scholarly journals El conocimiento generado a partir de la aplicación de un proceso de diagnóstico por estudiantes normalistas en escuelas de educación primaria: la relación práctica profesional e investigación educativa

2020 ◽  
pp. 24-33
Author(s):  
Mireya Chapa-Chapa
Keyword(s):  
Teacher Education ◽  
Elementary Education ◽  
Student Teachers ◽  
Educational Research ◽  
Qualitative Methodology ◽  
Diagnostic Process ◽  
New Era ◽  
Analysis Process ◽  
The Status ◽  
History Of Teacher Education

The transformation of mexican escuelas normales in institutions of higher education in which educational research is a substantive activity is one of the current requirements to the formation of elementary education teachers (INEE, 2015). This study represents an initial effort to make truth this premise and describes the results of a systematization and analysis process of the diagnostic process made as part of the course Trabajo docente e innovación, which is part of the 5º semester of the Bachelor degree of Elementary Education. This process generated knowledge in two ways: the skills brought into play by student teachers as well as obtaining an overview of the status of 24 groups of elementary education in reading and problem solving, among others. The study is based on a literature review that considers the training course of professional practice in teacher education, diagnostic and innovation concepts and the educational model of the Plan 2012 for the initial training of elementary school teachers. From qualitative methodology for analyzing the results, the study concludes with the idea that educational research has an important role as a strategy for improvement and opens the possibility of starting a new era in the history of teacher education in Mexico.

scholarly journals Affective (An)Archive as Method

2019 ◽  
Vol 10 (2-3) ◽  
pp. 310-329
Author(s):  
Erica Eva Colmenares ◽  
Jenna Kamrass Morvay
Keyword(s):  
Teacher Education ◽  
Social Justice ◽  
Student Teachers ◽  
Educational Research ◽  
Education Program ◽  
Teacher Education Program ◽  
Political Activism ◽  
Feed Forward

The purpose of this article is to explore affective (an)archives in educational research. Unlike archives, which act more like a repository, the (an)archive is a technique for research-creation; it is a process-making engine that triggers new, creative events. The affective (an)archives studied in this paper encompass the affective intensities that arise for teacher-activists participating in public political activism, as well as the affects that animate the moments of emotional crisis (or “stuck moments”) of student teachers in a social justice-oriented teacher education program. We ruminate on the possibilities, intensities, conversations, and materialities that our (an)archives might open. Specifically, we wonder what new events can these (an)archives feed-forward and what pedagogical and emotional thresholds might the traces from our (an)archives do for both our own studies and the field of educational research.

scholarly journals THE PLIGHT OF PRACTICUM INCHINESE TEACHER EDUCATION: A CASE OF A NORMAL UNIVERSITY

2015 ◽  
Vol 32 (1) ◽  
Author(s):  
Syed Manzar-Abbas
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Active Role ◽  
International Perspective ◽  
Mentor Teachers ◽  
Ministry Of Education ◽  
The Status

The study explored the value and the status of practicum in Chinese undergraduate teacher education (CTE) and identified the challenges of practicum in order to layout ways of improvement. The study investigated the problems with reference to international perspective and was delimited to only Chinese undergraduate pre-service teacher education (TE) programme. Using concurrent mixed method design a survey was distributed to 75 student teachers (STs), 50 mentor teachers, and five supervisors. Among participants, 15 STs and 10 mentors were selected using simple random sampling technique from each cooperating school. All the five supervisors, who were assigned supervising duty during practicum in those five schools, were included in the sample. In this way the response rate of STs, mentors, and supervisors was 96% (72), 90% (45), and 100% respectively. Interview was conducted with 10 STs, five supervisors, and five mentor teachers. For collecting qualitative data, STs and mentors were selected using purposive sampling technique. The time and timing of practicum was found inappropriate. The practicum doesn't have due importance in the education, and the mode of practicum being followed is outdated. The application of test development, administering, and scoring skills was being totally ignored during the practicum. Dividing practicum into different phases and active role of faculties and ministry of education in recognizing and communicating the significance of practicum has been suggested.

scholarly journals Emotional Dimensions of Teaching in Elementary Education Preparation

2021 ◽  
Author(s):  
Kathleen Crawford ◽  
Juliann McBrayer ◽  
Katherine Fallon
Keyword(s):  
Teacher Education ◽  
Elementary Education ◽  
Student Teachers ◽  
Student Teaching ◽  
Preparation Programs ◽  
Emotional Dimensions ◽  
Dimensions Of Teaching

