A Case Study of Teacher Candidates’ Experiences: Writing the Pilot Math Proficiency Test in Ontario, Canada

ABSTRACT This study aims to describe the implementation of civic education courses in an effort to foster a sense of nationalism student at the Buana Perjuangan Karawang University. This study used a qualitative approach with the method used is the case study. Research conducted at the Buana Perjuangan Karawang University, with an estimated study time for start of the date October 28, 2017 until August 28, 2018. The target population in this study were students who follow courses of civic education, and sampling using techniques purposive sampling. The results obtained show that nationalism formed through civic education in college can be formed. It is based on a statement cited by respondents stated that the Civic Education is very important to learn in college, it's based on the erosion of a sense of nationalism began to be immediately addressed by studying Civics. Civic education is also learned to go back to the students will be taught by the teacher candidates Pancasila and Civic Education. Increased sense of nationalism in studying Civics is proof that Civic Education is so important to learn. Keywords: Civic Education, Nationalism, Students. ABSTRAK Penelitian ini bertujuan untuk mendeskripsikan pelaksanaan mata kuliah pendidikan kewarganegaraan dalam upaya memupuk rasa nasionalisme mahasiswa di Universitas Buana Perjuangan Karawang. Penelitian ini menggunakan pendekatan kualitatif dengan metode yang digunakan yaitu metode studi kasus. Penelitian dilaksanakan pada Universitas Buana Perjuangan Karawang, dengan estimasi waktu penelitian selama mulai dari tanggal 28 Oktober 2017 sampai dengan tanggal 28 Agustus 2018. Populasi target dalam penelitian ini adalah mahasiswa yang mengikuti mata kuliah pendidikan kewarganegaraan, dan pengambilan sampel menggunakan teknik purposive sampling. Hasil penelitian yang diperoleh menunjukkan bahwa nasionalisme yang terbentuk melalui pembelajaran pendidikan kewarganegaraan di perguruan tinggi dapat terbentuk. Hal ini berdasarkan pernyataan yang diutarakan oleh para responden yang menyatakan bahwa Pendidikan Kewarganegaraan sangat penting untuk dipelajari di Perguruan Tinggi, hal ini didasarkan pada mulai lunturnya rasa nasionalisme haruslah segera diatasi dengan mempelajari Pendidikan Kewarganegaraan. Pendidikan Kewarganegaraan juga dipelajari untuk kembali dibelajarkan kepada peserta didik nantinya oleh para calon guru Pendidikan Pacasila dan Kewarganegaraan. Meningkatnya rasa nasionalisme dalam mempelajari Pendidikan Kewarganegaraan merupakan bukti bahwasanya Pendidikan Kewarganegaraan begitu penting untuk dipelajari. Kata kunci: Pendidikan Kewarganegaraan, Nasionalisme, Mahasiswa.

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What Is the Place of the Play Between the Essential Needs of Preschool Children According to Preservice Teachers?

International Education Studies ◽

10.5539/ies.v12n3p148 ◽

2019 ◽

Vol 12 (3) ◽

pp. 148

Author(s):

Hatice Uysal Bayrak

Keyword(s):

Preservice Teachers ◽

Preschool Children ◽

Nutrition Education ◽

Teacher Candidates ◽

Structured Interview ◽

State University ◽

Department Of State ◽

Analysis Technique ◽

Group A

This research aims to reveal the perceptions of the preservice teachers on the play which are among the essential needs of the preschool children. In this descriptive study, a case study which is one of the qualitative research designs was used. 79 preservice teachers attending the third grade in the Classroom Teaching Department of state university in Nigde province in Turkey. Convenience sampling method was used in the selection of the study group. A semi-structured interview form was prepared in order to reveal the perceptions of preservice teachers about the play. Content analysis technique was used for data analysis. At the end of the research, it was determined that the preschool teacher candidates expressed the essential needs of preschool children as nutrition, education and love respectively. The play was ranked as the number four among these needs.

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Is there a Relationship between Critical Thinking and Critical Reading of Literary Texts: A Case Study at Arak University (Iran)

International Letters of Social and Humanistic Sciences ◽

10.18052/www.scipress.com/ilshs.33.63 ◽

2014 ◽

Vol 33 ◽

pp. 63-76 ◽

Cited By ~ 3

Author(s):

Hamedreza Kohzadi ◽

Fatemeh Aziz Mohammadi ◽

Fatemeh Samadi

Keyword(s):

Critical Thinking ◽

Proficiency Test ◽

Literary Work ◽

Literary Texts ◽

Critical Reading ◽

Male And Female ◽

Efl Learners ◽

Female Data ◽

The Subject

Examining the theme, plot, and characters of a literary work is a common practice for students of literature so that they can criticize literature. Unlike a non-critical reading which provides readers only with facts, a critical reading also entails depicting how a book or a source illustrates the subject matter. Through various reading procedures including interpretation, inference and examining ideologies embedded in texts, readers can develop critical thinking. This paper aims at examining whether or not there is a relationship between critical thinking and critical reading of literary texts in higher education. To meet the mentioned aim, 121 EFL learners from Arak University were invited to participate in this study. After administrating English proficiency test, total numbers of students were 98 male and female. Data analysis was done through employing ANOVA and T-test.

