scholarly journals Understanding of Developing and Setting Tasks in Geography Lessons by German and Dutch Student Teachers

2021 ◽  
Vol 11 (2) ◽  
pp. 63
Author(s):  
Uwe Krause ◽  
Alexandra Budke ◽  
Veit Maier
Keyword(s):  
Student Teachers ◽  
Learning Outcomes ◽  
Teaching Practice ◽  
Quality Criteria ◽  
Learning Processes ◽  
Geography Education ◽  
Empirical Literature ◽  
The Subject ◽  
Social Learning Processes ◽  
Insight Into

Setting tasks plays a key role in geography lessons, as they enable students to engage with the subject content, guide lessons towards predefined learning outcomes, and are therefore important for assessment. At the same time, the use of tasks is complex as numerous aspects regarding the content and the students have to be taken into account. Based on theoretical and empirical literature, we identify seven quality criteria for tasks in geography education: motivating and engaging students; addressing the heterogeneity of students; structuring learning processes; comprehensible formulation; considering individual and social learning processes; making meaningful use of materials; and fostering the development of subject specific competences. These criteria were applied in observation of lessons, which were given during an exchange between student geography teachers from a Dutch and German university. Overall, it was found that student teachers recognize the defined quality criteria, but half of them focus on only one or two aspects. The difficulties student teachers face in task setting during their traineeship can partly be explained by their phase of apprenticeship and the context. The developed observation form was considered to be valuable for preparation and observation of and reflection on tasks in geography lessons, and the exchange enabled student teachers to gain an insight into their own teaching practice.

scholarly journals Peningkatan Kesiapan Mahasiswa Dalam Menempuh Praktek Lapangan Melalui Peer Teaching Dengan Pendekatan Kooperatif Jigsaw

2015 ◽  
Vol 22 (3) ◽  
pp. 365
Author(s):  
Sri Waluyanti ◽  
Djoko Santoso
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Teaching Practice ◽  
Lesson Plan ◽  
Peer Teaching ◽  
Learning Approach ◽  
Reliability Testing ◽  
Field Practice ◽  
The Subject ◽  
Real Picture

The purpose of the study is to improve the readiness of the students in performing Field Practice through peer teaching practice and Jigsaw cooperative learning approach. The approach of the study used classroom action research with the subject of the study were the students of bachelor program of Electronical Engineering who took video technique course. The study was done by the following steps, pre-action to balance the researcher’s perception and debriefing consisting designing lesson plan and micro teaching. The validity of the instruments of pedagogy competency was analyzed by item correlation, the result were, preparation r=0,73; implementation r=0,89 and evaluation r=0,97. The result of reliability testing for preparation was very reliable with r=0,89; implementation is very reliable with r=0,97 and implementation is less reliable with r=0,53. The result of the study showed that the students get a real picture of teacher’s responsibility through the exposure to the experiences of peer-tutoring, preparation, teaching practice, and evaluating the result of the study.The students’competence in preparation, teaching, and evaluating the result of study was improved cycle by cycle. The improvement in students’teaching skills was followed by improvement of the result of video technique learning outcomes.

scholarly journals The Assessment of Learning Outcomes in Australia

AERA Open ◽  
2017 ◽  
Vol 3 (1) ◽  
pp. 233285841668890 ◽  
Author(s):  
Linley Martin ◽  
Marian Mahat
Keyword(s):  
Learning Outcomes ◽  
Learning Outcomes Assessment ◽  
Undergraduate Study ◽  
Assessment Of Learning ◽  
Assessment Tasks ◽  
Institutional Learning ◽  
The Subject ◽  
Course Outcomes ◽  
Insight Into ◽  
Australian Universities

Since 2009 there has been increased interest in Australian universities’ ability to demonstrate that their students have acquired knowledge and skills as specified by them in the form of graduate attributes or institutional learning outcomes. This paper describes research undertaken in Australia to identify a comprehensive set of generalized learning outcomes for undergraduate study and a set of criterion-based standards to assist in grading of achievement of those outcomes. It was discovered that although Australian universities document institutional- and course-based learning outcomes for their programs, they generally do not assess students at this level. Instead, the majority of assessment of learning outcomes is at the subject level, and frequently these outcomes do not align well with the course- or institutional-based outcomes that have also been specified. In spite of this, it appears possible to identify generalized assessment tasks for subjects and use constructive alignment between subjects, course curriculum, and chosen course-based learning outcomes, which could be used to reliably measure course outcomes and compare results between universities. These developments are framed in terms of the assessment transparency framework, which provides insight into the current “as-is” situation as well as an indication of what is needed to move learning outcomes assessment toward a fully implemented “ideal” across the higher education sector.

scholarly journals Recognizing the needs – Student teachers´ learning to teach from teaching

