scholarly journals Assessing the Norms and Standards of School Mentors’ Competences in the 1+1 Model of Initial Primary Teacher Education in Malawi: Implications for Mentor Development

2015 ◽  
Vol 09 (02) ◽  
Author(s):  
Alnord L.D. Mwanza
Keyword(s):  
Teacher Education ◽  
Primary Teacher ◽  
Primary Teacher Education

PENGARUH MEDIA PEMBELAJARAN DAN KECERDASAN GANDA TERHADAP HASIL BELAJAR TEKNOLOGI INFORMASI DAN KOMPUTER (TIK) MAHASISWA PGSD UNIVERSITAS NEGERI MEDAN

2012 ◽  
Vol 5 (2) ◽  
Author(s):  
Harun Sitompul ◽  
Reni Astuti
Keyword(s):  
Teacher Education ◽  
Multiple Intelligences ◽  
Interactive Multimedia ◽  
Primary Teacher ◽  
Instructional Media ◽  
Learning Achievement ◽  
Instructional Process ◽  
Regular Class ◽  
Primary Teacher Education ◽  
Level Of Significance

Abstract: The Effect Of Instructional Media And Multiple Intelligences On Student’s Learning Achievement On Information And Comunication Technology (ICT) Of Primary Teacher Education,  State University Of Medan. The objectives of  this quasi – experimental research were to discover: 1) whether the students learning achievement of Primary Teacher Education (PTE) in ICT taught by using CD interactive multimedia interactive instructional media was higher than learning achievement of  PTE taught by using module instructional media, 2) whether the students learning achievement of  PTE in ICT with spasial visual multiple intelligences was higher than student’s with verbal linguistic multiple intelligences, and 3) the interaction between instructional media and multiple intelligences in affecting the student’s learning achievement in ICT. The population of the study was 180 students of PTE who took the ICT from 6 classes namely 2 regular classes, 3 extension classes from the city government Academic year 2010/2011.Based on cluster random sampling technique 4 clasess taken from 2 reguler classes and 2 extention classes. The A regular class and A extension class using CD interactive multimedia instructional media and module was used in B regular class and B extention class. The research findings showed that : (1) the students’ learning  achievement in ICT taught by using CD interactive multimedia instructional media was higher than the students’ taught by using module instructional media with Fcount = 11.65 > Ftables = 4.00 at the level of  significance α = 0.05; (2) the students’ learning achievement in ICT with multiple intelligences spatial visual was higher than students’learning achievement with multiple intelligences verbal linguistic with Fcount = 11.65 > Ftables = 4.00 at the level of  significance α = 0.05, and (3) there was an interaction between instructional media and multiple intelligences on students’ learning achievement in ICT where Fcount =  8,85  > Ftable =  4.00 at the level of  significance α = 0.05.         The conclusion of research is that application of the instructional media in the instructional process can improve the student’s learning achievement especially for PTE. Therefore, the implication is lecturers should be trained in order they can apply a more variative instructional process. So, it is the suggested that the lecturers should able use a variety of media for the success of the instructional process. Keywords : instructional media, multiple intelligences, interactive multimedia, module, spatial visual, verbal linguistic.

scholarly journals Framing heuristics in inclusive education: The case of Uganda’s preservice teacher education programme

2019 ◽  
Vol 8 ◽  
Author(s):  
Proscovia S. Nantongo
Keyword(s):  
Teacher Education ◽  
Preservice Teacher ◽  
Inclusive Education ◽  
Curriculum Design ◽  
Policy Design ◽  
Daily Practice ◽  
Education Programme ◽  
Primary Teacher ◽  
Primary Teacher Education ◽  
Group Interviews

Background: Recent education-related research has raised concerns about the persistent exclusion of vulnerable learners in Uganda. The Revised Primary Teacher Education Curriculum of 2013 marked an ambitious yet inconclusive attempt to advance the implementation of inclusive education but has encountered deeply entrenched sociocultural exclusionary practices among education experts.Objectives: This study aimed to explicate education practitioners’ interpretations of Uganda’s flagship inclusive education programme in preservice primary teacher education.Method: Drawing on the conceptual vocabulary of frame analysis and the qualitative analysis of individual and group interviews and classroom observations, the interpretations of inclusive education implementation in preservice primary teacher education in Uganda were examined. The participants included policy design experts, curriculum design experts and classroom practitioners.Results: Three main findings emerged. Firstly, interpretations of inclusive education displayed a narrow framing heuristic of inclusive education as a perfunctory, daily practice rather than a pathway for reflective, inclusive pedagogical engagement. Secondly, the heuristic encouraged the treatment of inclusive pedagogy as a ‘label’ under a specific rubric referring to sensory impairments or disabilities – a historical device for sociocultural exclusion. Thirdly, inclusive education was a praxis but was misframed from its original intentions, causing tension and resentment among practitioners. These findings contribute to the debates on the sustainability of inclusive education beyond preservice teacher education.Conclusion: Uganda’s flagship inclusive education programme in preservice primary teacher education was fraught with tensions, ambiguities and an overt, urgent need for change.

scholarly journals The Issue of Student Achievement of Primary Teacher Education (PGSD) in Group Discussion

