scholarly journals Opportunities to Develop Lifelong Learning Tendencies in Practice-Based Teacher Education: Getting Ready for Education 4.0

2021 ◽  
Vol 13 (11) ◽  
pp. 292
Author(s):  
Kiomi Matsumoto-Royo ◽  
Maria Soledad Ramírez-Montoya ◽  
Paulette Conget
Keyword(s):  
Teacher Education ◽  
Lifelong Learning ◽  
Structural Equation ◽  
Teacher Educators ◽  
Comparative Method ◽  
Equation Model ◽  
Structured Interviews ◽  
Lifelong Learners ◽  
Technological Field ◽  
Main Barrier

Education 4.0 prepares new generations to develop the skills required to perform in a technological, dynamic, and unpredictable world. The main barrier to implementing Education 4.0 in schools is that teachers have not been trained for it. Given the advances and new resources of the technological field, teacher preparation will be insufficient if it focuses on technological skills but does not incorporate the necessary dispositions for lifelong learning. Universities have the ethical imperative to update teacher education so teachers can become lifelong learners. The objective of this study was to understand whether practice-based curricula offer opportunities to promote lifelong learning tendencies. We used a sequential explanatory method. Quantitative and qualitative instruments were applied to pre-service teachers (survey: n = 231, semi-structured interviews: n = 8), and causal and descriptive approaches were supported by a structural equation model and constant comparative method, respectively. Data triangulation confirmed and added depth to the relationship found. Practice opportunities provided by teacher educators in learning activities and assessment tasks promote curiosity, motivation, perseverance, and self-learning regulation, when they are (i) systematic; (ii) relevant to the classroom work; (iii) presented with clear instructions and effective rubrics; (iv) accompanied with feedback focused on the task, soliciting reflection, and performed by peers and teacher educators in a trustworthy environment. This research may be of value to universities looking to renew their Education 4.0 programs because it shows that practice-based curricula not only transform pre-service teachers into teaching experts but also into lifelong learners.

scholarly journals The effect of motivation of success of university students on personal-professional competence: Mediation role of lifelong learning tendency

2020 ◽  
Vol 9 (3) ◽  
pp. 583
Author(s):  
Halil Ekşi ◽  
Mustafa Özgenel ◽  
Esin Metlilo
Keyword(s):  
University Students ◽  
Lifelong Learning ◽  
Structural Equation ◽  
Professional Competence ◽  
Equation Model ◽  
Professional Competencies ◽  
Competence Motivation ◽  
The Relationship ◽  
Positive Significant Correlation

In this study, the relationship between motivations for success, personal-professional competencies and lifelong learning tendencies of university students were investigated. The study group consists of 344 University students from Turkey and Kosovo. In this research, the collection of data was done by “Personal-Professional Competencies Perception Scale, “Success Oriented Motivation Scale” and “Lifelong Learning Tendency Scale”. In order to determine the relationship between variables in the analysis of the data, correlation analysis was performed and tested with the structural equation model. According to the results of the research; there was a positive significant correlation between motivation for success and personal professional competence, and a positive significant relationship between lifelong learning and personal-professional competence. Motivation for success positively affects personal-professional competencies and lifelong learning tendencies. It has been determined that lifelong learning tendency is a partial tool in this relationship.

scholarly journals Curriculum flexibility in a blended curriculum

2020 ◽  
Author(s):  
Herma Jonker ◽  
Virginie März ◽  
Joke Voogt
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Education Institution ◽  
Structured Interviews ◽  
Research And Practice ◽  
Face To Face ◽  
Teacher Education Institution ◽  
Student Enrolment

This study offers insights into the processes that play a role in realising curriculum flexibility. Curriculum flexibility is conceptualised in terms of adaptability and accessibility of the curriculum to students’ needs and capabilities. To realise curriculum flexibility, the teacher education institution in this study designed a blended curriculum with face-to-face and online components. This flexible curriculum aimed at increasing student enrolment and allowing for variety in students’ graduation portfolios. Through semi-structured interviews with 10 teacher educators, conditions that could foster or hinder the realisation of flexibility were investigated. Results indicate that different contextual, teacher-, and student-related conditions were perceived to affect (further) curriculum flexibility. Furthermore, teacher educators identified several challenges related to these influential conditions, which were recognised as tensions. Based on a discussion of these findings, recommendations for research and practice are given.

