Drawing Possibility

2022 ◽  
pp. 301-315
Author(s):  
Maria del Carmen Rodriguez de France
Keyword(s):  
British Columbia ◽  
Student Teachers ◽  
Indigenous Education ◽  
Art Gallery ◽  
Faculty Of Education ◽  
The University ◽  
Extension Program

This chapter describes the collaboration between the Department of Indigenous Education in the Faculty of Education at the University of Victoria in British Columbia, Canada and the extension program at the Art Gallery of Greater Victoria, illustrating the process of engaging pre-service teachers working in collaboration with Indigenous artists, staff from the Art Gallery, and learners in the schools where art-based workshops were facilitated. Further, it will describe how by being involved on this project, the student teachers were able to reflect on themselves as educators, and on the challenges and triumphs that entails doing decolonizing work and becoming allies, advocates or “Indigenists.”

scholarly journals The Impact of Microteaching on Professional Competencies of Pre-Service Teachers of Students with Learning Disabilities

2016 ◽  
Vol 4 (2) ◽  
pp. 1
Author(s):  
Mohammad Mousa AL-Salahat ◽  
Suhib Saleem Saleem
Keyword(s):  
Learning Disabilities ◽  
Student Teachers ◽  
Professional Competence ◽  
Professional Competencies ◽  
Students With Learning Disabilities ◽  
Service Training ◽  
Resource Rooms ◽  
Faculty Of Education ◽  
The University ◽  
The Impact

The aim of the present study was to examine the impact of microteaching on professional competence among four pre-service student teachers enrolled in the program of special education for students of learning disabilities in the Faculty of Education. The researchers indicated the theoretical conceptions of professional competencies, pre-service training, practicum in learning disabilities, and microteaching. The study conducted through three stages: baseline, intervention, and follow up. The researchers used a checklist as the tool of the study. The study was conducted during the field training of the subjects as they were asked to prepare and carry out the entire individual teaching lesson in the resource rooms affiliated to the public education schools. Microteaching sessions were also administrated at the university campus in Najran. The results of the study indicated significant improvements in the professional competencies among the four pre- service students as it was moderate at baseline (68%) for the four participating pre-service students. The subjects maintained the targeted skills in one measurement and after two weeks of the study (89%) indicating the significance of the microteaching in developing pre- service teachers required skills.

scholarly journals The Innovative and Research Professional Identity of Future Early Years and Primary School Teachers and Their Relationship with Psychological Well-Being

2020 ◽  
Vol 12 (20) ◽  
pp. 8593
Author(s):  
Gloria Pérez de Albéniz-Garrote ◽  
María Begoña Medina Gómez
Keyword(s):  
Professional Identity ◽  
Student Teachers ◽  
Ad Hoc ◽  
Well Being ◽  
Early Years ◽  
Psychological Well Being ◽  
Professional Performance ◽  
Faculty Of Education ◽  
The University ◽  
University Training

Teacher’s professional identity (TPI) is an essential and decisive element in the way future EY and primary teachers approach their labour. This study aims to analyse how and when student teachers build TPI and to study its relationship with personal well-being. The sample was made up of 135 students of the Faculty of Education of the University of Burgos (Spain), aged 18–44. A questionnaire elaborated ad hoc and an individual psychological well-being scale were both implemented. The results suggest that training activities, initially scheduled by the university courses, are those which most contribute to the building of a TPI; that there seem to be no differences in relation to gender and year of study in the factors which contribute to its development, regardless of whether it is rather innovative or research-oriented and that there is a relationship between types of TPI, as well as between these and the satisfaction with academic choice, and psychological well-being. Future teachers should build a solid TPI which enables them to successfully adapt to complex educational settings and encourages them to innovate. It is necessary to gradually make room for reflection from the beginning of the university training, as this could improve the future professional performance and the students’ psychological well-being.

