Learning ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Pedagogical Practice ◽  
School Teachers ◽  
Primary School Teachers ◽  
Knowledge And Skills

<p class="2M-body">This paper looks at the reflective learning experiences of primary school teachers, who were encouraged to engage in reflective activities as a way of improving their pedagogical practice during the use of Open Educational Resources (OER). The assumption of the study was that OERs have the potential to improve teachers’ pedagogical content knowledge and skills, as well as their networking and collaborative activities and impact on their professional practice. Ten (10) out of forty-two (42) primary school teachers, who participated in a training workshop focused on the use of OER, were purposively sampled to keep a reflective journal of their learning experiences and share the outcomes with their colleagues. Interviews were used in collecting data from the cohort. Using phenomenology as a methodology and content analysis as a tool for analyzing the data collected, the ‘stories’ of these teachers were analyzed manually and presented in a report at a seminar. The findings indicated that teachers acknowledged the added values that OER have had on their pedagogical practice; the influence that the new knowledge and skills have had on students' learning and the enthusiasm that students exhibited when active learning strategies were used in teaching. However, the reflective learning elements that teachers were expected to exhibit in their writing were lacking. The deep thinking and learning from their critical analysis of their experiences were not evident in their responses. It is recommended that sessions on reflective teaching, learning and writing should be incorporated into pre- and in-service teachers' training sessions. Skill building in reflective writing and learning should be introduced to teachers early in practice and during training for them to build the culture of reflection in teaching.</p>

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