scholarly journals Ekphrastic Poetics: Fostering a Curriculum of Ecological Awareness Through Poetic Inquiry

in education ◽  
2014 ◽  
Vol 20 (2) ◽  
pp. 78-89
Author(s):  
Andrejs Kulnieks ◽  
Kelly Young
Keyword(s):  
Teacher Education ◽  
Habits Of Mind ◽  
Rhetorical Device ◽  
Ecological Awareness ◽  
Poetic Inquiry ◽  
Aesthetic Form ◽  
Ecological Practice ◽  
Poetic Response

In this article we outline the role of ekphrastic poetics in an ecological practice of poetic inquiry. Ekphrastic poetics, as a rhetorical device, involves one medium of art relating to another medium by unfolding its form and essence. Ultimately, our work involves a poetic response to an aesthetic form and it is through our ongoing collaborations that we are able to outline the importance of the poetic benefits of dwelling in natural places. We offer specific examples of how we engage in interpretive response activities that help to foster ecological habits of mind in teacher education.  Keywords: arts-informed; ekphrastic poetics; collaboration; poetic inquiry; ecology; curriculum

scholarly journals Safe Space, Dangerous Territory: Young People’s Views on Preventing Radicalization through Education—Perspectives for Pre-Service Teacher Education

2021 ◽  
Vol 11 (5) ◽  
pp. 205
Author(s):  
Saija Benjamin ◽  
Visajaani Salonen ◽  
Liam Gearon ◽  
Pia Koirikivi ◽  
Arniika Kuusisto
Keyword(s):  
Teacher Education ◽  
Online Survey ◽  
Educational Institutions ◽  
Growing Up ◽  
Safe Spaces ◽  
Violent Extremism ◽  
International Setting ◽  
Pre Service Teacher ◽  
And Training

Initiatives for preventing radicalization and violent extremism through education (PVE-E) have become a feature of global educational policy and educational institutions across all phases, from early childhood to universities, also in Finland. If schools may be regarded as safe spaces here for identity and worldview construction and experiences of belonging, the specific subject matter of PVE-E is also dangerous territory. Not least because of PVE-E’s focus on radicalization, but above all because of perceptions of schools being used as an adjunct of governmental counter-terrorism policy. We argue that understanding young people’s views on issues related to radicalization and violent extremism is critical in order to develop ethical, sustainable, contextualized, and pedagogical approaches to prevent hostilities and foster peaceful co-existence. After providing some critical framing of the Finnish educational context in a broader international setting, we thus examine young people’s views (n = 3617) in relation to the safe spaces through online survey data gathered as a part of our larger 4-year research project Growing up radical? The role of educational institutions in guiding young people’s worldview construction. Specifically focused on Finland but with potentially wider international implications, more understanding about the topic of PVE-E is needed to inform teacher education and training, to which our empirical data makes some innovative contribution.

The neglected role of classroom management in teacher education

2011 ◽  
Vol 22 (2) ◽  
pp. 109-112 ◽  
Author(s):  
Jan van Tartwijk ◽  
Karen Hammerness
Keyword(s):  
Teacher Education ◽  
Classroom Management

Especially for Special Educators

1976 ◽  
Vol 42 (5) ◽  
pp. 244-252 ◽  
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Education Research ◽  
Special Educators ◽  
Exceptional Children ◽  
Teacher Education Research

Thirty special educators, some of whom have worked in the field for over 50 years, were interviewed by telephone. Each was asked to identify milestone events and pioneers in special education and to describe the development and role of teacher education, research, and The Council for Exceptional Children over the years. Crucial issues and needs in the field today were identified by the group and their responses were synthesized into the first of a series of articles celebrating the Bicentennial.

