Images of Undergraduate Mathematics Curriculum: A Critical Self-Reflection

Higher education practices in Nepal have been playing an important role to train and develop pre-service school teachers. This paper critically reflects on the curricular and pedagogical practices of mathematics education based on the first author's experiences of learning at the undergraduate level from the perspective of mathematics curriculum images and pedagogical implications. Subscribing to autoethnography as a research methodology, we analysed the first author's experiences as an undergraduate student in one of the public campuses in Nepal which point to two major images of mathematics curriculum: curriculum as a prescription and curriculum as a cultural reproduction. Considering Habermasian Knowledge Constitutive Interest as a theoretical referent, the paper concludes that the transformation of curricular and pedagogical practices in teacher education is essential. The transformative practice in teacher education is insightful to improve pre-service and in-service school teachers' pedagogical and content knowledge in Nepal.

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O Uso das Tecnologias e Seus Desafios no Ensino Superior Remoto em Tempos de Pandemia de COVID-19

Revista de Ensino Educação e Ciências Humanas ◽

10.17921/2447-8733.2021v22n4p517-525 ◽

2021 ◽

Vol 22 (4) ◽

pp. 517-525

Author(s):

Renata Macêdo Leite ◽

João Victor Mariano da Silva ◽

Luciano Temoteo dos Santos ◽

Rubens Oliveira da Cunha Junior ◽

Adriana de Alencar Gomes Pinheiro ◽

...

Keyword(s):

Higher Education ◽

Social Inequality ◽

Learning Process ◽

Learning Technologies ◽

Metropolitan Region ◽

Undergraduate Level ◽

The Public ◽

Teaching Resource ◽

The Subject ◽

Structured Questionnaire

ResumoEmbora seja um importante recurso didático, o uso das tecnologias durante a Pandemia de COVID-19 revelou grandes desafios na educação, sobretudo, no Ensino Superior. Dessa forma, o presente trabalho tem o objetivo de analisar a experiência discente em relação ao uso das tecnologias no Ensino Superior remoto em tempos de Pandemia de COVID-19. A área de estudo delimitada compreende a região metropolitana do Cariri cearense (RMCariri), no Sul do Estado do Ceará, mais especificamente, o aglomerado urbano formado pelos municípios de Crato, Juazeiro do Norte e Barbalha (CRAJUBAR). Como metodologia, foram realizados um levantamento bibliográfico acerca do tema e a aplicação de um questionário semiestruturado a estudantes de cursos de graduação de Instituições de Ensino Superior localizadas na região do CRAJUBAR. A partir da análise dos resultados se percebeu que, mesmo sendo uma ferramenta viabilizada pelo uso das tecnologias, e que permitiu a continuidade do ensino no modo a distância durante a Pandemia, o ensino remoto não contempla todos os discentes. O estudo revelou as principais dificuldades encontradas pelos estudantes neste período e destacou a falta de investimentos para as Universidades implementarem o ensino remoto, sobretudo, as públicas, o que afetou diretamente o processo de aprendizagem dos discentes e reflete a desigualdade social existente no Brasil. Palavras-chave: COVID-19. Cariri cearense. Aprendizagem. Tecnologias. AbstractAlthough being an important teaching resource, the use of technologies during the COVID-19 pandemic revealed great challenges in education, especially in higher education. Therefore, this paper aims at analyzing the student’s experience regarding to use of technologies in remote higher education in times of COVID-19 pandemic. The selected study area comprises the Cariri Metropolitan Region (RMCariri), on south of Ceará state, more specifically the urban agglomeration composed of Crato, Juazeiro do Norte and Barbalha municipalities (CRAJUBAR). As methodology, a bibliographic research was performed on the subject and the application of a semi structured questionnaire to the students of undergraduate level courses from Higher Education Institutions of CRAJUBAR. From the results analysis, one may notice that, although being a tool facilitated by the use of technologies, and which allowed the education continuity in a remote way during the pandemic, the remote higher education does not contemplate all the students. The study showed the main difficulties faced by students in this period and highlighted the lack of investments on the universities in order to implement the remote education, especially the public ones, which directly affected the students’ learning process, besides reflecting the existing social inequality of Brazil. Keywords: COVID-19. Cariri Region. Learning. Technologies.

