An Exploratory Study on Teacher Training

2022 ◽  
pp. 1037-1059
Author(s):  
Laura Fedeli ◽  
Valentina Pennazio
Keyword(s):  
Student Teachers ◽  
Students With Disabilities ◽  
School System ◽  
Primary Teachers ◽  
Exploratory Research ◽  
Fully Integrated ◽  
School Activities ◽  
The University ◽  
Level Of Instruction ◽  
Academic Year

Since 2012, the concept of “special training needs” in Italian ministerial legislation has been connected to the concept of inclusion. In the Italian school system, students with disabilities are fully integrated in standard school activities. They can take advantage of the presence of a teacher who is a supportive figure for the whole class, who has received training in inclusion and the management of teaching strategies for dealing with disabilities. In order to train teachers who will fit that profile, a specialization course is organized by Italian universities to train teachers at every level of instruction. The chapter is contextualized to the last course of academic year 2016-2017, which took place at the University of Macerata, addressed to preschool and primary teachers. Exploratory research using a qualitative approach was run to highlight, on one hand, student teachers' preconceptions and expectations about the effectiveness of technologies for inclusion; and, on the other hand, their opinions about the activities proposed during the technology course.

An Exploratory Study on Teacher Training

2019 ◽  
pp. 58-81
Author(s):  
Laura Fedeli ◽  
Valentina Pennazio
Keyword(s):  
Student Teachers ◽  
Students With Disabilities ◽  
School System ◽  
Primary Teachers ◽  
Exploratory Research ◽  
Fully Integrated ◽  
School Activities ◽  
The University ◽  
Level Of Instruction ◽  
Academic Year

Since 2012, the concept of “special training needs” in Italian ministerial legislation has been connected to the concept of inclusion. In the Italian school system, students with disabilities are fully integrated in standard school activities. They can take advantage of the presence of a teacher who is a supportive figure for the whole class, who has received training in inclusion and the management of teaching strategies for dealing with disabilities. In order to train teachers who will fit that profile, a specialization course is organized by Italian universities to train teachers at every level of instruction. The chapter is contextualized to the last course of academic year 2016-2017, which took place at the University of Macerata, addressed to preschool and primary teachers. Exploratory research using a qualitative approach was run to highlight, on one hand, student teachers' preconceptions and expectations about the effectiveness of technologies for inclusion; and, on the other hand, their opinions about the activities proposed during the technology course.

scholarly journals Analisis penguasaan kompetensi pedagogik dan profesional mahasiswa calon guru matematika dalam mata kuliah micro-teaching

2017 ◽  
Vol 12 (1) ◽  
pp. 65
Author(s):  
Linda Linda
Keyword(s):  
Mathematics Education ◽  
Student Teachers ◽  
Professional Competence ◽  
Good Criterion ◽  
Descriptive Research ◽  
Pedagogical Competence ◽  
The University ◽  
Academic Year

Penelitian ini bertujuan untuk mendeskripsikan penguasaan kompetensi pedagogik dan profesional mahasiswa calon guru matematika dalam mata kuliah micro-teaching di Universitas Sultan Ageng Tirtayasa Provinsi Banten. Penelitian ini merupakan penelitian deskriptif. Subjek sebanyak 16 mahasiswa yang dipilih secara acak dari 72 mahasiswa jurusan pendidikan matematika, Universitas Sultan Ageng Tirtayasa Provinsi Banten tahun ajaran 2014/2015. Objek penelitian adalah kompetensi pedagogik dan profesional mahasiswa calon guru matematika dalam mata kuliah micro-teaching di Universitas Sultan Ageng Tirtayasa Provinsi Banten. Data hasil penelitian dianalisis dengan melihat kriteria penguasaan kompetensi pedagogik dan profesional. Hasil penelitian menunjukkan bahwa penguasaan kompetensi pedagogik mahasiswa calon guru matematika dalam mata kuliah micro-teaching di Universitas Sultan Ageng Tirtayasa Provinsi Banten, berada pada kriteria baik. Penguasaan kompetensi profesional mahasiswa calon guru matematika Universitas Sultan Ageng Tirtayasa Provinsi Banten, berada pada kriteria kurang.Kata Kunci: kompetensi pedagogik, kompetensi profesional, micro-teaching  An Analysis of Pedagogical and Professional Competence Mastery of Student Teachers of Mathematics in Micro-Teaching Course  AbstractThe study aims to describe the mastery of the pedagogical competence and the professional competence of student teachers of mathematics in micro-teaching courses at the University of Sultan Ageng Tirtayasa in Banten Province. The study was descriptive research. The subjects were 16 students who were randomly selected from 72 students of the Department of Mathematics Education, University of Sultan Ageng Tirtayasa Banten, in the academic year of 2014/2015. The object of this research was the pedagogical competence and professional competence of student teachers. The data were analyzed by observing the criteria for pedagogical competence mastery and mastery of professional competence criteria. The results of study show that the pedagogical competence mastery of the student teachers in the subjects of micro-teaching at the University of Sultan Ageng Tirtayasa in Banten Province is in the good criterion. The mastery of the professional competence of the student teachers in the same subjects is not in a less criterion.Keywords: pedagogical competence, professional competence, micro-teaching

scholarly journals Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19 pandemic

