scholarly journals Formación normalista que limita o desarrolla el desempeño universitario en estudios de postgrado

2020 ◽  
pp. 23-29
Author(s):  
María del Consuelo Salinas-Aguirre ◽  
Jaquelina Lizet Hernández-Cueto ◽  
Sara Margarita Yáñez-Flores ◽  
Carlos Daniel Emiliano-Castillo
Keyword(s):  
Teaching Practice ◽  
Descriptive Analysis ◽  
School Achievement ◽  
Self Regulation ◽  
Teaching Experience ◽  
Teaching Profession ◽  
Self Awareness ◽  
Educational Training ◽  
Teacher Skills ◽  
Teachers Training

Quantitative non-experimental research studies of basic teachers training and its pedagogical relevance to develop or limit the updating of learning towards the professionalization of postgraduate teachers. The academic sufficiency of students of basic teachers to access higher studies has been discussed. The research proposes of these students teaching practice as learning to continue higher professional development. The research has vertical transactional data collection applied to the random sample of 47 students of basic teachers from a population of 224 master's students. The descriptive analysis is carried out in six signal variables, three axes: systems of teacher training discipline, school achievement in normal school and efficiency in master's studies, inserted are five complex variables. The analysis is descriptive correlational (Pearson) and multivariate factorial. The results show the achievement of the objectives of teaching experiences in professional practice and the relationship with productive learning. Attributes of basic teachers’ students support learning based on teaching experience are being fair, consistent, and productive, with a positive attitude, respectful, goal-oriented, proposing alternative solutions to real problems in teaching. The research provides information for the integration of public educational policies that impacts the training and updating of the impacts the training and updating of the teaching profession, attending to educational problems for the teaching development towards postgraduate degrees. The assertive students of basic teachers training with practices and professional teaching is constituted in formative learning for development in higher education The intentional educational training and teaching develop in students of basic teacher skills such as: self-awareness, self-esteem, conscience, moral judgment, empathy, social perspective, self-regulation and formation of values.

THE STUDENS’ DIFFICULTIES IN PRESENTING THE ACADEMIC SPEAKING PRESENTATION

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Ikhfi Imaniah
Keyword(s):  
English Education ◽  
Descriptive Analysis ◽  
Field Research ◽  
Self Awareness ◽  
Supportive Relationships ◽  
Essential Point ◽  
Study Program ◽  
Training And Education ◽  
Good Communication ◽  
Teachers Training

AbstractThe aim of the research is to observe the activities of the students in academic speaking classroom, to analyze the student’s problem in presenting the academic speaking presentation and to identify the student’s special needs in academic speaking presentation.The method used in this research is field research that is qualitative, while the analysis of the data used descriptive analysis. The focus of the research is on the student’s difficulties in presenting academic speaking presentation.In sum up, most of the students of English Education Study Program of Teachers Training and Education Faculty of Muhammadiyah University are lack of: 1) Goal setting on their academic speaking presentation, 2) Prioritization on what the essential point need to be presented, 3) Self-awareness on themselves, while they present the presentation in front of the audience, 4) Self-motivation while presenting the materials, it connects with self-awareness; if students have improved their self-awareness so they will have a great deal of the information that they need to motivate themselves. In short, the students need to be able to motivate themselves to take action; 5) Planning, most of students are not planning the materials well so they are not able to manage their time to present the academic presentation; and 6) Communication skill, strong communication skills will enable the students to build supportive relationships with the audience while presenting the materials, in fact not all the students have good communication skill.In short, the student’s preparation well made their presentation is good and it also established good communication between the presenter and the audiences.Keywords: Academic Speaking, Presentation, Communication

scholarly journals La práctica de la atención plena en estudiantes universitarios. Dificultades y facilidades percibidas Mindfulness Practices in University Students.Positive and NegativeAspectsPerceived)

