scholarly journals Tackling Controversial Issues in Primary Education: Perceptions and Experiences of Student Teachers

Religions ◽  
2020 ◽  
Vol 11 (4) ◽  
pp. 184
Author(s):  
Richard Woolley
Keyword(s):  
Teacher Training ◽  
Student Teachers ◽  
Primary Education ◽  
Controversial Issues ◽  
Training Courses ◽  
Definition Of

This paper considers the nature and definition of controversial issues in primary education, exploring how they may be deemed controversial in different ways according to context. Drawing on research undertaken with student teachers in their final year of study at universities in England, it explores the issues that they feel apprehensive about facing in their first teaching post and those that they feel it is important to explore with children. It identifies issues relating to relationships, religion and belief and bereavement as being of significant concern, suggesting priorities for teacher training courses and contrasting these with research undertaken a decade earlier.

scholarly journals Perceptions of Heritage among Students of Early Childhood and Primary Education

2021 ◽  
Vol 13 (19) ◽  
pp. 10636
Author(s):  
José A. López-Fernández ◽  
Silvia Medina ◽  
Miguel J. López ◽  
Roberto García-Morís
Keyword(s):  
Early Childhood ◽  
Teacher Training ◽  
Early Childhood Education ◽  
Cultural Heritage ◽  
Student Teachers ◽  
Primary Education ◽  
Childhood Education ◽  
Heritage Education ◽  
Local Material ◽  
Bachelor's Degrees

In recent decades, a growing awareness of the importance of preserving cultural heritage as a means of promoting sustainable development has been accompanied by a similar re-evaluation of the role of heritage education as a key driver of citizen engagement. The development and implementation of heritage education at all levels, particularly in the context of teacher training, is of vital importance. The aim of this study is to analyse student teachers’ understanding of heritage and its potential as an educational tool, in order to identify measures to enhance teacher training and practice with respect to heritage and heritage education. The research design consists of a comparative study of a non-random sample of 149 trainee teachers undertaking Bachelor’s degrees in Early Childhood Education and Primary Education at the University of Córdoba (Spain). The results reveal a mainly cultural conception of heritage among both groups, based on local material elements, and little sense of the link between heritage and present-day life. The students studying early childhood education were found to display a more specific knowledge of heritage in their answers, while the primary education students showed a greater awareness of identity and values as features of cultural heritage.

scholarly journals Developing student teachers experience through critical reflection on placement

2019 ◽  
Vol 15 (5b) ◽  
pp. 31
Author(s):  
Bui Tran Quynh Ngoc
Keyword(s):  
Teacher Training ◽  
Student Teachers ◽  
Reflective Practice ◽  
Professional Practice ◽  
Critical Reflection ◽  
Ho Chi Minh City ◽  
Training And Research ◽  
Training Courses ◽  
Vital Component ◽  
Education Courses

Critical reflection shows a great potential in enhancing professional practice and can be considered as a vital  component of teacher training courses.  In the context of teaching placements, critical reflection can act as an important lens through which students can interrogate, share and compare their experiences. In agreement with Stephen Brookfield’s works (1995; 2005) which valued reflective practice as a mean of learning, this study applies critical reflection process to identify and analyse the ways student teachers have dealt with the incidents during their placement. This data, combining with assessment of students after placement collected by Department of Training and research of other lectures at  Ho Chi Minh City  University of Education, can produce an informative resource about placement for teacher training program.  The findings of this study might contribute to a better understanding of students’ placement experiences and then inform future curriculum improvement in teacher education courses of Ho Chi Minh City University of Education.

scholarly journals Spokes in the Wheels of CLIL for Multilingualism or How Monolingual Ideologies Limit Teacher Training

2019 ◽  
Vol 12 (2) ◽  
pp. 17
Author(s):  
Otilia Martí ◽  
Laura Portolés
Keyword(s):  
Teacher Preparation ◽  
Teacher Training ◽  
The Netherlands ◽  
Student Teachers ◽  
Primary Education ◽  
Teaching Approach ◽  
Initial Teacher Training ◽  
English Only ◽  
Practitioner Perceptions ◽  
The Impact