Student teaching is a pivotal event in teacher education preparation programs, and there is a need to investigate emotions in teaching. This study examined how one elementary program navigated the emotional dimensions of teaching. Findings revealed that the emotional dimensions of student teachers were influenced by individualized factors unique to the teacher; certain emotions were perceived as more acceptable to express; and supervisors needed to support student teachers to manage and respond to the emotional dimensions of teaching. The recommendation is to go beyond the technical and academic aspects of teaching and address the emotional dimensions to best prepare the whole teacher.

scholarly journals Pour une conceptualisation de la compétence multiculturelle de l’enseignant

2009 ◽  
Vol 38 (2) ◽  
Author(s):  
Mirela Moldoveanu
Keyword(s):  
Student Teachers ◽  
Multicultural Competence ◽  
Qualitative Methodology ◽  
Teaching Practice ◽  
Initial Teacher Education ◽  
Exploratory Research ◽  
Teacher Professionalization ◽  
The Status ◽  
The Government ◽  
Definition Of

Dans un contexte de professionnalisation des enseignants, la compétence multiculturelle bénéficie d’un statut ambigu et controversé autant dans les discours gouvernementaux que dans la pratique enseignante. En s’appuyant sur des formalisations récentes du concept de compétence, cette étude vise à cerner le sens et le statut de la compétence multiculturelle de l’enseignant. Menée auprès de neuf étudiants-maîtres francophones, cette recherche exploratoire utilisant une méthodologie qualitative interprétative propose une définition de la compétence multiculturelle de l’enseignant et discute du statut à lui accorder parmi les autres compétences professionnelles. Enfin, des suggestions de développement de ladite compétence pendant la formation initiale des enseignants sont formulées. In the context of teacher professionalization multicultural competence receives an ambiguous and controversial status both in the government discourse and in teaching practice. Based on recent formalizations of the concept of competence, this study aims at defining the meaning and status of teachers’ multicultural competence. This exploratory research carried out with nine francophone student teachers used an interpretive qualitative methodology to propose a definition of multicultural competence for teachers, and discusses the status it should be granted among other professional competences. Suggestions are provided on how to devleop this competence during initial teacher education.

Difference as a Contribution to Education Theory and Global Learning from a German Perspective: 'We should learn more about the cultures of foreign children'

2008 ◽  
Vol 1 (3) ◽  
pp. 5-22
Author(s):  
Gregor Lang-Wojtasik
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Educational Research ◽  
Foreign Students ◽  
World Society ◽  
Intercultural Education ◽  
Educational Science ◽  
Global Learning ◽  
Empirical Educational Research ◽  
Education Theory

This article begins by quoting students in a seminar on intercultural education in a German University. Moving from the perception of student teachers that they should learn more about the cultures of foreign students, the article explores understandings of difference from three perspectives. Firstly, difference is used as a construct to describe distinctions – in the practice of education and connected empirical educational research. Secondly, difference is used as a labelling of contrasts – with contrasts examined within the discourse of international and intercultural educational science. Finally, difference is used to denote a mark of differentiation – for education in world society. These three explorations of difference provide routes into a framework for understanding global learning and for outlining consequences for teacher education and research.

scholarly journals Imagining a Writing Centre for Meeting Student Needs

2021 ◽  
Author(s):  
Jyoti Raina
Keyword(s):  
Teacher Education ◽  
Elementary Education ◽  
Student Teachers ◽  
Learning Support ◽  
Student Needs ◽  
Education Students ◽  
Policy Makers ◽  
Undergraduate Institutions ◽  
Pre Service Teacher ◽  
Teacher Education Students

<p><i>This research is an exploratory study of pre-service teacher education students need for learning support in writing. The participants were 81 student-teachers enrolled for a Bachelor’s of Elementary Education (B.El.Ed.) degree programme at Department of Elementary Education at University of Delhi. The study was data-driven as the need was explored by administering a questionnaire to student-teacher participants. The focus was on gathering empirical data on what their perceived writing needs were and how these could be addressed. The participant responses overwhelmingly articulated a gap between their writing skills and the writing demands of their curriculum. The need for creating a writing centre (henceforth WC) aimed at learning support for writing was reported while also explicating the nature of support that students seek. The findings demonstrate necessity, benefits and wide-ranging value of establishment of a WC at undergraduate institutions of teacher education. This is a pressing student need that begs the attention of educational administrators, policy-makers and higher education faculty in the global south.</i></p>

scholarly journals Radicalization and attenuation in the construction of tourism employment images: a multi-level frame analysis

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Andreas Mölk ◽  
Manfred Auer ◽  
Mike Peters
Keyword(s):  
Qualitative Methodology ◽  
Tourism Industry ◽  
Media Analysis ◽  
Information Warfare ◽  
Content Type ◽  
Image Construction ◽  
New Era ◽  
The Status ◽  
Micro Level ◽  
Pass Through