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Improving Initial Teacher Education in Australia

Pre-Service and In-Service Teacher Education ◽

10.4018/978-1-5225-7305-0.ch003 ◽

2018 ◽

pp. 50-71

Author(s):

Glenn Finger

Keyword(s):

Higher Education ◽

Teacher Education ◽

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Higher Education Institutions ◽

Technological Pedagogical Content Knowledge ◽

Initial Teacher Education ◽

Pedagogical Content ◽

Innovation Fund ◽

The Future

Initial teacher education (ITE) programs are subject to agencies which shape and define them through regulatory accreditation processes (Lloyd, 2013a, 2013b). This chapter argues that the design of ITE programs needs to build the Technological Pedagogical Content Knowledge (TPACK) capabilities (Mishra & Koehler, 2006, 2008) of future teachers. After establishing that there are both accountability and improvement agendas, this chapter outlines the Teaching Teachers for the Future (TTF) Project, which involved all 39 Australian Higher Education Institutions providing ITE programs in Australia. The TTF Project was a 15 month long, $8 million project, funded by the Australian Government's ICT Innovation Fund which adopted an approach reflecting an improvement agenda. The TTF Project is discussed in terms of the TPACK conceptualisation guiding the project, and the research and evaluation of that project. The TTF Project's key outcomes are summarised, and these inform the presentation of solutions and recommendations.

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Improving Initial Teacher Education in Australia

Teacher Training and Professional Development ◽

10.4018/978-1-5225-5631-2.ch003 ◽

2018 ◽

pp. 45-66

Author(s):

Glenn Finger

Keyword(s):

Higher Education ◽

Teacher Education ◽

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Higher Education Institutions ◽

Technological Pedagogical Content Knowledge ◽

Initial Teacher Education ◽

Pedagogical Content ◽

Innovation Fund ◽

The Future

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Infusing Global Perspectives Into Teacher Education

People-Centered Approaches Toward the Internationalization of Higher Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-7998-3796-1.ch002 ◽

2021 ◽

pp. 20-45

Author(s):

Minda Morren López ◽

Chang Pu

Keyword(s):

Higher Education ◽

Teacher Education ◽

Teacher Preparation ◽

Pedagogical Practices ◽

Global Competence ◽

Preparation Programs ◽

Global Perspectives ◽

Self Study ◽

Key Concepts ◽

The University

For decades, researchers and educators have called for the internationalization of teacher education and the infusion of global perspectives into preparation programs in order to better serve all children, regardless of citizenship, location, or status. This self-study of the authors' own processes and outcomes describes the transformation of two teacher preparation courses to include global competencies and content. Two key concepts, global competence and global competent teaching, were used to frame the redesigned courses. They aimed at helping candidates develop their own global competence and understand why global competence is an essential skill for their future students to acquire, as well as foster thinking routines and pedagogical practices to become global minded teachers and guide their students to build global competence. Although the university contexts and courses were different, results show commonalities and implications for educators working to internationalize courses in higher education.

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Predicting Academic Staffs Behaviour Intention and Actual Use of Blended Learning in Higher Education: Model Development and Validation

Technology Knowledge and Learning ◽

10.1007/s10758-021-09579-2 ◽

2021 ◽

Author(s):

Bokolo Anthony ◽

Adzhar Kamaludin ◽

Awanis Romli

Keyword(s):

