Issues and Patterns of Writing Issues Through Practical Journals Among Students at the Institute of Teacher Education, Tun Hussein Onn Campus, Batu Pahat

2020 ◽  
Vol 2 (3) ◽  
Author(s):  
Rosly Kayar ◽  
◽  
Zaiha Mohd Kusrin ◽  
Faridah Mohd Sopah ◽  
Abd. Shakor Borham ◽  
...  
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Qualitative Study ◽  
Journal Writing ◽  
Racial Diversity ◽  
Document Analysis ◽  
Reflective Writing ◽  
School Factors ◽  
Self Reflection ◽  
Trainee Teachers

This study aims to analyze issues, issue writing patterns, and reflective writing in the PISMP trainee teacher practicum journal, at Tun Hussein Onn Campus Teacher Education Institute, Batu Pahat. This study involved a total of 40 journal reflection writings selected at random in 2019 for various options. Qualitative study through document analysis is used to analyze the reflective writing of trainee teachers. In this study, the data were obtained from the writing notes of the reflection journal of the trainee teacher during the practicum. The results show that the writing of trainee teacher issues is more focused on the student domain (18 issues), followed by students (15 issues) and pedagogy (1 issue). Students were found not to touch the school domain at all and there was writing the title of the issue presented in the practicum journal not clear the domain of the issue (6 issues). The findings of the study also show that 36 out of 40 journal writing titles are clearly written. This shows that only a small number of journal writing titles cannot be written clearly. These findings indicate that trainee teachers are less focused on school factors such as environment, basic facilities, and racial diversity in writing self-reflection. The practice of reflection through journal writing is a very important aspect of teacher training in motivating trainee teachers intrinsically to achieve professional development in the field of trainee teacher duties.

scholarly journals Implementing the First Cross-border Professional Development Online Course through International E-mentoring: Reflections and Perspectives

Open Praxis ◽  
2017 ◽  
Vol 9 (1) ◽  
pp. 31 ◽  
Author(s):  
Buddhini Gayathri Jayatilleke ◽  
Geetha Udayanganie Kulasekara ◽  
Malinda Bandara Kumarasinha ◽  
Charlotte Nirmalani Gunawardena
Keyword(s):  
Professional Development ◽  
Sri Lanka ◽  
Qualitative Study ◽  
Online Courses ◽  
Online Course ◽  
Reflective Journal ◽  
Self Reflection ◽  
Cross Border ◽  
The Usa ◽  
Journal Entries

This research paper discusses the accomplishments, issues, and challenges experienced by Open University of Sri Lanka (OUSL) academics when offering the first cross-border professional development online course to train online tutors and mentors. The course was delivered exclusively online and facilitated by OUSL academics and e-mentors from the USA. The course was comprised of 30 participants: 9 from Pakistan, 10 from Mauritius and 11 from Sri Lanka. This qualitative study is based on reflections of both faculty and participants. Data were collected using reflections and informal anecdotal records of the three OUSL academics and self-reflection instruments (pre, mid and final) administered to participants, and reflective journal entries made by participants. Participants’ views were triangulated with the reflections of the OUSL academics to validate the results. While there were many accomplishments in the design and delivery of the course, the findings revealed that there were many challenges in implementing the course: pedagogical, organizational and technological aspects in particular. The paper provides recommendations to address such challenges when offering cross-border online courses in the future.

scholarly journals Indicators of Professional Development in Texts Written by Prospective Teachers

2015 ◽  
Vol 14 (1) ◽  
pp. 4-27 ◽  
Author(s):  
Kristine Balslev ◽  
Sabine Vanhulle ◽  
Sandra Pellanda Dieci
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Prospective Teachers ◽  
Mental Representations ◽  
Professional Knowledge ◽  
Theory And Practice ◽  
Narrative Texts ◽  
Trainee Teachers ◽  
Reflective Spectrum ◽  
Insight Into

The writing of narratives is a frequently used educational tool in teacher education. This activity has several aims, such as bridging the gap between theory and practice, transforming experience into knowledge, and fostering consciousness and reflexivity among prospective teachers. We consider that the writing of narratives, framed with some guidelines, represents a mean to build professional knowledge. To get a better insight into the processes involved in the writing of narratives, this article examines the cognitive and discursive mechanisms that underlie professional development. We rely on indicators of professional development observed through a psycholinguistic analysis of narrative texts. This type of text analysis is anchored in a Vygotskian perspective, according to which language; thinking and action are interdependent in the constitution of an individual’s system of mental representations. In this article, we present an educational artifact for narrative writing, a grid for the analysis of discourses in the context of teacher education (the Analysis of Discourses About Professional Apprenticeship grid), our methodological framework and some results. The use of this grid is illustrated with examples of the prospective teachers’ narratives and questionings. Finally, we suggest that professional knowledge results from the convergence between enunciative undertakings, regulations of action, and conceptions and reflective spectrum. This convergence determines the strength of professional knowledge built. Moreover, the texts that have been analyzed reveal the fundamental questionings the trainee teachers have when faced with the task of textualizing their professional knowledge as well as the meaning they give to their activity.