Retos ◽  
2016 ◽  
pp. 118-122
Author(s):  
Inmaculada Canales-Lacruz ◽  
Glòria Rovira
Keyword(s):  
Teaching Practice ◽  
Self Regulation ◽  
Present Moment ◽  
Self Awareness ◽  
Education Students ◽  
Physical Education Students ◽  
Mindfulness Practices ◽  
Motor Actions ◽  
Infant Education ◽  
The University

Este artículo examina las dificultades y facilidades percibidas por el alumnado universitario durante la realización de prácticas motrices introyectivas (PMI), las cuales, se distinguen por estimular el autoconocimiento a través de la acción motriz consciente.  Se realizó un análisis de contenido de los diarios de prácticas de 42 estudiantes (19,8±1,42 años) de las sesiones de PMI incluidas en la diplomatura de maestro en educación infantil de la facultad de ciencias humanas y de la educación de Huesca de la Universidad de Zaragoza, España. La variable independiente fueron las PMI programadas y las variables dependientes los beneficios y dificultades experimentados. Se utilizó el software NUDIST 6. Los resultados mostraron que las PMI proporcionaron bienestar al alumnado, en forma de alivio de tensiones, de ensimismamiento (máxima implicación en el momento presente) y de darse cuenta (aumento de la sensibilidad y de la autorregulación), rasgos que conforman las competencias sociales y personales tan necesarios y relevantes para lograr el bienestar docente. Las dificultades encontradas fueron la atención externa, la agitación mental, el malestar y la vergüenza.Abstract. This article examines the positive and negative aspects of introjective psychomotor practices (PMI) as perceived by physical education students. The aim of PMI is to stimulate self-awareness through conscious motor actions. The study comprised a content analysis of teaching practice logbooks of 42 students (average age 19.8 ±1.42 years), concerning PMI included in the Diploma in Infant Education offered by the Faculty of Human Sciences and Education of the University of Zaragoza in Spain. The independent variable was the series of PMI and the dependent variables were benefits and difficulties perceived by the students. NUDIST 6 software was used for data analysis. Results show that PMI improve students’ welfare through stress relief, introspection (maximum self-implication in the present moment) and self-realization (an increase in sensory awareness and self-regulation). These are aspects that shape social and personal competences and are necessary and relevant for achieving educational wellbeing. Negative aspects concerned external attention, mental agitation, discomfort and embarrassment.

EVALUATION OF THE PRESCHOOL TEACHING PRACTICE I-II COURSE ACCORDING TO THE VIEWS OF THE PRACTICE TEACHERS AND THE STUDENT TEACHERS

2021 ◽  
Vol 6 (11) ◽  
pp. 1-20
Author(s):  
Semanur KADAKAL ◽  
Keyword(s):  
Classroom Management ◽  
Student Teachers ◽  
Teacher Candidates ◽  
Teaching Practice ◽  
Preschool Education ◽  
Teaching Experience ◽  
Teacher Candidate ◽  
Teaching Profession ◽  
Snowball Sampling ◽  
Practice Teacher