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Confronting the Contradictions: A Case Study of Early Childhood Teacher Development in Neoliberal Times

Contemporary Issues in Early Childhood ◽

10.2304/ciec.2009.10.3.240 ◽

2009 ◽

Vol 10 (3) ◽

pp. 240-259 ◽

Cited By ~ 21

Author(s):

Christopher P. Brown

Keyword(s):

Early Childhood ◽

Teacher Development ◽

Teacher Candidates ◽

Teacher Educators ◽

Early Learning ◽

Early Childhood Teacher ◽

Reform Process ◽

Instrumental Case Study ◽

The Impact

As neoliberal polices that emphasize governing the modern state through market-based principles expand across the globe, they are altering the training of early childhood teacher candidates. This creates a range of challenges for those teacher educators who are critical of this reform process. This article presents an instrumental case study that examined the impact of neoliberal education reforms on the development of a sample of early education teacher candidates. Analyzing this case of teacher development offers teacher educators the opportunity to consider the practical and critical steps they might take to better prepare their candidates for these reforms. Doing so will help teacher candidates develop early learning experiences for their children that teach them to become engaged democratic citizens rather than compliant consumers within the neoliberal state.

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Process vs. Product

Evaluating Teacher Education Programs through Performance-Based Assessments - Advances in Higher Education and Professional Development ◽

10.4018/978-1-4666-9929-8.ch020 ◽

2016 ◽

pp. 328-336

Author(s):

Christina Janise McIntyre ◽

Angela M. Cartwright ◽

Stacia C. Miller

Keyword(s):

Preservice Teachers ◽

Action Research ◽

Student Learning ◽

Undergraduate Education ◽

Teacher Candidates ◽

Classroom Practice ◽

Classroom Research ◽

Education Programs ◽

The Common

The purpose of this case study was to determine if the common practice of Impact on Student Learning (ISL) projects, such as those found in the edTPA and TK20 systems, is adequately preparing preservice teachers to engage in the kinds of action research that are necessary for continuously improving classroom practice. In these projects, teacher candidates administer pre- and post-tests, then determine the efficacy of the lessons between by comparing the scores. While ISL projects provide exposure to assessment for planning, it leaves preservice teachers underprepared for the types of action research that are required for continuously improving classroom practice. Preservice teachers would benefit from additional experiences with research during their undergraduate education programs in order to increase their efficacy, and interest, in classroom research practices.

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Developing a Community of Learners From Culturally and Linguistically Diverse Backgrounds With Social Justice and Inclusive Critical Literacy Practices

Advances in Early Childhood and K-12 Education - Designing Culturally Competent Programming for PK-20 Classrooms ◽

10.4018/978-1-7998-3652-0.ch004 ◽

2021 ◽

pp. 60-78

Author(s):

Shadrack Gabriel Msengi

Keyword(s):

Social Justice ◽

Critical Literacy ◽

Teacher Candidates ◽

Culturally Responsive ◽

Literacy Practices ◽

Linguistically Diverse ◽

Community Of Learners ◽

Children And Parents ◽

Diverse Backgrounds

This case study is an investigation of cultural and linguistic diverse perspectives among parents, children, teachers, and teacher candidates. Survey and interview data were collected and analyzed to determine how these diverse perspectives affect teachers' application of culturally responsive literacy practices to develop a community of learners. Findings suggest that teachers and teacher candidates knew little about their students' diverse backgrounds. Their participation in the study and initial discussions among teachers, teacher candidates, children, and parents had a positive effect on experienced and novice teachers' knowledge of students. This knowledge included the ability to begin planning and managing instruction, as well as determining appropriate assessments and instructional strategies. Findings also suggest ways these teachers could engage students, families, and teachers in social justice practices.

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Using the Children's Literature Course to Promote Teacher Candidates' Cultural Competence

Advances in Early Childhood and K-12 Education - Handbook of Research on Teaching Diverse Youth Literature to Pre-Service Professionals ◽

10.4018/978-1-7998-7375-4.ch023 ◽

2021 ◽

pp. 460-481

Author(s):

Erin Hogan Rapp ◽

Melissa Landa

Keyword(s):

Preservice Teachers ◽

Children's Literature ◽

Cultural Competence ◽

Teacher Candidates ◽

Children’S Literature ◽

Cultural Knowledge ◽

Culturally Competent ◽

Collective Case Study ◽

Asking Questions

This chapter presents the results from a collective case study of 23 undergraduate preservice teachers enrolled in a Children's Literature course at a large Mid-Atlantic university. It explores how course instruction in and around high-quality, culturally diverse children's literature facilitated both displays of culturally competent dispositions and cultural knowledge of self and others. The chapter also describes how the preservice teachers under study applied their culturally competent dispositions as they rehearsed selecting texts, planning activities, and asking questions to their future students. The Cultural Competence for Teaching Framework provided a useful metric to evaluate participants' displays of cultural competence across the course of the semester. Within this chapter, the authors describe how they embedded cultural competence education inside the course including a description of the activities, texts, and pedagogy used.

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