scholarly journals When the form stands in the way of content – a study of student teachers’ reading practices

2015 ◽  
Vol 6 (4) ◽  
pp. 24297 ◽  
Author(s):  
Ela Sjølie
Keyword(s):  
Student Teachers ◽  
Reading Practices ◽  
The Way

Gospels before the Book

2018 ◽  
Author(s):  
Matthew D. C. Larsen
Keyword(s):  
Fluid Collection ◽  
Printing Press ◽  
Methodological Framework ◽  
Reading Practices ◽  
Early Christian ◽  
Textual Tradition ◽  
Textual Culture ◽  
Early Christian Studies ◽  
The Way

What does it mean to read the gospels “before the book”? For centuries, the way people have talked about the gospels has been shaped by ideas that have more to do with the printing press and modern notions of the author than they do with ancient writing and reading practices. Gospels Before the Book challenges several subtle yet problematic assumptions about authors, books, and publication at work in early Christian studies. The author explores a host of underappreciated elements of ancient textual culture, such as unfinished texts, accidental publication, postpublication revision, and multiple authorized versions of the same work. Turning to the gospels, he argues the earliest readers and users of the text we now call the Gospel according to Mark treated it not as a book published by an author but as an unfinished, open, and fluid collection of notes (hypomnēmata). The Gospel according to Matthew, then, would not be regarded as a separate book published by a different author but, rather, as a continuation of the same unfinished gospel tradition. Similarly, it is not the case that, of the five different endings in the textual tradition, one is “right” and the others are “wrong.” Rather, each ending represents its own effort to fill in what some perceived to be lacking in the Gospel according to Mark. The text of the Gospel according to Mark is better understood when approached as unfinished notes than as a book published by an author. Larsen also offers a new methodological framework for future scholarship on early Christian gospels.

scholarly journals Trainee-teacher: A Second or a Secondary Teacher in the Classroom? Emotional Aspects of Teaching Practicum in the “Academia Class” Program

2019 ◽  
pp. 1-13
Author(s):  
Yonit Nissim ◽  
Edni Naifeld
Keyword(s):  
Early Childhood ◽  
Student Teachers ◽  
Kindergarten Teachers ◽  
Kindergarten Teacher ◽  
Secondary Teacher ◽  
Quality Teachers ◽  
Trainee Teachers ◽  
Research Population ◽  
Emotional Aspects ◽  
The Way

This research focused on the practicum experience in the Academia Class program. This article puts a spotlight on the emotional aspects, thoughts, feelings and perceptions concerning co-teaching in this unique program. The research is a mixed-methods study (qualitative and quantitative).The research population included 125 teachers, 51 (40.8%) practicing trainer teachers, 36 (28.8%) trainee-teachers, 18 (14.4%) kindergarten trainer teachers and 20 (16%) early childhood trainee-teachers. The research questions were: “Is the trainee-teacher a second or a secondary teacher in the class? Do the trainer-teachers and trainee-teachers have a common motivation to adopt co-teaching and what is that motivation? How do the trainer-teachers and trainee-teachers describe their feelings and emotions within the framework of the practicum in the Academia Class program, especially with regard to co-teaching? The main findings indicate that the trainer-teachers in schools saw the trainee-teachers as a second teacher in the classroom already from the first day of their practicum (3.86), while the trainee kindergarten teachers were not seen as second kindergarten teachers (2.86) by their trainers. This difference was found to be significant. In contrast it was found that in early childhood education, the trainee-teachers reported that they felt they were an integral part of the kindergarten staff in a more significant manner - synergetic teaching (3.94) than did the trainee-teachers in the schools (3.03). Moreover, it was found that there was a gap between the way in which the trainee-teachers perceived themselves as second teachers in co-teaching (3.27) and the way in which they were perceived by the trainer-teachers (3.45) and kindergarten teachers (3.78) The trainee-teachers saw themselves as equal (over-evaluation) to the teachers/kindergarten teachers, in contrast to the perceptions of the trainer-teachers in schools and kindergartens. From the qualitative analyses, we found several categories that were identified as meaningful: interpersonal interaction, suitable training and preparation, high-quality teachers/student-teachers, motivation and emotions expressed because of this unique experience. Content analysis of the reflective consideration of the program participants to this question indicated that subjective interpersonal interactions (trainee-trainer in schools and in kindergartens) produced various feelings. These findings echoed and complemented the findings from the quantitative part of the research. The main conclusion from the findings is that the trainee-teachers were seen as secondary trainee-teachers and not as second teachers. In contrast, in the kindergartens although the trainee-teachers were not portrayed as second teachers, over the year they felt a sense of equality with the kindergarten teacher  and as  full participants  in the pedagogic work of the kindergarten teacher  received  a higher level of co-teaching.

