scholarly journals Impact of Electronic Portfolios on Prospective Teachers’ Participation, Motivation, and Autonomous Learning

10.28945/3575 ◽  
2016 ◽  
Vol 15 ◽  
pp. 517-533 ◽  
Author(s):  
Vanesa M. Gámiz-Sánchez ◽  
María-Jesús Gallego-Arrufat ◽  
Emilio Crisol-Moya
Keyword(s):  
Prospective Teachers ◽  
Institutional Environment ◽  
Educational Practice ◽  
Progressive Increase ◽  
Electronic Portfolios ◽  
Autonomous Learning ◽  
Learning Context ◽  
Participation Motivation ◽  
Student’S Performance ◽  
The Impact

This study explores the impact of electronic portfolios on undergraduate learning in higher education. Based on a descriptive study, it analyses the prospective teacher’s perception of use of these tools (electronic portfolio in Moodle-Mahara, in the institutional environment of a university in southern Europe), examining the variables participation, autonomous learning, and motivation. The results show no increase in motivation, but they do show an increase in autonomy, especially a progressive increase in the student’s online participation in a blended learning context. The results show a positive correlation between the variables participation and university student’s performance. Research into the uses and impact of electronic portfolios on undergraduates has implications for improving educational practice by fostering increased participation and autonomous learning.

Structural Modeling of Institute of Entrepreneurship in Russia

2019 ◽  
pp. 34-48
Author(s):  
Svetlana L. Sazanova
Keyword(s):  
Global Economy ◽  
Structural Model ◽  
Institutional Environment ◽  
Small And Medium Enterprises ◽  
Structural Modeling ◽  
Entrepreneurial Activity ◽  
Pattern Modeling ◽  
Medium Enterprises ◽  
The Impact ◽  
The Relationship

Entrepreneurship plays an important role in the modern global economy; the share of products of small and medium enterprises in the gross product and exports not only of the developed but also of developing countries is growing. Innovation processes cover all sectors of the economy, and more and more people are involved in entrepreneurial activity, which contributes to the penetration of entrepreneurial thinking and business values in all areas of the socioeconomic life of society. The Institute of Entrepreneurship plays an increasingly prominent role in the institutional environment of socio-economic systems. This actualizes the problem of studying the relationship of the institution of entrepreneurship with the institutions of law, culture, management. This requires a methodology that allows you to explore the impact on the institute of entrepreneurship not only economic, but also non-economic factors. The methodology of the “old” institutionalism possesses such a tool, it is structural modeling (pattern modeling), which allows to explore the diversity of interrelationships of the institution of entrepreneurship with other components of the institutional and economic environment. The article explored the features of the development of the institution of entrepreneurship in Russia, established the relationship between the institution of entrepreneurship, values, motives and incentives for entrepreneurial activity, built a structural model of the institution of entrepreneurship based on the methodology of the old institutionalism (pattern modeling). The structural model of the institution of entrepreneurship reveals the relationship between the institution of entrepreneurship, the values of entrepreneurial activity, its motives and incentives; as well as the relationship between the institution of entrepreneurship with the institutions of governance, cultural and religious institutions, legal institutions and society.

Dissociating the Impact of Auditory Access and Language Access in Deaf Children’s Cognitive Development

2020 ◽  
pp. 98-122
Author(s):  
Matthew L. Hall
Keyword(s):  
Working Memory ◽  
Executive Function ◽  
Cognitive Development ◽  
Implicit Learning ◽  
Educational Practice ◽  
Verbal Working Memory ◽  
Psychological Theory ◽  
Future Research ◽  
Language Access ◽  
The Impact

Deaf and hard of hearing (DHH) children have been claimed to lag behind their hearing peers in various domains of cognitive development, especially in implicit learning, executive function, and working memory. Two major accounts of these deficits have been proposed: one based on a lack of auditory access, and one based on a lack of language access. This chapter reviews these theories in relation to the available evidence and concludes that there is little evidence of direct effects of diminished auditory access on cognitive development that could not also be explained by diminished language access. Specifically, reports of deficits in implicit learning are not broadly replicable. Some differences in executive function do stem from deafness itself but are not necessarily deficits. Where clinically relevant deficits in executive function are observed, they are inconsistent with the predictions of accounts based on auditory access, but consistent with accounts based on language access. Deaf–hearing differences on verbal working memory tasks may indicate problems with perception and/or language, rather than with working memory. Deaf–hearing differences on nonverbal tasks are more consistent with accounts based on language access, but much more study is needed in this area. The chapter concludes by considering the implications of these findings for psychological theory and for clinical/educational practice and by identifying high-priority targets for future research.

