(Non-)structured Model of Teacher Training from the Student's Point of View

In a preliminary empirical study of social-science and humanities students enrolled in teacher-training programs at two German universities, the authors have found a disparaging view of technology and science among said students. Their material knowledge of technology and science is the result of content they learned in high-school themselves. After having graduated, they chose social-sciences or humanities as their subjects. There is little or no overlap between science and engineering subjects and social-science and humanities subjects in teacher training programs. Apart from the students choices, this is also the consequence of an institutionally established and strict segregation of the academic fields that does not, unlike in other university systems, require the students to enroll in at least basic interdisciplinary courses. The result for science and technology awareness among the students is problematic, to say the least. While their knowledge of science and technology -being the product of high-school education - is often not up to date and also lacking in current developments, their moral and ethical judgement about the implications of scientific research and use of technology is strong. The preliminary study also showed that the students are interested in new technological and scientific developments, they just lack the ability to include this into their worldview, which is very strongly influenced by their choice of subjects in the humanities and social-sciences. Teaching these students has convinced the authors that their lack of technology and science knowledge combined with their inherent tendency to judge science and technology from the point of view of their respective field, impairs their ability to take an adequate part in science and technology discourse. Their awareness, and thus, their competence to rationally engage with science and technology is lacking. That is in part due to the depiction of science and technology in humanities and social-science courses, and on the other hand due to a lack of current science and technology education as part of a humanities and social-sciences program. The result becomes even more alarming if we assume that the future teachers will continue to relay their heavily biased opinions on science and technology in general, as well as their deficient knowledge of specific technologies to their future students, thus generating a vicious cycle of inadequate technology and science awareness. As the authors’ study has shown, these students are really interested in science and technology, they just lack key competencies to make an analytical connec- tion between their field of choice (humanities and social sciences) and technology and science, without resorting to moral and ethical judgement.

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Lesson study and the development of teacher’s competences

International Journal for Lesson and Learning Studies ◽

10.1108/ijlls-09-2014-0034 ◽

2015 ◽

Vol 4 (3) ◽

pp. 209-223 ◽

Cited By ~ 13

Author(s):

Encarna Soto Gómez ◽

María J. Serván Núñez ◽

Angel I Pérez Gómez ◽

Noemi Peña Trapero

Keyword(s):

Teacher Training ◽

Lesson Study ◽

Explicit Knowledge ◽

Practical Knowledge ◽

Daily Practice ◽

Point Of View ◽

Theoretical Point ◽

Content Type ◽

Teaching Context ◽

Dialectical Relationship

Purpose – The purpose of this paper is to show, from a theoretical point of view, the promising relationship between the processes generated by Lesson Studies (LS) and the development of practical thinking in in-service teacher training, derived from two pieces of research. Design/methodology/approach – The authors propose broadening the focus of LS in order to not only improve the “lesson” or “teaching” – in short, practice – but also to reconstruct and improve the practical knowledge of teachers. The core issue of the paper is the discussion about the relationship between the practical knowledge, the knowledge that every teacher uses in his or her daily practice, theories-in-use, mostly unconscious, and the conscious and explicit knowledge, practical thinking, explicit theory, they use to describe and justify their practice. Findings – Knowing our practical knowledge intuitive Gestalt, and building a new conscious and informed way of thinking is not enough, we need to build through systematic new practice a new way of doing, a new way of perceiving, interpreting, taking decisions and acting, coherent with our new theories. LS reinforces these two complementary movements: the practical theorizing movement, the reflexion on action to discover the implicit believes, habits, attitudes and emotions underlying the practice, and the experimentation of the new theory to form the new habits, beliefs, attitudes and emotions that support the development of a new form of teaching. This second movement needs more time and adequate teaching context, confirming the long spiral cycle of LS. Originality/value – With emphasis on the dialectical relationship between practical theorizing and the experimentation of theory, this paper could set out a new approach for LSs as a method of teacher training which can improve practice through the reconstruction of the practical thinking of those involved.

