scholarly journals Pre-service teachers’ perceptions towards role of E-learning in science education in teacher training institutions

2019 ◽  
Vol 8 (1) ◽  
pp. 40
Author(s):  
Catherine U. Osuji ◽  
Bright Ihechukwu Nwoke
Keyword(s):  
Science Education ◽  
Teacher Training ◽  
Teachers Perceptions ◽  
E Learning ◽  
Training Institutions

scholarly journals Beginning teachers’ perceptions of mentors and access to communities of practice

2017 ◽  
Vol 6 (4) ◽  
pp. 317-331 ◽  
Author(s):  
Samantha Shields ◽  
Megan Murray
Keyword(s):  
Teacher Training ◽  
Communities Of Practice ◽  
Beginning Teachers ◽  
Initial Teacher Education ◽  
Legitimate Peripheral Participation ◽  
Data Set ◽  
Content Type ◽  
Teachers Perceptions ◽  
School Based

Purpose The purpose of this paper is to explore beginning teachers’ perceptions of the role of the mentor in the early stages of developing a professional identity. The beginning teachers in the authors’ study are defined as having been awarded qualified teacher status at the end of an initial teacher education programme or having completed their first term as a new teacher with responsibility for a class of pupils. Design/methodology/approach The research design was a qualitative, inductive study. The concepts of communities of practice, legitimate peripheral participation and power dynamics within a community underpinned this study. The data set was collected over a period of 18 months, through six focus groups and 40 questionnaires with beginning teachers across 34 schools altogether. The data set was analysed using interpretive phenomenological analysis (IPA). Findings The findings indicated that the ways in which mentors use their power to recognise (or not) the legitimacy of beginning teachers as being part of the school community influences the development of beginning teachers’ professional identities. The thematic analysis of the data indicated the different types of support that mentors may provide: “belonging”, “emotional”, “pedagogical” and “space”. Research limitations/implications Further research into how mentors perceive their role in supporting new entrants into the profession is needed. Originality/value These findings are pertinent in England, as the increase in school-based initial teacher training provision will intensify the role of school mentors. These findings will be of value to other countries that are moving towards an increase in school-based teacher training.

Visualization in Learning

Big Data ◽  
2016 ◽  
pp. 493-526
Author(s):  
Veslava Osinska ◽  
Grzegorz Osinski ◽  
Anna Beata Kwiatkowska
Keyword(s):  
Science Education ◽  
General Framework ◽  
Interdisciplinary Collaboration ◽  
Analysis Tool ◽  
E Learning ◽  
Learning Platforms ◽  
Data Analysis Tool ◽  
Online Availability ◽  
Contemporary Education

Visualization is currently used as a data analysis tool and considered a way of communicating knowledge and ideas in many areas of life such as science, education, medicine, marketing, and advertisement. The chapter contains complex interdisciplinary material and attempts to construct a general framework of visualization roles in learning. The structure of this content is presented on Figure 1 as a kind of mind map. Authors emphasize that visualization mechanisms are designed taking into account analytical and content-related potential, timeliness, online availability, and aesthetics. But classical (tabular) forms still remain dominant in information presentation. A good portion of the discussion is dedicated to the alternative solution – non-linear layout, such as network or fractals. Several visualization maps with specifically designed architecture are demonstrated as important elements of contemporary education. Authors consider the potential and implementation of these tools in e-learning platforms. Parallely, they underline the role of interdisciplinary collaboration in map making processes. Researchers in different fields can apply contemporary trends in visualization including natural shape perception, 3D representation problems, as well as the aspects of neuroaesthetics.

scholarly journals Dimensión social del alumnado que cursa formación continua a nivel de posgrado en educación superior en Paraguay: el caso de la Universidad Autónoma de Asunción

2019 ◽  
Vol 12 (2) ◽  
pp. 168
Author(s):  
Javier Numan Caballero Merlo
Keyword(s):  
Teacher Training ◽  
Educación Superior ◽  
Educacion Superior ◽  
E Learning ◽  
Training Institutions

