scholarly journals ”Men nu fick man planera om och i den planeringen fick jag vara med!” Verksamhetsförlagt lärande i yrkeslärarutbildningen när undervisningen går över till distans

2021 ◽  
Vol 11 (3) ◽  
pp. 88-110
Author(s):  
Martina Wyszynska Johansson ◽  
Ellinor Dyne ◽  
Susanne Gustavsson
Keyword(s):  
Teacher Education ◽  
Distance Education ◽  
Prospective Teachers ◽  
Web Survey ◽  
Supervision Training ◽  
Theory Of Practice ◽  
Teacher Students ◽  
The Common ◽  
Vocational Teacher ◽  
Definition Of

The article explores the effects of the transition to distance education due to the Covid19 pandemic on vocational teacher students’ workplace-based learning in a vocational teacher programme. Two practices are explored, that is, the instruction practices by prospective teachers and supervision. The theory of practice architecture is used to explain how the two practices interplay with one another in the common project of learning to become a vocational teacher. A web survey is utilised to gain both the students’ and the supervisors’ experiences. The main findings are 1) re-definition of pupil participation and activity as a touching base for supervision, and 2) expanded notion of supervision grounded in a more equal and complementary relationship between the student and the teacher supervisor. A call for an updated in-service supervision training as part of the vocational teacher programme and to strengthen vocational teacher education as a whole is put forth.

scholarly journals Exploring the Connections of Education for Sustainable Development and Entrepreneurial Education—A Case Study of Vocational Teacher Education in Finland

2021 ◽  
Vol 13 (21) ◽  
pp. 11887
Author(s):  
Eveliina Asikainen ◽  
Annukka Tapani
Keyword(s):  
Teacher Education ◽  
Sustainable Development ◽  
Transformative Learning ◽  
Teaching Practice ◽  
Qualitative Content Analysis ◽  
Education For Sustainable Development ◽  
Entrepreneurial Education ◽  
Teacher Students ◽  
Vocational Teacher

Education for Sustainable Development (ESD) and Entrepreneurial Education (EE) are quite abstract and demanding concepts for teacher students. Yet, Key Sustainability Competences and Entrepreneurial Competences entail important qualities of future citizens and workers, and teacher students should become prepared to accommodate education for these competencies in their teaching practice. This paper explores teacher students’ process of sense-making of sustainable development and how becoming a teacher who practices ESD connects with entrepreneurship. EE serves as a good mirroring surface to ESD as they both have their roots in Transformative Learning (TL) but pursue transformation towards different goals. The case study follows the vocational teacher education (VTE) students’ sensemaking of Sustainable Development as a part of teacher’s work during one semester which included integrated Thematic Studies of Sustainable Development. The qualitative content analysis of students’ texts focused on signs of transformative learning and was guided by the dimensions of sustainable development and learning goals set for teacher’s sustainability competences in the VTE curriculum. The results indicate that transformative learning is possible. Furthermore, they address the importance of certain entrepreneurial capabilities in the actualization of change agency.

LEARNING TO BE ENTREPRENEURIAL IN VOCATIONAL TEACHER EDUCATION

2013 ◽  
Vol 1 (13) ◽  
Author(s):  
Heikki Hannula ◽  
Taru Dorra
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Early Stage ◽  
Vocational Teachers ◽  
Implementation Phase ◽  
Vocational Teacher ◽  
Entrepreneurial Activities ◽  
In The Beginning ◽  
Taking Action

Being entrepreneurial is a concept which has evoked interest in the context of entrepreneurship education.  It is a desirable quality not only among people already in working life but also among students, teachers and learning organizations.  Teachers are a group who by their own example can serve as a model for others.  Through their own entrepreneurial example teachers can encourage their own students to be entrepreneurial.  Therefore, it is appropriate that the entrepreneurial activities will be learned already during the teacher education. Observations of the entrepreneurial approach of two groups who began their studies at HAMK were initiated in August 2011.  Instead of the normal teacher-led training the groups of students were divided according to the tenets of Problem-Based Learning into small groups. Each group was assigned the responsibility for the independent planning, implementation and assessment of studies pertaining to vocational teacher education.  The task of the instructors was to monitor the activities and to intervene only when necessary.  In the reactions and development of the students the phases of the risk pedagogy model proposed by Paula Kyrö could be discerned- confusion, taking action and learning to take risk. The students in the groups responded twice to questionnaires addressed to them.  The first questionnaire was implemented in the beginning of studies and the second at the end of studies. The observations of the teacher educators and students were also analyzed.  It can be concluded/stated as a conclusion that in the early stage the students were confused, and partly also angry.  Taking action, however, yielded results and the prospective teachers realized that they had coped with the challenges.  Eventually in the course of implementation there actually emerged competition in regards to which group had achieved the highest quality implementation.  Thus through experiences of being teachers, the prospective teachers also learned the matters pertaining being entrepreneurial, such as responsibility and risk-taking. The purpose of this article is to describe the story of the growth of prospective vocational teachers. First we present the key concepts used in the research. Thereafter we describe the studies of the prospective teachers as a whole.  Next we introduce the prospective teachers’ and instructors’ experiences of the implementation phase.  Finally we both draw conclusions about the implementation and endeavor to stimulate discussion on the further development of entrepreneurial education.