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How Do Plurilingual Teacher Trainees View the CLIL Challenge? A Case Study

Miscelánea: A Journal of English and American Studies ◽

10.26754/ojs_misc/mj.20215866 ◽

2021 ◽

Vol 63 ◽

pp. 33-56

Author(s):

Enrique Cerezo Herrero ◽

Rosario García-Bellido

Keyword(s):

Teacher Training ◽

Education System ◽

Main Idea ◽

Point Of View ◽

Trainee Teachers ◽

Training Methodology ◽

Teacher Trainees ◽

Flow Charts ◽

Valencian Region

The Valencian region is a Spanish autonomous community with a long-standing tradition in bilingual education. However, as opposed to some other Spanish regions, attention towards the linguistic education system from the point of view of research has been scarce. On this basis, the present investigation seeks to analyze the plurilingual education system of the Valencian region currently in force from the perspective of trainee teachers. To this end, a study has been conducted with three focus groups. The narrative produced by the participants has been analyzed taking into consideration four major dimensions, namely plurilingual programs, teacher training, methodology, and resources and materials. In this analysis, the main idea underlying each dimension has been identified and then the information has been synthesized in flow charts that broadly represent the information conveyed by the groups. The results obtained evince a lack of initial and continuous teacher training in plurilingual issues, a reality which translates into a low level of linguistic competence and methodological lacunae, as well as a lack of tailored-made teaching materials. There is thus an urgent need to revisit major aspects of the plurilingual programs and bring about certain changes that could contribute to their improvement and consolidation.

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Iniciación a la danza como agente educativo de la expresión corporal en la educación física actual. Aspectos metodológicos (Initation to dance as an educational agent of body expression in the current physical education. Methodological aspects)

Retos ◽

10.47197/retos.v0i20.34621 ◽

2015 ◽

pp. 33-36

Author(s):

Inmaculada García Sánchez ◽

Raquel Pérez Ordás ◽

África Calvo Lluch

Keyword(s):

Teacher Training ◽

Physical Education ◽

Key Words ◽

Ad Hoc ◽

Point Of View ◽

Whole Person ◽

Expressive Content ◽

Methodological Aspects ◽

Body Expression

La danza como manifestación rítmico-expresiva presenta amplias posibilidades para la formación del alumnado desde un punto de vista integrador (plano físico, intelectual y emocional). Sin embargo, la utilización de este contenido en el contexto de la educación física actual sigue siendo escaso y puntual. El desconocimiento de las aportaciones de la danza al desarrollo integral de la persona, la consideración eminentemente femenina de esta actividad y/o la falta de formación del profesorado, son algunas de las razones que podrían justificar el desaprovechamiento de la danza como agente educativo de la expresión corporal. Con respecto a la falta de formación del profesorado, este trabajo tiene el propósito de responder a una serie de interrogantes relacionados con el cómo enseñar danzas: ¿qué métodos pedagógicos son los más adecuados? ¿cualquier tipo de danza es idónea para trabajar en el aula? ¿cómo utilizar correctamente los elementos básicos del ritmo en las diferentes propuestas danzadas?.Palabra clave: Educación Física. Expresión Corporal. Danza.Abstract: Dance as a rhythmic-expressive content presents ample opportunities for the training of students from an inclusive point of view (level of physical, intellectual and emotional). However, the use of this content or treatment in the context of physical education is limited or ad hoc. The ignorance of the contributions of dance to develop the whole person, considering this activity mainly women and/or lack of teacher training are some of the reasons that might justify the waste of dance as an educational agent of body expression. With regard to the lack of teacher training, the work presented below is intended to answer a series of questions related to how to teach dance: what methodology is appropriate?, any kind of dance is suitable to work in the classroom?, how to properly use the basic elements of rhythm in the proposals danced?.Key words: Physical Education. Body Expression. Dance.

