scholarly journals THE FACTORS INFLUENCING THE PEDAGOGICAL ORIENTATIONS OF THE FINAL YEAR PHYSICAL SCIENCES PRE-SERVICE TEACHERS

2021 ◽  
Author(s):  
Aviwe Sondlo ◽  
◽  
Umesh Ramnarain
Keyword(s):  
Preservice Teachers ◽  
Positive Contribution ◽  
Guided Inquiry ◽  
Physical Sciences ◽  
Knowledge And Beliefs ◽  
Factors Influencing ◽  
Pedagogical Orientation ◽  
Beliefs About Teaching ◽  
Almost All ◽  
Actual Teaching

Almost all pre-service teachers enter the profession of education with a strong belief that their efforts will make a positive contribution to society and the lives of individual learners. The statement above can be achieved or not achieved depending on different factors influencing pre-service teachers’ pedagogies. The purpose of this study was to establish and explain factors influencing Physical Sciences pre-service teachers’ pedagogical orientations. ‘Orientation’ refers to teachers’ knowledge and beliefs about teaching sciences. There are various classifications of pedagogical orientations and they can be classified into Direct Didactic, Direct Active, Guided Inquiry and Open Inquiry. A qualitative approach was adopted to establish factors influencing the Physical Sciences pre-service teachers’ pedagogical orientations. The data was collected through an existing instrument called the Pedagogy of Science Teaching Test (POSTT) and interviews. A POSTT was administered to final year undergraduate secondary school Physical Sciences pre-service teachers and is comprised of five items portraying an actual teaching scenario for a particular Physical Sciences topic. When responding to the POSTT, pre-service teachers were requested to select the most appropriate and the most inappropriate pedagogical orientation from the four options given and justify their selected option. Eight Physical Sciences pre-service teachers were purposefully selected for interviews. The interviews were part of the study to give pre-service teachers a chance to elaborate on their POSTT responses. The findings of this study revealed that the Physical Sciences preservice teachers’ pedagogical orientations were influenced by the following factors: time constraints, availability of resources, and curriculum goals to mention a few.

Preservice Teachers’ Problem-Solving Lesson Engagement and Knowledge and Beliefs about Teaching for Equity

2015 ◽  
pp. 51-80
Author(s):  
Trina J. Davis ◽  
Gerald Kulm ◽  
Ayse Tugba Oner ◽  
S. Enrico P. Indiogine ◽  
Dianne S. Goldsby ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Problem Solving ◽  
Knowledge And Beliefs ◽  
Beliefs About Teaching

scholarly journals Initial Beliefs of Preservice Chemistry Teachers in Croatia

2020 ◽  
Vol 10 (1) ◽  
pp. 37-57
Author(s):  
Lana Šojat
Keyword(s):  
Preservice Teachers ◽  
Teaching And Learning ◽  
Epistemological Beliefs ◽  
Learning Theories ◽  
Chemistry Teachers ◽  
Teaching Objectives ◽  
Open Questions ◽  
Teachers Beliefs ◽  
Beliefs About Teaching ◽  
Teacher Professional

In the past thirty years, there have been many political changes in Croatia. These changes have had an impact on the education system, as well. The success of such educational changes depends on the teacher. The importance of teachers’ knowledge and their beliefs about teaching and learning for their action in the classroom is well known. Beliefs influence teachers’ representation of science, science knowledge and the organisation of knowledge and information. Keeping teacher professional development in mind, preservice teachers’ beliefs need to be sought out and examined by educators. These beliefs should be developed in the direction of teaching chemistry taking into account recent reforms, as well as teaching and learning theories. Various studies have been undertaken in different education backgrounds and systems regarding the beliefs of both preservice and in-service teachers. These studies show different results depending on the context in which they are undertaken. Transferring data to the Croatian system is therefore difficult. However, there are no studies in Croatia focusing on the teachers’ beliefs regrading teaching and learning chemistry. The present study evaluates the initial beliefs of preservice chemistry teachers in Croatia. The participants were instructed to draw themselves as chemistry teachers in a typical classroom situation in chemistry, and to answer four open questions. Data analysis follows a pattern representing a range between the predominance of more traditional orientations versus more modern teaching orientations, in line with educational theory focusing on: 1) beliefs about classroom organisation, 2) beliefs about teaching objectives, and 3) epistemological beliefs. The data revealed mostly traditional and teacher-centred knowledge among all of the participants. In the present paper, the data will be discussed and the implications for Croatian chemistry teacher training will be established.

scholarly journals Organic green corrosion inhibitors (OGCIs): a critical review

2019 ◽  
Vol 37 (2) ◽  
pp. 71-102 ◽  
Author(s):  
Lekan Taofeek Popoola
Keyword(s):  
Plant Extracts ◽  
Corrosion Inhibitors ◽  
Adsorption Thermodynamics ◽  
Corrosive Media ◽  
Environmental Threat ◽  
Factors Influencing ◽  
Damage Costs ◽  
Future Challenges ◽  
Almost All ◽  
Green Corrosion Inhibitors