El objetivo es analizar de manera institucional la dimensión social de los estudiantes de posgrados en el área de educación en la UAA. Esto, desde el paradigma pragmático (mixto) y el método de investigación evaluativa, no experimental, desarrollando un análisis según los datos descriptivos del informe por síntesis de los ítems del cuestionario[1]  aplicado dentro del marco de la participación en el mismo.     Entre los resultados se encuentran: la hegemonía femenina en la matricula; la baja participación en casi todos los ámbitos salvo en aquellos directamente vinculados con sus actividades académicas; mayor capital cultural respecto a sus ascendientes; que el capital heredado condiciona pero no determina la movilidad meritocrática individual; la mayoría trabaja para costearse sus estudios; niveles muy bajos de becarios; la nula inclusión de estudiantes de origen indígena; y, la participación mayoritaria en actividades asociadas al uso de tecnologías de la información comparadas con otras actividades culturales.   Las conclusiones principales son la relevancia de los datos sobre la dimensión social para la gobernanza, y la corrección-ajuste de la agenda de su política institucional, considerando la realidad social de origen de los educandos y la pertinencia curricular con la que son formados los nuevos docentes. Y que, los resultados destacan la beta de acceso amplio a las TICs, lo que potencia el desarrollo del e-learning como buena práctica innovadora institucional. [1] Dentro del marco del proyecto TO-INN From Tradition to Innovation in Teacher Training Institutions (https://www.toinn.org/)

scholarly journals The opportunities and challenges for ICT in science education

2017 ◽  
Vol 5 (1) ◽  
pp. 12-22
Author(s):  
Vesna Ferk Savec
Keyword(s):  
Science Education ◽  
Content Knowledge ◽  
Science Teachers ◽  
Teaching Experience ◽  
Science Classrooms ◽  
Pedagogical Content ◽  
Service Training ◽  
E Learning ◽  
Learning Platforms

The article examines the opportunities and challenges for the use of ICT in science education in the light of science teachers’ Technological Pedagogical Content Knowledge (TPACK). Some of the variables that have been studied with regard to TPACK framework in science classrooms (such as teachers' self-efficacy, gender, teaching experience, teachers’ believes, etc.) are reviewed, also variations of TPACK framework specific for science education are elaborated. In conclusion some of the aspects of TPACK in science education that need to be addressed in future are indicated, e.g. the development of subject specific ICT-based resources and e-learning platforms; training to develop science teachers’ integrated skills for the implementation of ICT in their subject teaching; the importance of continuous encouraging of science teachers’ for their participation in in-service training related to the use of ICT; and the examination of the role of science teachers’ TPACK in developing of students’ 21st century trans-disciplinary skills.

Visualization in Learning

2015 ◽  
pp. 381-414 ◽  
Author(s):  
Veslava Osinska ◽  
Grzegorz Osinski ◽  
Anna Beata Kwiatkowska
Keyword(s):  
Science Education ◽  
General Framework ◽  
Interdisciplinary Collaboration ◽  
Analysis Tool ◽  
E Learning ◽  
Learning Platforms ◽  
Data Analysis Tool ◽  
Online Availability ◽  
Contemporary Education

Visualization is currently used as a data analysis tool and considered a way of communicating knowledge and ideas in many areas of life such as science, education, medicine, marketing, and advertisement. The chapter contains complex interdisciplinary material and attempts to construct a general framework of visualization roles in learning. The structure of this content is presented on Figure 1 as a kind of mind map. Authors emphasize that visualization mechanisms are designed taking into account analytical and content-related potential, timeliness, online availability, and aesthetics. But classical (tabular) forms still remain dominant in information presentation. A good portion of the discussion is dedicated to the alternative solution – non-linear layout, such as network or fractals. Several visualization maps with specifically designed architecture are demonstrated as important elements of contemporary education. Authors consider the potential and implementation of these tools in e-learning platforms. Parallely, they underline the role of interdisciplinary collaboration in map making processes. Researchers in different fields can apply contemporary trends in visualization including natural shape perception, 3D representation problems, as well as the aspects of neuroaesthetics.

scholarly journals The Problem of Change in Canadian Teacher Education

1982 ◽  
Vol 12 (2) ◽  
pp. 17-31
Author(s):  
David Hopkins
Keyword(s):  
Teacher Education ◽  
Individual Differences ◽  
Teacher Training ◽  
Situational Analysis ◽  
Barriers To Change ◽  
Training Institutions

It is argued that Canadian teacher education is characterized by a paradox - that of change and no change. The cause of this paradox is a delinquency in the pro- cess of implementation; the ability to change at the level of structure is not matched by an ability to change at the level of practice. Explanations are sought as to why this is the case. First, the barriers to change in teacher education are analysed and then a situational analysis exposes tensions in the role of teacher training institutions that inhibit their functioning. Finally, individual differences between institutions are explained by a description of the sagas that tend to acculturate them.

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