scholarly journals Initial Teacher Education for Inclusive Education: A Bibliometric Analysis of Educational Research

2020 ◽  
Vol 12 (12) ◽  
pp. 4923
Author(s):  
Daniela Maria Cretu ◽  
Felicia Morandau
Keyword(s):  
Teacher Education ◽  
Bibliometric Analysis ◽  
Inclusive Education ◽  
Web Of Science ◽  
Research Literature ◽  
Initial Teacher Education ◽  
The Past ◽  
Cross Border ◽  
Starting Point ◽  
Inclusive Policy

In the context of international demands in recent decades to strengthen the commitment to inclusive policy and practices within education systems, teacher education has been challenged to find ways to prepare teachers capable of addressing the various needs of learners. The goal of this paper is to examine the research literature on initial teacher education for inclusive education (ITEIE) by using bibliometric analysis carried out on 440 documents indexed by Web of Science (WoS). The findings support the understanding of the ITEIE field regarding the evolution across time, the contributions in the field, the relevant journals, authors, and papers, the collaboration patterns. Although there has been a significant increase in the number of published works over the years, only a small number of countries and researchers have made significant contributions to the field. The analyses performed with VOSviewer software indicated poor collaboration among participating countries and authors. Several general topics have been addressed in the field over the past 25 years. There is a need to develop more cross-border research groups to ensure progress in the field. By mapping the emerging ITEIE research literature, this study can be a starting point for the development of new studies in the area.

scholarly journals EUROPEAN INSPIRATIONS FOR POST-GRADUATE TEACHER EDUCATION FOR INCLUSION IN GREECE

2020 ◽  
Vol 7 (8) ◽  
Author(s):  
Charis-Olga Papadopoulou
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Graduate Education ◽  
Inclusive Education ◽  
Language Teachers ◽  
Initial Teacher Education ◽  
Language Teacher Education ◽  
Post Graduate ◽  
Self Study ◽  
Graduate Teacher Education

<p>The present paper explores the extent to and the ways in which European mandates for teacher education for inclusion can inspire post-graduate teacher education for inclusion in the context of Greek higher education. With means of a longitudinal self-study on such a course for language teachers the empowering effects of teacher education for inclusion are identified, barriers to it are looked into and suggestions for improvement, as exemplified by the Greek context, are made. The present research aims to contribute to our thinking on inclusive education in that the Profile of Inclusive Teachers, so far related mainly to initial teacher education, is related to post-graduate education and language teacher education, so far minimally explored in self-studies, is explored.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0628/a.php" alt="Hit counter" /></p>

scholarly journals O que dizem as pesquisas sobre a Resolução de Problemas na formação inicial de professores de Matemática: um olhar sobre as fragilidades metodológicasWhat research on problem solving in the initial teacher education of mathematics says: a look into the methodological weaknesses

2020 ◽  
Vol 22 (2) ◽  
pp. 721-750
Author(s):  
Luiz Otavio Rodrigues Mendes ◽  
Ana Lucia Pereira ◽  
Marcelo Carlos de Proença
Keyword(s):  
Teacher Education ◽  
Problem Solving ◽  
Teaching And Learning ◽  
Basic Education ◽  
Initial Teacher Education ◽  
Future Research ◽  
Point Problem ◽  
Mathematical Content ◽  
Revisión Sistemática ◽  
Starting Point

