scholarly journals Surmounting Digital Divide In The Time Of Pandemic By Teacher Education Science Major Students

2021 ◽  
Vol 85 (1) ◽  
Author(s):  
Ann Cherry C. Cereno ◽  
Jevannel G. Borlio
Keyword(s):  
Teacher Education ◽  
Digital Divide ◽  
Science Major ◽  
Education Science

scholarly journals HUBUNGAN EQ, PENGETAHUAN KEWIRAUSAHAAN, DAN HASRAT MARGINAL MENABUNG, DENGAN MOTIVASI BERWIRAUSAHA MAHASISWA PENDIDIKAN EKONOMI

2016 ◽  
Vol 3 (1) ◽  
pp. 95-104
Author(s):  
Tri Handayani ◽  
Suyanto Suyanto
Keyword(s):  
Teacher Education ◽  
Correlation Coefficient ◽  
Significant Relationship ◽  
Economic Education ◽  
Education Faculty ◽  
Student Entrepreneurship ◽  
Marginal Propensity ◽  
Teacher Education Faculty ◽  
Education Science ◽  
The Relationship

Penelitian ini bertujuan untuk mendeskripsikan korelasi kecerdasan emosional, pengetahuan kewirausahaan, dan hasrat marginal menabung dengan motivasi berwirausaha mahasiswa Pendidikan Ekonomi FKIP Universitas Negeri Jambi. Penelitian ini merupakan penelitian korelasional. Dengan populasi mahasiswa Pendidikan Ekonomi FKIP Universitas Negeri Jambi dan sampel penelitian ini adalah mahsiswa angkatan 2012 sebanyak 79 orang yang dipilih dengan teknik nonprobability purpose  sampling. Teknik pengumpulan data yang digunakan yaitu angket untuk kecerdasan emosional, hasrat  marginal menabung dan motivasi berwirausaha dan tes untuk pengetahuan kewirausahaan. Teknik analisis yang digunakan adalah correlasi product moment dengan taraf signiikansi 0,05. Hasil penelitian menunjukkan bahwa: (1) Terdapat hubungan positif dan signifikan antara kecerdasan emosional dan motivasi berwirausaha dengan determinasi korelasi 0,456, pada taraf signifikan 0,05 (2) Terdapat hubungan positif dan signifikan antara pengetahuan kewirausahaan dan motivasi berwirausaha dengan determinasi korelasi 0.459, pada taraf signifikan 0,05. (3) Terdapat hubungan positif dan signifikan antara hasrat marginal menabung dan motivasi berwirausaha dengan determinasi korelasi 0,517, pada taraf signifikan 0,05 (4) Terdapat hubungan positif dan signifikan secara bersamaan antara kecerdasan emosional, pengetahuan kewirausahaan, dan hasrat marginal menabung dengan motivasi berwirausaha dengan determinasi korelasi 0,625, pada taraf signifikan 0,05 KORRELATION EQ, ENTREPRENEUR KNOWLEDGE, AND MARGINAL PROPENSITY TO SAVE WITH ENTREPRENEUR MOTIVATION OF STUDENT ECONOMIC EDUCATIONAbstractThis research aims to describe the relationship between emotional inteligency, entrepreneur knowledge,  marginal propensity to save, and entrepreneurship motivation of students majoring in Economic Education Science, in Teacher Education Faculty, Jambi University. This is correlation research. The population of this research was students majoring Economic Education Science of Teacher Education Faculty, Jambi University and the sampel was 79 students from 2012 intake using nonprobability purpose sampling tehnique. The data were collected using questionnaire of emotional inteligency, marginal propensity to save, entrepreneur motivation and tes of entrepreneur knowledge. The data were analyzed using correlation product moment with level of significant 0.05. The research finding reveals that: (1) There is a positive and significant relationship between emotional inteligency and students entrepreneurship motivation with a correlation coefficient 0.456, in level of significant 0.05; (2) There is significant relationship between entrepreneurship knowledge  and student entrepreneurship motivation with a correlation coeffivient 0.459, in level of significant 0.05; (3) There is significant relationship between marginal propensity to save and entrepreneurship motivation with a correlation coefficient 0.517, in level of significant 0.05;(4) There is significant relationship between emotional inteligency, entrepreneurship knowledge, and marginal propensity to save with students entrepreneurship motivation with a correlation coefficient 0.625 in level of significant 0.0.5.

scholarly journals Representações Sociais de professores do ensino técnico integrado ao médio do Instituto Federal da Paraíba sobre formação docente

2019 ◽  
Vol 1 (47) ◽  
pp. 191
Author(s):  
Madele Maria Barros de Oliveira Freire ◽  
Elda Silva Do Nascimento Melo
Keyword(s):  
Teacher Education ◽  
Word Association ◽  
Social Representations ◽  
Science And Technology ◽  
Central Nucleus ◽  
Technological Education ◽  
Core Theory ◽  
Federal Institute ◽  
Intermediate Element ◽  
Education Science