Higher Education ◽

Blended Learning ◽

Content Knowledge ◽

Behavioral Intention ◽

Technology Use ◽

Group Analysis ◽

Pedagogical Practices ◽

Intention To Use ◽

Course Content ◽

Actual Use

AbstractBlended Learning (BL) has been implemented by lecturers in higher educations for promoting effective pedagogical practices. However, intention to use and actual usage of BL by lecturers in higher education seems to be a major setback for successful BL implementation. Therefore, this study developed a model to examine the factors that influences lecturers’ behavioral intention and actual use of BL based on the Unified Theory of Acceptance and Use of Technology and Technological, Pedagogical and Content Knowledge model. Accordingly, survey questionnaire was employed to collect data from 544 academic staffs across universities, colleges, and polytechnics. Results indicate that performance expectancy, effort expectancy, and social influence significantly impact lecturers’ behavioral intention to use BL for teaching. Additionally, results confirm that facilitating condition positively influence actual BL usage. Likewise, technological, pedagogical, and content knowledge initiatives employed by lecturers in teaching positively influences actual BL usage. Results from multi-group analysis indicate that gender, age, experience, and voluntariness of use do not predict the behaviour of lecturers to use BL. Also, this study provides insights as to how higher education can enhance lecturers’ usage of BL to improve teaching effectiveness. This study provides a better understanding of lecturers’ views of knowledge in relation to course content, pedagogy, and technology use in improving teaching. The developed model can significantly be used by academic staffs to monitor and improve their current BL activities in measuring their knowledge about teaching regarding teaching improvement. Practically, lecturers can adopt the developed model to improve teaching pedagogies and course content.

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From Seminar to University: Dismantling an Old and Constructing a New Teacher Education in Finland and Sweden, 1946–1979

Nordic Journal of Educational History ◽

10.36368/njedh.v4i1.87 ◽

2017 ◽

Vol 4 (1) ◽

pp. 53-81

Author(s):

Björn Furuhagen ◽

Janne Holmén

Keyword(s):

Higher Education ◽

Teacher Education ◽

New Teacher ◽

School Teachers ◽

New Education ◽

Academic Teacher

In the 1970s, Sweden and Finland abandoned the system of seminars for folk school teachers and incorporated all teacher education into the system of higher education. The visions behind the new education, as well as the original plans for its structure, were similar in both countries, but the outcomes were different. Finland managed to a greater extent to implement an academic teacher education located at universities, while the Swedish solution was deemed unsatisfactory by many actors, leading to several new reforms in the following decades. This can be explained by the different nature of the conflicts surrounding the reforms in Sweden and Finland. In Finland, the early 1970s was a period of intense left-right polarisation, followed by attempts to depoliticise teacher education. In Sweden, the vision of an academic teacher education met successful resistance from regional actors, resulting in the preservation of much of the old seminar system under the guise of small teacher education colleges.

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Digitally Mediated Supervision

Handbook of Research on Field-Based Teacher Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-6249-8.ch023 ◽

2018 ◽

pp. 542-564

Author(s):

David S. Allen ◽

A. Jill Wood ◽

Erica Sponberg ◽

Täna M. Arnold

Keyword(s):

Higher Education ◽

United States ◽

Teacher Preparation ◽

Functional Model ◽

The United States ◽

Undergraduate Level ◽

Self Reflection ◽

Feedback Model ◽

Online Teacher ◽

Minute Walk

This chapter focuses on the praxis behind the development of digitally mediated supervision and distance-based field experiences. The theoretical framework combines past principles of supervision with present technological models. The practical application lies in both a hybrid digitally mediated program at the undergraduate level and a fully functional model at the graduate level. The concerns addressed represent those facing higher education institutions across the United States, and the solutions presented are those initiated at a Mid-Western land-grant institution. The authors examine the hardware, firmware, and cloud technology used to deliver the program, and the reflective feedback model developed for online teacher preparation. Four types of feedback are defined: (1) self-reflection, (2) 10-minute walk-though, (3) focused feedback, and (4) formal evaluation.

