Outraged housewives and sympathetic school children: Primary drama in digital form

FORUM ◽  
2021 ◽  
Vol 63 (3) ◽  
pp. 66-75
Author(s):  
Victoria Byfield ◽  
Chloe Berrisford ◽  
Polly Herbert
Keyword(s):  
Teacher Education ◽  
Transformative Learning ◽  
Primary Teacher ◽  
First Year ◽  
School Of Education ◽  
Digital Form ◽  
First Year Students ◽  
Pedagogical Tool ◽  
Primary Teacher Education ◽  
Significant Point

This article focuses on the delivery of two primary English workshops delivered on the BA Primary (with QTS) degree course to first year trainees studying in the School of Education at University of Brighton. These interactive sessions include practical activity, specifically drama, and are typically delivered on campus. This is a significant point for our first-year students in primary teacher education as they explore challenging texts through drama, positioning themselves as learners in the primary classroom. Transformative learning occurs as aspiring teachers negotiate their previous experiences of drama and develop their understanding of it as a tool for the classroom. This article, a jointly composed reflection upon adapted practice during the Covid 19 pandemic, considers how drama (as a practical, interactive pedagogical tool) was delivered and engaged with in digital form. Feedback was gathered through informal interviews to collate student and tutor perspectives on the experience.

PENGARUH MEDIA PEMBELAJARAN DAN KECERDASAN GANDA TERHADAP HASIL BELAJAR TEKNOLOGI INFORMASI DAN KOMPUTER (TIK) MAHASISWA PGSD UNIVERSITAS NEGERI MEDAN

2012 ◽  
Vol 5 (2) ◽  
Author(s):  
Harun Sitompul ◽  
Reni Astuti
Keyword(s):  
Teacher Education ◽  
Multiple Intelligences ◽  
Interactive Multimedia ◽  
Primary Teacher ◽  
Instructional Media ◽  
Learning Achievement ◽  
Instructional Process ◽  
Regular Class ◽  
Primary Teacher Education ◽  
Level Of Significance

Abstract: The Effect Of Instructional Media And Multiple Intelligences On Student’s Learning Achievement On Information And Comunication Technology (ICT) Of Primary Teacher Education,  State University Of Medan. The objectives of  this quasi – experimental research were to discover: 1) whether the students learning achievement of Primary Teacher Education (PTE) in ICT taught by using CD interactive multimedia interactive instructional media was higher than learning achievement of  PTE taught by using module instructional media, 2) whether the students learning achievement of  PTE in ICT with spasial visual multiple intelligences was higher than student’s with verbal linguistic multiple intelligences, and 3) the interaction between instructional media and multiple intelligences in affecting the student’s learning achievement in ICT. The population of the study was 180 students of PTE who took the ICT from 6 classes namely 2 regular classes, 3 extension classes from the city government Academic year 2010/2011.Based on cluster random sampling technique 4 clasess taken from 2 reguler classes and 2 extention classes. The A regular class and A extension class using CD interactive multimedia instructional media and module was used in B regular class and B extention class. The research findings showed that : (1) the students’ learning  achievement in ICT taught by using CD interactive multimedia instructional media was higher than the students’ taught by using module instructional media with Fcount = 11.65 > Ftables = 4.00 at the level of  significance α = 0.05; (2) the students’ learning achievement in ICT with multiple intelligences spatial visual was higher than students’learning achievement with multiple intelligences verbal linguistic with Fcount = 11.65 > Ftables = 4.00 at the level of  significance α = 0.05, and (3) there was an interaction between instructional media and multiple intelligences on students’ learning achievement in ICT where Fcount =  8,85  > Ftable =  4.00 at the level of  significance α = 0.05.         The conclusion of research is that application of the instructional media in the instructional process can improve the student’s learning achievement especially for PTE. Therefore, the implication is lecturers should be trained in order they can apply a more variative instructional process. So, it is the suggested that the lecturers should able use a variety of media for the success of the instructional process. Keywords : instructional media, multiple intelligences, interactive multimedia, module, spatial visual, verbal linguistic.

scholarly journals Framing heuristics in inclusive education: The case of Uganda’s preservice teacher education programme

2019 ◽  
Vol 8 ◽  
Author(s):  
Proscovia S. Nantongo
Keyword(s):  
Teacher Education ◽  
Preservice Teacher ◽  
Inclusive Education ◽  
Curriculum Design ◽  
Policy Design ◽  
Daily Practice ◽  
Education Programme ◽  
Primary Teacher ◽  
Primary Teacher Education ◽  
Group Interviews

Background: Recent education-related research has raised concerns about the persistent exclusion of vulnerable learners in Uganda. The Revised Primary Teacher Education Curriculum of 2013 marked an ambitious yet inconclusive attempt to advance the implementation of inclusive education but has encountered deeply entrenched sociocultural exclusionary practices among education experts.Objectives: This study aimed to explicate education practitioners’ interpretations of Uganda’s flagship inclusive education programme in preservice primary teacher education.Method: Drawing on the conceptual vocabulary of frame analysis and the qualitative analysis of individual and group interviews and classroom observations, the interpretations of inclusive education implementation in preservice primary teacher education in Uganda were examined. The participants included policy design experts, curriculum design experts and classroom practitioners.Results: Three main findings emerged. Firstly, interpretations of inclusive education displayed a narrow framing heuristic of inclusive education as a perfunctory, daily practice rather than a pathway for reflective, inclusive pedagogical engagement. Secondly, the heuristic encouraged the treatment of inclusive pedagogy as a ‘label’ under a specific rubric referring to sensory impairments or disabilities – a historical device for sociocultural exclusion. Thirdly, inclusive education was a praxis but was misframed from its original intentions, causing tension and resentment among practitioners. These findings contribute to the debates on the sustainability of inclusive education beyond preservice teacher education.Conclusion: Uganda’s flagship inclusive education programme in preservice primary teacher education was fraught with tensions, ambiguities and an overt, urgent need for change.

