scholarly journals How Do Plurilingual Teacher Trainees View the CLIL Challenge? A Case Study

2021 ◽  
Vol 63 ◽  
pp. 33-56
Author(s):  
Enrique Cerezo Herrero ◽  
Rosario García-Bellido
Keyword(s):  
Teacher Training ◽  
Education System ◽  
Main Idea ◽  
Point Of View ◽  
Trainee Teachers ◽  
Training Methodology ◽  
Teacher Trainees ◽  
Flow Charts ◽  
Valencian Region

The Valencian region is a Spanish autonomous community with a long-standing tradition in bilingual education. However, as opposed to some other Spanish regions, attention towards the linguistic education system from the point of view of research has been scarce. On this basis, the present investigation seeks to analyze the plurilingual education system of the Valencian region currently in force from the perspective of trainee teachers. To this end, a study has been conducted with three focus groups. The narrative produced by the participants has been analyzed taking into consideration four major dimensions, namely plurilingual programs, teacher training, methodology, and resources and materials. In this analysis, the main idea underlying each dimension has been identified and then the information has been synthesized in flow charts that broadly represent the information conveyed by the groups. The results obtained evince a lack of initial and continuous teacher training in plurilingual issues, a reality which translates into a low level of linguistic competence and methodological lacunae, as well as a lack of tailored-made teaching materials. There is thus an urgent need to revisit major aspects of the plurilingual programs and bring about certain changes that could contribute to their improvement and consolidation.

scholarly journals THE DIFFERENCE IN THE DEFINITION OF SUCCESSFUL IMPLEMENTATION OF THE ICT CURRICULUM BETWEEN THE TEACHER TRAINEES, ADMINISTRATOR, AND LECTURER

2019 ◽  
Vol 4 (14) ◽  
pp. 01-17
Author(s):  
Choon Keong Tan ◽  
Min Han Alvin Auh ◽  
Kean Wah Lee
Keyword(s):  
Teacher Training ◽  
Successful Implementation ◽  
Pedagogical Content ◽  
Teacher Trainees ◽  
Teacher Training College ◽  
The Difference ◽  
Definition Of ◽  
Knowledge Survey ◽  
Training Institute

The study is a case study on a group of teacher trainees currently in their sixth semester in a teacher training college. The study investigated the implementation of subjects to prepare teacher trainees to use ICT in the classroom. The study was conducted in a teacher training college in Kota Kinabalu, Sabah. The focus, in this case, will be on how the teachers were trained in the college to use technology, integrate technology into their pedagogy and use technology to deliver the content of the lesson. The study utilized Trowler’s (2003) implementation staircase to establish how the implementation was carried out in the teacher training institute by the lecturer in charge. The study was conducted on a group of 30 teacher trainees, a teacher training lecturer and an administrator of the institute. The data was collected via a TPACK (Technological Pedagogical Content Knowledge) survey to ascertain the teacher trainees’ TPACK level. A focus group interview on the teacher trainees and lecturer was conducted on the implementation of ICT via the curriculum in the college. The data collected indicated a mismatch in the results of the implementation. The teacher trainees perceived that the implementation of the ICT curriculum is insufficient whereas the implementation of the ICT curriculum was perceived as a success by the lecturer.

scholarly journals Green Public Procurement at a Regional Level. Case Study: The Valencia Region of Spain

2019 ◽  
Vol 16 (16) ◽  
pp. 2936 ◽  
Author(s):  
Jose Luis Fuentes-Bargues ◽  
Pablo Sebastian Ferrer-Gisbert ◽  
Mª Carmen González-Cruz ◽  
María Jose Bastante-Ceca
Keyword(s):  
Public Procurement ◽  
Regional Level ◽  
Point Of View ◽  
Average Weight ◽  
Population Number ◽  
Environmental Criteria ◽  
Level Of Use ◽  
Green Public Procurement ◽  
Valencian Region

Research on current practices and the state of green public procurement enables the identification of areas that can be improved, as well as opportunities to improve the tendering procedures from an environmental point of view. To understand the behaviour of local, provincial, and regional administrations concerning green public procurement, a case study on the Valencia region of Spain is made. The Valencian region is one of the most important communities in terms of population, number of contracting authorities, and weight in the Spanish Gross Domestic Product. In this study, a total of 967 procedures were analysed from calls for tenders made by municipal, provincial, and regional administrations in2016 and 2017.The results of this study show that the use of environmental criteria is 19.7% and the average weight is 4.1 out of 100. The civil engineering subsector, more than the building subsector, employs environmental criteria, particularly in projects tendered by regional administrations, whereas for projects with large budgets the level of use is similar for both subsectors. It is necessary to encourage plans to improve Green Public Procurement (GPP) practices in the Valencian administrations, especially those with a local scope such as municipalities.

