scholarly journals A Look into Literature Courses in Pre-Service Teacher Training

2021 ◽  
Vol 2 (2) ◽  
pp. 1-15
Author(s):  
Abdu Alkadi ◽  
Taha Hezam
Keyword(s):  
Teacher Training ◽  
Curriculum Reform ◽  
Prospective Teachers ◽  
School Curriculum ◽  
Current Status ◽  
Opinion Poll ◽  
Literature Teaching ◽  
Collegiate Level ◽  
New Perspective ◽  
Humanistic Curriculum

This paper explored the load of literature courses in the teacher-training program at the collegiate level in Yemen. It dwells on teacher candidates’ perceptions of the current status quo of literature teaching based on the learner-centered approach and humanistic curriculum. Data were elicited through an opinion poll from a sample of senior prospective teachers (n=112) who have undertaken courses in verse, fiction, and prose embedded in the program. Findings ensued from this analysis show that the participants had a wealth of difficulties that hamper achieving the objectives of embedding literature in the program, and most of such difficulties stem from teaching inadequacies in the given context. The study brings to the foreground some insightful ideas into curriculum reform. It generally informs the curriculum designers to readdress the existing program with an eye on the underestimated literature courses. It recommends that the overhaul of the existing syllabus should be fashioned to a new purpose, a new footing and a new perspective in line with the worldwide, extemporized changes in terms of curriculum development. A balanced approach to literature instruction to link the school curriculum with what is taught at the tertiary level would be a stepping-point to an improved literature teaching scenario.

scholarly journals Arte e educação: um diálogo em tempos de mudança

2016 ◽  
Vol 5 (2) ◽  
Author(s):  
Sandra Mónica Figueiredo Oliveira
Keyword(s):  
Teacher Training ◽  
Contemporary Art ◽  
Curriculum Reform ◽  
Teaching And Learning ◽  
Initial Teacher Education ◽  
Art Teacher ◽  
Case Study Methodology ◽  
Professional Profile ◽  
Teaching Learning ◽  
Teachers Training

Resumo: Partindo do pressuposto que um novo paradigma artístico está a emergir, o que implica a construção de um conhecimento sempre renovado, quer na dimensão concetual, quer na dimensão da intervenção, os processos formativos dos futuros profissionais docentes merecem-nos especial atenção. Este artigo resulta de um projeto de investigação centrado na necessidade de equacionar a arte contemporânea, na formação inicial de professores, no horizonte das transformações atuais – o que implica pensar as mudanças no ensino-aprendizagem, a descrença dos sistemas de justificação educacionais, a mutação do conceito de arte e das práticas artísticas e as mudanças dos comportamentos, perspetivando o futuro. Este trabalho foi ao encontro dos seguintes objetivos: implementar e avaliar um programa pedagógico na formação inicial dos professores assente na arte contemporânea e identificar as competências que a arte contemporânea promove nos estudantes e que concorrem para o seu perfil profissional. Privilegia-se um quadro paradigmático de investigação numa perspetiva interpretativa e adota-se uma metodologia de estudo de caso que envolveu 300 estudantes de Licenciaturas em Educação Básica ao longo de um semestre. As conclusões emergentes do estudo evidenciam a importância artístico-pedagógica da arte contemporânea para o perfil profissional do professor, bem como a necessidade de uma reforma curricular, visando à inovação dos processos de formação onde a arte contemporânea seja contemplada. Palavras-chave: Arte Contemporânea. Formação de Professores. Processo de ensino-aprendizagem. ART AND EDUCATION: A DIALOG IN TIMES OF CHANGE Abstract: This study starts from the assumption that a new artistic paradigm is emerging, which involves the construction of a continuously renewed knowledge, both in conceptual and relational dimensions and its consequences on art education in initial teacher training. This article results of a research project that focused its concern on the need to equate contemporary art in initial teacher education, on the horizon of current transformations, such as: changes in teaching and learning, disbelief on educational justification systems, changes in art concepts and artistic practices and changes in behaviour and envisioning the future. This paper focuses on the following objectives: implement an evaluate educational program in the initial teachers training based on contemporary art and identify the skills that contemporary art promotes in students which contribute to their professional profile. Chosen research methods follow a paradigmatic framework for research in an interpretative perspective and the study adopts a case study methodology. Research involved 300 students of a BA degree in Elementary Teachers Education during one semester. Emerging findings of the study highlight the artistic and pedagogical importance of contemporary art to develop skills that contribute to the professional profile of the teacher as well as the need for curriculum reform in arts education aimed at innovating training processes where contemporary art is contemplated. Keywords: Contemporary Art. Teacher Training. Teaching-learning process.

scholarly journals Teachers’ Misconceptions in Science: Implications for Developing a Remedial Teacher Training Program

2019 ◽  
Vol IV (III) ◽  
pp. 221-228
Author(s):  
Saria Rasul ◽  
Abid Shahzad ◽  
Zafar Iqbal
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Science Teachers ◽  
Prospective Teachers ◽  
Experimental Treatment ◽  
Study Data ◽  
Second Phase ◽  
Future Teachers ◽  
Teacher Training Program ◽  
Third Phase

This study is designed to investigate future teachers’ misconceptions in heat and temperature concepts. The objectives of the study were to find out (i) misconceptions of future teachers in concepts of heat and temperature, (ii) to develop a counteractive teacher-training program for certain misconceptions and (iii) to establish the efficiency of treatment. The study sample was 96 prospective science teachers. Convenient sampling method was used in the study. Data from 96 respondents were collected in phase one of the study. Experimental treatment (lesson) based on the 5Es learning model was prepared in the second phase of the study and implemented in the third phase of research. A two tiers test, consisting of 12 items was used to collect data. Each tier was based on choices. The data were analyzed using ANOVA and t-test. The study explored the misconceptions of prospective teachers’ about heat and temperature concepts and established the importance of experimental treatment.