Purpose Tourism employment is very diverse ranging from precarious, exploitative study to high-quality workplaces. However, poor employment images dominate the tourism industry, which makes attracting employees difficult. This study aims to examine the processes that lead to such image construction. Design/methodology/approach Using a qualitative methodology, the study develops a multilevel framing cycle comprising a media analysis of newspapers and magazines (macro-level), a conversation analysis of peer communication/negotiations (meso-level) and a content analysis of single employee/manager interviews (micro-level); and a comparative analysis of the macro-, meso- and micro-level findings. Findings The multilevel frame cycle identifies image-construction processes that pass through working conditions, payment, seasonality and human resource problems. These processes are shaped by the two cross-level dynamics of radicalization and attenuation. The latter consists of rationalized and repressed framings of tourism employment images (TEI) and the former consists of ideological and emotional framings. Practical implications Tourism stakeholders should support and participate in a pragmatic and open dialog to overcome the radicalization and attenuation of tourism employment. The key players require a new deal to end the “information warfare” on tourism employment, inaugurating a new era of collaborative and constructive employment relations. Originality/value This study develops a holistic and dynamic understanding of TEI by exploring how media products, peer groups and employees/managers jointly construct these images. It demonstrates how attenuation and radicalization shape poor employment images in tourism. It argues that these dynamics “lock in” the status-quo, create mutual recrimination between employers and employees and counteract common strategies that could otherwise improve employment structures and the image of tourism.

scholarly journals Prepared to Teach for Sustainable Development? Student Teachers’ Beliefs in Their Ability to Teach for Sustainable Development

2019 ◽  
Vol 11 (7) ◽  
pp. 1993 ◽  
Author(s):  
Thomas Dahl
Keyword(s):  
Teacher Education ◽  
Sustainable Development ◽  
Student Teachers ◽  
Education For Sustainable Development ◽  
Initial Teacher Education ◽  
Teacher Professionalism ◽  
Teachers Beliefs ◽  
The Status ◽  
Education Today ◽  
Environmentally Sound

The importance of embedding education for sustainable development has been emphasised over many years. At the same time, there has been a massive call for initial teacher education to provide all student teachers with the core of professional competences. What is the status of teacher education today in embedding education for sustainable development and how does it relate to the focus on professional competencies in teacher education? A total of 578 student teachers in seven different teacher education programmes in Europe were surveyed, measuring the students’ beliefs in their ability to work as teachers, as well as their ability to teach in ways that value sustainability and promote environmentally sound ways of living. The results of the survey show that student teachers feel well prepared to handle many aspects of teacher professionalism, but less prepared to educate for sustainability. The survey also indicates that student teacher training in educating for sustainability is not integrated in their other training and is generally just added on.

scholarly journals Imagining a Writing Centre for Meeting Student Needs

2021 ◽  
Author(s):  
Jyoti Raina
Keyword(s):  
Teacher Education ◽  
Elementary Education ◽  
Student Teachers ◽  
Learning Support ◽  
Student Needs ◽  
Education Students ◽  
Policy Makers ◽  
Undergraduate Institutions ◽  
Pre Service Teacher ◽  
Teacher Education Students

<p><i>This research is an exploratory study of pre-service teacher education students need for learning support in writing. The participants were 81 student-teachers enrolled for a Bachelor’s of Elementary Education (B.El.Ed.) degree programme at Department of Elementary Education at University of Delhi. The study was data-driven as the need was explored by administering a questionnaire to student-teacher participants. The focus was on gathering empirical data on what their perceived writing needs were and how these could be addressed. The participant responses overwhelmingly articulated a gap between their writing skills and the writing demands of their curriculum. The need for creating a writing centre (henceforth WC) aimed at learning support for writing was reported while also explicating the nature of support that students seek. The findings demonstrate necessity, benefits and wide-ranging value of establishment of a WC at undergraduate institutions of teacher education. This is a pressing student need that begs the attention of educational administrators, policy-makers and higher education faculty in the global south.</i></p>

scholarly journals Teacher education

2005 ◽  
Vol 38 (4) ◽  
pp. 211-215
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Hong Kong ◽  
The Netherlands ◽  
Student Teachers ◽  
Educational Research ◽  
School Teacher ◽  
Soft Systems Methodology ◽  
Asia Pacific ◽  
Systems Methodology

