scholarly journals A foundation for foundation phase teacher education: Making wise educational judgements

2014 ◽  
Vol 4 (2) ◽  
pp. 17 ◽  
Author(s):  
Karin Murris ◽  
Clare Verbeek
Keyword(s):  
Teacher Education ◽  
South African ◽  
Subject Knowledge ◽  
Know How ◽  
Critical Exploration ◽  
Aims Of Education ◽  
The Subject ◽  
Three Stages ◽  
Leading Question

We start our paper with a critical exploration of the current ‘back to basics’ approach in South African foundation phase teacher education with its emphasis on strengthening the teaching of subject knowledge. We claim that such a proposal first demands an answer to the question ‘what is foundational in foundation phase teaching?’ We propose an answer in three stages. First we argue that teacher education should be concerned not only with schooling or qualification (knowledge, skills and dispositions) and socialisation, but, drawing on Gert Biesta’s work, also with subjectification (educating the person towards the ability to make wise educational judgements). Secondly, these three aims of education lead to five core principles, and we finish by showing how these principles inform our storied, thinking and multimodal/semiotic curriculum. Our answer to our leading question is that pedagogical ‘know-how’ and views of ‘child’ and ‘childhood’ constitute the subject knowledge that is foundational in the foundation phase curriculum.

scholarly journals A Comparitive Study of Subject Knowledge of B.Ed Graduates of Formal and Non-Formal Teacher Education Systems

2017 ◽  
Vol 4 (2) ◽  
pp. 270
Author(s):  
Perveen Saif ◽  
Amjad - Reba ◽  
Jalal Ud Din
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Educators ◽  
Total Population ◽  
Descriptive Analysis ◽  
Formal System ◽  
Education Systems ◽  
Subject Knowledge ◽  
Private And Public ◽  
The Subject

This study was designed to compare the subject knowledge of B.Ed graduates of formal and non-formal teacher education systems. The population of the study included all teachers from Girls High and Higher Secondary Schools both from private and public sectors from the district of Peshawar. Out of the total population, twenty schools were randomly selected from which 60 teachers from formal and 60 from non-formal system (6 teachers from each school) were randomly selected. A test was prepared and personally distributed among 120 teachers. The data were organized and analyzed through descriptive analysis. It was found that B.Ed. graduates from formal system had more subject knowledge as compared to B.Ed. graduates from non-formal teacher education system. It is recommended that the graduates as well as the teacher educators need to update their knowledge and work for continuous professional development.

Teaching Thinking Skills in the School Curriculum

1982 ◽  
Vol 3 (2) ◽  
pp. 105-112 ◽  
Author(s):  
Diane Montgomery
Keyword(s):  
Teacher Education ◽  
Social Context ◽  
Thinking Skills ◽  
School Curriculum ◽  
Subject Knowledge ◽  
Knowledge And Skills ◽  
The Subject ◽  
Teaching Thinking ◽  
Practical Teaching

It has been argued in an earlier paper that thought is treated by psychologists not as a product which has been learned but as a process, a set of skills which may be learned; and that the study of thinking is central to teacher education. It was suggested that the central objectives in teaching are to help the pupils think efficiently and to communicate those thoughts succinctly whilst subject knowledge and skills form the substrate upon which these processes are developed. All of this takes place within the developmental and social context (Montgomery, 1981). It is these thinking skills, and how they may be fostered across the school curriculum, which are now the subject of attention. A model of the central objectives in practical teaching is given in Figure 1.

scholarly journals Being Able to see the Wood from the Trees in Courses of Teacher Education

2016 ◽  
Vol 17 ◽  
pp. 165-176
Author(s):  
Thomas O'Donoghue
Keyword(s):  
Teacher Education ◽  
Teacher Development ◽  
Subject Matter ◽  
Main Stream ◽  
Design And Development ◽  
Policy Makers ◽  
Know How ◽  
Big Picture ◽  
The Subject ◽  
Development Levels

