scholarly journals Commentary: A Candid Look at Teacher Research and Teacher Education Today

2015 ◽  
Vol 8 (2) ◽  
pp. 49-57
Author(s):  
Ken Zeichner
Keyword(s):  
Teacher Education ◽  
Teacher Development ◽  
School System ◽  
Teacher Research ◽  
Knowledge And Skills ◽  
Critical Part ◽  
School Work ◽  
Inquiry Stance ◽  
Education Today ◽  
The University

In this interview, Ken Zeichner describes the current changes and trends in teacher education and examines the university’s role in providing teachers with the necessary skills and knowledge. He advocates a model where the university, community, and school work together as partners to give teachers a more diversified set of knowledge and skills. This type of teacher education can be situated in the university, but it may be more effective if it takes place "outside of the bureaucracy and budget of both the university and the school system." Dr. Zeichner sees teacher research as a critical part of teacher development and firmly believes that each teacher should adopt an inquiry stance, where research is part of the practice rather than a separate activity. In conclusion, he states that, "…the old traditional forms of university-based teacher education…are not going to survive."

scholarly journals Estágio Supervisionado II no ensino fundamental: uma experiência de atividade na aula de História com uso de jogos em uma escola municipal de Ananindeua/PA

2021 ◽  
Vol 5 (9) ◽  
pp. 148
Author(s):  
Eliandra Gleyce Dos Passos Rodrigues
Keyword(s):  
Teacher Education ◽  
Public School ◽  
School System ◽  
Public School System ◽  
Classroom Teaching ◽  
Teaching Methodology ◽  
History Teaching ◽  
The Public ◽  
School Teaching ◽  
The University

O trabalho tem como objetivo relatar a experiência vivenciada no espaço escolar, prática proporcionada pela disciplina de Estágio Supervisionado II, apresentando como resultados as principais atividades realizadas de observações, de regências e de intervenções em sala de aula. Entende-se que acompanhar a disciplina de História, no sistema público de ensino, é a forma pela qual a Universidade dialoga com o ensino da escola pública e proporciona mecanismos de preparação aos futuros professores. Através desse contato com a escola, que recebe os acadêmicos nas suas práticas de estudo, pesquisa e extensão, e de formação docente na área de História, busca-se também incentivar a promoção de metodologias experimentadas, a serem inseridas no ensino em sala de aula; como resultado deste processo de estágio é apresentado aqui a metodologia de um Quiz Histórico usado em sala de aula.Palavras-Chave: Relato de Estágio Supervisionado II; Sala de Aula; Ensino de História; Metodologia de Ensino. AbstractThis paper aims to report the experience in the school space, which was the supervised internship discipline II, presenting, as results, the main activities, observations and interventions performed in the classroom. It is understood that accompanying the discipline of History in the public school system is the way in which the University not only dialogues with the public school teaching, but also provides the mechanisms for the preparation of future teachers through contact with the school. The public school receives academics from the University for the practice of study, research and teacher education in the area of history, and encourages the promotion of methodologies to be inserted in classroom teaching. As a result of this internship process, we present here the methodology of a Historical Quiz carried out in class.Keywords: Supervised Internship Report II; Classroom; History Teaching; Teaching Methodology.

SOCIAL PROJECT AS A PLATFORM FOR THE IMPLEMENTATION OF PROFESSIONAL SKILLS OF FUTURE INFORMATICS TEACHERS

2019 ◽  
pp. 16-22
Author(s):  
E. V. Klimenko ◽  
N. S. Buslova
Keyword(s):  
Large Scale ◽  
Modern Society ◽  
Professional Competencies ◽  
Future Teachers ◽  
Professional Skills ◽  
Knowledge And Skills ◽  
Theoretical Reasoning ◽  
Social Project ◽  
The University

The article is devoted to the consideration of ways to solve one of the actual problems in theory and methodology of training and upbringing — the problem of developing professional skills of future informatics teacher. As a way to adapt students to the profession, the possibility of their involvement in social designing was chosen. Participation in social projects contributes to the approbation and introduction of new forms and methods in teaching informatics. Expanding the experience of future teachers in carrying out large-scale events contributes to the formation of a socially adapted personality competitive in modern society. The potential of a social project in consolidating the knowledge and skills obtained during the theoretical training at the university is indicated. In the article, theoretical reasoning is accompanied by examples of real social projects and activities aimed at the formation of professional competencies of future informatics teachers.