2012 ◽  
Vol 4 (1) ◽  
pp. 92-107 ◽  
Author(s):  
Pernilla Nilsson
Keyword(s):  
Student Teachers ◽  
Professional Learning ◽  
Primary Schools ◽  
Teaching Practice ◽  
Learning To Teach ◽  
Primary Teacher ◽  
Primary Science ◽  
Science Student ◽  
Pedagogical Content ◽  
Insight Into

This paper is based on an exploration of the ways in which primary science student teachers recognize and learn about issues that shape their own professional learning. The paper discusses different perspectives of “knowledgebase needed for teaching” and Shulman’s concept of pedagogical content knowledge, and explores how elements of knowledge are to be recognized and further developed within primary teacher education. Primary science student teacher participants (n = 25) were stimulated to use portfolios as a tool to reflect upon situations within their six weeks teaching practice in pre- and primary schools in order to facilitate recognizing their knowledge needs. The results give an insight into what situations within the teaching practice that student teachers consider as important for their own learning to teach primary maths and science.

scholarly journals Using peers in a three folded support : student needs and achieving the learning outcomes!

2013 ◽  
Vol 5 (1) ◽  
Author(s):  
Anna Wiberg ◽  
Annika Hellbring
Keyword(s):  
Student Teachers ◽  
Learning Outcomes ◽  
Information Literacy ◽  
Information Seeking ◽  
Bologna Process ◽  
Close Relation ◽  
Law Students ◽  
Central Feature ◽  
Teachers And Students ◽  
The Subject

This poster describes how librarians, teachers and students collaborate at the Faculty of Law at Lund University in order to support the law students to achieve the learning outcomes.The purpose is to highlight the use of peers as a part of the learning support. When The Bologna process took place in 2007, the library introduced a plan on how to achieve the learning outcomes concerning information literacy. Information literacy is an important competence for law students and professionals and is therefore stressed in the learning outcomes. A central feature is that the outcomes should be closely related to the contents of each course so that the students practice information literacy as part of the subject law. To make best use of different competencies the library suggested a three folded support structure. Student teachers give database instructions for solving course assignments; subject teachers and librarians work together in lectures concerning document cultures and law practices; librarians are responsible for lectures concerning problem solving and information seeking. The faculty has a long tradition of hiring students to assist in teaching on a basic level. One reason to use peers in teaching is that students are close to the learning process and are familiar with difficulties. The students also have other perspectives on the topics being taught, which can be useful in their teaching (Biggs & Tang, 2011, p. 147). The information lectures have very often a high amount of participants, which sort of confirm the teaching organization. The library is responsible for coordinating the information literacy and work in close relation with the student teachers and the subject teachers. The librarians repeatedly discuss with the subject teachers and the student teachers about the learning outcomes and the assignments on the course. Exercises and questions for the students are jointly developed. The librarians also write manuals for the lectures given by librarians and student teachers.We believe this way of organizing support is one way to enhance student learning both in information literacy and in subject learning. References Biggs, J. B. & Tang, C. S-K. (2011). Teaching for quality learning at university: what the student does. 4th, [rev.] Ed.. Maidenhead: Open University Press.

scholarly journals A case study into pupil perceptions of Latin, conducted with a mixed-ability Year 9 Latin class at a comprehensive faith school

2021 ◽  
Vol 22 (43) ◽  
pp. 38-46
Author(s):  
David Bennett
Keyword(s):  
Young People ◽  
Teaching Practice ◽  
The Subject ◽  
Class Teacher ◽  
Insight Into ◽  
Normal Class ◽  
The Way

This case study was prompted by the identification, in observations and in discussion with the normal class teacher, of pupil demotivation and disaffection during Latin lessons, and the fact that this represented a considerable barrier to attainment and progress. My observation of this phenomenon coincided with Year 9 submitting their GCSE options. The combination of apparently ambiguous attitudes towards the subject and the fact that these attitudes were being brought to the fore explicitly because of the options choices drew my attention to pupil perceptions of the subject. It seemed to me that understanding the way in which pupils perceive the subject might be instructive for my own teaching practice, allowing me to better understand what pupils enjoy about the subject, what they find difficult, what enthuses them and what turns them off. Furthermore, the place of Latin within schools in general, and the particular school in which I conducted this study, is not something that should be taken for granted. It seemed to me, therefore, that this case study might provide some insight into whether Latin is a subject that young people feel is relevant and perhaps might offer some insight into what can allow Latin to have as inclusive an appeal as possible.

scholarly journals Educational Escape Rooms as a Tool for Horizontal Mathematization: Learning Process Evidence