ResumoA resolução de problemas, quando trabalhada com o problema como ponto de partida, tem apresentado profícuas possibilidades no ensino superior. No entanto, quais as possíveis fragilidades quando se trabalha com esta abordagem nesta perspectiva? À vista disso, este artigo apresenta o resultado de uma pesquisa que tem como objetivo desvelar as fragilidades que se evidenciam a partir do desenvolvimento da abordagem de resolução de problemas, em que se tem o problema como ponto de partida na formação inicial de professores de Matemática, apresentadas em teses e dissertações. A partir de uma revisão sistemática da literatura, encontramos 12 pesquisas que constituíram o corpus de dados, para serem analisadas seguindo as técnicas de Análise de Conteúdo, de onde foi possível identificarmos quatro categorias. Os principais resultados revelam que as fragilidades se relacionam com: I) dificuldades quanto à falta de conhecimento sobre o conteúdo matemático da educação básica pelos licenciandos; II) dificuldades apresentadas pelos licenciandos em comunicar suas ideias a respeito do conteúdo matemático trabalhado; III) dificuldade no entendimento dos problemas pelos estudantes; e, IV) dificuldades relativas ao tempo, referentes à realização das atividades pelos licenciandos e ao desenvolvimento da abordagem de ensino. Tais apontamentos podem contribuir com pesquisas futuras que desejem traçar este caminho, aprimorando-as e contribuindo com o processo de ensino e aprendizagem da Matemática.Palavras-chave: Solução de problemas, Formação inicial de professores, Matemática.AbstractWhen working with the problem as a starting point, problem-solving has presented fruitful possibilities in Higher Education. However, what are the possible weaknesses when working with this approach from this perspective? In view of this, this article presents the result of research that aims to unveil the fragilities that are evident from the development of the problem-solving approach, in which the problem is taken as a starting point in the initial training of mathematics teachers, presented in theses and dissertations. From a systematic review of the literature, we found 12 surveys that constituted the corpus of data, to be analyzed following the Content Analysis techniques, from which it was possible to identify four categories. The main results reveal that the weaknesses are related to I) difficulties related to the students’ lack of knowledge about the mathematical content of basic education; II) students’ difficulties to communicate their ideas about the mathematical content worked; III) students’ difficulty in understanding the problems; and, IV) difficulties related to time, concerning the students’ activity performance and the development of the teaching approach. Such notes can contribute to future research that wishes to follow this path, improving them and contributing to the process of teaching and learning Mathematics.Keywords: Problem-solving, Initial teacher education, Mathematics.ResumenLa resolución de problemas cuando se trabaja con el problema como punto de partida, ha presentado posibilidades fructíferas en la educación superior. Sin embargo, ¿cuáles son las posibles debilidades de entender y trabajar con este enfoque en esta perspectiva? En vista de esto, este artículo presenta el resultado de una investigación que tiene como objetivo develar las debilidades que se evidencian a partir del desarrollo del enfoque de resolución de problemas, en el que el problema se toma como punto de partida en la formación inicial de docentes de Matemáticas, presentadas en tesis y disertaciones. A partir de una revisión sistemática de la literatura, se encontraron 12 investigaciones que constituían el corpus de datos, para ser analizadas siguiendo las técnicas de Análisis de Contenido de manera cualitativa. Los principales resultados revelan que las debilidades están relacionadas con I) dificultades relacionadas con la falta de conocimiento sobre el contenido matemático de la Educación Básica por parte de los estudiantes de docencia, II) dificultades presentadas por los estudiantes de docencia para comunicar sus ideas sobre el contenido matemático trabajado, III) dificultad presentada por los alumnos para comprender problemas y IV) dificultad relacionada con el tiempo para desarrollar actividades y aplicar el enfoque. Tales notas pueden contribuir a futuras investigaciones que deseen trazar este camino, mejorarlas y contribuir al proceso de enseñanza y aprendizaje de las Matemáticas.Palabras clave: Resolución de problemas, Formación inicial de profesores, Matemáticas

Historical Traces of a General Measurement Theory in Psychology

2018 ◽  
Vol 22 (3) ◽  
pp. 278-289 ◽  
Author(s):  
Marion S. Aftanas ◽  
Joanna Solomon
Keyword(s):  
Measurement Theory ◽  
Research Literature ◽  
Measurement Process ◽  
Standard System ◽  
Future Research ◽  
Positive Theory ◽  
Psychological Measurement ◽  
The Past ◽  
Starting Point ◽  
General Measurement

A review of the historical measurement theory literature in psychology reveals a recurring focus on a physical rather than a psychological model of the measurement process, whereas the active measurement research literature points to an emphasis on elements of a psychological measurement process. On the basis of the relevant portions of these anomalous findings the authors outline parts of a general measurement structure for psychology that begins with an essential theoretical base. The review first explores a century-old statement that developed a promising starting point within test development. This is followed by a diversionary statement based on physical measurement that mandated discussions of measurement in psychology to a physical model. The statement appeared to be countered by the theory of scale types ( Stevens, 1946 ), which provided a promising element of the psychological measurement process. The legacy of the theory of scales, however, resulted in confusion and inconsistency about the specifics of psychological measurement. After reviewing some of the contributions in the research literature, a conciliation of the positive theory efforts of the past and the protocols for a measurement process are presented that is based upon the standard system of measurement ( Aftanas, 1988 , 2006 ) as the basic theoretically necessary element of measurement. The theoretical framework based on the standard system promises not only to integrate the components of measurement, and categories of psychological measurement that have been referenced in the past, but also to provide an easily assimilated protocol that can serve as a basis for future research and pedagogical exposition.

scholarly journals Hotspots, Frontiers, and Emerging Trends of Superabsorbent Polymer Research: A Comprehensive Review