Fine arts libraries in British Columbia: culture on the West Coast of Canada

1999 ◽  
Vol 24 (3) ◽  
pp. 5-7
Author(s):  
Melva J. Dwyer
Keyword(s):  
British Columbia ◽  
Fine Arts ◽  
Public Library ◽  
Art Gallery ◽  
Public College ◽  
University Of British Columbia ◽  
The North ◽  
Arts And Culture ◽  
The University ◽  
The North Pacific

Fine arts and culture have existed in British Columbia from the time that the First Peoples came to the North Pacific coast of Canada. Vancouver’s first fine arts library was established in 1930 at the Vancouver Public Library; significant collections have subsequently been developed at the Vancouver Art Gallery, Emily Carr Institute of Art & Design and the University of British Columbia. They serve a diverse clientele: students, artists and researchers. Outlook, a province-wide network, provides access via the Internet to library catalogues of public, college and institution libraries throughout the Province.

scholarly journals University of Ilorin Final Year Students’ Experience in Practice Teaching Exercise

2017 ◽  
Vol 3 (3) ◽  
pp. 99-106
Author(s):  
Musa Siddiq Abdullahi ◽  
Mussa Salisu
Keyword(s):  
Student Teachers ◽  
Instructional Resources ◽  
Cognitive Domains ◽  
Instructional Objectives ◽  
Preparatory Program ◽  
Practice Teaching ◽  
Training Institutions ◽  
Faculty Of Education ◽  
The University ◽  
Descriptive Survey

Practice teaching is a vital aspect of the teacher preparatory program in teacher training institutions. This study examined the University of Ilorin final year students’ experience in a practice teaching exercise. It made use of descriptive survey research design. The population for this study were all students of the Faculty of Education, University of Ilorin, Ilorin, Nigeria. The researchers’ self-developed questionnaire with a reliability coefficient of 0.63 was used for data collection while the data collected were analysed using descriptive statistics of mean and standard deviation and inferential statistics of independent t-test. It was found that during the course of practice teaching exercises, student-teachers acquired skills which enabled them to use a variety of teaching methods, and instructional resources, improved their skills in tests construction, scoring and recording, built their teaching confidence and presentation, among others. However, student-teachers were faced with a number of challenges in the course of lesson presentation during practice teaching. It was, therefore, recommended among others, that student-teachers should not perceive their personality and logical presentation of instructional objectives as challenges but rather should embrace and exploit it to improve and widen their (cognitive) domains.

scholarly journals IMAGE IN NON-ARTISTIC TEXT AS A FACTOR DEVELOPING READING STRATEGIES OF SECONDARY TECHNICAL SCHOOLS' PUPILS

2021 ◽  
Vol 11 (1) ◽  
pp. 369-373
Author(s):  
DANA VICHERKOVÁ ◽  
MARKÉTA ŠENKEŘÍKOVÁ ◽  
DENISA LICHÁ
Keyword(s):  
Czech Republic ◽  
Student Teachers ◽  
Reading Strategies ◽  
Current Problem ◽  
The Czech Republic ◽  
Technical Schools ◽  
Factors Influencing ◽  
Faculty Of Education ◽  
The University ◽  
The Relationship

The paper focuses on the current problem of factors influencing the reading of non-artistic texts and the development of reading strategies of pupils of secondary technical schools in the Moravian-Silesian Region of the Czech Republic. The paper aims to reflect, describe, analyse and evaluate which types of non-artistic texts, images, and depictions develop pupils' reading strategies. The text presents selected results of the quantitatively oriented questionnaire survey focusing on the identification of the relationship between the pupil's notion of a non-artistic text and course of work with the image as factors influencing their reading strategies. The partial goal of the pilot research is to point out the factors influencing student teachers at the Faculty of Education of the University of Ostrava in working with non-artistic text, an image in the text and their understanding.

scholarly journals The Use of Modal Auxiliary Verbs among Selected Pre-Service Students at A South African Rural University