It is stated that one of the most important stages in the training of a teacher is that teacher candidates gain practical teaching experience in schools (Ünlüönen & Boylu, 2007). Together with the lecturers in the faculty, the people who will contribute to the training of the teacher candidate and guide the teacher candidate in the school dimension of the process, namely the application part, are the practice teachers. MoNE defines the practice teacher as "the teacher who has a teaching formation in the practice school, selected from among the experienced teachers, guides and counsels the teacher candidate in gaining the behaviors required by the teaching profession". Practice teachers should be open to collaboration, willing to introduce teaching-learning processes, and sharing (Coşkun & Yalın Uçar, 2012). Since the application students gained their first professional experience under the guidance of the practice within the scope of the Teaching Practice course, the practice teacher should understand the importance of this process and know his responsibility. Teacher candidates find the opportunity to apply the knowledge they have acquired at the end of their 4-year undergraduate education in a real environment for the first time. Based on these points, the aim of this study is to evaluate the opinions of preschool student teachers studying at the same university and practice teachers about their practices in preschool education institutions within the scope of the "Teaching Practice I-II" course. This research was carried out to determine the opinions of 10 pre-school teachers working in 5 state kindergartens randomly selected from Küçükçekmece, Bakırköy and Ataköy districts of Istanbul province and 10 preschool stundent teachers studying at a foundation university in Istanbul on Teaching Practice I-II courses. Within the scope of the research, two data collection tools, "Teacher Interview Form" and "Student Interview Form", were used. The teachers and student teachers were determined by using the "snowball sampling" method. In the research, semi-structured interviews were conducted with a total of 20 people, including 10 preschool student teachers and 10 practice teachers. While the student teachers found the education they received at the university as theoretical and they could not implement activities that might interest children in the classroom, the practice teachers stated that the presence of teacher candidates in their classrooms provided an advantage especially in terms of supporting them in art activities, but they did not find their classroom management dominance sufficient. While the student teachers found their communication with them good, they stated that the student teachers should improve themselves in the activity implementation processes.

scholarly journals Effective Clinical Teaching Practice and Associated Factors among Midwifery Educators in Public Universities of Ethiopia, 2019

2019 ◽  
Author(s):  
Kebenesa Angasu Kitaba ◽  
Solomon Weldemariam Gebrehiwot ◽  
Abate Bekele Belachew
Keyword(s):  
Associated Factors ◽  
Public Universities ◽  
Teaching Practice ◽  
Clinical Teaching ◽  
Statistical Significance ◽  
Teaching Experience ◽  
Teaching Profession ◽  
National Standard ◽  
Good Interest ◽  
Multivariable Logistic Regression Analysis

Abstract Abstract Background: Despite the fact that effective clinical teaching realistically enhances learners to be competent, in Ethiopia only 31.6% of midwifery graduates passed the national standard of competence for graduation in 2013. Likewise, evidence is lacking on effective clinical teaching practice of midwifery educators in Ethiopia. As a result, this study aimed to assess effective clinical teaching practice and associated factors among midwifery educators in Public Universities of Ethiopia. Methods: Institution based cross-sectional study was conducted among midwifery educators in Ethiopia in April, 2019. A total of 424 educators were randomly selected to participate in this study. Data were collected through email then entered into Epi-data version 3.1 and transported to SPSS version 23 for analysis. The data presented using frequency, percentage and tables. Multivariable logistic regression analysis was done to identify associated factors of effective clinical teaching practice. The odds ratio at 95% confidence interval used to ascertain association. Statistical significance declared at P<0.05. Results: Only 178(47.3%) of participants had effective clinical teaching practice. Clinical teaching experience (AOR= 4.72; 95%CI=1.97, 11.29), training on higher diploma in teaching profession (AOR=2.78; 95%CI=1.61, 4.82), clinical teaching workshop (AOR=4; 95%CI=1.98, 8.05), students per clinical unit (AOR= 3.71; 95%CI= 1.66, 8.26), giving objectives of clinical learning for students (AOR= 4.74; 95%CI=2.43, 9.25), using performance based assessment tool (AOR =1.82; 95%CI=1.04, 3.16) and having good interest in clinical teaching (AOR=8.63; 95%CI=2.91, 25.56) were factors positively associated with effective clinical teaching practice. Conclusions: Less than half of midwifery educators of Ethiopian Public Universities had effective clinical teaching practice. The educators’ clinical teaching experience, training and adhering to clinical teaching standards were identified to affect effective clinical teaching positively. Therefore, the educators should adhere to the standards for effective clinical teaching and receive trainings on effective teaching. Key words: Effective clinical teaching, associated factors, Midwifery educators, Ethiopia

scholarly journals A Narrative Inquiry of an Indonesian Prospective Teacher’s Teaching Experiences: Probing Language Teaching Awareness