2021 ◽  
Vol 9 ◽  
Author(s):  
Minmin Yang ◽  
Jihuai Wu ◽  
Geoffrey M. Graham ◽  
Jianming Lin ◽  
Miaoliang Huang
Keyword(s):  
Web Of Science ◽  
Theoretical Study ◽  
High Water ◽  
Research Literature ◽  
Superabsorbent Polymer ◽  
Future Directions ◽  
The Past ◽  
Emerging Trends ◽  
Research Themes ◽  
Polymer Research

Superabsorbent polymer (SAP) is a kind of functional macromolecule with super-high water absorption and retention properties, which attracts extensive research and has wide application, especially in the areas of hygiene and agriculture. With reference to the Web of Science database, the SAP research literature from 2000 to 2019 is reviewed both quantitatively and qualitatively. By examining research hotspots, top research clusters, the most influential works, the representative frontier literature, and key emerging research trends, a visual panorama of the continuously and significantly increasing SAP research over the past 2 decades was presented, and issues behind the sharp increase in the literature were discovered. The findings are as follows. The top ten keywords/hotspots headed by hydrogel highlight the academic attention on SAP properties and composites. The top ten research themes headed by clay-based composites which boast the longest duration and the strongest impact have revealed the academic preference for application rather than theoretical study. Academically influential scholars and research studies have been acknowledged, and the Wu group was at the forefront of the research; however, more statistically significant works have been less detected in the last 10 years despite the sharper increase in publications. Hydrogel, internal curing, and aerogel are both current advances and future directions.

scholarly journals Analysis of the Possibilities of the Initial Teachers Education Programs for The Development of Inclusive Competencies

2021 ◽  
pp. 251-272
Author(s):  
Lejla Muratović ◽  
Amer Ćaro
Keyword(s):  
Teacher Education ◽  
Inclusive Education ◽  
Professional Training ◽  
Teacher Education Program ◽  
Analysis Procedure ◽  
Initial Teacher Education ◽  
Future Teachers ◽  
Education Programs ◽  
Inclusive Practice ◽  
The University

The implementation of inclusive education in practice results in greater complexity of the teacher's role, andpre-professional teacher's training imposes new approaches, values and expectations. The initial education is the first step in teachers’ professional training. Training of future teachers for competent performance in the field of inclusive practice should be one of the priorities in the development of curricula and programs of initial teacher's education. The aim of this research was to determine the possibilities of initial teacher's education for the acquisition and development of inclusive competencies. To obtain the necessary data, we used the documentation analysis procedure. We analyzed the initial teacher’s education programs at the University ˝Dzemal Bijedic˝ of Mostar, the University of Tuzla and the University of Zenica. The analysis of initial teacher’s education programs showed inconsistencies in the number and representation of subjects relevant to inclusive education at three universities in Bosnia and Herzegovina, lack of cross-curricular approach to inclusive education, and lack of integration of theoretical and practical participation in curricula intended for the development of inclusive competencies. The obtained results imply the direction of changes within the initial teacher education program that would lead to the more efficient acquisition of inclusive competencies of future teachers.

scholarly journals Greenhouse Gas Emissions from Landfills: A Review and Bibliometric Analysis

2019 ◽  
Vol 11 (8) ◽  
pp. 2282 ◽  
Author(s):  
Chengliang Zhang ◽  
Tong Xu ◽  
Hualiang Feng ◽  
Shaohua Chen
Keyword(s):  
Greenhouse Gas ◽  
Bibliometric Analysis ◽  
Web Of Science ◽  
Ghg Emissions ◽  
Comprehensive Understanding ◽  
The Past ◽  
Current Trends ◽  
Mitigation Methods ◽  
Research Structure ◽  
The Web

The landfill is an important method of disposal of municipal solid waste. In particular, the landfill is especially vital in many developing countries, with it being the main biodegradable waste disposal method due to its simple management and ability for mass manipulation. Landfills have recently been shown to be an important source of greenhouse gas (GHG) emissions by researchers in different countries. However, few reviews have been conducted within the related fields, which means that there is still a lack of comprehensive understanding related to relevant study achievements. In this study, a bibliometric analysis of articles published from 1999 to 2018 on landfill GHG emissions was presented to assess the current trends, using the Web of Science (WOS) database. The most productive countries/territories, authors and journals were analyzed. Moreover, the overall research structure was characterized based on co-cited references, emerging keywords and reference citations by means of bibliometric analysis. Due to the increasing amount of attention being paid to the GHG emissions and their mitigation methods, this study provided comprehensive bibliometric information on GHG emissions from landfills over the past two decades and highlighted the importance of the development and dissemination of updated knowledge frameworks.