2021 ◽  
Vol 11 (2) ◽  
pp. 67
Author(s):  
Monica Dudu Luvuno ◽  
Oluwatoyin Ayodele Ajani
Keyword(s):  
Student Teachers ◽  
Control Group ◽  
Grammar Instruction ◽  
Auxiliary Verbs ◽  
Explicit Grammar ◽  
Faculty Of Education ◽  
The University ◽  
Explicit Grammar Instruction ◽  
And Control ◽  
Experimental Group

This study was conducted at a university based in KwaZulu-Natal, South Africa. The purpose of the study was to determine if the explicit instruction of selected grammar aspect, modal auxiliary verbs, improved students’ ability to write English. The study was qualitative in nature and a case study design was adopted. The focus was in relation to a sample of 80 student teachers who were randomly selected in 2016 in the Faculty of Education. 40 participants were randomly assigned into experimental and control groups. For the experimental group, training lasted six weeks. Both groups were made to write similar essays and those essays were marked focusing on the students’ ability to use modal auxiliary verbs. The study’s findings revealed that the experimental group performed better than those in the control group in the use of modal auxiliary verbs. Based on the findings, the study recommended explicit grammar instruction in all the students’ level of study in order to overcome the challenges they have in writing English. Thus, time should be created to ascertain that adequate explicit grammar lessons are offered to all pre-service teachers at the university.

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 From University To School: Preparing Pre-Service Teachers For The Real World

2005 ◽  
Vol 2 (5) ◽  
Author(s):  
Helen Huntly
Keyword(s):  
Student Teachers ◽  
Student Teacher ◽  
Individual Student ◽  
Creative Arts ◽  
Education Experience ◽  
Education Community ◽  
Faculty Of Education ◽  
The Individual ◽  
The University ◽  
Pre Service Teacher

Much of the literature on programs of pre-service teacher education highlights the disparity between what is learned at university and what is actually required in the classroom. This paper outlines a new philosophy of teacher training adopted by the Faculty of Education and Creative Arts at Australia’s Central Queensland University. It describes the design, content and operation of a new practicum program, where in a unique partnership between the university and the education community in which it operates, supervising teachers are able to customise part of each practicum to suit the individual needs of the student teacher. This organisational feature is continued into a compulsory six-week Internship that is designed to enhance the education experience for each individual student teacher. The paper concludes with the preliminary findings of an investigation into what student teachers see as the major differences between their final practicum and the internship.

scholarly journals Methods of Mathematical Proof and Logic in Mathematics Courses at the Faculty of Education – Sana'a University

2021 ◽  
Vol 27 (1) ◽  
pp. 29-63
Author(s):  
Fawzi Abdullah Khaled Al-Haded
Keyword(s):  
Student Teachers ◽  
Direct Method ◽  
Mathematical Proof ◽  
Real Analysis ◽  
Algebra 1 ◽  
Mathematics Courses ◽  
Course Content ◽  
Proof By Contradiction ◽  
Faculty Of Education ◽  
The University

This study aimed to identify the extent to which mathematical proof and logic methods are achieved in mathematics courses for student-teachers at the University of Sana'a. To achieve this objective, the descriptive and analytical method was used. Checklists for analyzing mathematical content according to methods of mathematical proof and logic were developed, and a questionnaire was used to verify the validity of the checklists. The tools were validated by a jury of experts, and the degree of agreement was (98.1%) (85.82%). The tools were applied to a sample of mathematics courses, including mathematical analysis, real analysis and abstract algebra (1), (2). The findings revealed that the most frequent proof methods found in mathematical courses were proof by deduction and transgression (65.86%) of the total methods, followed by proof by mathematical induction (11.75%), and the least frequent was proof by contradiction (9.61%). The courses did not include method of evaluative, critical and reversed proof. The direct method of proof was (82.93%), whereas the occurrence of the indirect proof method was (17.07%). The course content also did not include method of evaluative, critical and reversed proof, and there were statistically significant differences at (0.01), between the weights of the methods of mathematical proof and logic, which were included in the current courses, and the weights that should be included.

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.

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