When cogitating developments in education, it is important from time-to-time to stand back from the main-stream of developments and try to re-capture ‘the big picture’. Such a time now exists in relation to teacher education. This paper is a response to this situation. It makes the case for three principles which, it is held, should guide the design and development of programmes on how classroom practitioners at the pre-service and on-going teacher-development levels, should be prepared for, and guided in, their work. These are as follows: teachers should have a very good command of the subject matter of their teaching areas; teachers should know how to teach; teachers, along with students of education studies and policy makers, should engage in reflection not only on work at the classroom level, but also on education more broadly. 

scholarly journals Affective togetherness in arts education: Lingering on a performative approach to wool felting

2020 ◽  
Vol 1 (2) ◽  
pp. 50-74
Author(s):  
Samira Jamouchi
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Visual Arts ◽  
Gilles Deleuze ◽  
Felix Guattari ◽  
Relational Processes ◽  
Karen Barad ◽  
The Subject ◽  
Leading Question ◽  
Teacher Training Students

This article explores moments relating to affect and togetherness as expressed by three groups of teacher training students who participated in different performative wool felting sessions during 2018 and 2019 at two Norwegian universities. A performative approach to the subject of visual arts in teacher education is characterised by fostering intra-actions among the participants engaging bodily with each other, space, time and materials, in an open-ended, creative way.The students express feeling of togetherness stimulated by intra-actions in such relational processes during performative approaches to wool felting. The leading question throughout this enquiry is what kind of togetherness the participants express. This is seen in dialogue with the work of Brian Massumi about affect. I borrow concepts from Gilles Deleuze and Félix Guattari, along with theoretical insights from Karen Barad, to share those experiences with the reader.

IMPROVE THE INTERETATION OF STUDY SUBJECTS PANCASILA AND CITIZENSHIP EDUCATION BY APPLYING KONSTEXTUAL LEARNING MODEL BERBASIS A TASK IN CLASS INFORMATICS XI SMK BINA ECLECTUS ACADEMIC YEAR 2015/2016

EDUKASI ◽  
2016 ◽  
Vol 13 (2) ◽  
Author(s):  
Hasanudin S. Usman
Keyword(s):  
Teaching And Learning ◽  
Learning Model ◽  
Positive Influence ◽  
Motivation To Learn ◽  
Test Results ◽  
Applied Learning ◽  
Know How ◽  
Design Activities ◽  
The Subject ◽  
Academic Year

The purpose of this research is to know how to incerease the students’ learning achievement that has been applied learning contextual task-based learning model and to know the influence of contextual learning in  the task-based teaching model to improve achievemen and motivation to learn the material pe civis lesson.   This research is an action research by theree rounds. Each round consists of four phases. Design activities are observation, and revesion. The subject of the research is XI grade students of Bina Informatika Ternate accademic year 2015/2016. Data obtained in the form of a formative test results, observation sheet teaching and learning activities. The results of the research showed that students’ achivement increased from round I to III that the round 1, (70.00 % ), (92,50 %)  3 cycles, conclusions of this research is the method of cooperatif learning can be a positive influence on students motivation and achievement in material udaya politics in Indonesia. It means that this model can be used as one of the alternative learning for Pkn.            Kata  kunci: PKn, cooperative learning method

About Innovative Content of Subject-Oriented Pedagogical Education

2019 ◽  
Vol 28 (10) ◽  
pp. 106-117
Author(s):  
R. M. Asadullin
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Educational Process ◽  
Professional Activity ◽  
Subject Knowledge ◽  
Technological Structure ◽  
State Pedagogical ◽  
High Level ◽  
Competencies Development