scholarly journals Nurturing global consciousness through internationalization

2019 ◽  
Vol 3 (4) ◽  
pp. 18-33
Author(s):  
Mette Birgitte Helleve
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Research Question ◽  
Teacher Educator ◽  
Initial Teacher Education ◽  
Global Sensitivity ◽  
Global Consciousness ◽  
Teacher Students ◽  
Primary Focus ◽  
Definition Of

The topic of this article is nurturing global consciousness through internationalization in teacher education. As a teacher educator, I have been supervising 29 student teachers in their three-month practice in Namibia and Uganda over a four-year period. Here I have focused on the students' experience according to global consciousness with a primary focus towards their global sensitivity. The purpose of this article is threefold. First I describe the nuances of global consciousness and the connection between the three sub-areas: global sensitivity, global understanding, and global self-representation. The two concepts intersubjectivity and attunement will provide a meaningful contribution to the definition of global consciousness. Secondly, I argue that internationalization, as a three-month-long practice abroad in itself, is not sufficient to nurture global consciousness. Thirdly, I describe a pedagogical approach to nurture teacher students’ global consciousness through a set of five different tasks. The research question for this article is: How can initial teacher education contribute to nurturing student teachers’ global consciousness through mentoring and practice abroad? Methodologically the study is grounded in a phenomenological tradition. In the analysis of the material, I have focused on the students' experiences concentrated toward the concept of global consciousness and the sub-areas mentioned above.

scholarly journals Evaluating Pre-Service Teaching Practice for Online and Distance Education Students in Pakistan

2020 ◽  
Vol 21 (2) ◽  
pp. 81-97 ◽  
Author(s):  
Nauman Ahmed Abdullah ◽  
Munawar Sultana Mirza
Keyword(s):  
Teacher Education ◽  
Distance Education ◽  
Student Teachers ◽  
Prospective Teachers ◽  
Teaching Practice ◽  
Lesson Plan ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

In addition to conventional modes, teacher education programs in Pakistan are also offered through online and distance education. Teaching practice is a significant component of pre-service teacher education programs. Assessing the quality of teaching practice for pre-service student teachers is important, as these modules train the prospective teachers for their professional teaching careers. Virtual University of Pakistan (VU), an online university, offers pre-service teacher education programs. This research is an investigation into the learning opportunities and practices of VU student teachers in their teaching practice modules. Students enrolled in different teacher education programs served as the population of this study. Those in the fall 2018 semester who were enrolled in teaching practice modules were selected as a sample. Data sources included lesson plans prepared, lessons delivered, administrative and co-curricular duties performed by the students, as well as evaluation reports by supervisors, cooperating teachers, and school principals. There were improvements in the student teachers’ lesson plan formation and their overall learning. Data obtained through personal visits by VU faculty was used to verify and assess actual classroom teaching. Lack of regular attendance and punctuality by student teachers was observed as a result. Internal review of the VU system as it relates to the teaching practice modules was conducted to address any shortcomings in the course(s), its procedures, and its controls. Recommendations for improving the system, such as grading the modules, peer-assessment, and orientation workshops for student teachers are provided, as well as suggestions for developments in the teaching practice modules themselves. 

scholarly journals Stimulering av global bevissthet gjennom internasjonalisering

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Mette Birgitte Helleve
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Research Question ◽  
Teacher Educator ◽  
Global Sensitivity ◽  
Global Consciousness ◽  
Teacher Students ◽  
Global Understanding ◽  
Primary Focus ◽  
Definition Of

The topic of this article is nurturing global consciousness through internationalization in teacher education. As a teacher educator, I have been supervising 29 student teachers in their three-month practice in Namibia and Uganda over a four-year period. Here I have focused on the students' experience according to global consciousness with a primary focus towards their global sensitivity. The purpose of this article is threefold. First I describe the nuances of global consciousness and the connection between the three sub-areas: global sensitivity, global understanding, and global self-representation. The two concepts intersubjectivity and attunement will provide a meaningful contribution to the definition of global consciousness. Secondly, I argue that internationalization, as a three-month-long practice abroad in itself, is not sufficient to nurture global consciousness. Thirdly, I describe a pedagogical approach to nurture teacher students’ global consciousness through a set of five different tasks. The research question for this article is: How can teacher education contribute in nurturing student teachers’ global consciousness through counselling and practice abroad? Methodologically the study is grounded in a phenomenological tradition. In the analysis of the material, I have focused on the students' experiences concentrated toward the concept global consciousness and the sub-areas mentioned above.