scholarly journals Elkarrizketak irakasleen prestakuntzarako bitarteko: irakasle-bideratzaileen jarduna ezaugarritzen

Tantak ◽  
2019 ◽  
Vol 30 (2) ◽  
pp. 99-116
Author(s):  
Eneritz Garro ◽  
Nagore Ipiña ◽  
Arantza Ozaeta
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teacher Educators ◽  
Initial Teacher Education ◽  
Education Teacher ◽  
The Way

ABSTRACTThe aim of the present paper is to analyse and characterise the way in which teacher educators work with student teachers when conducting analyses of their own practice by means of selfconfrontation interviews. The corpus of this work consists of 10 self-confrontation interviews carried out by 5 teacher educators. The role of those teacher educators was analysed using the transcriptions of the interviews and 9 categories were identified. Two categories were found to be the most common: demanding specifications and creating controversy. Differences were also found as regards teacher educators’ profile. As a result, in-depth training for teacher educators has been considered as needed.KEYWORDS: initial teacher education, teacher educators, analysis of the activity, self-confrontation interviews.LABURPENALan honen helburua da aztertzea eta ezaugarritzea unibertsitateko irakasle-bideratzaileek zer nolako bidaidetza mota egiten duten etorkizuneko irakasleekin euren praktikaren analisia bideoaren aurreko autokonfrontazio elkarrizketak egiten ari direnean. 5 irakasle-bideratzailek egindako 10 autokonfrontazio elkarrizketak osatutako corpusean,. aztertu da irakasle-bideratzaile horien rola ikasleekin egindako autokonfrontazio elkarrizketen transkribapenetan eta euren jarduna 9 kategoriatan banatu da. Horietatik bi zehaztapenak eskatzea eta kontrobertsia sortzea, dira elkarrizketetan erabilienak. Irakasle-bideratzailearen profilaren arabera, ordea, ezberdintasunak sumatu dira jarduteko moduetan eta, ondorioz, prestakuntza eredua partekatua izan dadin irakasle-bideratzaileen prestakuntzan sakondu beharko litzateke. GAKO-HITZAK: irakasleen hasierako prestakuntza, irakasle-bideratzailea, jardueraren analisia, autokonfrontazio elkarrizketa.

scholarly journals Effect of Using Conjectures and Story-telling in Mathematics Learning: A Phenomenological Study of Two Teachers' Teaching Styles

2020 ◽  
pp. 9-15
Author(s):  
K. C. Lila Bahadur
Keyword(s):  
Student Teachers ◽  
Phenomenological Study ◽  
Mathematics Learning ◽  
Phenomenological Approach ◽  
Sampling Procedure ◽  
Story Telling ◽  
External Observer ◽  
Hermeneutic Phenomenological ◽  
Cognitive Faculties ◽  
The Way

The purpose of this study was to describe the personal experience on the effect of story-telling and using conjecture in mathematics learning. This research was designed in hermeneutic phenomenological study. Accidental sampling procedure was used in this study since the researcher was as an external observer of B Ed students majoring mathematics. The researcher was innocent of pedagogical approach of student-teachers. Taking two student-teachers and their students of class eight as participants, their perceptions were noticed. Data were collected on the way of practice teaching external observation from two secondary schools of Butwal and Tilottama Municipality and analyzed with hermeneutic phenomenological approach. Research revealed that story telling is the way of humanizing mathematics, motivates students to the subject matter and the conjecture promotes students' cognitive faculties, logical thinking and develop the Heuristic capacity.

Value | Theory | Crisis

PMLA ◽  
2012 ◽  
Vol 127 (1) ◽  
pp. 101-106 ◽  
Author(s):  
Christopher Nealon
Keyword(s):  
Walter Benjamin ◽  
Value Theory ◽  
Reading Practices ◽  
Literary Writing ◽  
Short Essay ◽  
Do So ◽  
The Way

My aim in this short essay is to make it possible to read these two passages together, but not in the way i think we'd typically do so in the literary humanities. The passage by Walter Benjamin is a canonical instance of left-literary writing that means to ground itself in Marx's account of capital by demonstrating that the struggle of oppressed peoples, even before the rise of capital, leaves traces in texts and in reading practices. Because of his use of the figure of “the Messiah,” it is possible to read the passage as evidence of Benjamin's messianism, though that is exactly what I intend to suggest we shouldn't do.