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Different Ways of Conceptualizing Mathematical Content for Prospective Primary School Teachers

International Journal of Smart Education and Urban Society ◽

10.4018/ijseus.2021010105 ◽

2021 ◽

Vol 12 (1) ◽

pp. 61-68

Author(s):

Xhevdet Thaqi ◽

Ana Isabel Rodríguez Valladares ◽

Ekrem Aljimi

Keyword(s):

Teacher Training ◽

Primary School ◽

Prospective Teachers ◽

Mathematical Knowledge ◽

School Teacher ◽

Point Of View ◽

Primary School Teacher ◽

Mathematical Content ◽

Starting Point ◽

Study Programs

Changes in today society and in the development of technology demand a greater interest in mathematical knowledge in education and didactic research on professional work. Recent research seems to confirm that mathematics is still under-worked. This is the starting point from which the interest in studying the mathematical knowledge is necessary for the professional development of perspective primary school mathematics teachers arises. The study of mathematics curricula for the training of prospective teachers in different universities and their historical evolution will provide those with necessary criteria to organize, formulate, and develop the mathematical content of this didactic point of view and to establish the diagnosis of the systematic and the subsequent intervention in the teacher training institutions. According to the recommendations of the researches and other scientific events, the basic concepts and properties of mathematics should be included in the curricula of study programs for primary school teacher training.

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UNA EVOLUCIÓN DE LA MIRADA SOBRE LA COMPLEJIDAD DE LOS OBJETOS MATEMÁTICOS

PARADIGMA ◽

10.37618/paradigma.1011-2251.2020.p107-129.id846 ◽

2020 ◽

pp. 107-129

Author(s):

Vicenç Font ◽

Luis R. Pino-Fan ◽

Adriana Breda

Keyword(s):