scholarly journals From ‘Prevent’ to ‘Enable’

2019 ◽  
pp. 246-273
Author(s):  
Kay Sidebottom ◽  
Kay Sidebottom
Keyword(s):  
Adult Education ◽  
Teacher Training ◽  
Education Policy ◽  
Transformative Learning ◽  
Ethical Challenges ◽  
Learning Spaces ◽  
Trainee Teachers ◽  
The North ◽  
Training Programmes

Given the increasing pressures on teachers in Further and Adult Education across a range of economic, political and managerial factors, this article argues that inquiry-based approaches to education can open up much-needed transformative learning spaces to the benefit of tutors, students and wider communities. Through the presentation of a case study, this article suggests that the inclusion of such ‘pro-social pedagogies’ in teacher training programmes will both equip teachers with tools to facilitate dialogue, and provide reflective spaces in which they can consider their own positions regarding challenging education policy. The case study, a ‘community philosophy enquiry’ into Prevent and Fundamental British Values involving trainee teachers in the North of England, is outlined and the ethical challenges considered.  The approach taken is based on a posthuman ‘ethics of affirmation’ (Braidotti, 2012) and a nomadic ontology which facilitates change through the joining together of agents for transformation, across a series of on- and off-line rhizomatic assemblages.  The article concludes with recommendations for the further implementation of democratic educational practices such as community philosophy, which allow space and time for discussion and dissent.

scholarly journals 'TEACHING TO THE HALO-EFFECT': SOCIAL JUSTICE ISSUES AMONG TRAINEE-TEACHERS AT ONE TEACHER TRAINING INSTITUTION IN JAMAICA

2013 ◽  
Vol 55 (1) ◽  
pp. 88-99
Author(s):  
Paul Miller ◽  
Carmel G. Roofe
Keyword(s):  
Social Justice ◽  
Teacher Training ◽  
Teacher Educators ◽  
Training Programme ◽  
Teaching Quality ◽  
Training Institution ◽  
Trainee Teachers ◽  
Teacher Trainees ◽  
Teacher Training Institution ◽  
Local Students

Social Justice themes have dominated education discourses over the decade of the 2000s with ideas ranging from equality in terms of gender, access to resources, teacher quality and the quality of students. These debates are not easily resolved and whereas concerns from policy makers and teacher-educators were often spotlighted, the opinions of teacher-trainees themselves were more or less absent from the discourse. This research sought to find out the views of teacher-trainees about their training experiences and how their interpretations of these experiences lead them to feel and act. This exploratory study therefore was conducted by collecting data from 41 third year teacher-trainees enrolled in a four year teacher training programme in Jamaica. Data was collected through two focus group interviews which were transcribed, sorted, coded and themes identified. The study was framed in the context of Rotter’s Locus of Control (1966) and Bourdieu’s (1977) Institutional Habitus. The main findings reveal that local students feel international students are treated more favourably; adequate learning resources are not always available (for labs especially) and some students are believed to be disadvantaged by lecturers because of how they speak and how they carry themselves (physical appearance). The researchers conclude that these are social justice issues that must be resolved to ensure a system that is built on the values of enabling rather than constraining. Key words: favouritism, exclusion, trainee-teachers, social justice, teaching quality.

scholarly journals TEACHER TRAINEES’ JOURNEY TO DEVELOP LEARNER AUTONOMY

2019 ◽  
Vol 4 (2) ◽  
pp. 282-301
Author(s):  
Suhana Sarkawi ◽  
Shanina Sharatol Ahmad Shah ◽  
Fatiha Senom ◽  
Azmawaty Mohamad Nor
Keyword(s):  
Second Language ◽  
Teacher Training ◽  
Language Learning ◽  
21St Century ◽  
Learner Autonomy ◽  
Language Teacher ◽  
Trainee Teachers ◽  
Self Rating ◽  
Teacher Trainees ◽  
Second Language Teacher