scholarly journals Integrating Education for Sustainability in Preservice Teacher Education: A Case Study From a Regional Australian University

2013 ◽  
Vol 29 (2) ◽  
pp. 152-164 ◽  
Author(s):  
Reece Mills ◽  
Louisa Tomas
Keyword(s):  
Teacher Education ◽  
Preservice Teacher ◽  
Teacher Educators ◽  
Preservice Teacher Education ◽  
School Level ◽  
Education For Sustainability ◽  
Structured Interviews ◽  
Enabling Factors ◽  
Bachelor Of Education

AbstractEducation for Sustainability (EfS) has been prioritised in the School of Education at James Cook University (JCU), Townsville, Australia. This article presents a case study that explores the ways in which teacher educators integrate EfS in their teaching in the Bachelor of Education (BEd) (Primary) at JCU, and their perceptions of enablers and constraints. Two key findings arose from the analysis of semi-structured interviews conducted with four subject coordinators, and their subject outlines: (1) teacher educators at JCU integrate EfS in different ways through their choice of assessment, content and/or pedagogy; and (2) constraints operating at the school level, namely teacher educators’ perceptions and understanding of EfS, were perceived to be salient challenges to the integration of EfS in the program. Vision, leadership and funding at the university level were also identified as enabling factors that warrant further investigation. Findings contribute to existing literature regarding the integration of EfS in preservice teacher education, and serve to inform practice at JCU and universities more broadly.

scholarly journals Being in Tension: Faculty Explorations of the Meaning of Social Justice in Teacher Education

2019 ◽  
Vol 12 (1) ◽  
Author(s):  
M. Shelley Thomas ◽  
Christine Clayton ◽  
Shin-ying Huang ◽  
Roberto Garcia
Keyword(s):  
New York ◽  
Teacher Education ◽  
Social Justice ◽  
Content Analysis ◽  
Teacher Educators ◽  
Meaning Making ◽  
Full Time ◽  
Structured Interviews ◽  
Critical Position ◽  
Diverse Perspective

This study explores faculty perspectives of social justice in teacher education within one New York institution with a social justice focus. Grounded in the institution’s self-study process for accreditation, the researchers were a part of a team that collected data from structured interviews, including a card sort, of 42 full time teacher educators across 16 programs in the institution. Informed by sociocultural theories (Vygotsky, 1978; Wertsch, 1991), a content analysis revealed the language selected by faculty as well as their meaning-making process and describes how individuals contextualized those meanings. Findings demonstrated a range of meanings and lack of a shared understanding about social justice. Even where apparent consensus existed around particular terminology, the content analysis revealed that individual meanings were deeply contextualized within disciplines and, thereby, were quite distinct. We raise questions regarding how to use dialogue as a meaning making process, the possibilities for a range of meanings, and the significance of contextualizing social justice. The study suggests that significant tensions remain but that “being in tension” is a critical position and potentially informative to faculty who might consider using a framework that invites more diverse perspective rather than embrace a unitary meaning of the term.

scholarly journals How basic psychological needs and motivation affect vitality and lifelong learning adaptability of pharmacists: a structural equation model

2018 ◽  
Vol 23 (3) ◽  
pp. 549-566 ◽  
Author(s):  
Sharon L. N. M. Tjin A Tsoi ◽  
Anthonius de Boer ◽  
Gerda Croiset ◽  
Andries S. Koster ◽  
Stéphanie van der Burgt ◽  
...  
Keyword(s):  
Lifelong Learning ◽  
Structural Equation Model ◽  
Structural Equation ◽  
Psychological Needs ◽  
Equation Model ◽  
Basic Psychological Needs

scholarly journals What Hinders the Development of Green Building? An Investigation of China

2019 ◽  
Vol 16 (17) ◽  
pp. 3140 ◽  
Author(s):  
Wu ◽  
Jiang ◽  
Cai ◽  
Wang ◽  
Li
Keyword(s):  
Circular Economy ◽  
Structural Equation ◽  
Rapid Development ◽  
Green Building ◽  
Equation Model ◽  
Decision Makers ◽  
Structured Interviews ◽  
Potential Barriers ◽  
Use Of Resources ◽  
The Status