Teacher Training ◽

Driving Force ◽

Research Agenda ◽

Mathematical Object ◽

Point Of View ◽

Mathematical Objects ◽

De Se ◽

Didactics Of Mathematics

Se explica la evolución de una agenda de investigación que se inició con el artículo “Objetos, prácticas y ostensivos asociados. El caso de la cisoide”, publicado el 2001, donde se pretendía mostrar la ingenuidad del punto de vista que consideraba a las representaciones ostensivas de los objetos matemáticos simplemente como diferentes significantes de objetos a-históricos y también se ponía énfasis en la importancia que tenía, para la Didáctica de la Matemáticas, problematizar la visión platónica sobre los objetos matemáticos. Para ello, se tomó como contexto de reflexión la evolución de las diferentes representaciones de la cisoide. El objetivo del artículo tenía aspectos en común con los principios asumidos por el Enfoque Ontosemiótico, por esta razón, el primer autor se fue interesando en la agenda de investigación que proponía dicho enfoque, en particular en cómo conceptualizar, desde una perspectiva pragmatista, el papel de las representaciones, y participó activamente en dar una respuesta, que no fuese platónica, a una de las preguntas que ha sido el motor de desarrollo del Enfoque Ontosemiótico: ¿qué es un objeto matemático y cuál es su significado en una determinada institución? La respuesta a esta pregunta iba de la mano con otro aspecto: la importancia para la Didáctica de la Matemáticas de tener en cuenta la complejidad de los objetos matemáticos, lo cual llevó a los tres autores de este trabajo a investigar sobre la complejidad de diferentes objetos matemáticos, así como sobre la comprensión que tienen los estudiantes de dicha complejidad. En este artículo, además de explicar el camino recorrido que se acaba de comentar, se explica cómo se ha incorporado la idea de “tener en cuenta la complejidad del objeto matemático a enseñar” en algunas experiencias de formación de profesores, donde han participado los autores.Palabras clave: Objeto Matemático. Complejidad del Objeto Matemático. Idoneidad Didáctica. Enfoque Ontosemiótico. Uma evolução da visão sobre a complexidade dos objetos matemáticosResumoExplica-se a evolução de um processo de pesquisa iniciado com o artigo "Objetos, práticas ostensivas associadas. O caso do cissoide”, publicado em 2001, pretendia-se mostrar a ingenuidade do ponto de vista que considerava as representações ostensivas de objetos matemáticos simplesmente como diferentes significantes de objetos a-históricos, além de enfatizar a importância que eles tinham, para a Didática da Matemática, de problematizar a visão platônica de objetos matemáticos. Para isso, tomou-se como contexto de reflexão, a evolução das diferentes representações do cissoide, cujo objetivo apresentava aspectos em comum com os princípios assumidos pela Abordagem Ontossemiótica. Por essa razão, o primeiro autor foi interessando-se no processo de pesquisa que propunha dita abordagem, em particular em como conceituar, a partir de uma perspectiva pragmatista, o papel das representações, e participou ativamente em dar uma resposta, que não fosse platônica, a uma das perguntas que foi o motor de desenvolvimento da Abordagem Ontossemiótica: o que é um objeto matemático e qual o seu significado em uma determinada instituição? A resposta a esta pergunta vai ao encontro de outro aspecto: a importância para a Didática da Matemática de se ter em conta a complexidade dos objetos matemáticos, o qual levou aos três autores de este trabalho a investigar sobre a complexidade de diferentes objetos matemáticos, assim como sobre a compreensão de dita complexidade apresentadas pelos estudantes e professores. Neste artigo, além de mostrar o caminho percorrido que se acaba de comentar, explica-se como se incorporou a ideia de “ter em conta a complexidade do objeto matemático a ensinar” em algumas experiências de formação de professores, onde participaram os três autores. Palavras-chave: Objeto Matemático. Complexidade do Objeto Matemático. Adequação didática. Abordagem Ontossemiótica. An evolution of the point of view on the complexity of mathematical objectsAbstractThis work explains the evolution of a research agenda that began with the article “Objects, practices and associated ostensive. The cissoids case”, published in 2001, which was intended to show the ingenuity of the view that regarded the ostensive representations of mathematical objects simply as different signifiers of objects ahistorical and emphasis is also placed on the importance he had, for the Didactics of Mathematics, problematize the Platonic vision of mathematical objects. For this, the evolution of the different representations of the cissoid was taken as a context of reflection. The objective of the article had aspects in common with the principles assumed by the Ontosemiotic Approach, for this reason, the first author became interested in the research agenda that said approach proposed, particularly in how to conceptualize, from a pragmatist perspective, the role of the representations, and actively participated in giving a non-Platonic answer to one of the questions that has been the driving force behind the development of the Ontosemiotic Approach: what is a mathematical object and what is its meaning in a particular institution? The answer to this question is going to meet another aspect: the importance for didactics of mathematics to take into account the complexity of mathematical objects, which led to the three authors of this work to investigate the complexity of different mathematical objects, as well how about the understanding of this complexity presented by students and teachers. In this article, in addition to showing what has just been said, it explains how the idea of “taking into account the complexity of the mathematical object to be taught” was incorporated in some teacher training experiences, where the three authors participated.Keywords: Mathematical Object. Complexity of the Mathematical Object. Didactic suitability. Ontosemiotic Approach.

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Issues and Solution of Ethical Climate and Turnover Intention in PTCL

Journal of Education and Vocational Research ◽

10.22610/jevr.v2i5.38 ◽

2011 ◽

Vol 2 (5) ◽

pp. 183-196

Author(s):

Sayed Fayaz Ahmed ◽

Muhammad Khalil Shahid .

Keyword(s):

Job Satisfaction ◽

Organizational Commitment ◽

Emotional Exhaustion ◽

Turnover Intention ◽

Ethical Climate ◽

Turnover Rate ◽

Point Of View ◽

Structured Model ◽

The Subject

This study makes significant payment to our beliefs about issues and solution of ethical climate and turnover intention. This research is not only discusses how ethical climate creates trust in supervisor, emotional exhaustion, and organizational commitment but also explains how these parameters affect job satisfaction, which relates to turnover intention. All the parameter, we use in our research is well tested and exercised. To explain our point of view in well understandable manner, a structured model is derived from the literature on the subject. More over this research brings the issue of ethical climate to the discussion table and provides a well-established path to other researchers. The research will make the managers able to lessen the turnover intention in the organization. As the study linking various variables and theories, it suggests the main affects and causes of their interdependences. It also helps managers to maintain such an ethical climate, which leads to job satisfaction and less turnover rate.

