Use of Facebook in Primary Teacher Training

2018 ◽  
pp. 258-279
Author(s):  
Inmaculada Gómez-Hurtado
Keyword(s):  
Teacher Training ◽  
Student Teachers ◽  
Classroom Climate ◽  
Personal Development ◽  
Primary Teachers ◽  
Learning Processes ◽  
Primary Teacher ◽  
Digital Competence ◽  
Collaborative Learning Communities ◽  
Teaching Learning

This chapter presents a study carried out to describe and determine the relevance of the Facebook network as a tool for development of the teaching-learning processes in the teacher-training classroom, and knowledge of the same for use in a research model. This study is based on an analysis of the latest research on the use of social networks in higher education to describe an experiment performed in a group of future primary teachers at a Spanish university in which Facebook was used as a resource to improve the teaching-learning processes. The outcomes point towards a positive evaluation of Facebook as a resource for the creation of collaborative learning communities, improving teaching-learning processes, knowledge construction and social learning, the classroom climate, tutoring among peers and with faculty, foreign-language practice, and digital competence. Among the initial conclusions, the authors highlight the need to demonstrate tools like Facebook to student teachers to ensure their appropriate professional and personal development.

Application of Project-based Learning for Primary Teachers - A New Direction in Professional Training at Pedagogical Universities and Colleges in Vietnam

2020 ◽  
Author(s):  
Thi Tam Bui ◽  
T.T.H. Vu ◽  
Q.H. Le ◽  
Trong Luong Pham ◽  
T.M.A. Nguyen ◽  
...  
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Primary Education ◽  
Primary Teachers ◽  
Project Based Learning ◽  
Primary Teacher ◽  
Great Success ◽  
Learning Method ◽  
Teacher Training Program ◽  
Primary Teacher Training

Teaching staffs in general and primary teachers in particular have been proven to contribute to great success of the comprehensive renovation process in the current Vietnamese education system. Significantly, pedagogical universities specialized in primary education should predominantly pay attention to the quality of training and meet the requirements of society. In the case of Tay Nguyen University in Vietnam, lecturer staffs involved in training of primary teachers have made great efforts in applying new teaching methods. Furthermore, it has been used effectively in many parts of the primary teacher training program is the project-based learning method. In this paper, in addition to general theories about the project-learning method, we will present the advantages of applying the teaching method in the primary teacher training program in general and in the "Crafts and Techniques" module in particular at Tay Nguyen University. Finally, discussion process of applying project-based learning and project evaluation methods of primary education students in teaching this module are preferred.

Implementation of Cooperative Learning Strategies to Create 3D-Videos in EFL Teacher Training

2020 ◽  
pp. 17-41 ◽  
Author(s):  
Cristina A. Huertas-Abril
Keyword(s):  
Teacher Training ◽  
Cooperative Learning ◽  
Foreign Language ◽  
Learning Strategies ◽  
Digital Competence ◽  
Teaching Innovation ◽  
Teaching Competence ◽  
Efl Teacher ◽  
Teaching Learning ◽  
The University

This chapter deals with the implementation of a teaching innovation in the context of higher education, based on the creation of 3D-videos through the use of cooperative learning and the development of digital teaching competence in English as a foreign language teacher training. Specifically, this methodological proposal is situated within the framework of the course Foreign Language for Primary School Teachers (English) of the Degree in Primary Education at the University of Cordoba, Spain, and it has been implemented in three academic years (2016-17, 2017-18, and 2018-19). The most important result of this study is that CL strategies develop pre-service EFL teachers' engagement in learning and improving their knowledge on English and enhance their digital competence while reducing the achievement gap with lower-achievement pre-service teachers thanks to heterogeneous groups. Nevertheless, this process of teaching innovation highlights that there is still much to be done to maximize the impact of cooperative learning in foreign language teaching-learning processes.

scholarly journals Potentialities of Thermography in Ecocentric Education of Children: An Experience on Training of Future Primary Teachers

2019 ◽  
Vol 11 (9) ◽  
pp. 2668 ◽  
Author(s):  
Maria Eduarda Ferreira ◽  
Ana Catarina André ◽  
Rui Pitarma
Keyword(s):  
Environmental Sustainability ◽  
Primary Teachers ◽  
Educational Process ◽  
Pedagogical Practices ◽  
Primary Teacher ◽  
Pedagogical Intervention ◽  
Tree Protection ◽  
Biological Similarity ◽  
Teaching Learning ◽  
Educational Potential