<p>Vocational and Technological Education - EPT, in Brazil, is mainly allocated to the Federal Institutes of Education, Science and Technology. However, some teachers who work in this type of teaching do not have pedagogical training to teach classes in technical education integrated to high school, despite having consistent training in their areas of knowledge. Given this reality, the need for initial and continuing teacher education of teachers working in EFA has been increasing in the host of these institutions and raising academic debates on the subject. As a way to contribute to this theme, this research aimed to investigate the pedagogical formation of teachers from the Federal Institute of Education, Science and Technology of Paraíba - IFPB and to understand their social representations about teacher education. The theoretical-methodological path that underpinned this research was the precepts about the Theory of Social Representations of Moscovici (1978; 2015) and other authors, and the use of the theoretical-methodological support of the Central Core Theory (ABRIC, 2001; 2003). The research participants consisted of 100 teachers, ten from each of the ten IFPB campuses selected. Data were collected through the application of the Free Word Association Technique - with the inductive term “teacher training is ...”, as well as a questionnaire and on-site observation, recorded in a field diary. Data treatment was performed through Excel, with systematization of the words evoked in a Spiral of Directions. The combination of theoretical and technical concepts related to the research theme and proposition as well as the results presented shows, in their quantitative and qualitative aspects, that the most shared elements which belonged to the central nucleus of social representations, were fundamental as well as knowledge of intermediate element I. This work not only sought to understand the level of the pedagogical formation of the investigated ones, but also apprehended the process of construction of their social representations. It also pointed alternatives to (re) think a teacher formation concatenated with the yearnings and interests of IFPB teachers.</p>

Technology in Second Language Education: Overcoming the Digital Divide

2019 ◽  
Vol 2 (3) ◽  
Author(s):  
Alexis Adriana Lozano ◽  
Jesus Izquierdo
Keyword(s):  
Teacher Education ◽  
Second Language ◽  
Digital Divide ◽  
Information And Communication Technologies ◽  
Language Education ◽  
Communication Technologies ◽  
Limited Access ◽  
Second Language Education ◽  
Information And Communication ◽  
Determinant Factor

The use of information and communication technologies (ICT) can help teachers implement valuable instructional tasks where learners use the second language (L2) during input and output tasks, integrating various types of technologies, applications, and websites. Often, educational actors would argue; however, that limited access to ICT prevents teachers from implementing ICT-enhanced L2 instruction in the classroom. In this paper, we revisit that perspective through an exploration of three conditions related to the use of technologies for second language teaching: the digital divide, teacher education, and proper ICT-enhanced task implementation. Building upon a review of theoretical and empirical research on these conditions, we argue that limited access to ICT is not a determinant factor, as teacher education and careful L2 task planning can help teachers maximize the use of the limited resources available in their school contexts.

scholarly journals Aspectos metodológicos da resolução de problemas na formação de professores de Ciências da Natureza

2019 ◽  
Vol 8 (1) ◽  
Author(s):  
Mara Elisângela Jappe Goi ◽  
Flávia Maria Teixeira dos Santos
Keyword(s):  
Teacher Education ◽  
Science Education ◽  
Teacher Training ◽  
Problem Solving ◽  
Natural Sciences ◽  
Complex Task ◽  
Field Notes ◽  
Problem Solving Process ◽  
Methodological Aspects ◽  
Education Science

Resumo: Neste trabalho, relata-se uma experiência na formação de professores de ciências da natureza que teve por objetivo aprofundar os aspectos conceituais e metodológicos da Resolução de Problemas. Para isso, procurou-se dialogar com diferentes referenciais teóricos do campo epistemológico, pedagógico e psicológico da educação. Discute-se aspectos apreendidos durante as etapas do curso de formação. Foram analisados os registros do diário de campo das pesquisadoras e os depoimentos dos professores no decorrer do curso de formação. A experiência realizada e os dados obtidos indicaram que o desenvolvimento de competências no processo de elaboração de problemas pode ser realizado em curso de formação, como também permitiu levantar uma série de questões da formação de professores. Assim, entende-se que esse processo é uma tarefa complexa, principalmente quanto à formação prático-reflexiva e à ampliação de habilidades e estratégias didáticas no que se refere à produção e utilização de material pedagógico.Palavras-Chave: Formação de professores. Ensino de Ciências. Metodologia de Resolução de Problemas. METHODOLOGICAL ASPECTS OF THE PROBLEM-SOLVING METHODOLOGY IN THE TRAINING OF TEACHERS OF NATURAL SCIENCES  Abstract: In this work we report an experience in the training of teachers of natural sciences that aims to deepen the conceptual and methodological aspects of Problem-Solving Methodology. For this purpose, we sought to dialogue with different educational theoretical references of the epistemological, pedagogical and psychological fields. Aspects seized during the stages of the training course are discussed. The records of the diaries and field notes of the researchers and the testimonials of the teachers during the training were analyzed. The experience gained and the data obtained indicated that the development of skills in the problem-solving process can be carried out in the course of training, and permitted, as well, to raise a series of issues regarding teacher training. Thus, it is understood that this process is a complex task especially when it comes to the practical-reflexive training and the expansion of didactic abilities and strategies in what concerns the production and use of teaching materials.Keywords: Teacher Education. Science Education. Problem Solving. Methodology. 

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