With the rapid development of the economy, people are paying more and more attention to the environmental problems. In this circumstance, the concept of a circular economy is proposed for making efficient use of resources and minimizing the production of waste and other emissions. Each year, the construction sector consumes a vast volume of resources and makes impacts on the environment. To align with the development of the circular economy, the concept of green building is proposed. In China, though the concept of green building has been promoted for decades, the development status is far from optimistic. Thus, this paper aims to investigate the barriers that hinder green building development (GBD) in China. Through a systematic review and semi-structured interviews with experienced industrial practitioners, 24 potential barriers of GBD in China were identified. A questionnaire survey was then conducted for data collection. After descriptive and inferential statistical analyses, a partial least squares structural equation model (PLS-SEM) was established to investigate the impacts of different barriers on GBD. Results showed that the lack of policy and industry guidance, the immature market environment, and the lack of environmental awareness are the most important GBD barriers in China. This research can assist stakeholders in better understanding the status of GBD in China and enable decision-makers to formulate appropriate strategies to promote green building.

scholarly journals Evaluation of some factors affecting self-efficacy beliefs of students studying in teacher education departmentsÖğretmenlik bölümlerinde öğrenim gören öğrencilerin öz yeterlik inançlarını etkileyen bazı faktörlerin değerlendirilmesi

2018 ◽  
Vol 15 (3) ◽  
Author(s):  
Ender Şenel ◽  
Kemal Tamer
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Self Efficacy ◽  
Structural Equation ◽  
Science Teacher Education ◽  
Mathematics Teacher Education ◽  
Efficacy Beliefs ◽  
Equation Model ◽  
English Summary ◽  
Factors Affecting

The aim of this study was to evaluate some factors affecting self-efficacy beliefs of students in physical education and sport teacher department and students in the other fields of teacher education departments. Total of 515 students from Physical Education and Sport Teacher Department, Science Teacher Education, Mathematics Teacher Education, Social Studies Teacher Education, Music Teacher Education and Art Teacher Education Departments at Gazi University Faculty of Education participated in the study. Collected data was analyzed in SPSS 16.0 program by using Pearson Product Correlation test. Confirmatory Factor Analysis (CFA) in AMOS (Analysis of Moment Structure) was done for the sample group conformity of scales. As a result of literature review made before study, a structural equation model was hypothesized. Consequently, by examining the model fit indexes of hypothesized model, it can be concluded that having high level of emotional intelligence decreased academic burnout level of students and correspondingly academic and general self-efficacy beliefs were increased. Extended English summary is in the end of Full Text PDF (TURKISH) file.ÖzetBu çalışmanın amacı, beden eğitimi ve spor öğretmenliği bölümü ile diğer alanların öğretmenlik bölümlerinde öğrenim gören öğrencilerin öz yeterlik inançlarını etkileyen bazı faktörlerin değerlendirilmesidir. Araştırmaya Gazi Üniversitesi Beden Eğitimi ve Spor Yüksekokulu Beden Eğitimi ve Spor Öğretmenliği, Eğitim Fakültesi Fen Bilgisi Öğretmenliği, Matematik Öğretmenliği, Sosyal Bilgiler Öğretmenliği, Müzik Öğretmenliği ve Resim Öğretmenliği bölümlerinden toplam 515 öğrenci katılmıştır. Veriler, SPSS 16.0 paket programında Pearson Product Correlation testi kullanılarak analiz edilmiştir. Ayrıca duygusal zeka, genel öz yeterlik, akademik tükenmişlik ve akademik öz yeterlik ölçeklerin[a1] in[E2]  örneklem grubuna uygunluğunun belirlenmesi için AMOS (Analysis of Moment Structure) programında Doğrulayıcı Faktör Analizi (DFA) yapılmıştır. Araştırma öncesinde yapılan literatür taraması sonucunda bir yapısal eşitlik modeli hipotez edilmiştir. Sonuç olarak, hipotez edilen modelin uyum indekslerine bakarak duygusal zekâ seviyesi yüksek olan öğrencilerin akademik tükenmişliğinin düşeceği buna bağlı olarak akademik öz yeterlik ve genel öz yeterlik inançlarının artacağı söylenebilir.

scholarly journals Teacher educators’ understanding of integrating lesson study into pre-service teacher education

2021 ◽  
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Education Reform ◽  
Lesson Study ◽  
Teacher Educators ◽  
Two Dimensions ◽  
Effective Teacher ◽  
Structured Interviews ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