Set up and management of a Data Science faculty at Shiga University

Impact ◽  
2019 ◽  
Vol 2019 (10) ◽  
pp. 18-20
Author(s):  
Akimichi Takemura
Keyword(s):  
Data Science ◽  
Science Faculty ◽  
Knowledge And Skills ◽  
International Trends ◽  
Leading Position ◽  
Global Understanding ◽  
Set Up ◽  
The University ◽  
Do So ◽  
Undergraduate Class

Shiga University opened the first data science faculty in Japan in April 2017. Beginning with an undergraduate class of 100 students, the Department has since established a Master's degree programme with 20 students in each annual intake. This is the first data science faculty in Japan and the University intends to retain this leading position, the Department is well-placed to do so. The faculty closely monitors international trends concerning data science and Artificial Intelligence (AI) and adapt its education and research accordingly. The genesis of this department marks a change in Japan's attitudes towards dealing with information and reflects a wider, global understanding of the need for further research in this area. Shiga University's Data Science department seeks to produce well-trained data scientists who demonstrate a good balance of knowledge and skills in each of the three key areas of data science.

scholarly journals Sustainable Teacher Training via Distance Education: The Effect of Study Centers, Gender and Economic Demographics on Academic Performance

2021 ◽  
Vol 13 (14) ◽  
pp. 7965
Author(s):  
Hong Zhang ◽  
Wilson Osafo Apeanti ◽  
Paul Georgescu ◽  
Prince Harvim ◽  
Dianchen Lu ◽  
...  
Keyword(s):  
Teacher Education ◽  
Distance Education ◽  
Academic Performance ◽  
Education Program ◽  
Teacher Education Program ◽  
Policy Implications ◽  
Education Students ◽  
Traditional Mode ◽  
The University ◽  
Better Than

We examine the effectiveness and sustainability of the distance teacher education program established by the University of Education, Winneba, Ghana, by investigating the differences in the academic performance of students who are trained in the teacher education program via traditional and distance education modes, respectively, from 2011 to 2015. Close attention is paid to the factors that affect the academic performance of students in the distance mode. Our findings confirm that traditional mode students perform better than their distance mode counterparts in terms of cumulative GPAs. Gender and economic demographics of distance study centers are found to affect the academic performance of distance education students significantly. The policy implications of these findings are discussed and directions of further action are outlined.

scholarly journals Education for Social Change: The Case of Teacher Education in Wales

2021 ◽  
Vol 13 (15) ◽  
pp. 8574
Author(s):  
Rebecca Weicht ◽  
Svanborg R. Jónsdóttir
Keyword(s):  
Teacher Education ◽  
Social Change ◽  
Teacher Educators ◽  
Entrepreneurial Education ◽  
Constructive Learning ◽  
Study Approach ◽  
The University ◽  
Action Competence ◽  
Shed Light

Entrepreneurial education offers valuable opportunities for teachers to foster and enhance creativity and action competence, which are also important for sustainability education. The University of Wales Trinity Saint David (UWTSD) is a leader in the development of entrepreneurial education in teacher education both in Wales and internationally. The objective of this article is to shed light on how an entrepreneurial education approach can help foster social change. The aim of this study is to learn from teacher educators at UWTSD about how they support creativity, innovation, and an enterprising mindset in their learners. A case study approach is applied. By analysing documentary evidence such as module and assignment handbooks, we explore how teacher educators at UWTSD deliver entrepreneurial education for social change. Our findings indicate that UWTSD’s development of entrepreneurial education in teacher training has enabled constructive learning, cultivating creativity and action competence. We provide examples that display how the intentions of the Curriculum for Wales and entrepreneurial education approaches of the UWTSD emerge in practice. These examples show outcomes of the entrepreneurial projects that evince the enactment of social change. The findings also show that the educational policy of Wales supports entrepreneurial education throughout all levels of the educational system.