Current serious environmental issues, such as deforestation, compel compulsory school education on the need for reflection on pedagogical practices to promote education for environmental sustainability. The educational process about the “tree as living being” requires that content and attitudinal dimensions be deeply integrated. Therefore, meaningful learning of biological similarity—between tree and animal—needs to be prioritised. It will promote the development of tree protection attitudes. Under this approach, an action research was developed to contribute to a future primary teacher education model. A didactic-pedagogical intervention was designed. It was implemented to assess the educational potential of infrared thermography in the development of ecocentric education. A group of students attending the 3rd year of primary education participated in this qualitative case study. The results revealed that ecocentric conceptions were constructed bringing these children closer to scientific knowledge. It resulted in the development of conservation/protection tree attitudinal learning. It is also worth mentioning the contribution of this study to (re)think (re)construction of the formative process of future primary teachers in order to: direct the teaching–learning process to environment real problems; and to promote the necessary debate on the contribution of technology to achieve innovation of pedagogical practices.

Opportunities and Obstacles in the Competency-Based Training and Assessment of Primary Teachers in England

1999 ◽  
Vol 69 (1) ◽  
pp. 1-29 ◽  
Author(s):  
Denis Hayes
Keyword(s):  
Teacher Training ◽  
Student Teachers ◽  
Primary Teachers ◽  
Competence Model ◽  
Qualified Teacher ◽  
Competency Based ◽  
Training Institutions ◽  
Competence Acquisition ◽  
The Impact

In this article, Denis Hayes discusses the competence model for teacher training in England in the 1990s. This model uses Circulars — policy guidelines that list competence statements — to outline the level of achievement that student teachers must reach before obtaining qualified teacher status. Hayes considers the impact that the competence approach to monitoring standards of achievement has had on teacher-training institutions and student teachers. He explores questions of terminology and examines the limitations of using a competence model, the difficulties of separating competences for the purposes of assessment and of structuring competence statements in a hierarchy that reflects the way that student teachers progress in their ability to teach. He presents a case study based on his own institution's attempt to develop a hierarchy of competence acquisition and cautions that a competence approach to the training and assessment of teachers is extremely complex. Hayes concludes that, in aligning their programs with the statutory competence model, teacher-preparation institutions must not neglect the developmental aspect of the skills that enable student teachers to reach the competences.

The Generalist Primary Teacher of Music: a Problem of Confidence

1989 ◽  
Vol 6 (2) ◽  
pp. 125-138 ◽  
Author(s):  
Janet Mills
Keyword(s):  
Student Teachers ◽  
Primary Teachers ◽  
Professional Preparation ◽  
School Experience ◽  
Primary Teacher

Why don't more primary teachers teach music? This article describes a study of forty non-specialist primary B.Ed. students over their year-long professional music course. Initially, most students have little confidence in their ability to teach music. As the course progresses, a smaller proportion of students who lack confidence teach music during school experience. A cycle has developed in which student teachers worried about music do not learn to teach it because teachers with similar worries often do not teach it. The author argues that students who lack confidence in music need more encouragement from all those involved in their professional preparation if they are to break out of this cycle.

Social Networks in University Classrooms

2014 ◽  
Vol 4 (3) ◽  
pp. 34-48 ◽  
Author(s):  
Inmaculada Gómez Hurtado ◽  
José Manuel Coronel Llamas
Keyword(s):  
Social Networks ◽  
Learning Process ◽  
Classroom Climate ◽  
Teaching And Learning ◽  
University Education ◽  
Future Research ◽  
Digital Competence ◽  
Teaching Learning ◽  
University Classrooms ◽  
Depth Interviews

The use of social networks is an increasingly common practice in university education. This study describes an experiment carried out with a group of pre-service teachers from a Spanish University in which Facebook was employed as a resource to develop the teaching and learning process. Specifically, it was applied as a strategy designed to improve relations among the students in the classroom. In-depth interviews were held with twenty students and their teacher to analyse the influence of this emerging technology on knowledge building and the establishing of closer links among students and between students and teachers. The results acknowledge the value of this resource, both for the teacher and the students themselves, in the following areas: classroom climate, teaching-learning process, virtual tutoring, foreign language practice and digital competence acquisition. In the final section of the article, we put forward questions and issues for future research.