2019 ◽  
Author(s):  
Dewingga Fizzy Keni Pratama ◽  
Muhammad Nur Wangid
Keyword(s):  
Teacher Education ◽  
Student Learning ◽  
Mastery Learning ◽  
Group Discussion ◽  
Primary Teacher ◽  
Group Discussions ◽  
Learning Achievement ◽  
Primary Teacher Education ◽  
The Relationship ◽  
Improve Student Learning

This article considers the relationship between group discussion and student achievement of PGSD University PGRI Wates. The results showed there group discussion can increase student learning achievement. Students achieve minimal mastery learning. Based on empirical evidence from group discussions and learning achievements, it explores the extent to which forms of group discussion can contribute to learning achievement. This article argues that group discussions offer new and important things in the practice of learning. The results showed that group discussion can improve students learning achievement. In other words the use of group discussion in student learning can improve student learning achievement.

scholarly journals Analysis of Understanding The Use of Javanese Language "Krama Inggil" of Preservice Teachers in Primary Teacher Education Programs

2019 ◽  
Vol 2 (1) ◽  
pp. 334
Author(s):  
Ngatman Ngatman
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Descriptive Study ◽  
Primary Teacher ◽  
Teacher Education Programs ◽  
Research Subjects ◽  
Education Programs ◽  
Average Value ◽  
Analysis Technique ◽  
Primary Teacher Education

<em>This study aims to analyze the understanding the use of Javanese language "krama inggil" of preservice teachers in primary teacher education programs. This research is a descriptive study of 84 research subjects. The instruments used were description test sheets, questionnaire sheets, and interview sheets. The data analysis technique uses descriptive qualitative. The results of the analysis show that: 1) The average value of understanding the use of Javanese language "krama inggil" was 78; 2) students who are able to communicate using good manners and apply in daily life as much as 38.61%; 3) Some of the difficulties factors of students using Javanese language "krama inggil" include not being accustomed from childhood, parents do not teach Javanese language "krama inggil", preferring to use Indonesian, lacking the motivation to use Javanese language "krama inggil" because it is difficult to pronounce.</em>

LA CONSTRUCCIÓN DE LA IDENTIDAD PROFESIONAL DEL MAESTRO DE PRIMARIA DURANTE SU FORMACIÓN INICIAL. EL CASO DE LA UNIVERSIDAD DE BARCELONA

2017 ◽  
Vol 21 (1) ◽  
pp. 103-122
Author(s):  
Beatriz Jarauta Borrasca ◽  
María José Pérez Cabrera
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Teacher Identity ◽  
Teaching Practice ◽  
Primary Teacher ◽  
Teaching Staff ◽  
Initial Teacher Training ◽  
Primary Teacher Education ◽  
Education Degree ◽  
Educación Primaria

Resumen:¿Cómo se aprende a ser docente? ¿Cómo influye la formación inicial en la construcción de la profesionalidad e identidad como maestro? Ante estas preguntas, la investigación “Desarrollo del conocimiento profesional a través del plan de estudios del grado de maestro en educación primaria. Perspectivas del alumnado y profesorado” (EDU2012-39866-C02-02), pretende comprender los procesos que los estudiantes del Grado de Magisterio en Educación Primaria, de la Universidad de Barcelona, llevan a cabo para la construcción de su identidad profesional. Para ello, desde una metodología de carácter cualitativo basado en el estudio de casos, se aplicaron diversos instrumentos de recogida de información (tales como relatos, grupos de discusión y entrevistas) que permitieron un acercamiento desde la visión del estudiantado, del profesorado de universidad y del profesorado de centro escolar. A la luz de los resultados obtenidos, puede determinarse la influencia de sus experiencias previas, atravesadas por una elevada motivación que, a medida que avanzan en la formación, va adquiriendo tintes de realidad al asumir cada vez más una mirada desde el punto de vista de futuro maestro, y no tan anclada en la perspectiva del alumno. El hito de mayor relevancia en la construcción de su identidad se produce durante el practicum, pues es el escenario en el que se ponen en cuestión sus ideas, expectativas, preconcepciones… Acompañar la transición entre la idealización inicial de escuela y maestro hacia la recomposición de la profesionalidad y la construcción de su propia identidad, son funciones clave de la formación inicial. Abstract:How does one become a teacher? What makes a teacher? How does initial teacher training influence the development of professionalism and identity as a teacher? Faced with these questions, the aim of the research paper titled "The development of professional knowledge through the Primary Teacher Education Degree programme. Students’ and teachers’ perspectives" (EDU2012-39866-C02-02) is to understand the processes students undergo in the construction of their professional identity while pursuing a Primary Teacher Education Degree at the University of Barcelona. Following a qualitative type methodology based on case study, we used various data collection tools (such as stories, discussion groups and interviews) that allowed us to gain greater insight into the viewpoint of students, university teaching staff and cooperating teachers. In light of the results obtained, it is possible to determine the influence of previous experiences embedded in the high motivational levels of these students. Then, as they advance through their training, they begin to acquire hints of the reality of teaching and gradually assume a teacher’s frame of mind, less anchored in the student's perspective. The most important milestone in the construction of a teacher identity occurs during teaching practice; the setting in which a teacher’s ideas, expectations, preconceptions, etc. are put to the test. Accompanying the transition from the initial idealisation of the school and the teacher towards greater professionalism and the construction a teacher’s own identity are key functions of the initial teacher training.

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