Developing Education and Business Links

1997 ◽  
Vol 11 (3) ◽  
pp. 176-181
Author(s):  
Ian Abbott ◽  
Caron Coldicott ◽  
Moss Foley ◽  
Prue Huddleston ◽  
Peter Stagg
Keyword(s):  
Teacher Education ◽  
Continuing Professional Development ◽  
Initial Teacher Education ◽  
Business Studies ◽  
British Industry ◽  
Development Of Competencies ◽  
The Uk ◽  
Graduate Certificate ◽  
The University ◽  
Theoretical Issues

The Economics and Business Studies Post Graduate Certificate in Education (PGCE) at the University of Warwick has been at the forefront of developing links between initial teacher education and business. The latest stage in this process occurred in January 1996 when 22 PGCE students undertook a three-day residential course established in a partnership between the University of Warwick, Understanding British Industry (UBI) and the UK Post Office. This course was the first of its kind in the UK to be sponsored by an individual company and has been designed to provide a model which can be used in all areas of initial teacher education links between business and initial teacher education. The authors address practical and theoretical issues relating to the development of links between business and initial teacher education. The broader theoretical issues considered include the significance of this type of activity in relation to the changes taking place in initial teacher education in England and Wales, such as the development of competencies, the role of continuing professional development and the appropriateness of the model. The authors also address the practical implications of working with business, and the development of a residential programme in a crowded timetable, and assess some of the curriculum materials produced by students.

Overseas: Native Studies at the University of Saskatchewan

1984 ◽  
Vol 12 (4) ◽  
pp. 59-60
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Department Of Education ◽  
Native Studies ◽  
Aboriginal Students ◽  
Exchange Material ◽  
The University ◽  
Indian Students ◽  
Education Courses

We recently received exchange material from The Saskatchewan Urban Native Teacher Education Program (SUNTEP) at Saskatoon, Canada. A brief description of the program might be of interest to those readers involved in adult and teacher education courses for Aboriginal students.SUNTEP is a four-year off campus Teacher Education Program offered through the Gabriel Dumont Institute of Native Studies and Applied Research in co-operation with the Department of Education and the University of Saskatchewan and Regina. It is an enriched program leading to a B.Ed, degree, designed specifically for Metis and Non-Status Indian students who might not otherwise attend university. The program has a number of unique aspects including -

Academic quality management in teacher education: a Singapore perspective

2014 ◽  
Vol 22 (1) ◽  
pp. 53-64 ◽  
Author(s):  
Sylvia Chong
Keyword(s):  
Teacher Education ◽  
Quality Management ◽  
Teacher Development ◽  
Systems Approach ◽  
Education Institution ◽  
Academic Quality ◽  
Content Type ◽  
Architectural Framework ◽  
Teacher Education Institution ◽  
Process Oriented

Purpose – Quality assurance and management is vital for the continuous improvement of the content, delivery and development of teacher education programmes. This paper seeks to explore theoretical issues and ideas in assessing the quality preparation of teachers in the Singapore context. Design/methodology/approach – An academic quality framework provides an architectural approach to optimizing quality processes, transitioning from a disjointed set of quality processes to an integrated workflow based upon established best practices. Findings – The architectural framework provided a systematic focus to develop and sustain the academic quality of the teacher development programmes. Quality change and developments occur through collaboration and learning. The emphasis is on quality management as a process-oriented strategy. Originality/value – There is a shift in paradigm from traditional models of programme evaluation to a systems approach that incorporate multi-dimensional models to impact administration, teaching and research in a teacher education institution. Thus Singapore's teacher education quality management should be considered beyond a set of measurement tools towards a systematic, scheduled and focused examination as a whole, as a process-oriented strategy.

scholarly journals The Hidden Contents in the Professional Military Education Process

2021 ◽  
Vol 30 (4) ◽  
pp. 141-153
Author(s):  
Markéta Licková
Keyword(s):  
Learning Outcomes ◽  
Hidden Curriculum ◽  
Military Education ◽  
Educational Process ◽  
Professional Military Education ◽  
Knowledge And Skills ◽  
The University ◽  
Education Process ◽  
Strategic Studies

Increasing pressure on the quality of the educational content brings the need to address the issue of hidden mechanisms in the educational process that have impacts on the quality of knowledge and skills. This article discusses the existence of the hidden curriculum in lifelong learning and puts it into the context of the lifelong Professional Military Education as it is provided at the Centre for Security and Military Strategic Studies at the University of Defence. The uncovering of the hidden content in education may not be a welcome process, in extreme it may become unacceptable. However, hidden content can affect the achieved learning outcomes, as well as their deliberate disclosure and appropriate processing. The aim of the article is to describe whether and with what benefit can the concept of the hidden curriculum be applied to professional military education in the Centre for Security and Military Strategic Studies environment.

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