Teaching SDGs Using Concept Maps in Primary Teacher Training

2021 ◽  
pp. 097340822098087
Author(s):  
Achilleas Mandrikas
Keyword(s):  
Teacher Training ◽  
Group Work ◽  
Concept Maps ◽  
Sustainable Development Goals ◽  
Primary Teachers ◽  
Primary Teacher ◽  
Educational Tool ◽  
Unique Manner ◽  
Development Goals ◽  
Primary Teacher Training

This article presents an original and innovative way for primary teacher training concerning teaching the 17 Sustainable Development Goals (SDGs) using concept maps. Four types of concept maps were designed and built so that the interconnections between the 17 SDGs could be captured and the complexity of their interdependencies could be highlighted. This educational tool was used in 14 workshops with interesting results, which took place in Piraeus (Greece), and was addressed to primary teachers. Concept maps have proven to be a powerful tool for highlighting correlations between the 17 SDGs, as each group of teachers who used them linked the SDGs in a unique manner and simultaneously justified this interconnection. In addition, the use of concept maps was an opportunity for teachers to experience group work and its quality characteristics, such as participation, exchange of opinions, argumentation and different perspectives.

scholarly journals Models of Instructional Design in Gamification: A Systematic Review of the Literature

2022 ◽  
Vol 12 (1) ◽  
pp. 44
Author(s):  
Alberto González-Fernández ◽  
Francisco-Ignacio Revuelta-Domínguez ◽  
María Rosa Fernández-Sánchez
Keyword(s):  
Systematic Review ◽  
Instructional Design ◽  
Teacher Training ◽  
Personal Development ◽  
Methodological Principle ◽  
Review Of The Literature ◽  
Scientific Publications ◽  
Design Models ◽  
Teaching Learning

Gamification allows for the implementation of experiences that simulate the design of (video) games, giving individuals the opportunity to be the protagonists in them. Its inclusion in the educational environment responds to the need to adapt teaching–learning processes to the characteristics of homo videoludens, placing value once again on the role of playful action in the personal development of individuals. The interest that has arisen in studying the implications of gamification processes in the different educational stages, in order to determine their impact and suitability, has led to an increase in scientific publications. With the intention of studying the presence and implications of gamification in teacher training as a methodological principle implemented in the teaching–learning process, both in its initial and permanent stages, this systematic review of the literature identifies those instructional design models applied in the field of gamification, as well as its educational significance. Thus, the need to introduce gamified practices in the field of teacher training is observed, providing an experiential learning that allows teachers to apply this methodology in a relevant way in their professional development, based on their own experience.

scholarly journals Factors Influencing the Choice of an Agriculture Specialisation by Primary teachers’ Diploma College Students in Swaziland

2015 ◽  
Vol 4 (1) ◽  
pp. 12
Author(s):  
Micah Bheki Masuku ◽  
Alfred F. Tsikati ◽  
Barnabas M. Dlamini
Keyword(s):  
Teacher Training ◽  
Student Teachers ◽  
Multinomial Logistic Regression ◽  
Career Decisions ◽  
Primary Teachers ◽  
Modified Delphi ◽  
Teacher Training Colleges ◽  
Modified Delphi Technique ◽  
The Subject ◽  
Desk Review

The choice of a specialisation is one of the lifetime career decisions students have to make when entering college. The purpose of the study was to determine factors that influence the choice of Agriculture specialisation by college student teachers in Swaziland. A desk review and a Modified Delphi technique were used to generate items used in the survey questionnaire for data collection. A census of 351 student teachers from three teacher training colleges was used. Data were analyzed by means of descriptive statistics and multinomial logistic regression. The findings of the study revealed that students’ interest, department’s image, sex and influence by professionals were the predictors for the choice of Agriculture specialisation in the teacher training colleges in Swaziland. The study recommends that the Agriculture departments in the colleges must stage campaigns and craft policies to promote the choice of the Agriculture specialisation. A study should be conducted to determine the influence of the subject combinations that make an area of specialisation on the choice of the Agriculture specialisation.

scholarly journals An Investigation of Primary Student Teachers’ Drawings of the Human Internal Organs

2018 ◽  
Vol 7 (3) ◽  
pp. 107
Author(s):  
Yılmaz Çakıcı
Keyword(s):  
Student Teachers ◽  
Learning Process ◽  
Teacher Candidates ◽  
Research Data ◽  
Primary Teacher ◽  
Internal Organs ◽  
Primary Student ◽  
Faculty Of Education ◽  
Teaching Learning ◽  
Academic Year

The aim of this study is to investigate primary student teachers’ drawings of the human internal organs, e.g. location, size and presence of organs (heart, lungs, stomach, liver, kidneys, pancreas and intestines etc.) This research was conducted with 104 primary teacher candidates studying in the Faculty of Education at Trakya University during the 2016-2017 academic year. The research data was obtained through the use of drawings and interviews with selected students. The findings revealed that, as expected, all students showed the heart, lungs and stomach in their drawings. The most frequently illustrated other human internal organs were intestines, liver, kidneys, pancreas and spleen respectively. However, too many of them were not scientifically acceptable in terms of the location and size. There are many points in the students’ drawings that need to be underlined by teachers during the teaching-learning process in class.

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