AbstractOver the decades, corrosion has resulted in loss of lives accorded with damage costs in almost all engineering fields. Thus, it is seen as an environmental threat with catastrophic attributes, which calls for day-to-day research on its final resolution. Recent studies have proven organic green corrosion inhibitors (OGCIs) from plant extracts with biodegradable, environmentally accommodative, relatively cheap, and nonharmful features as the most perfect approach of tackling the problem. This review gives succinct discussion on the mechanisms, classifications, and active functional groups of OGCIs. Measuring ways and factors influencing their efficiency are presented. Also, various plant extracts used as OGCIs in preventing material corrosion in corrosive media coupled with their respective findings, applied characterization techniques, and future challenges are presented. The significance of values obtained from simulating presented mathematical models governing OGCI kinetics, adsorption isotherm, and adsorption thermodynamics is also included. In conclusion, recommendations that will broaden the usage of OGCIs from plant extracts for inhibiting corrosion of materials are presented for prospective researchers in the field of corrosion.

Challenging Lecturer Assumptions About Preservice Teacher Learning in Mandatory Indigenous Studies

2016 ◽  
Vol 45 (2) ◽  
pp. 119-128 ◽  
Author(s):  
Katrina Thorpe ◽  
Cathie Burgess
Keyword(s):  
Preservice Teachers ◽  
Teaching And Learning ◽  
Critical Reflection ◽  
Approaches To Learning ◽  
Indigenous Studies ◽  
Course Content ◽  
Knowledge And Beliefs ◽  
Cultural Interface ◽  
The University ◽  
Preservice Teacher Learning

This paper explores and challenges our assumptions as lecturers about preservice teachers’ knowledge and beliefs entering a mandatory Indigenous Studies subject. A total of 38 focus groups were conducted over two years (2011–2012) with preservice teachers enrolled in teaching degrees at the University of Sydney. Findings were analysed to identify and critically reflect on our assumptions about preservice teachers' prior understanding of the content and approaches to learning. To challenge our assumptions, this paper applies Brookfield's (1995) student and autobiographical lenses to engage in critical reflection and Nakata's (2002, 2007) ‘cultural interface’ to better understand the complexities, tensions and transformations that occur for learners in the Indigenous Studies classroom. Findings illuminated that assumptions about the level of resistance and indifference to course content were often overstated and rather, many preservice teachers were more likely to be insecure and reticent to express their ideas in this complex and potentially uncomfortable learning environment. Implications from the study highlight the need for ongoing critical reflection of lecturer assumptions about preservice teachers’ dispositions and how they engage with the subject to better understand the diversity of their knowledge and experiences and what this means for teaching and learning in this context.

scholarly journals Batch-Level Costs In Activity-Based Costing Refinement, Optimization & Allocation

2011 ◽  
Vol 8 (9) ◽  
Author(s):  
M.A. Sangeladji ◽  
J. Damooei
Keyword(s):  
Optimum Size ◽  
Activity Based Costing ◽  
Managerial Accounting ◽  
Factors Affecting ◽  
The Past ◽  
Factors Influencing ◽  
Set Up ◽  
Optimization Allocation ◽  
Almost All

In the past decade, the Activity-Based Costing and the allocation of the batch-level costs have been presented and discussed in almost all cost/managerial accounting textbooks. A widely used example of batch-level cost, in most of the textbooks, is the set-up cost. In almost all of these textbooks, the annual set-up cost is assumed to be known in advance and is allocated based on the number of set-ups. In reality, the set-up cost should be determined first before it can be allocated properly. For the computation of the optimal total set-up cost, first the various factors influencing this category of cost should be discussed and then the methods of the allocation be applied. This paper discusses the various factors affecting the calculation of annual set-up cost. It also demonstrates a model that computes the optimum size of each set-up and the economical number of annual set-ups. Based on the outcomes of the model, the paper demonstrates the calculation of total allocable set-up cost and its allocation to various products.

scholarly journals Factors influencing export of financial services

2012 ◽  
Vol 3 (4) ◽  
pp. 41-58
Author(s):  
Marija Lindemane ◽  
Ilmars Purins ◽  
Didzis Rutitis
Keyword(s):  
Financial Services ◽  
World Trade ◽  
Common Factors ◽  
Research Data ◽  
Economic Activities ◽  
Factors Influencing ◽  
The World ◽  
Mathematical Processing ◽  
Almost All ◽  
Side Result

Almost all countries in the world are involved in the world trade of financial services. However, whereas for most countries the export of financial services is only a side result of their foreign economic activities, for some countries it composes a constitutive source of income. The purpose of the current research is to determine the factors that influence the export of financial services thereby explaining the differences in geographic allocation of financial services export throughout the world. For achieving this purpose, such research methodology as analysis of selected literature on financial services, an expert survey, as well as mathematical processing of the obtained research data have been used. The  result of the research has reflected common factors, which according to the financial experts’ opinion have the most significant influence on any country's export of financial services.

Sign in / Sign up

Export Citation Format

Share Document