Abstract In Myanmar, according to the National Education Strategic Plan (NESP) 2016–2021, the four-year Education College curriculum has been developed and implemented, in line with the pre-service teacher education reform. In the new curriculum, the Lesson Study (LS) model is integrated into the practicum. LS is an effective teacher professional development practice that originated in Japan and is becoming popular all over the world today, suited to both pre-service and in-service teacher education. The LS concept has been introduced to the Myanmar context since 2011 through international training projects and there are two LS research projects which focus on the impacts of the training. However, there is no follow-up research which explores teacher educators’ understanding of LS and their LS practices after the training projects and there is no research related to the integration of LS into pre-service teacher education. This study explores the LS experiences and perspectives of teacher educators who have to take the responsibility of integrating LS into pre-service teacher education with the aim of assessing their readiness for that. Eight teacher educators from six Education Colleges in Myanmar participated in this qualitative research project. Semi-structured interviews were conducted for data collection. The results reveal that teacher educators are already familiar with the term “LS” through the former LS projects. Moreover, the findings show two dimensions of teacher educators’ lesson study experiences; namely, lesson study experiences as a tool of professional development and as a tool of teacher training. They have positive perceptions about the integration of LS into the practicum but it is still challenging for them.

scholarly journals Teacher educators’ perceptions and challenges of using critical pedagogy: A case study of higher teacher education in Tanzania

2021 ◽  
Vol 18 (4) ◽  
pp. 112-129
Author(s):  
Patrick Kavenuke ◽  
◽  
Abdulghani Muthanna ◽  
Keyword(s):  
Teacher Education ◽  
Critical Pedagogy ◽  
Teaching And Learning ◽  
Critical Reflection ◽  
Teacher Educators ◽  
Teaching Style ◽  
Structured Interviews ◽  
Teaching Resources ◽  
Effective Use

This study investigates teacher educators’ perceptions of and challenges affecting the use of critical pedagogy in higher teacher education in Tanzania. The study employed a qualitative case study design and collected in-depth data through semi-structured interviews and direct classroom observations. The findings showed that critical pedagogy is a significant approach for developing students’ abilities to do critical reflection. However, critical pedagogy demands building a friendly relationship with students and encouraging dialogic interactions; all these lead to critical reflection in return, ensuring better understanding of the subject content. Most importantly, the findings report several challenges related to the presence of crowded classes, the use of lecturing teaching style and the use of English as a language of instruction, the use of unsuitable assessment format that is university guided and lack of teaching resources. These challenges impede the effective use of critical pedagogy in teaching. To overcome such challenges, policy makers and institutional leaders need to rethink of providing teaching resources and encouraging the use of critical pedagogy in teaching and learning at higher teacher education programmes. The study concludes that by practising what teacher educators perceive to be critical pedagogy, classrooms will be transformed into places of liberation. Further, while this qualitative study does not intend to make any generalisation, the findings might be of interest to international teacher educators who are interested in employing the critical pedagogy approach effectively.

Exploring tensions in integrating core practices into initial EFL teacher education programs in the Chilean context

2021 ◽  
pp. 136216882110541
Author(s):  
Malba Barahona ◽  
Stephen Darwin
Keyword(s):  
Teacher Education ◽  
Classroom Practice ◽  
Teaching Practices ◽  
Teacher Educators ◽  
Target Language ◽  
Teacher Education Programs ◽  
Sequential Data ◽  
Structured Interviews ◽  
Education Programs ◽  
Core Practices

Internationally, there is increasing interest in the value of incorporating core practices into second language (L2) teacher education programs. This article reports on a research project that investigated how a set core practices are integrated into the Methods courses and practicums in Chilean language teacher education programs for English as a foreign language (EFL). The study was framed by a two-stage, sequential data collection strategy based on a questionnaire ( n = 48) and semi-structured interviews ( n = 21) to university-based, Chilean English teacher educators. The questionnaire identified teaching practices in use, whilst the interviews sought to understand how teacher educators taught these identified teaching practices, as well as the rationale for these choices. Two practices – facilitating target language comprehensibility and building discourse communities – emerged as the most prominent practices. Primarily, these practices were taught through modelling, decomposing, planning and simulations. However, potentially more complex issues around translanguaging, inclusion strategies and cultural practices tended to be framed using more directive and teacher-centred pedagogies. The outcomes of the study highlight several critical issues for L2 teacher education: the relative balance between theoretical and practical domains often compounded by the lack of meaningful opportunities for authentic classroom practice; and the significant challenges faced by teacher educators by engaging in ‘practice’ in a crowded program structure.

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