scholarly journals Facilitating Transfer of Training in NZ and Samoan Student Teachers

2017 ◽  
Vol 22 ◽  
pp. 122
Author(s):  
Lex McDonald ◽  
Rasela Tufue-Dolgoy
Keyword(s):  
Teacher Education ◽  
Qualitative Study ◽  
Student Teachers ◽  
Transfer Process ◽  
Transfer Of Training ◽  
Teacher Educators ◽  
Initial Teacher Education ◽  
Future Research ◽  
The Past ◽  
Key Players

Initial teacher education is a complex multifaceted process with one of the pivotal components being transfer of the training.  In the past, minimal attention has been given to how teacher educators interact with student teachers to facilitate implementation of ideas in the classroom. The purpose of this study was to explore teacher educators’ knowledge of transfer of training as an approach to assisting student teachers achieve outcomes in the classroom. It was an exploratory qualitative study and 16 teacher educators (10 New Zealanders and 5 Samoan) were interviewed. The findings from the two sets of educators were similar but a few differences were noted. The teacher educators understood transfer as an important concept and practice involving a set of key players. They could not specifically link their practice to transfer theories, strategies or a strategic framework for implementation. Knowledge of transfer effectiveness and the means of evaluating its occurrence were largely unknown as was the literature on transfer barriers. Nevertheless, most could relate their approach to a transfer process and report successes but it was concluded that they were largely uninformed by the transfer of training literature. Implications for practice and the need for future research were outlined.

scholarly journals Post-Soviet Identity and Teacher Education: Past, Present, Future

2020 ◽  
Vol 15 (3) ◽  
pp. 145-163
Author(s):  
Aydar Kalimullin ◽  
◽  
Maria Zhigalova ◽  
Alima Ibrasheva ◽  
Lasira Kobylyanskaya ◽  
...  
Keyword(s):  
Teacher Education ◽  
Initial Teacher Education ◽  
Historical Background ◽  
Education Policies ◽  
Political Factors ◽  
Effective Strategies ◽  
The Past ◽  
Anthropological Research ◽  
Research In Education ◽  
Cis Countries

Research into the historical background of ongoing global and national reforms is essential for the development of effective strategies, models and content of teacher education. Historical and anthropological research in education offers a good perspective on the matter as it draws from interdisciplinary and cross-cultural scientific approaches, thus helping to fully comprehend socio�cultural processes. The article explores the development of teacher education in the Post-Soviet countries (Russia, Belarus, Kazakhstan, Moldova, Ukraine) from its beginning in pre-revolutionary Russia up to the present day. The purpose of the research is to analyze the evolution of initial teacher education up to the end of the 20th century and its further transformation during the past thirty years. Until the early 1990s, the teacher education system represented a common education area that shared the same content and approaches to pedagogical education. After that, compromised by political factors, the system was transformed. The juxtaposition of convergent trends and national features of teacher education systems in the Post-Soviet countries provides an opportunity to thoroughly assess current teacher education policies through the lens of pedagogical, geopolitical, economic and cultural partnership of the CIS countries.

scholarly journals The development of inclusive education with regard to teacher competencies: Current situation, problems and perspectives

2020 ◽  
pp. 85-100
Author(s):  
Branka Jablan ◽  
Jasna Maksimović
Keyword(s):  
Teacher Education ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Initial Teacher Education ◽  
Teacher Competencies ◽  
Inclusive Approach ◽  
Current Reform ◽  
Specialized Institutions ◽  
Educational Inclusion ◽  
Contemporary Education

This paper aims to point out the importance of acquiring and developing teacher competencies for work with children with disabilities in an inclusive educational environment. After providing an overview of educational inclusion as the goal and content of current reform processes both in Serbia and around the world, the paper examines this process from the standpoint of teachers and their inclusion competencies. An insight into different studies and research results on teachers' roles, attitudes and competencies indicates that educational inclusion in our country has not taken hold to a sufficient extent, and that teachers express serious doubts regarding their competencies to work with children from sensitive social groups. In practice, teachers, as well as students of teacher education faculties are not sufficiently familiar with the fundamental principles of the inclusive approach to education, and emphasize that they are more ready to work with children with mild disabilities. On the other hand, they are of the opinion that children with multiple disabilities should be educated in specialized institutions. In conclusion, the development of the concept and practice of inclusive education will require serious interventions, both in terms of initial teacher education, and in terms of promoting their role in the contemporary education system for children with disabilities.

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