Working role of women in a pandemic world: a poetic inquiry

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Davide de Gennaro ◽  
Francesca Loia ◽  
Gabriella Piscopo
Keyword(s):  
Gender Gap ◽  
Working Women ◽  
Diversity Management ◽  
Gender Inequalities ◽  
Remote Work ◽  
Content Type ◽  
Poetic Inquiry ◽  
Women’S Perceptions ◽  
Practical Implications

Purpose The sudden outbreak of the COVID-19 pandemic has affected millions of people globally, and it has exacerbated the existing gender inequalities that have affected women. The purpose of this study is to understand the perceptions of women concerning gender inequality in the workplace during the current pandemic. The goal is to give women a voice so they can explain their feelings regarding the problems they face in a pandemic world. Design/methodology/approach In this study, four poetic inquiries were developed to investigate how the lives of working women were changed during the pandemic in Italy. Poetic methodology is a creative and aesthetic representation of qualitative research that is capable of reporting data with more fluidity and freedom. Findings The results suggest that the gender gap is increasing and is embodied in a series of relational and economic problems related to remote work, in difficulty in reconciling private and work life and in a series of new telematic violence against women. Practical implications This study offers practical implications for policymakers by suggesting the application of diversity management initiatives to remove barriers to gender equality. Originality/value This study, through a poetic approach, is the first to investigate women's perceptions during the pandemic related to difficulties experienced in the work sphere.

Mobile Learning to Support Computational Thinking in Initial Teacher Education

2021 ◽  
Vol 13 (1) ◽  
pp. 49-62
Author(s):  
Cornelia Connolly ◽  
Raquel Hijón-Neira ◽  
Seán Ó Grádaigh
Keyword(s):  
Teacher Education ◽  
Mobile Learning ◽  
Mobile Applications ◽  
Computational Thinking ◽  
Positive Influence ◽  
Subject Area ◽  
Initial Teacher Education ◽  
Quasi Experimental ◽  
The Subject

Research on the role of mobile learning in computational thinking is limited, and even more so in its use in initial teacher education. Aligned to this there is a need to consider how to introduce and expose pre-service teachers to computational thinking constructs within the context of the subject area they will teach in their future classrooms. This paper outlines a quasi-experimental study to examine the role of mobile learning in facilitating computational thinking development amongst pre-service teachers in initial teacher education. The study enquires if there are significant differences in grades achieved in computational thinking and programming learning when mobile learning is introduced. Findings showed and reaffirmed the positive influence of the mobile applications on the development of computational thinking amongst the pre-service teachers who participated.

Seeking Support in Teacher Education for Racial Knowledge: The Role of Professional Networks and Social Identities

2021 ◽  
pp. 004208592110584
Author(s):  
Lisette Enumah
Keyword(s):  
Teacher Education ◽  
Teacher Learning ◽  
Teacher Educators ◽  
Social Identities ◽  
Teacher Education Programs ◽  
Race And Racism ◽  
Professional Networks ◽  
Racial Identities ◽  
Racial Knowledge

Drawing from the narrated experiences of teacher educators (TEs) at different institutions, this paper analyzes TEs’ perceptions of support related to their work in teaching about race and racism. TEs varied in the extent to which they viewed their institution as supportive, and they identified factors that signaled that their institution supported teacher learning about race and racism. TEs also described how their racial identities and positional privilege related to tenure status informed engagement with peers both for providing and seeking support. Implications for teacher education programs in providing support for TEs who teach about race and racism are discussed.

Pre-Service Secondary Teacher Education Programme: Some Concerns of Sustainability

2021 ◽  
pp. 29-37
Author(s):  
Indrajeet Dutta
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Education Programme ◽  
Secondary Teacher ◽  
Community Based ◽  
Teacher Education Programme ◽  
Teaching Pedagogy ◽  
Secondary Teacher Education ◽  
Do So

With the onset of a new academic session, teacher education programmes across the county will be in a new avatar. The revamping of a teacher education programme has been on the cards for several years but stiff resistance from different quarters of the educational community made it impossible to do so. The revised secondary teacher education programme is new in several counts. Firstly, curricular areas have been made more contextual, class, student and community based. Secondly, teaching pedagogy has been made more child centred, experiential and reflective. Thirdly, internship model has been introduced giving more thrust on acquisition of skills and competencies in actual classroom and real settings rather than artificial settings. But, the reform has brought several challenges in its realm which teacher education programmes and institutes have to face. The present paper deals with the new challenges like demand for teacher education programmes, the role of private teacher education institutes and their increasing focus on commercialization, demand for teacher educators and whether the new system is pro-rich or pro-poor student etc.

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