Student teachers look at the teaching of arithmetic

1963 ◽  
Vol 10 (1) ◽  
pp. 31-36
Author(s):  
Marguerite Brydegaard
Keyword(s):  
Student Teachers ◽  
Student Teacher ◽  
Teacher Needs ◽  
The Way

The student teachers of today Who are embarking upon their journey are one of the strongest determiners of how mathematics Will be taught tomorrow. The way they “look at arithmetic” determines how they will teach it. Each student teacher needs inspired, scholarly, released thinking that leads him to grow continuously in his understanding of mathematics.

scholarly journals Obstacles of Biology Student Teachers during the Course of Biology Learning Strategies and Its Solution

2016 ◽  
Vol 9 (2) ◽  
pp. 44
Author(s):  
BOWO SUGIHARTO ◽  
ALOYSIUS DURAN COREBIMA ◽  
HERAWATI SUSILO ◽  
IBROHIM IBROHIM
Keyword(s):  
Student Teachers ◽  
Learning Strategies ◽  
Teacher Candidates ◽  
Qualitative Data ◽  
Learning Strategy ◽  
Analysis Model ◽  
Data Presentation ◽  
Biology Student ◽  
Biology Learning ◽  
The Way

<p class="5abstrak">Biology Learning Strategy (BLS) is an important course that constitutes the competence of biology student teachers, especially pedagogy competence. This study aims to describe the learning strategy of the biology teacher candidates, problems they encountered, and the chosen learning solution in BLS course. This explorative survey was conducted in March-April 2016. The study involved 176 participants. The participants were students of 4<sup>th</sup> semester biology student teachers who took BLS course. The data were collected by using a semi-open and open questionnaire. The analysis of the data was qualitative data analysis model of Miles and Huberman which includes data reduction, data presentation, and drawing conclusions and verification. The study concludes that the percentage of the way the students learned BLS by understanding is 53.4%, memorizing and understanding is 36.9%, memorizing only is 5.7%, and the other is 7%. Problems experienced by the students in learning BLS include discomfort during a rowdy class, lack of ability to understand, lack of confidence to perform, lack of ability to choose a strategy or apply the materials in the practice, as well as the difficulty to memorize. The way to overcome the problems in learning BLS is quite various and it can be classified into four categories namely changing learning strategies, increasing the intensity of learning, improving motivation, and increasing the frequency of exercise.</p>

scholarly journals Attitude of Student Teachers towards Constructivist Approach in Teaching

2017 ◽  
Vol 7 (2) ◽  
pp. 83
Author(s):  
Susan W Lyngdoh ◽  
S.M Sungoh
Keyword(s):  
Student Teachers ◽  
Learning Process ◽  
Traditional Approach ◽  
Attitude Scale ◽  
Classroom Teaching ◽  
Constructivist Approach ◽  
Significant Difference ◽  
The Way

<div><p><em>A constructivist approach in teaching is very different from the traditional approach in teaching. It requires the teacher to take upon the role of a guide and a facilitator and encouraging learners to actively participate in the learning process. Attitude of teachers towards this approach will determined the way it will be adopted in classroom teaching and organization.  This study aims to find out the attitude of teachers towards constructivist approach in teaching. For this, a Teachers Attitude Scale towards Constructivist Approach in Teaching (TASCAT) was administered to 524 student teachers. Findings reveal that the participants of the study have an unfavourable attitude towards constructivist approach in teaching and there is no significant difference in the attitude towards constructivist approach with respect to gender.<strong></strong></em></p></div>

scholarly journals A.S. Byatt and the “perpetual traveller”: a reading practice for new British fiction

2018 ◽  
Vol 16 ◽  
pp. 91
Author(s):  
Nicole Flynn
Keyword(s):  
Global Model ◽  
Reading Practices ◽  
Reading Practice ◽  
Postmodern Fiction ◽  
Victorian Fiction ◽  
British Fiction ◽  
The Way

While most readers enjoyed, or at least admired A.S. Byatt’s Booker prize-winning novel “Possession”, many are puzzled by her work before and since. This essay argues that the problem is not the novels themselves, but rather the way that readers approach them. Conventional reading practices for experimental or postmodern fiction do not enable the reader to understand and enjoy her dense, dizzying work. By examining the intertexts in her novella “Morpho Eugenia,” in particular two imaginary texts written by the protagonist William Adamson, this essay demonstrates how the novella generates a different kind of reading practice. Using Byatt’s metaphor, the essay recommends that readers become “perpetual travelers,” a global model of readership that will enable readers to navigate not only Byatt’s oeuvre and the realm of neo-Victorian fiction, but also the field of new British fiction and the crowded media landscape in which it resides.

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