2020 ◽  
Vol 10 (9) ◽  
pp. 213
Author(s):  
José Carlos Piñero Charlo
Keyword(s):  
Student Teachers ◽  
Learning Outcomes ◽  
Learning Environments ◽  
Primary Education ◽  
Learning Process ◽  
Mathematical Knowledge ◽  
Learning Processes ◽  
Focused Attention ◽  
Game Based Learning ◽  
Starting Point

The curricular perspective based on teaching processes which takes formal mathematical knowledge as a starting point has been severely criticized. This traditional perspective considers that the formal mathematical knowledge has to be taught prior to the application so, once taught, it can be used to solve problems. Along with this criticism, curricular alternative proposals that have focused attention on the learning process (rather than in the teaching one) have been developed. Recently, game-based learning has been developed as a problem-based learning methodology, able to achieve a deeper implication of the students. In line with this approach, the main scope of this paper is to provide evidence of the learning process in game-based learning environments. To do this, student teachers have designed an educational escape room that fits curricular learning outcomes. This manuscript reports on an educational escape room experience that was implemented in three different Primary Education Schools (total student population of 117 students, while here we present a fragment of 5 participants). In order to evaluate the development of certain knowledge, a transcribed fragment is presented and analyzed. In the reported experience, evidence of learning processes and horizontal mathematization are reported in the frame of an educational escape room. This constitutes an evidence of learning processes in gamified environments.

scholarly journals The impact of Teacher Fellows on teaching and assessment at tertiary level

2016 ◽  
pp. 77-78
Author(s):  
Tim G Harrison ◽  
Dudley E Shallcross
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Secondary School Teachers ◽  
First Year ◽  
Tertiary Level ◽  
Teaching And Learning Strategies ◽  
The Subject ◽  
The Impact ◽  
Insight Into

It is perceived that Outreach activities are primarily conducted to raise the profile of the department and the subject with a view to recruitment. However, we highlight a range of benefits to teaching practice and assessment of practical teaching at tertiary level that can arise from such activities. In particular, engaging with secondary school teachers can provide invaluable insight into successful teaching and learning strategies in particular for first year undergraduates.

scholarly journals Imagining the Intra-connections in Geography Education through the Notion of Place

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Krystle Ontong
Keyword(s):  
Higher Education ◽  
Student Teachers ◽  
Conceptual Understanding ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Geography Education ◽  
Social Phenomena ◽  
Global Environmental ◽  
Big Ideas ◽  
Point Of Departure

One of the challenges facing geography educators at higher education institutions in South Africa is to prepare students by providing them with an integrated conceptual and pedagogical toolkit that would adequately equip them to teach a type of geography that is current and relevant to local (but also global) environmental and social phenomena. As an intra-disciplinary science, Geography offers multiple avenues for fostering this type of integration, yet as argued elsewhere, [1] because of a fragmented school Geography curriculum, teacher educators struggle to foster holistic and integrated learning among novice student teachers. In fact, academic geographers most often privilege their own field of specialisation rather than work towards integration [2]. Ultimately, this perpetuates a fragmented teaching practice and conceptual understanding of geographical phenomena. This paper provides a theoretical exploration to demonstrate how Geography Education could retain its holistic nature and advance integration by (re)turning to its own intra-disciplinarity. It was found that the notion of “place” (one of Geography’s big ideas) could serve as a potential point of departure for fostering integrated thinking in the discipline. The argument is made that place-based approaches offer fertile avenues to pursue in Geography Education programmes for equipping student teachers with a holistic conceptual and pedagogical toolkit.

Empirical Knowledge on Foreign Military Intervention

2017 ◽  
Author(s):  
Jeffrey Pickering ◽  
David F. Mitchell
Keyword(s):  
Military Intervention ◽  
Theoretical Models ◽  
Empirical Literature ◽  
Military Force ◽  
Explanatory Variables ◽  
Theoretical Approaches ◽  
The Subject ◽  
Cumulative Knowledge ◽  
The Impact ◽  
Insight Into

While the empirical literature on foreign military intervention has made considerable progress identifying the causes and consequences of military intervention, we still have much to learn about the subject. Mixed and even contradictory results remain common in the literature, and cumulative knowledge has in many instances proven elusive. Arguably the two most prominent theoretical approaches in recent scholarship, the bargaining model and the rivalry approach, have provided important insight into the phenomenon. They would nonetheless benefit from further refinement. Common explanatory variables outside of these two approaches also require further theoretical and empirical development. The literature has recently begun to examine the impact that military intervention has on target societies as well, with particular attention being given to target state democratization, human rights development, and conflict resolution. Empirical research could shed additional light on all of these phenomena by developing more detailed theory and data on intervention targets. It would also profit from incorporating systematic knowledge on leaders’ proclivities to use military force into current theoretical models.

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