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
José María Campillo-Ferrer ◽  
Pedro Miralles-Martínez
Keyword(s):  
Student Teachers ◽  
Flipped Classroom ◽  
Descriptive Statistics ◽  
Positive Perception ◽  
Education Students ◽  
Faculty Of Education ◽  
The University ◽  
Motivation And Learning ◽  
Academic Year ◽  
Non Parametric

AbstractThis study investigates the effects of the flipped classroom on Education students’ perceptions of their learning and motivation during the current pandemic. The sample consisted of 179 student teachers from the Faculty of Education of the University of Murcia in the academic year 2020–2021, in which the flipped classroom model was implemented. Identical surveys were administered and examined through both descriptive statistics and non-parametric tests. Statistically significant differences were found between pre-tests and post-tests with experienced students scoring higher on average in the latter. Most students had a positive perception about the flipped classroom, noting the advantage of practical in-class activities, as well as increased self-autonomy in learning.

scholarly journals Developing a BME Student Advocate Programme

2019 ◽  
Vol 12 (1) ◽  
Author(s):  
Helen Catherine Barefoot ◽  
Cage Boons
Keyword(s):  
Student Experiences ◽  
Staff Members ◽  
School Activities ◽  
Inclusive Practice ◽  
Attainment Gap ◽  
Academic School ◽  
Student Advocates ◽  
The University ◽  
The Impact ◽  
Academic Year

In 2017-18 the University of Hertfordshire designed and implemented a BME Student Advocate programme to support an institutional objective to reduce the attainment gap. Working in partnership with Hertfordshire Students’ Union, ten advocates were appointed to work with each of the academic schools. The BME student advocates carried our different activities depending on the needs of their academic school. Activities included; holding focus groups with BME students; representation of BME students at school meetings; the challenge of assumptions of staff members; critique of curricula and the promotion of race equality. Benefits for staff members included; having an advocate to discuss inclusive practice ideas with; receiving feedback about BME student experiences; being challenged on assumptions; forming student-staff partnerships. The work of the advocates was highly valued by staff within the university and recognising the impact of their work, the university has fully funded the programme for the next academic year.

scholarly journals The Rapid Shift from Onsite to Online Teaching – Students’ Perceptions

2022 ◽  
Author(s):  
Lulzime Kamberi ◽  
◽  
Alina Andreea Urlica Dragoescu ◽  
Keyword(s):  
Online Teaching ◽  
Course Delivery ◽  
Exploratory Research ◽  
Substantial Impact ◽  
Delivery Modes ◽  
Rapid Changes ◽  
Recent Developments ◽  
The University ◽  
Academic Year ◽  
Rapid Shift

Recent developments in response to the Covid-19 pandemic have had a substantial impact on students, teachers and content delivery modes around the globe. This paper reports the efforts of the University of Tetovo (UT) in North Macedonia (NM) and Banat’s USAMVB University “King Michael I of Romania” to find rapid and efficient means of switching from direct to remote course delivery while maintaining effective communication. Acknowledging that little space was available for training teachers and learners to prepare for such rapid changes, this study examines how students responded. Applying exploratory research methods, the paper offers a preliminary analysis of the difficulties that learners faced in shifting to online presentation. Qualitative data was collected using student interviews and content analysis (Silverman, 2005) was applied to identify themes, biases and meaning. Convenience sampling among enrolled students in the academic year 2020/2021 at both universities identified a non-random sample of 16 students. The findings of the study revealed that participants faced many difficulties in their venture; however, using various strategies, effective planning and organization, they managed to a certain extent to overcome this situation.

scholarly journals The Three Robbers in Three Languages: Exploring a Multilingual Picturebook with Bilingual Student Teachers

2021 ◽  
pp. 237
Author(s):  
Esa Christine Hartmann ◽  
Christine Hélot
Keyword(s):  
Bilingual Education ◽  
Student Teachers ◽  
Graduate School ◽  
Metalinguistic Awareness ◽  
School Of Education ◽  
Pedagogical Approach ◽  
Young Readers ◽  
Bilingual Student ◽  
The University ◽  
Academic Year

This study investigates translingual and multimodal teaching strategies in the context of multilingual literacy acquisition within a bilingual education program in France. It is based on a research project carried out at the Graduate School of Education of the University of Strasbourg, during the academic year 2017-2018. The purpose of our research is to analyze the student teachers’ representations and attitudes towards multilingual picturebooks, and to lead them to explore the pedagogical affordances of interlingual and intersemiotic mediation in the context of a multilingual reading project, built around the trilingual edition of Tomi Ungerer’s The Three Robbers. The qualitative analysis of the student teachers’ discourses allows us to discuss how translingual and multimodal activities give rise to a new pedagogical approach to literacy with young readers, specifically in a bilingual education context, and explain how picturebooks can foster integrated, multimodal, and translingual learning, as well as the development of biliteracy and metalinguistic awareness.