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APRENDIZAJE DE LAS CONSTRUCCIONES EUCLIDIANAS CON GEOGEBRA: ELEMENTOS DE UNA ACTIVIDAD FORMATIVA PARA FUTUROS PROFESORES DE MATEMÁTICAS

PARADIGMA ◽

10.37618/paradigma.1011-2251.0.p356-380.id976 ◽

2020 ◽

pp. 356-380

Author(s):

Juan Luis Prieto G. ◽

Elizabeth-H. Arredondo

Keyword(s):

Teacher Training ◽

Mathematics Teachers ◽

Knowledge Construction ◽

Point Of View ◽

Training Activity ◽

Teaching Knowledge ◽

Initial Teacher Training ◽

Construction Tasks ◽

Preservice Mathematics Teachers ◽

Constituent Elements

El trabajo describe los elementos constituyentes de una actividad formativa diseñada para promover aprendizaje sobre las construcciones euclidianas con GeoGebra por futuros profesores de matemáticas. Comenzamos fijando posición respecto al aprendizaje de dicho saber, partiendo de la concepción histórico-cultural de aprendizaje como procesos de objetivación. Luego conceptualizamos el saber sobre las construcciones euclidianas con GeoGebra como un saber docente que se nutre desde lo disciplinario. Los elementos de la actividad incluyen el motivo, objetivo y metas de la formación, así como las tareas y su modo de implementación. Finalizamos con algunas consideraciones sobre la puesta en escena de la propuesta.Palabras clave: Procesos de objetivación; Saberes docentes; Tareas de construcción; Formación inicial docenteAprendizagem das construções euclidianas com GeoGebra: Elementos de umaatividade formativa para futuros professores de matemáticasResumoO presente trabalho descreve os elementos que constituem uma atividade formativa criada para promover a aprendizagem sobre as construções euclidianas com GeoGebra por futuros professores de matemáticas. Começamos fixando posição ao respeito da aprendizagem do referido saber, baseados em uma concepção histórico-cultural da aprendizagem como processo de objetivação. Logo se faz uma conceptualização do saber sobre as construções euclidianas com GeoGebra como um saber docente que se nutre desde o tópico disciplinar. Os elementos da atividade incluem o motivo, objetivo e metas da formação, assim como das tarefas e o modo de implementação. Finalizamos com algumas considerações sobre a aplicação da proposta.Palavras chaves: Processo de Objetivação, Saberes docentes, Tarefas de construção; Formação inicial do docenteLearning of Euclidian constructions with GeoGebra: elements of a training activity for preservice mathematics teachersAbstractThe paper describes the constituent elements of a formation activity designed to promote learning about Euclidean constructions with GeoGebra by preservice mathematics teachers. We begin by establishing a position with respect to the learning of this knowledge, starting from the historical-cultural conception of learning as processes of objectivation. Then we conceptualize knowledge about Euclidean constructions with GeoGebra as teaching knowledge that is nourished from the disciplinary point of view. The elements of the activity include the motive, objective and goals of the training, as well as the tasks and their mode of implementation. We end with some considerations about the staging of the proposal.Keywords: Objectification processes; Teaching knowledge; Construction tasks; Initial teacher training

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Arithmetic in Teacher Training

Mathematics Teacher ◽

10.5951/mt.25.2.0095 ◽

1932 ◽

Vol 25 (2) ◽

pp. 95-108

Author(s):

Ben Sueltz

Keyword(s):

Teacher Training ◽

Industrial Revolution ◽

Social Institutions ◽

Theoretical Work ◽

School Curriculum ◽

Point Of View ◽

Western World ◽

Practical Calculation ◽

School Time ◽

Long Time

Except for the fact that arithmetic is a subject for study in all or nearly all of our elementary schools we perhaps would not be spending any of our valuable time in the teacher training institutions in preparing the neophyte teachers for the rather serious task of teaching arithmetic. Isn't it curious that arithmetic is being taught so prominently in our elementary levels of instruction? Have not we all heard reformers say that all the arithmetic needed by the average citizen can be learned in six months? Why then do we spend eleven and six-tenths per cent of the school time in grades one to six in the study of arithmetic? 1 The writer does not wish to enter fully into the arguments of this controversial question but in order to give an historical setting for the material which will be presented later, it seems wise to point out at this time that arithmetic was once considered too vulgar to be included in the elementary school curriculum. A fuller discussion of the beginnings of arithmetic as a school subject would show how our term arithmetic gradually came to include both ancient arithmetic (theoretical work with numbers) and logistic (practical calculation) and how for a long time the schools of non-commercial Europe looked at this study as one to be pursued by only that menial class of people who stooped so low as to gain a living through barter and commerce. Also an historical consideration would show how arithmetic grew in prominence and importance as the industrial revolution began to peacefully transform the point of view of the Western world from which we have taken our heritage of social institutions as well as of our physical beings.