This study concerns the degree of autonomy in English Language Learning (ELL) amongst the ESL (English as a Second Language) teacher trainees in Sarawak. This is part of a larger study which aims to investigate the relationship between ESL teacher trainees’ self-rating in ELL and their degree of autonomy based on their perceived ELL. The Pedagogy-Andragogy-Heutagogy Continuum Framework is used to guide the study. Data were collected from questionnaire distributed to 259 ESL trainee teachers from four IPG (Teacher Training Institute) campuses in Sarawak. The data were analysed through descriptive analysis and correlation tests using SPSS version 22. The results revealed that the degree of autonomy of the ESL teacher trainees in ELL is high with significant but weak relationship between their self-rating with ELL and their degree of autonomy. This study adds to the limited data on the learner autonomy of ESL teacher trainees which should be addressed in the Malaysian Education Blueprint. We recommend that future education policy gives more attention in developing teacher trainees’ learner autonomy in order to ensure the alignment between second language teacher training and the development of 21st century learner skills as stated in the Malaysian Education Blueprint.     Keywords: ESL trainee teachers, learner autonomy, Malaysian education blueprint, second language teacher education, 21st century learner skills   Cite as: Sarkawi, S., Sharatol Ahmad Shah, S., Senom, F., & Mohamad Nor, A. (2019). Teacher trainees’ journey to develop learner autonomy. Journal of Nusantara Studies, 4(2), 282-301. http://dx.doi.org/10.24200/jonus.vol4iss2pp282-301

Soft Skills among Students: A Case Study of UiTM Cawangan Kelantan

2019 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Muhammad Faizal Samat ◽  
Norazlan Annual ◽  
Raznee Atisya Md Rashidi
Keyword(s):  
Problem Solving ◽  
Unemployment Rate ◽  
Significant Influence ◽  
Education System ◽  
Communication Skill ◽  
Soft Skills ◽  
Team Building ◽  
Leadership Skill ◽  
Quality In Education

This article contributes to ongoing debates about soft skills among students. In 2017, the unemployment rate in Malaysia was at 3.42 percent as compared to 2.85 percent in 2014. Education system must aim towards employability and ensure quality in education to reduce the percentage of unemployment. Thus, this study aims to investigate the development of soft skills among students through co-curriculum activities in UiTM Cawangan Kelantan. The sample were 113 students from UiTM Cawangan Kelantan. Questionnaires adapted from previous research to measure the communication skill, problem solving skill, team building skill, leadership skill and soft development of soft skills among students through co-curriculum activities. SEM-PLS 3.0 were employed in this study. The findings revealed only team building skill has significant influence on developments of soft skills among students through co-curriculum activities. However, the study indicates that communication skill, problem solving skill and leadership skill are not significant towards development of soft skills among students through cocurriculum activities.

Network Analysis of the Integration Level of the Universities Participating in Project 5-100 in the International Higher Education Area

2019 ◽  
Vol 28 (11) ◽  
pp. 155-167
Author(s):  
P. A. Zhdanov ◽  
N. A. Polikhina ◽  
E. Yu. Sema ◽  
L. V. Kazimirchik ◽  
I. B. Trostyanskaya ◽  
...  
Keyword(s):  
Higher Education ◽  
Network Analysis ◽  
International Education ◽  
Russian Federation ◽  
Education System ◽  
Point Of View ◽  
International Higher Education ◽  
Scientometric Analysis ◽  
Higher Education System ◽  
The Russian Federation

The paper analyzes measures adopted by the Russian Federation on internationalization and globalization of the higher education system, its integration into the international scientific and education area. One of the initiatives of the authorities of the Russian Federation in this direction is Project 5-100, designed to increase the competitiveness of both a selected group of universities and the Russian higher education system as a whole. Among the successful practices of Project 5-100, one can identify the presentation of a single stand of participating universities at the international education exhibitions APAIE, EAIE, NAFSA. Within this study, we explore the cooperation of the universities participating in Project 5-100 with potential international partners at global educational exhibitions by means of network analysis with graphs. The effectiveness of such cooperation from the point of view of integration of the universities from this group into the international higher education area is determined through estimations of the usefulness of participation in such events made by the universities and through scientometric analysis. As a result of this study, it was revealed that active participation in international educational exhibitions including negotiating, establishing contacts with international partners, contributes significantly to the promotion of the universities participating in Project 5-100 in the international arena.

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