Elemen Merentasi Sempadan Masa Dalam “Ghiyath al-Umam” Karya Imam al-Haramayn al-Juwayniyy

Sains Insani ◽  
2018 ◽  
Vol 3 (1) ◽  
pp. 52-60
Author(s):  
Mohammad Zaini Yahaya ◽  
Muhammad Adib Samsudin ◽  
Mohd Izhar Ariff Mohd Kashim
Keyword(s):  
Qualitative Study ◽  
Document Analysis ◽  
The People ◽  
Time Boundary

In the study school of thought, an exposure to the context of across the time boundary known as "al-fiqh al-taqdiri" is a special feature in the formation of the Hanafi sect. It is also a feature shared by other sects including the Syafie sect. The authors chose the book of "Ghiyath al-Umam" by Imam al-Haramayn al-Juwayniyy (419H-478H) for this study as the book was loaded with elements across the time compared to his other books. This study is a qualitative study and the design is document analysis. The study of Ghiyath al-Umam's book shows how far Imam al-Haramayn's imagination that has not been reflected by most of the people at his time. But some have already happened now and some might happen in the future.Keywords: civilization, futuristics, Syafie sect ABSTRAK: pengajian sejarah mazhab kita biasa didedahkan bahawa fiqh merentasi sempadan masa yang dikenali sebagai “al-fiqh al-taqdiri” merupakan ciri istimewa dalam pembentukan mazhab Hanafi. Hakikatnya dengan berlalunya zaman ia turut menjadi ciri yang dikongsi bersama oleh mazhab-mazhab lain termasuk mazhab Syafie. Untuk melihat kebenaran teori ini penulis memilih kitab “Ghiyath al-Umam” karangan Imam al-Haramayn al-Juwayniyy (419H-478H). Imam al-Haramayn merupakan antara tokoh terawal yang tersohor dalam bidang fiqh syafie dan usul al-fiqh di samping bidang ilmu kalam. Karya-karya beliau dalam bidang fiqh mazhab Syafie dan usul al-fiqh aliran mutakallimin menjadi sumber utama dalam disiplin masing-masing. Pandangan-pandangan beliau sangat berautoriti dan dinukilkan oleh para ulama muhaqqiqun seperti Imam al-Nawawiyy dalam fiqh Syafie dan Fakhr al-Din al-Raziyy dalam bidang usul al-fiqh. Justeru beliau ialah tokoh yang sangat bersesuaian untuk tujuan kajian ini. Kitab Ghiyath al-Umam dijadikan fokus kajian memandangkan kitab ini sarat dengan elemen merentasi masa berbanding kitab-kitab beliau yang lain. Kajian ini merupakan kajian kualitatif dan reka bentuknya adalah analisis dokumen. Kajian terhadap kitab Ghiyath al-Umam dapat menunjukkan betapa jauhnya imiginasi Imam al-Haramayn yang tidak tergambar oleh sebahagian besar manusia ketika itu. Namun sebahagiannya sudah pun berlaku pada masa ini dan sebahagiannya mungkin akan berlaku pada masa akan datang.Kata Kunci: peradaban, futuristik, fiqh mazhab Syafie

Culturally Responsive Pedagogy in Mathematics

2020 ◽  
Vol 2 ◽  
pp. 145-158
Author(s):  
Kenta Nagasawa
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Culturally Responsive ◽  
Latino Students ◽  
Culturally Responsive Pedagogy ◽  
Mathematics Teacher Education ◽  
Development Program ◽  
Current State ◽  
Responsive Pedagogy ◽  
State Of Research

Purpose: This paper is a thematic literature review to examine the current state of research about Culturally Responsive Pedagogy in mathematics. The main themes are students’ perception, teacher education for pre-service teacher and professional development for teachers. Research methods/ approach: Literature was collected from Eric, which is a research engine of the education field. Also, Google Scholar is used to find articles of major scholars introduced by Dr. Rich Milner, who is the instructor of this course. Findings: Students faced microaggressions in mathematics class, which discouraged them to learn mathematics. The effect of teacher education was inconsistent in terms of the awareness of culturally responsive pedagogy and lesson plans. Research of professional development mentioned that mathematics was cultural. Implications for research and practice: It is more interesting to conduct long term or follow-up research to find the teacher’s practice after a taking professional development program. Also, it is critical to expand research scope besides African American and Latino students. Finally, evidence-based research is needed to change the political situation. Keywords: culturally responsive teaching, mathematics, teacher education, professional development, student’s perception