scholarly journals By Toutatis! Trainee Teachers’ Motivation When Using Comics to Learn History

2021 ◽  
Vol 12 ◽  
Author(s):  
Juan Ramón Moreno-Vera ◽  
Santiago Ponsoda-López de Atalaya ◽  
Rubén Blanes-Mora
Keyword(s):  
Primary Education ◽  
History Education ◽  
Primary Teachers ◽  
Education Programme ◽  
Likert Scale ◽  
Trainee Teachers ◽  
The Future ◽  
Post Test ◽  
The University ◽  
Academic Year

The main goal of this research was to analyse the perception of trainee primary education teachers regarding motivation when using comics as a resource to teach and learn history. To achieve this objective, a history education programme was designed based on the use of comics and the outcomes evaluated via a mixed qualitative-quantitative post-test questionnaire (Likert scale 1–5). Two hundred twenty-one trainee primary teachers from the University of Alicante, Spain participated in the study during the 2020/2021 academic year. Data were collected using the IBM SPSS v.24 statistical package and AQUAD 7. The results showed that the majority of future teachers felt highly motivated when using comic resources to learn history instead of textbooks (90.5% of participants); trainee teachers recognise that the use of comics improves their capacity to be more creative and that they feel able to design and use their own comic resources to teach history in the future.

scholarly journals Evaluation of the Practicum at College of Arts and Sciences - University of Nizwa

2017 ◽  
Vol 11 (2) ◽  
pp. 242
Author(s):  
Ahmad M. J. Alfawair ◽  
Abdullah S. Al Tobi
Keyword(s):  
Classroom Management ◽  
Student Teachers ◽  
Arts And Sciences ◽  
The University ◽  
Academic Year

The purpose of this study was to evaluate the practicum at University of Nizwa. The study identified the necessary skills that were acquired by student-teachers attributed through the practicum. It also aimed to identify whether there were significant differences in the evaluation of practicum due to the variable of program. The instrument used in the study consisted of 66 items. The samples of the study consisted of (48) student-teachers who were enrolled in the practicum at the college of arts and science at the University of Nizwa during the academic year 2014/2015. The results revealed that the level of evaluation of practicum was high and positive in general. Flaming of teaching, classroom management, then evaluation and feedback domains were the highest.

scholarly journals The Effect of COVID-19 in University Tutoring Models

2020 ◽  
Vol 12 (20) ◽  
pp. 8631
Author(s):  
David Pérez-Jorge ◽  
María del Carmen Rodríguez-Jiménez ◽  
Eva Ariño-Mateo ◽  
Fernando Barragán-Medero
Keyword(s):  
Student Teachers ◽  
Degree Programs ◽  
Academic Orientation ◽  
Childhood Education ◽  
Faculty Of Education ◽  
Effective Models ◽  
The University ◽  
Academic Decision Making ◽  
Academic Year ◽  
E Mail

This research is part of the Educational Research Project developed at the University of La Laguna during the academic year 2019–2020, which included the period of confinement by COVID-19. The study was carried out with a sample of 193 student teachers in Early Childhood Education, Primary and four master’s degree programs offered by the Faculty of Education of the University of La Laguna. Four tutoring models were analyzed; in person, by e-mail, using virtual tutoring (Hangout/Google Meet) and WhatsApp. The results confirm the need to enhance synchronous models, as the most effective models for the development of the process of academic orientation and support for students, compared to asynchronous models. These delay the processes of academic decision-making and have a significant effect on them, as well as the pace of study and the motivation of the students, hindering the processes of learning, adaptation and fulfilment.

scholarly journals Designing a Makerspace for Pre- and In-Service Teachers

2017 ◽  
Vol 8 (1) ◽  
Author(s):  
Marguerite Koole ◽  
Jordan Epp ◽  
Kerry Anderson ◽  
Robert Hepner ◽  
Mohammad Hossain
Keyword(s):  
Student Teachers ◽  
Teaching Practice ◽  
College Of Education ◽  
Faculty Members ◽  
Community Members ◽  
Comfort Levels ◽  
Technical Support Staff ◽  
K 12 ◽  
The University ◽  
Academic Year

Many educators view makerspaces as a means of increasing student engagement in K-12 classrooms. As faculty and staff of the College of Education at the University of Saskatchewan, we have noted low comfort levels in using and experimenting with technology. For this reason, we decided to create a place in which pre-service teachers could test and discuss technologies that they could eventually use in their teaching practice. Our endeavor eventually morphed into a space for current teachers, student teachers, technical support staff, faculty members, and interested community members. Having piloted workshops for six months, we are now evaluating our decisions and shaping new approaches for the current academic year. Our main challenges include ensuring inclusivity across age, gender, and culture; adopting suitable facilitation styles; and ensuring the workshops lead to useful discussions of technology and teaching practice.

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