scholarly journals Do Prospective Teachers Care About PISA Studies? A Pilot Study among University Students in Germany

2017 ◽  
Vol 10 (5) ◽  
pp. 26 ◽  
Author(s):  
Olga Ioannidou ◽  
Despoina Georgiou ◽  
Andreas Obersteiner ◽  
Nilufer Deniz Bas ◽  
Christine Mieslinger
Keyword(s):  
Teacher Education ◽  
University Students ◽  
Prospective Teachers ◽  
International Student ◽  
Teacher Education Program ◽  
Student Assessment ◽  
International Student Assessment ◽  
The Impact ◽  
Very High ◽  
Expected Outcomes

The results of international comparison studies such as the Program for International Student Assessment (PISA) have initiated intense discussions about educational reforms in Germany. Although in-service and pre-service teachers are an essential part of such reforms, little is known about their attitudes towards PISA studies. The present study aims to fill this gap through the investigation of pre-service teachers’ awareness, interest, perception, and attitudes towards PISA. A questionnaire was used to survey a sample of 107 university students who were participating in a teacher education program. The results reveal that 100% of the participants are aware of PISA. Nearly 69% of the participants think that the impact of PISA is rather high or very high, while 41% of them believe that PISA results are reliable. Accordingly, half of the participants seem to be interested in PISA results for their country. The present study discusses these findings in the light of the expected outcomes as proposed in standards for teacher education.

Preservice Music Teacher Identity Construction Through Metaphor

2020 ◽  
pp. 105708372098227
Author(s):  
Cynthia L. Wagoner
Keyword(s):  
Preservice Teachers ◽  
Identity Construction ◽  
Teacher Identity ◽  
Instrumental Music ◽  
Methods Course ◽  
Learning Context ◽  
Context Learning ◽  
Instrumental Methods ◽  
The Impact ◽  
Authentic Context

I investigated how preservice instrumental music teachers understand and describe their teacher identity through the use of metaphor in a one-semester instrumental methods course emphasizing authentic context learning. Twenty-five third-year instrumental methods course music education students created a personal metaphor to explore their professional identity construction. Preservice teacher metaphors were revisited throughout the semester, while students participated in an authentic context learning experience in an urban instrumental music classroom. Data sources included student artifacts, informal interviews, and observation/field notes. The impact of teaching within an authentic learning context appears to enrich the ways in which preservice teachers are able to articulate details of their metaphor descriptions. Through their reflections across the semester, preservice teachers demonstrated how personal metaphors were used to restructure their understandings of teacher identity and capture some of the complexities of becoming teachers.

scholarly journals Greater fit and a greater gap

2019 ◽  
Vol 26 (4) ◽  
pp. 561-594
Author(s):  
Steven A. Brieger ◽  
Dirk De Clercq ◽  
Jolanda Hessels ◽  
Christian Pfeifer
Keyword(s):  
Life Satisfaction ◽  
Institutional Environment ◽  
Entrepreneurial Activity ◽  
Worker Rights ◽  
Content Type ◽  
Person Environment Fit ◽  
High Power Distance ◽  
High Degree ◽  
The Impact ◽  
Low Uncertainty

Purpose The purpose of this paper is to understand how national institutional environments contribute to differences in life satisfaction between entrepreneurs and employees. Design/methodology/approach Leveraging person–environment fit and institutional theories and using a sample of more than 70,000 entrepreneurs and employees from 43 countries, the study investigates how the impact of entrepreneurial activity on life satisfaction differs in various environmental contexts. An entrepreneur’s life satisfaction arguably should increase when a high degree of compatibility or fit exists between his or her choice to be an entrepreneur and the informal and formal institutional environment. Findings The study finds that differences in life satisfaction between entrepreneurs and employees are larger in countries with high power distance, low uncertainty avoidance, extant entrepreneurship policies, low commercial profit taxes and low worker rights. Originality/value This study sheds new light on how entrepreneurial activity affects life satisfaction, contingent on the informal and formal institutions in a country that support entrepreneurship by its residents.

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