2021 ◽  
Vol 13 (3) ◽  
pp. 2114-2131
Author(s):  
Zehan Agustia Ainussamsi ◽  
Arini Nurul Hidayati ◽  
Dede Pertamana ◽  
Fuad Abdullah
Keyword(s):  
Narrative Inquiry ◽  
Student Teachers ◽  
Junior High School ◽  
Teaching Practice ◽  
English Education ◽  
Language Teaching ◽  
Self Regulation ◽  
Self Awareness ◽  
Structured Interviews ◽  
Development Of Language

This narrative inquiry aims at exploring the development of language teaching awareness experienced by a prospective teacher during teaching practicum. In this respect, the study provided insight for student-teachers to have a better understanding of their language teaching practice under certain kinds of circumstances. The participant of this study was a student-teacher majoring in English Education Department at Siliwangi University, Indonesia. She had already conducted a teaching practice in one junior high school in Tasikmalaya, West Java, within 2 months of teaching. The collected data from personal diaries written during the period of teaching, semi-structured interviews, and open-ended questionnaires were being processed qualitatively. The findings reported four primary themes emerging throughout the scrutiny of the development in language teaching awareness, namely (1) the dynamic feeling towards the language teaching practice, (2) the adaptability towards the language teaching activities in certain kinds of circumstance, (3) the ability to adjust with diverse teaching circumstances, (4) realization of the pedagogical implication of teaching beliefs and practices. Briefly stated, language teaching awareness explored through self-awareness can promote self-reflection, self-regulation, and self-evaluation.   

Chutes, Not Ladders

2018 ◽  
Vol 11 (2) ◽  
pp. 114-130
Author(s):  
Pavithra Nagarajan
Keyword(s):  
School Success ◽  
Cultural Practices ◽  
Self Regulation ◽  
Research Data ◽  
Self Awareness ◽  
Self Reflection ◽  
Single Sex ◽  
Black Bodies ◽  
Boys Of Color ◽  
And Control

This article explores how a single-sex school for boys of color intentionally and unintentionally (re)defines masculinity through rules and rituals. The school’s mission posits that boys become men through developing three skills: selfregulation, self-awareness, and self-reflection. Drawing from qualitative research data, I examine how disciplinary practices prioritize boys’ ability to control their bodies and image, or “self-regulate.” When boys fail to self-regulate, they enter the punitive system. School staff describe self-regulation as integral to out-of-school success, but these practices may inadvertently reproduce negative labeling and control of black bodies. This article argues for school cultural practices that affirm, rather than deny, the benefits of boyhood.

PENGARUH KECERDASAN EMOSIONAL TERHADAP TINGKAT PEMAHAMAN AKUNTANSI, KEPERCAYAAN DIRI SEBAGAI VARIABEL PEMODERASI: DITINJAU DARI PERSPEKTIF GENDER

2009 ◽  
Author(s):  
Poppy Nurmayanti
Keyword(s):  
Social Skills ◽  
Social Skill ◽  
Self Regulation ◽  
Point Of View ◽  
Self Awareness ◽  
Measuring Instrument ◽  
Simple Linear Regression ◽  
Moderator Variable ◽  
Self Confidence ◽  
Emotional Intellegence

This research aim to test do emotional intellegence consisting of five component that is recognition self awareness, self regulation, motivation, empathy, and social skills have an effect on to storey level understanding of accountancy point of view from gender perspective. This research also aim to know the existence of role self confidence as moderating variable to emotional intellegence influence to storey level understanding of accounting. Besides also this research aim to see the existence of difference emotional intellegence between student owning self confidence of strong with student which is self confidence of weak. Measuring instrument to measure storey level understanding of accountancy is average point of accountancy that is PA1, PA2, AKM1, AKM2, AKL1, AKL2, AU1, AU2, and TA. The data analysis used is simple linear regression, Moderating Regression Analysis (MRA), and independent sample t-test. The results show that recognition self awareness, self regulation, motivation, social skill and empathy do not have an effect on by significance and only empatht  has  role as quasi moderator variable. There is no difference between emotional intellegence woman and man. But, weak self confidence and strong self confidence differ for all of emotional intellegence (recognition self awareness, self regulation, motivation, empathy, and social skills). Many factors which influence storey level understanding of accountancy like mental stress factor, and so on. Result of this research can give contribution to university in order to compiling curricullum and give input to student in order to develop and manage their emotional intellegence and self confidence.

