scholarly journals Co-Teaching in the “Academia Class”: Evaluation of Advantages and Frequency of Practices

2019 ◽  
Vol 12 (5) ◽  
pp. 86
Author(s):  
Edni Neifeald ◽  
Yonit Nissim
Keyword(s):  
General Education ◽  
Student Teachers ◽  
Teaching Practices ◽  
Research Process ◽  
Kindergarten Teachers ◽  
Kindergarten Children ◽  
Main Research ◽  
Childhood Education ◽  
Research Population ◽  
Research Questions

This article constitutes the continuation of a research process that investigated models and methods for co-teaching in the “Academia Class” program in the Ohalo Academic College (Nissim & Naifeld, 2018). The article focuses on the contribution of this program to all those who participated in it, identifying co-teaching practices and the connections between the sense of contribution and identification of those practices. The research relied on the collection and analysis of quantitative data. The research population included 125 respondents, 51 (40.8%) schoolteachers, 36 (28.8%) student-teachers studying general education, 18 (14.4%) kindergarten teachers and 20 (16.0%) student-teachers studying early childhood education. Three main research questions guided the investigation: 1) To what extent does each group of participants in the program estimate that co-teaching methods are advantageous for the teachers/kindergarten teachers, student teachers and pupils? 2) Which prevalent co-teaching practices are used in the Academia Class program? 3) Is there a correlation between the respondents’ attitudes concerning the advantages of co-teaching and the practices prevalent in the Academia Class program? The responses to these questions indicate the extent of success or lack of success of co-Teaching. The main finding indicates that the trainer teachers and the student teachers agreed that there were many advantages to co-teaching and that it contributed to school pupils and the kindergarten children. Thus, it seems that the Academia Class program has an influence beyond mere training processes, on the learning processes in the classes and school pupils. With regard to the advantages of the co-teaching for the school teachers and kindergarten teachers.

scholarly journals Virtual Reality (VR) as a Source for Self-Efficacy in Teacher Training

2017 ◽  
Vol 10 (8) ◽  
pp. 52 ◽  
Author(s):  
Yonit Nissim ◽  
Eyal Weissblueth
Keyword(s):  
Student Teachers ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Research Question ◽  
Teaching Approaches ◽  
Main Research ◽  
Active Teaching ◽  
Research Population ◽  
Teaching Unit ◽  
K 12

The current study sought to explore the experiences of pre-service student teachers in a teaching unit in VR within a special course framework which was intended to enhance student-teacher's 21st century skills and growth processes. In particular, how their experiences working with VR affected their self-efficacy. The research population comprised of 176 students studying in their second of a four years training course to become teachers in the K-12 educational system. The main research question was: Do teaching approaches employing VR effect student teachers’ self-efficacy, interests, and creativity? If so, what are these effects? How does collaboration in VR classroom foster learners’ social integration? The main findings of this study showed that using VR learning environments with student teachers helped them increase their self-efficacy and allowed them to be more innovative and creative. VR challenges learners with active teaching and learning, making student teachers active participants who create and innovate.

scholarly journals Trainee-teacher: A Second or a Secondary Teacher in the Classroom? Emotional Aspects of Teaching Practicum in the “Academia Class” Program

2019 ◽  
pp. 1-13
Author(s):  
Yonit Nissim ◽  
Edni Naifeld
Keyword(s):  
Early Childhood ◽  
Student Teachers ◽  
Kindergarten Teachers ◽  
Kindergarten Teacher ◽  
Secondary Teacher ◽  
Quality Teachers ◽  
Trainee Teachers ◽  
Research Population ◽  
Emotional Aspects ◽  
The Way