Student Teachers’ Learning and Professional Development in Second Language Teacher Education

2017 ◽  
Vol 7 (1) ◽  
pp. 13 ◽  
Author(s):  
Kamile Hamiloğlu
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Second Language ◽  
Student Teachers ◽  
Student Teacher ◽  
Research Literature ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Second Language Teacher Education ◽  
Second Language Teacher

This article is a review on student teacher (ST) learning in second language teacher education (SLTE) and it aims to establish a context for ST learning for professional development in SLTE research and frame its contribution to the current research literature. To achieve this, it conducts an overview on concepts of interest, and it places in perspective some of the key previous findings relating to the research at hand. Broadly, it is to serve as a foundation for the debate over perspectives of second/foreign language (S/FL) student teachers’ (STs’) learning to teach through their professional development with reference to both coursework and practicum contexts.Keywords: student teacher learning, second language teacher education (SLTE), professional development

The Making of a Model: Teacher Education for Looked After Children

2019 ◽  
Author(s):  
Sarah Alix
Keyword(s):  
Teacher Education ◽  
Virtual School ◽  
Small Scale ◽  
Early Model ◽  
Trainee Teachers ◽  
Looked After Children ◽  
Continued Education ◽  
Stage Process ◽  
The Uk ◽  
Training Practice

<p>We report a three-stage process of developing a model of teacher education to encompass provision for Looked After Children in schools in the UK. First, a survey of 78 trainee teachers explored their perceptions and early practice concerning educating Looked After Children (LAC). There are currently 68,840 children of school age in the UK that have been ‘looked after’ for 12 months or more, and their education is of particular concern both within political and educational circles. Second, teacher education programmes were then reviewed to highlight omissions in relation to LAC, and to initiate an early model for improved training practice, not only for teachers in training but also for the continued professional development of those active in service. Third came the development of a model through consultation with major stakeholders in the field of education for Looked After Children. These were state and charitable organisations, and incorporated responses from Virtual School Headteachers (VSHs) who have oversight of the education for LAC, who are placed on a ‘virtual school’ roll even though physically spread across the schools within a local authority and beyond. The outcomes of the study are limited by the small scale of the research, but provide a validated template for the initial and continued education of teachers for LAC.</p>

Editorial

Relay Journal ◽  
2019 ◽  
pp. 251-256
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Action Research ◽  
Teacher Training ◽  
Language Learners ◽  
Learner Autonomy ◽  
Service Professional ◽  
Research Institute

We are excited to present you Volume 2 Issue 2 of Relay Journal published by the Research Institute of Learner Autonomy Education at Kanda University (KUIS), Japan. The Relay Journal aims to foster a dialogue spanning the globe discussing topics related to learner autonomy. This issue of Relay Journal is dedicated to teacher and advisor education for learner autonomy. The topic is particularly important, since –– apart from some exceptions –– autonomy is not always integrated into curricula for teacher education, and in addition, very few programmes exist for advisor education. Therefore, it is crucial to include opportunities for in-service professional development and reflection on how to foster autonomy and how to support language learners as teachers or as advisors. This can be done in the form of teacher training, mentoring and/or tutoring programmes, action-research, or reflection in- and on-practice.

scholarly journals Teaching First Aid to Prospective Teachers as a Way to Promote Child Healthcare

Healthcare ◽  
2021 ◽  
Vol 9 (4) ◽  
pp. 367
Author(s):  
María del Carmen Olmos-Gómez ◽  
Francisca Ruiz-Garzón ◽  
Paula Pais-Roldán ◽  
Rafael López-Cordero
Keyword(s):  
Professional Development ◽  
Qualitative Study ◽  
Prospective Teachers ◽  
Structured Interview ◽  
First Aid ◽  
Great Difficulty ◽  
Public University ◽  
Future Teachers ◽  
Emergency Situations ◽  
Child Healthcare

This article aimed to analyze, through a qualitative study (i.e., semi-structured interview), the opinions and knowledge of fourth-year future teachers at a Spanish public university (University of Granada) regarding training and the need for first aid (FA) at school. With a sample of 70 subjects in their last year of training, our conclusion is that although they are aware of the importance of first aid for their professional development, there is no such training in their careers, and thus they have great difficulty understanding how to react to emergency situations on the job.

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