Implementing Experiential Learning in High School Agriculture and Forestry Curriculum: A Case Study in Guatemala

2020 ◽  
Vol 43 (4) ◽  
pp. 381-397
Author(s):  
Henry Quesada ◽  
Julieta Mazzola ◽  
Daniel Sherrard
Keyword(s):  
High School ◽  
Experiential Learning ◽  
High School Teachers ◽  
School Curriculum ◽  
Current Status ◽  
Training Methods ◽  
School Teachers ◽  
Case Study Methodology ◽  
Professional Development Training

Background: Design and training methods for instructors on integrating experiential learning continues to be a challenge in high school education. Purpose: This work reports on research concerning the current status, available resources, limitations, and capabilities of high school teachers implementing experiential learning in a technical and vocational high school curriculum in Guatemala. Methodology/Approach: Case study methodology was used to examine professional development training involving the implementation of experiential learning into an agriculture and forestry curriculum. The design of the training included a series of hands-on activities to enable teachers to identify barriers and drivers influencing experiential learning and the redesign of a course program. Findings/Conclusions: Teachers were able to identify resources and limitations affecting the implementation of experiential learning in their teaching program. The guidance and examples provided by the instructors were fundamental for the teachers to modify a standard course program that included significant experiential learning methodologies. Implications: Many high school teachers lack the training and knowledge necessary for integrating experiential learning. Furthermore, in many cases, they are required to follow a structured curriculum that at allows for minimal modifications. Teachers also recognize that courses that only include classroom activities are the most challenging for including experiential learning activities.

‘Illiterate’ musicians: an historic review of curriculum and practice for student popular musicians in Australian senior secondary classrooms

2019 ◽  
Vol 36 (02) ◽  
pp. 155-171 ◽  
Author(s):  
Christine Carroll
Keyword(s):  
World War Ii ◽  
Music Education ◽  
Popular Music ◽  
Curriculum Reform ◽  
School Curriculum ◽  
Secondary Classrooms ◽  
Western Art ◽  
1960S And 1970S ◽  
The 1960S ◽  
Senior Secondary

AbstractThis article examines curriculum and practice in Australian secondary classroom music education, in order to trace the inclusion of, and provision for, students with learning orientations based on popular music forms. A 60-year period of curriculum reform, matriculation statistics and literature is surveyed with a focus on the state of New South Wales (NSW), where the ‘non-literate’ student musician was first acknowledged in curriculum documents dating from the late 1970s at the senior secondary level (Music Syllabus Year 11 and 12: New 2 Unit A Course. Draft Document). Three overlapping eras frame discussion. The first discusses the original post–World War II school curriculum established for Western art music (WAM); the second discusses the period of curriculum reform beginning in the 1960s and 1970s, which leads to the inclusion of popular music at junior secondary levels; and the third is the present era from roughly 1980 onwards, where separate pathways of instruction are maintained for WAM and students with interests in popular and contemporary musics. Legitimation Code Theory (LCT) from the sociology of education is employed, with analysis unveiling a series of historic code shifts and clashes with implications for present practice. An unveiling of these codes explains the cause of ongoing tensions surrounding the inclusion of popular music and musicians in Australian music classrooms and provides foundation for much-needed curriculum development in the NSW context, and potentially elsewhere, where similar dynamics underpin practice in secondary classrooms.

Emotional Competence and Affective Computing as Factors of Formation of Individual and Social Identity

2013 ◽  
Vol 4 (4) ◽  
pp. 28-46
Author(s):  
Annamaria Curatola ◽  
Felice Corona ◽  
Carmelo Francesco Meduri ◽  
Carla Cozzarelli
Keyword(s):  
Affective Computing ◽  
Nursery School ◽  
Emotional Experience ◽  
Methodological Approach ◽  
School Curriculum ◽  
Cognitive Computing ◽  
Social And Emotional ◽  
Nursery Schools ◽  
Experimental Project ◽  
New Perspective

This experience of psycho-emotional education is part of more extensive international researches based on the hypothesis that the “emotional experience”, if inserted in the daily conduct of the school curriculum, especially in the nursery school one, represents an excellent training opportunity, since it fosters the learners' best perception of the self, thus strengthening their expressive and communicative attitude. On the basis of Social and Emotional Learning (SEL) principles and inspired by a previous experience carried out by the Department of Human Science for training, this experimental project has been put into practice by some nursery schools in RC, thus providing very interesting data for the confirmation of the hypothesis. It has been also developed a study on the affective computing and the cognitive computing pursuing a new perspective that exceeds the traditional vision of what is defined as artificial intelligence and analyzes intelligence and aspects of perceptions, often neglected, with a methodological approach considering the emotional processes as important as the cognitive ones.

Preparation in mathematics for elementary school teachers

1967 ◽  
Vol 14 (3) ◽  
pp. 198-199
Keyword(s):  
Elementary School ◽  
Teacher Training ◽  
Elementary School Teachers ◽  
Prospective Teachers ◽  
College Mathematics ◽  
School Teachers ◽  
Undergraduate Program ◽  
Mathematical Association ◽  
Areas Of Concern

One of the major areas of concern of the Committee on the Undergraduate Program in Mathematics (CUPM) of the Mathematical Association of America is the college mathematics training of prospective teachers. In order to meet the task of preparing recommendations for improving the undergraduate program in this area, CUPM established its Panel on Teacher Training.

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