This research focused on the practicum experience in the Academia Class program. This article puts a spotlight on the emotional aspects, thoughts, feelings and perceptions concerning co-teaching in this unique program. The research is a mixed-methods study (qualitative and quantitative).The research population included 125 teachers, 51 (40.8%) practicing trainer teachers, 36 (28.8%) trainee-teachers, 18 (14.4%) kindergarten trainer teachers and 20 (16%) early childhood trainee-teachers. The research questions were: “Is the trainee-teacher a second or a secondary teacher in the class? Do the trainer-teachers and trainee-teachers have a common motivation to adopt co-teaching and what is that motivation? How do the trainer-teachers and trainee-teachers describe their feelings and emotions within the framework of the practicum in the Academia Class program, especially with regard to co-teaching? The main findings indicate that the trainer-teachers in schools saw the trainee-teachers as a second teacher in the classroom already from the first day of their practicum (3.86), while the trainee kindergarten teachers were not seen as second kindergarten teachers (2.86) by their trainers. This difference was found to be significant. In contrast it was found that in early childhood education, the trainee-teachers reported that they felt they were an integral part of the kindergarten staff in a more significant manner - synergetic teaching (3.94) than did the trainee-teachers in the schools (3.03). Moreover, it was found that there was a gap between the way in which the trainee-teachers perceived themselves as second teachers in co-teaching (3.27) and the way in which they were perceived by the trainer-teachers (3.45) and kindergarten teachers (3.78) The trainee-teachers saw themselves as equal (over-evaluation) to the teachers/kindergarten teachers, in contrast to the perceptions of the trainer-teachers in schools and kindergartens. From the qualitative analyses, we found several categories that were identified as meaningful: interpersonal interaction, suitable training and preparation, high-quality teachers/student-teachers, motivation and emotions expressed because of this unique experience. Content analysis of the reflective consideration of the program participants to this question indicated that subjective interpersonal interactions (trainee-trainer in schools and in kindergartens) produced various feelings. These findings echoed and complemented the findings from the quantitative part of the research. The main conclusion from the findings is that the trainee-teachers were seen as secondary trainee-teachers and not as second teachers. In contrast, in the kindergartens although the trainee-teachers were not portrayed as second teachers, over the year they felt a sense of equality with the kindergarten teacher  and as  full participants  in the pedagogic work of the kindergarten teacher  received  a higher level of co-teaching.

Effective Co-Teaching Practices Within the Inclusive Classroom

2020 ◽  
Author(s):  
Kathleen Magiera
Keyword(s):  
High School ◽  
Special Education ◽  
General Education ◽  
Student Teachers ◽  
Students With Disabilities ◽  
Teaching Practices ◽  
Service Providers ◽  
Inclusive Classroom ◽  
Special Education Service ◽  
Education Service

Co-teaching can be defined with a multitude of formats in a variety of educational settings. Its underlying concept is that at least two professionals collaborate during their instruction and strengthen their delivery, resulting in improved student outcomes. Partnerships that can be deemed as co-teaching could include pairing various combinations of university instructors, teachers of English-language learners, special education service providers, and student teachers but the following review of co-teaching targets the special education service model. In the preschool through high school setting, the continuing trend toward greater inclusion of students with disabilities means that all teachers are faced with teaching their content to increasingly diverse students. A popular service used to accomplish inclusive practices from preschool to high school is co-teaching. Co-teaching is a service by which students with disabilities and their teachers collaborate together for the purpose of providing students with and without disabilities access to the general education curriculum with specially designed instruction. Co-teaching usually occurs for a designated portion of the instructional day. By carefully planning together, co-teaching pairs provide more intense instruction to the entire class based on the general education content and the learning goals for students with disabilities. While instructing together, both teachers often form smaller instructional groups for more individualized lessons. The co-teachers use their assessment data to inform future instruction within the inclusive classroom. By implementing the effective co-teaching practices of shared planning, instructing, and assessing, teachers become equal partners for the benefit of all students.

scholarly journals ENGLISH INSTRUCTION FOR EARLY-CHILDHOOD EDUCATION (A CASE STUDY AT TK RIYADUL JANNAH SIMO BOYOLALI CENTRAL JAVA YEAR 2016)

2017 ◽  
Vol 4 (1) ◽  
pp. 27
Author(s):  
Win Listyaningrum Arifin
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Foreign Language ◽  
First Language ◽  
Kindergarten Teachers ◽  
Kindergarten Children ◽  
Childhood Education ◽  
Perceptual Skills ◽  
Central Java ◽  
Young Students