The continuous modernization of the education system makes the problems of the quality of teacher training increasingly relevant. Moreover, the measures taken to improve the system of teacher education are largely confined to the introduction of new organizational and managerial mechanisms and practically do not affect the internal content and technological structure of the teacher training process.Modern pedagogical universities are constantly looking for innovative models of training teachers that will be able to solve non-standard social and professional tasks. However, recent studies in this area do not fully take into account the nature of pedagogical activity and conditions of its formation. Thus, the need arises for a special study of the processes and means of updating the content and technologies of teacher training in order to control the level of students’ professional competencies development, as required by educational and professional standards. This means the creation of a special educational system in a pedagogical university, which can provide a harmonious and synchronous mastering by future specialists of both subject knowledge and methods of pedagogical activity.The article provides a theoretical study aimed at identifying key patterns of designing a new content for teacher education, the basis of which is the formation of a future teacher as a subject of his own professional activity. The author describes the experience of using a subject-oriented model of education, implemented at Bashkir State Pedagogical University n.a. M. Akmulla. The effectiveness of this model is confirmed by the high level of students’ mastery of designing methods and constructing the educational process, as well as their positive experience in the implementation of educational activities.

The Subject Matter of Intellectual Property

2017 ◽  
Author(s):  
Justine Pila
Keyword(s):  
Intellectual Property ◽  
Subject Matter ◽  
Final Stage ◽  
Theoretical Framework ◽  
Trade Mark ◽  
Second Stage ◽  
Essential Properties ◽  
The Subject ◽  
Three Stages ◽  
The Relationship

This book offers a study of the subject matter protected by each of the main intellectual property (IP) regimes. With a focus on European and UK law particularly, it considers the meaning of the terms used to denote the objects to which IP rights attach, such as ‘invention’, ‘authorial work’, ‘trade mark’, and ‘design’, with reference to the practice of legal officials and the nature of those objects specifically. To that end it proceeds in three stages. At the first stage, in Chapter 2, the nature, aims, and values of IP rights and systems are considered. As historically and currently conceived, IP rights are limited (and generally transferable) exclusionary rights that attach to certain intellectual creations, broadly conceived, and that serve a range of instrumentalist and deontological ends. At the second stage, in Chapter 3, a theoretical framework for thinking about IP subject matter is proposed with the assistance of certain devices from philosophy. That framework supports a paradigmatic conception of the objects protected by IP rights as artifact types distinguished by their properties and categorized accordingly. From this framework, four questions are derived concerning: the nature of the (categories of) subject matter denoted by the terms ‘invention’, ‘authorial work’, ‘trade mark’, ‘design’ etc, including their essential properties; the means by which each subject matter is individuated within the relevant IP regime; the relationship between each subject matter and its concrete instances; and the manner in which the existence of a subject matter and its concrete instances is known. That leaves the book’s final stage, in Chapters 3 to 7. Here legal officials’ use of the terms above, and understanding of the objects that they denote, are studied, and the results presented as answers to the four questions identified previously.

scholarly journals A COVID-19 Lockdown Tabletop Exercise in New Taipei City, Taiwan

2021 ◽  
pp. 1-19
Author(s):  
I-Tien Lo ◽  
Ching-Yuan Lin ◽  
Ming-Tai Cheng
Keyword(s):  
Policy Making ◽  
Large City ◽  
Strategic Plan ◽  
Government Control ◽  
Subject Knowledge ◽  
All Solutions ◽  
Taipei City ◽  
Returning To Work ◽  
Three Stages ◽  
Stage 1

Abstract Objectives: This exercise aimed to validate New Taipei City’s strategic plan for a city lockdown in response to COVID-19. The main goal of all solutions was the principle of “reducing citizen activity and strengthening government control”. Methods: We created a suitable exercise, and creating 15 hypothetical situations for three stages. All participating units designed and proposed policy plans and execution protocols according to each situation. Results: In the course of the exercise, many existing policies and execution protocols were validated to address. Situations occurring in Stage 1, when the epidemic was spreading to the point of lockdown preparations, approaches to curb the continued spread of the epidemic in Stage 2, and returning to work after the epidemic is controlled and lockdown is lifted in Stage 3. Twenty response units participated in the exercise. Although favourable outcomes were obtained, the evaluators provided comments suggesting further improvements. Conclusions: Our exercise demonstrated a successful example to help policy making and revision in a large city over 4 million population during COVID-19 pandemic. It also enhanced participants’ subject knowledge and familiarity with the implementation of a city lockdown. For locations intending to go into lockdown, similar tabletop exercises are an effective verification option.

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.

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