CAD Platform Independent Software for Automatic Grading of Technical Drawings

2017 ◽  
Author(s):  
Sanchit Ingale ◽  
Anirudh Srinivasan ◽  
Diana Bairaktarova
Keyword(s):  
Engineering Students ◽  
Spatial Reasoning ◽  
Learning Experience ◽  
Spatial Visualization ◽  
First Year ◽  
Spatial Skills ◽  
First Year Students ◽  
Pedagogical Tool ◽  
Students Success ◽  
Mechanical Objects

Spatial visualization is the ability of an individual to imagine an object mentally and understand its spatial orientation. There have been multiple works proving that spatial visualization skills can be improved with an appropriate training. Such training warrant a critical place in the undergraduate engineering curricula in many engineering schools as spatial skills are considered vital for students’ success in the technical and design fields [1–4]. Enhanced spatial skills help not only professionals in the engineering field but also everyone in the 21st century environment. Drawing sectional views requires mental manipulation and visual thinking. To enhance students spatial reasoning, one of the authors of this study, conducted a class in spatial visualization. The course-learning goal aimed at improving first-year engineering students’ spatial reasoning through instruction on freehand drawings of sectional view. During the semester, two teaching assistants had to grade more than 500 assignments that consisted of sectional views of mechanical objects. This was a tedious and a time consuming task. Motivated by this experience, this paper proposes a software aiming at automating grading of students’ sectional view drawings. The proposed software will also give live feedback to students while they are working on the drawings. This interactive tool aims to 1) improve the learning experience of first year students, with limited CAD knowledge, and 2) introduce a pedagogical tool that can enhance spatial visualization training.

scholarly journals The Issue of Student Achievement of Primary Teacher Education (PGSD) in Group Discussion

2019 ◽  
Author(s):  
Dewingga Fizzy Keni Pratama ◽  
Muhammad Nur Wangid
Keyword(s):  
Teacher Education ◽  
Student Learning ◽  
Mastery Learning ◽  
Group Discussion ◽  
Primary Teacher ◽  
Group Discussions ◽  
Learning Achievement ◽  
Primary Teacher Education ◽  
The Relationship ◽  
Improve Student Learning

This article considers the relationship between group discussion and student achievement of PGSD University PGRI Wates. The results showed there group discussion can increase student learning achievement. Students achieve minimal mastery learning. Based on empirical evidence from group discussions and learning achievements, it explores the extent to which forms of group discussion can contribute to learning achievement. This article argues that group discussions offer new and important things in the practice of learning. The results showed that group discussion can improve students learning achievement. In other words the use of group discussion in student learning can improve student learning achievement.

scholarly journals Analysis of Understanding The Use of Javanese Language "Krama Inggil" of Preservice Teachers in Primary Teacher Education Programs

2019 ◽  
Vol 2 (1) ◽  
pp. 334
Author(s):  
Ngatman Ngatman
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Descriptive Study ◽  
Primary Teacher ◽  
Teacher Education Programs ◽  
Research Subjects ◽  
Education Programs ◽  
Average Value ◽  
Analysis Technique ◽  
Primary Teacher Education

<em>This study aims to analyze the understanding the use of Javanese language "krama inggil" of preservice teachers in primary teacher education programs. This research is a descriptive study of 84 research subjects. The instruments used were description test sheets, questionnaire sheets, and interview sheets. The data analysis technique uses descriptive qualitative. The results of the analysis show that: 1) The average value of understanding the use of Javanese language "krama inggil" was 78; 2) students who are able to communicate using good manners and apply in daily life as much as 38.61%; 3) Some of the difficulties factors of students using Javanese language "krama inggil" include not being accustomed from childhood, parents do not teach Javanese language "krama inggil", preferring to use Indonesian, lacking the motivation to use Javanese language "krama inggil" because it is difficult to pronounce.</em>

scholarly journals Beginning Student Teachers’ Professional Identity

2021 ◽  
Vol 14 (1) ◽  
pp. 151-164
Author(s):  
Gregor STEINBEIß
Keyword(s):  
Teacher Education ◽  
Professional Identity ◽  
Student Teachers ◽  
Teacher Identity ◽  
Working Environment ◽  
First Year ◽  
First Year Students ◽  
Ideal Teacher ◽  
Knowledge Based ◽  
Teacher Students

Abstract: This article investigates teachers’ professional identity of beginning first-year students through their beliefs about being a teacher. The presented study focuses on Austrian teacher students’ (N=18) conceptions of becoming a professional; what convictions student teachers reflect on, which professional identity emerges and what synthesis of a professional teacher identity position can be portrayed at the beginning of teacher education. Through inductively driven content analysis all statements (N=401) have been combined, and a unified synthesis of a beginning student teachers’ professional identity was formed. Three main categories were found: the “ideal” teacher, “good” teaching, and the “optimal” working environment. The results showed a highly idealistic view of being a teacher. The majority of statements referred to teaching from a pupil-centered perspective by strongly emphasising personality traits, student-teacher relationships, and teachers’ professional knowledge. Based on the results, the role of professional identity in Austrian’s teacher education is discussed, and further implementations in research are recommended.

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