Relationships Between Cognitive and Driving Self-Awareness in Older Drivers

2020 ◽  
Author(s):  
Laurence Paire-Ficout ◽  
Sylviane Lafont ◽  
Marion Hay ◽  
Amandine Coquillat ◽  
Colette Fabrigoule ◽  
...  
Keyword(s):  
Experimental Study ◽  
Cohort Study ◽  
Cognitive Ability ◽  
Cognitive Skills ◽  
Self Regulation ◽  
Older Drivers ◽  
Driving Ability ◽  
Digit Symbol Substitution Test ◽  
Self Awareness ◽  
Subjective Data

Abstract Objectives Many older drivers incorrectly estimate their driving ability. The present study aimed to determine whether, and if so, to what extent unawareness of cognitive abilities affects self-awareness of driving ability. Methods Two successive studies were conducted. A cohort study investigated cognitive self-awareness and an experimental study examined driving self-awareness in older drivers. In each one, self-awareness was assessed by cross-analyzing objective (respectively Trail-Making Tests A & B and the Digit Symbol Substitution Test and driving performance of on-road assessment) and subjective data (responses about everyday cognitive skills and driving ability). Older drivers were then classified as being over-, correct or underestimators. The three cognitive and driving self-awareness profiles were then cross-analyzed. Results In the cohort study, 1,190 drivers aged 70 years or older were included. The results showed that 42.7% of older drivers overestimated their cognitive ability, 42.2% estimated it correctly, and 15.1% underestimated it. The experimental study included 145 participants from the cohort. The results showed that 34% of participants overestimated, 45% correctly estimated, and 21 % underestimated their driving ability. There was a significant relationship between cognitive and driving self-awareness profiles (p=0,02). This overlap was more marked in overestimators. Discussion Significant overlap between cognitive and driving self-awareness provides useful and new knowledge about driving in the aging population. Misestimation of cognitive ability could hamper self-awareness of driving ability, and consequently self-regulation of driving. It is now crucial to develop measures that promote self-awareness of ability.

Questions in secondary classrooms: Toward a theory of questioning

2021 ◽  
pp. 147787852110430
Author(s):  
Kimberly Alexander ◽  
Charles H. Gonzalez ◽  
Paul J. Vermette ◽  
Sabrina Di Marco
Keyword(s):  
Effective Teaching ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Teaching Profession ◽  
Secondary Classrooms ◽  
Good Question ◽  
Effective Manner ◽  
Three Components

At the heart of the teaching practice is the art of questioning. Costa and Kallick noted that questions are the means by which insights unlock thinking. Effective questioning is essential to effective teaching. Despite this, a cohesive theory on the method of questioning has yet to be developed. A discussion of questioning is vital to moving the teaching profession forward. In this article, we propose a model of effective questioning that we see as the first step toward identifying a unifying theory of questioning. Our model contains the following three components: (1) a well-structured item (a good question), (2) clear expectations for the response (which we call ‘the five considerations’), and (3) a constructivist conversation. This work succeeds in bridging the gap between practice and theory that may otherwise limit good teachers from utilizing their questions in the most effective manner. Because of this, our model should be of use to teachers, teacher educators, professional developers, educational researchers, and theoreticians. We hope that a continued discussion of questioning ensues in all of these circles, so that our field can move closer toward the development of a theory of questioning.

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