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Promotion of Internationalization of Teacher Education

Handbook of Research on Study Abroad Programs and Outbound Mobility - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-0169-5.ch026 ◽

2016 ◽

pp. 651-671

Author(s):

Sanja Tatalović Vorkapić

Keyword(s):

Social Sciences ◽

Higher Education ◽

Teacher Education ◽

Empirical Research ◽

Assistant Professor ◽

Graduate Study ◽

School Teachers ◽

Post Graduate ◽

Study Programs ◽

Psychology Major

Internationalization in (pre)school teachers' education presents a great challenge for all professionals included in the Higher Education (HE) sector, especially professors. As such, it implies a significant change that is accepted by students and professors who see it as a way of enrichment. In relation to the experiences of an Erasmus Coordinator and Assistant Professor in the field of social sciences (psychology major) at the Faculty of Teacher Education in Rijeka, Croatia, this chapter describes and analyzes this information in the context of internationalization promotion within this faculty. Implications that could be drawn from this analysis are closely related to running objective empirical research on students and professors toward internationalization in (pre)school teachers' education, creating clear and formal Erasmus procedures, and developing the pre-requisites for international (post)graduate study programs.

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PEDAGOGICAL PRACTICES OF GOOD NURSING, MEDICINE AND DENTISTRY PROFESSORS FROM THE STUDENTS' PERCEPTION

Texto & Contexto - Enfermagem ◽

10.1590/0104-07072015002790014 ◽

2015 ◽

Vol 24 (3) ◽

pp. 629-636 ◽

Cited By ~ 6

Author(s):

Jouhanna do Carmo Menegaz ◽

Vânia Marli Shubert Backes ◽

José Luiz Medina ◽

Marta Lenise Prado ◽

Bruna Pedroso Canever

Keyword(s):

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Teaching Practice ◽

Theory And Practice ◽

Pedagogical Practices ◽

Teaching Staff ◽

Student Reasoning ◽

Pedagogical Content ◽

The Public ◽

Wide Range

ABSTRACTThe aim of this qualitative study was to analyze, in the light of Shuman's concept of pedagogical content knowledge, the pedagogical practices of good nursing, medicine and dentistry professors from the perception of students of a public university in southern Brazil. The study comprised 16 students who were approached through interviews focused by vignettes and qualitative indicators. Pedagogical content knowledge is observed when good professors share the learning objectives while associating theory and practice, fostering student reasoning using a wide range of strategies responsive to contents and the public; carefully prepare and organize their lessons; and allow to be evaluated. Pedagogical content knowledge is presented as a differential in teaching practice; however, students perceive these practices in few professors, leading to the need for recommending rooms and strategies for training health teaching staff.

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PUBLIC POLICIES OF TEACHER TRAINING AND HUMAN DIGNITY

International Journal for Innovation Education and Research ◽

10.31686/ijier.vol2.iss8.230 ◽

2014 ◽

Vol 2 (8) ◽

pp. 140-147

Author(s):

Margareth Martins de Araujo

Keyword(s):

Teacher Education ◽

Public Education ◽

School System ◽

Paulo Freire ◽

Public School System ◽

Full Time ◽

Daily Lives ◽

Self Reflection ◽

The Public ◽

Pedagogical Literature

It is in silence that men do, but in word, in work, in action-reflection (Paulo Freire) Work, self-reflection: What do human. This paper presents an experience report on the management of an integral unit of the public school system in the state of Rio de Janeiro that, in the 1990s, offered full-time. The study is based on the reflections made by ancient principals that over the ten years, been at the forefront of an Integrated Center for Public Education (CIEP). Committed to overcome the problems of their daily lives, this team transcribed into a kind of diary, called Notebooks Registration, episodes of their day to day, your questions, challenges, experiences finally composing their daily lives. With support from the pedagogical literature, revisit your memories allowing us to understand the experiences and expand relationships. Reading, in particular, Paulo Freire and authors in the field of teacher education, enabled us to reframe experiences built on that everyday marked by social and educational exclusion.

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