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Formação de professores, diversidade e religião: componentes curriculares e zonas de conflito

Revista Educação e Emancipação ◽

10.18764/2358-4319.v11n3p267-290 ◽

2018 ◽

Vol 11 (3) ◽

pp. 267

Author(s):

Deyse Luciano De Jesus Santos

Keyword(s):

Teacher Training ◽

21St Century ◽

Point Of View ◽

Educational Institutions ◽

Palabras Clave ◽

The World ◽

The Future ◽

Future Of Education ◽

Near Future ◽

Sobre Todo

Do ponto de vista da educação, pensar a sociedade do século XXI, nos remete a como a mesma se transformou ao longo dos séculos. Da antiguidade aos dias atuais, universalizações e descentracão dos sujeitos no mundo fruto das relações estabelecidas, sobretudo no campo teológico, nos leva a reflexões acerca de como estaremos num futuro próximo e incerto, reflexo das novas configurações pós-modernas. Assim, o presente trabalho propõe refletirmos o futuro da educação voltada ao reconhecimento da diversidade presente nas instituições de ensino, tomando como base a formação de professores evangélicos e o conflituoso diálogo dos mesmos, com as discussões propostas pelos componentes curriculares voltados ao diálogo no campo das humanidades. Considerando a quebra dos paradigmas modernos e o avanço do campo religioso no Brasil atual, como professores religiosos lidam com uma formação que vise atender as novas formatações da sociedade?Palavras-chave: Formação de Professores Evangélicos. Currículo. Diversidade. Teacher training, diversity and religion: curricular components and conflict zonesABSTRACTFrom the point of view of education, thinking about the society of the 21st century reminds us of how it has changed over the centuries. From the antiquity to the present day universalizations and decentralization of the subjects in the world, fruit of the relations established mainly in the theological field, leads us to reflections about how we will be in the near future and uncertain, reflecting the new postmodern configurations. Thus, the present work proposes to reflect the future of education aimed at recognizing the diversity present in educational institutions, based on the formation of evangelical religious teachers and the conflictive dialogue of them, with the discussions proposed by the curricular components aimed at dialogue in the field of humanities. Considering the breakdown of modern paradigms and the advancement of the religious field in present-day in Brazil, how do religious teachers deal with a formation aimed at attending to the new formations of society?Keywords: Formation of Evangelical Teachers. Curriculum. Diversity. Formación de profesores, diversidad y religión: componentes curriculares y zonas de conflictoRESUMENDesde el punto de vista de la educación, pensar la sociedad del siglo XXI, nos remite a cómo la misma se ha transformado a lo largo de los siglos. De la antigüedad a los días actuales universalizaciones y descentraciones de los sujetos en el mundo, fruto de las relaciones establecidas sobre todo en el campo teológico, nos lleva a reflexiones acerca de cómo estaremos en un futuro próximo e incierto, reflejo de las nuevas configuraciones postmodernas. Así, el presente trabajo propone reflejar el futuro de la educación orientada al reconocimiento de la diversidad presente en las instituciones de enseñanza, tomando como base la formación de profesores religiosos evangélicos y el conflictivo diálogo de los mismos con las discusiones propuestas por los componentes curriculares dirigidos al diálogo en el campo de las humanidades. Considerando la ruptura de los paradigmas modernos y el avance del campo religioso en el Brasil actual, ¿cómo los profesores religiosos se ocupan de una formación que apunta a atender a las nuevas formaciones de la sociedad?Palabras clave: Formación de Profesores Evangélicos. Plan de estudios. Diversidad.

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