SIMILARITIES AND DIFFERENT FEATURES OF HAND GESTURES IN AMERICAN AND KYRGYZ CULTURES

2019 ◽  
pp. 19-22
Author(s):  
Avtandil kyzy Ya
Keyword(s):  
Everyday Life ◽  
Facial Expressions ◽  
Main Part ◽  
Body Language ◽  
Hand Gestures ◽  
Common Definition ◽  
The World ◽  
The Common ◽  
Definition Of ◽  
Different Cultures

Abstract: This paper highlights similarities and different features of the category of kinesics “hand gestures”, its frequency usage and acceptance by different individuals in two different cultures. This study shows its similarities, differences and importance of the gestures, for people in both cultures. Consequently, kinesics study was mentioned as a main part of body language. As indicated in the article, the study kinesics was not presented in the Kyrgyz culture well enough, though Kyrgyz people use hand gestures a lot in their everyday life. The research paper begins with the common definition of hand gestures as a part of body language, several handshake categories like: the finger squeeze, the limp fish, the two-handed handshake were explained by several statements in the English and Kyrgyz languages. Furthermore, this article includes definitions and some idioms containing hand, shake, squeeze according to the Oxford and Academic Dictionary to show readers the figurative meanings of these common words. The current study was based on the books of writers Allan and Barbara Pease “The definite book of body language” 2004, Romana Lefevre “Rude hand gestures of the world”2011 etc. Key words: kinesics, body language, gestures, acoustics, applause, paralanguage, non-verbal communication, finger squeeze, perceptions, facial expressions. Аннотация. Бул макалада вербалдык эмес сүйлѳшүүнүн бѳлүгү болуп эсептелген “колдордун жандоо кыймылы”, алардын эки башка маданиятта колдонулушу, айырмачылыгы жана окшош жактары каралган. Макаланын максаты болуп “колдордун жандоо кыймылынын” мааниси, айырмасы жана эки маданиятта колдонулушу эсептелет. Ошону менен бирге, вербалдык эмес сүйлѳшүүнүн бѳлүгү болуп эсептелген “кинесика” илими каралган. Берилген макалада кѳрсѳтүлгѳндѳй, “кинесика” илими кыргыз маданиятында толугу менен изилденген эмес, ошого карабастан “кинесика” илиминин бѳлүгү болуп эсептелген “колдордун жандоо кыймылы” кыргыз элинин маданиятында кѳп колдонулат. Андан тышкары, “колдордун жандоо кыймылынын” бир нече түрү, англис жана кыргыз тилдеринде ма- селен аркылуу берилген.Тѳмѳнкү изилдѳѳ ишин жазууда чет элдик жазуучулардын эмгектери колдонулду. Түйүндүү сѳздѳр: кинесика, жандоо кыймылы, акустика,кол чабуулар, паралингвистика, вербалдык эмес баарлашуу,кол кысуу,кабыл алуу сезими. Аннотация. В данной статье рассматриваются сходства и различия “жестикуляции” и частота ее использования, в американской и кыргызской культурах. Следовательно, здесь было упомянуто понятие “кинесика” как основная часть языка тела. Как указано в статье, “кинесика” не была представлена в кыргызской культуре достаточно хорошо, хотя кыргызский народ часто использует жестикуляцию в повседневной жизни. Исследовательская работа начинается с общего определения “жестикуляции” как части языка тела и несколько категорий жестикуляции, таких как: сжатие пальца, слабое рукопожатие, рукопожатие двумя руками, были объяснены несколькими примерами на английском и кыргызском языках. Кроме того, эта статья включает определения слов “рука”, “рукопожатие”, “сжатие” и некоторые идиомы, содержащие данных слов согласно Оксфордскому и Академическому словарю, чтобы показать читателям их образное значение. Данное исследование было основано на книгах писателей Аллана и Барбары Пиз «Определенная книга языка тела» 2004 года, Романа Лефевра «Грубые жестикуляции мира» 2011 года и т.д. Ключевые слова: кинесика, язык жестов, жесты, акустика, аплодисменты, паралингвистика, невербальная коммуникация, сжатие пальца, чувство восприятия, выражение лиц.

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.

Maṣlaḥa as Sovereignty: Fadlallah and Khomeini Compared

2017 ◽  
Vol 9 (1) ◽  
pp. 89-112
Author(s):  
Nachman Alexander
Keyword(s):  
Political Thought ◽  
Common Good ◽  
Islamic History ◽  
The Common Good ◽  
Islamic Political Thought ◽  
Popular Movement ◽  
The Common ◽  
Definition Of

This article examines how Fadlallah and Khomeini’s respective quests for sovereignty are reflected in their political thought, particularly vis-a-vis their notions of maṣlaḥa, which I define as the “common good.” I argue that if, to an extent, Islamic political thought seeks to maximise maṣlaḥa, then this can also constitute a claim to sovereignty, the definition of which remains multidimensional and contentious. By closely examining Fadlallah and Khomeini’s writings and pronouncements on governance, popular movement, and state, I attempt to reveal how discussions regarding Islamic governance demonstrate a broader claim to authority in Islamic history.

Sign in / Sign up

Export Citation Format

Share Document