05–466Cheng Pui-Wah, Doris (Hong Kong Institute of Education, Hong Kong, China; [email protected]) & Philip Stimpson, Articulating contrasts in kindergarten teachers' implicit knowledge on play-based learning. International Journal of Educational Research (Amsterdam, the Netherlands) 41.4–5 (2005), 339–352.05–467Collins, Fiona M. (Roehampton U, London, UK; [email protected]), ‘She's sort of dragging me into the story!’ Student teachers' experiences of reading aloud in Key Stage 2 classes. Literacy (Oxford, UK) 39.1 (2005), 10–17.05–468Fischl, Dita (Kaye College for Teacher Education, Israel) & Shifra Sagy, Beliefs about teaching, teachers and schools among pre-service teachers: the case of Israeli-Bedouin students. Language, Culture and Curriculum (Clevedon, UK) 18.1 (2005), 59–71.05–469Gamliel, Eyal & Liema Davidovitz (Ruppin Academic Center, Israel; [email protected]), Online versus traditional teaching evaluation: mode can matter. Assessment & Evaluation in Higher Education (Abingdon, UK) 30.6 (2005), 581–592.05–470Gebhard, Jerry G. (Indiana U of Pennsylvania, USA), Awareness of teaching through action research: examples, benefits, limitations. JALT Journal (Tokyo, Japan) 27.1 (2005), 53–69.05–471Gillies, Robyn M. (U of Queensland, Australia; [email protected]), The effects of communication training on teachers' and students' verbal behaviours during cooperative learning. International Journal of Educational Research (Amsterdam, the Netherlands) 41.3 (2005), 257–279.05–472Grugeon, Elizabeth (De Montfort U, Bedford, UK; [email protected]), Listening to learning outside the classroom: student teachers study playground literacies. Literacy (Oxford, UK) 39.1 (2005), 3–9.05–473Harfitt, Gary & Nicole Tavares (U of Hong Kong, Hong Kong, China; [email protected]), Obstacles as opportunities in the promotion of teachers' learning. International Journal of Educational Research (Amsterdam, the Netherlands) 41.4–5 (2005), 353–366.05–474Hosie, Peter (Curtin U of Technology, Australia; [email protected]), Renato Schibeci & Ann Backhaus, A framework and checklists for evaluating online learning in higher education. Assessment & Evaluation in Higher Education (Abingdon, UK) 30.5 (2005), 539–553.05–475Katyal, Kokila & Colin Evers (U of Hong Kong, Hong Kong, China; [email protected]), Teacher leadership and autonomous student learning: adjusting to the new realities. International Journal of Educational Research (Amsterdam, the Netherlands) 41.4–5 (2005), 367–382.05–476Kwo, Ora W. Y. (U of Hong Kong, Hong Kong, China; [email protected]), Understanding the awakening spirit of a professional teaching force. International Journal of Educational Research (Amsterdam, the Netherlands) 41.4–5 (2005), 292–306.05–477Lewis, Ramon (La Trobe U, Melbourne, Australia), Shlomo Romi, Xing Qui & Yaacov J. Katz, Teachers' classroom discipline and student misbehavior in Australia, China and Israel. Teaching and Teacher Education21.6 (2005), 729–741.05–478Ogier, John (U of Canterbury, New Zealand; [email protected]), Evaluating the effect of a lecturer's language background on a student rating of teaching form. Assessment & Evaluation in Higher Education (Abingdon, UK) 30.5 (2005), 477–488.05–479Orland-Barak, Lily (The U of Haifa, Israel) & Hayuta Yinon, Different but similar: student teachers' perspectives on the use of L1 in Arab and Jewish EFL classroom settings. Language, Culture and Curriculum (Clevedon, UK) 18.1 (2005), 91–113.05–480Pearson, Sue (Leeds U, UK; [email protected]) & Gary Chambers, A successful recipe? Aspects of the initial training of secondary teachers of foreign languages. Support for Learning (Oxford, UK) 20.3 (2005), 115–122.05–481Perry, Bill & Timothy Stewart (Kumamoto U, Japan; [email protected]), Insights into effective partnership in interdisciplinary team teaching. System (Amsterdam, the Netherlands) 33.4 (2005), 563–573.05–482Ricketts, Chris (Plymouth U, UK; [email protected]) & Stan Zakrzewski, A risk-analysis approach to implementing web-based assessment. Assessment & Evaluation in Higher Education (Abingdon, UK) 30.6 (2005), 603–620.05–483Tajino, Akira (Kyoto U, Japan) & Craig Smith, Exploratory practice and Soft Systems Methodology. Language Teaching Research (London, UK) 9.4 (2005), 448–469.05–484Wu, Zongjie (Zhejiang U, China; [email protected]), Being, understanding and naming: teachers' life and work in harmony. International Journal of Educational Research (Amsterdam, the Netherlands) 41.4–5 (2005), 307–323.05–485Zeegers, Margaret (U of Ballarat, Australia), English community school teacher education and English as a second language in Papua New Guinea: a study of a practicum. Asia-Pacific Journal of Teacher Education (London, UK) 33.2 (2005), 135–146.

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