In line with van Kampen et al.’s (2018) research about specialist and practitioner perceptions on the goals for CLIL in the Netherlands, the present study addresses Hüttner, Dalton-Puffer and Smit’s (2013) call for investigating teachers’ beliefs about CLIL in European countries like Spain where this teaching approach is highly institutionalized. Unlike the aforementioned studies, though, ours focuses on novice subject teachers in Primary education. More specifically, it links teacher cognition and pre-service or initial teacher training with the aim of exploring the extent to which student teachers’ beliefs mediate their education. The analysis of how these student teachers understand the aims and language principles of CLIL unveils the role that a set of monolingual ideologies (e.g. “the English only policy”) play in the conceptualization and consequent acceptance or disapproval of this teaching approach. As we also pay heed to the impact of tertiary instruction on participants’ beliefs, implications for CLIL teacher preparation programmes are discussed.

scholarly journals SANTIAGO – VILLARRICA – BARCELONA: THE STATISTICAL INVESTIGATIVE CYCLE IN PRIMARY EDUCATION TEACHER TRAINING

2021 ◽  
Vol 20 (2) ◽  
pp. 12
Author(s):  
FRANCISCA M. UBILLA ◽  
CLAUDIA VÁSQUEZ ◽  
FRANCISCO FRANCISCO ROJAS ◽  
NÚRIA GORGORIÓ
Keyword(s):  
Teacher Training ◽  
Data Collection ◽  
Student Teachers ◽  
Primary Education ◽  
Education Student ◽  
Future Teachers ◽  
Education Teacher ◽  
Statistical Knowledge ◽  
Research Questions ◽  
Tools And Techniques

We consider the ability to complete an investigative cycle as an indicator of the robustness of students’ statistical knowledge. From this standpoint, we analyzed the written reports of primary education student teachers when they developed an investigative cycle in a Chilean and a Spanish university. In their development of the stages of the cycle we observed characteristics common to the centers (for example, summary research questions and conclusions that are a simple concatenation of results), and differential features (the data collection tools and techniques, among others). Armed with a knowledge of how future teachers approach and understand an investigative cycle we are able to contribute ideas that influence their training, building bridges between what they learn and what they should teach. Abstract: Spanish Consideramos la capacidad para completar un ciclo de investigación estadística como indicador de la robustez del conocimiento estadístico del estudiante. Desde este posicionamiento, analizamos las producciones escritas de profesores de enseñanza básica en formación cuando desarrollan un ciclo de investigación en una universidad Chilena y una Española. En las concreciones de las fases del ciclo observamos características comunes entre los centros (por ejemplo, preguntas de investigación tipo resumen y conclusiones como simple concatenación de resultados), y elementos diferenciales (instrumentos y técnicas de recogida de datos, entre otros). Conocer cómo abordan y comprenden el ciclo de investigación los futuros profesores nos permite aportar ideas para incidir en su formación, tendiendo puentes entre lo que aprenden y lo que deberán enseñar.  

Application of Project-based Learning for Primary Teachers - A New Direction in Professional Training at Pedagogical Universities and Colleges in Vietnam

2020 ◽  
Author(s):  
Thi Tam Bui ◽  
T.T.H. Vu ◽  
Q.H. Le ◽  
Trong Luong Pham ◽  
T.M.A. Nguyen ◽  
...  
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Primary Education ◽  
Primary Teachers ◽  
Project Based Learning ◽  
Primary Teacher ◽  
Great Success ◽  
Learning Method ◽  
Teacher Training Program ◽  
Primary Teacher Training

Teaching staffs in general and primary teachers in particular have been proven to contribute to great success of the comprehensive renovation process in the current Vietnamese education system. Significantly, pedagogical universities specialized in primary education should predominantly pay attention to the quality of training and meet the requirements of society. In the case of Tay Nguyen University in Vietnam, lecturer staffs involved in training of primary teachers have made great efforts in applying new teaching methods. Furthermore, it has been used effectively in many parts of the primary teacher training program is the project-based learning method. In this paper, in addition to general theories about the project-learning method, we will present the advantages of applying the teaching method in the primary teacher training program in general and in the "Crafts and Techniques" module in particular at Tay Nguyen University. Finally, discussion process of applying project-based learning and project evaluation methods of primary education students in teaching this module are preferred.

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