Kindergarten children are creative, resourceful, and imaginative. During the kindergarten years, the children’s perceptual skills can be sharpened by encouraging them to observe specific aspects of their environment. In line with the need of English as the international and the most spoken language, English subject is being taught to students from elementary to university level, or even to kindergarten. The consideration is that English should be taught very early as the students will easily absorb the English materials later on. However, kindergarten teachers in Indonesia are actually not the experts of the field. There are still limited graduated teachers majoring in kindergarten or early childhood education department. Promoting an effective learning can only be well done by teachers who are qualified enough. In addition, there is no best method in teaching such a foreign language to these young students. To sum up, teaching a foreign language to very young students who are living in and accustomed to the first language is a challenging task for the kindergarten teachers.

scholarly journals Subjectivity and change in process of supervision

2020 ◽  
Vol 8 ◽  
Author(s):  
Bente Vatne ◽  
Kari Søndenå
Keyword(s):  
Early Childhood ◽  
Lived Experience ◽  
Professional Education ◽  
National Curriculum ◽  
Early Childhood Teacher ◽  
Not Given ◽  
Main Research ◽  
Childhood Education ◽  
Education And Care ◽  
Research Questions

Supervising texts with a bachelor thesis as its outcome, has been prioritized in the Norwegian Early Childhood Teacher Education. The focus has been on recruiting enough supervisors, and on qualifying supervisors. There has not been a similar focus on the bachelor texts as such, and on questions concerning what kind of function these texts should have in professional education. From a Bakhtinian dialogic perspective we value variation and change in student subjectivity as a fruitful, rather than a problematic means of enhancing quality. The current study has two main research questions: (1) what typologies of subjectivity can be identified in student’s bachelor texts, and (2) what typologies of subjectivity are given priority and how these priorities respond to the possibility of change. Concerning the first question, students’ legitimations have been identified as typologies of uncomplicated and complex subjectivity. As for the second question we observed that individual voices in bachelor students’ texts were not given equal status compared with more powerful generic voices that represent sameness. The latter voices are interpreted as articulated intentions in the national curriculum for the Early Childhood Education and Care, and in local curricula. An important insight from this study is that changes in subjectivity is tightly connected to sameness for all bachelor students and educational cannons. Student subjectivity seems to be fixed and finished and in status of adjustment to universal claims. Such insight generates new questions concerning the space for students’ lived experience, emotions and creativity in higher education.  

OUTDOOR CAMP EFFECTS ON ATHLETES: ORIENTEERING EXAMPLE

2017 ◽  
Vol 1 (104) ◽  
pp. 55-64 ◽  
Author(s):  
Kadir Yıldız ◽  
Pınar Güzel ◽  
Fırat Çetinöz ◽  
Tolga Beşikçi
Keyword(s):  
Qualitative Research ◽  
Data Analysis ◽  
Outdoor Education ◽  
Study Group ◽  
Analysis Method ◽  
Data Collection Tool ◽  
Main Research ◽  
Interview Technique ◽  
Content Analysis Method ◽  
Research Questions

Background. In this research, we aimed to investigate the effects of outdoor camps on orienteering athletes. Methods. The study group consisted of 74 athletes (44 males and 30 females, aged 11.94 ± 1.32 years) who participated in Bolu outdoor camp on the 3 rd –13 th of August, 2015. Interview technique, which is one of the qualitative research methods, was used as data collection tool and content analysis method was used for data analysis. Results. Demographic factors were interpreted after the analysis of the obtained data and three main research questions were discussed under the topics of the views of athletes about the concept of Orienteering which is an outdoor sport, themes and codes regarding the purpose of Orienteering by the students who participated in the outdoor camp, and themes and codes about the outcomes of Orienteering for the students who participated in outdoor camps. Conclusion. It is suggested that a policy must be developed within the Ministry of Youth and Sport and Sport Federations in order to disseminate more deliberate and more comprehensive outdoor education among young people and measures should be taken to provide extensive participation.

Pemetaan Pengetahuan Guru TK tentang Keterampilan Gerak Dasar Anak TK

2019 ◽  
Vol 5 (2) ◽  
pp. 76
Author(s):  
Nila Fitria ◽  
Rohita Rohita
Keyword(s):  
Survey Research ◽  
Motor Skills ◽  
Motor Development ◽  
Quantitative Methods ◽  
Educational Background ◽  
Kindergarten Teachers ◽  
Teacher Assessment ◽  
Kindergarten Children ◽  
Basic Movement ◽  
Basic Motion

<p><em>Abstrak</em><strong> - Pertumbuhan perkembangan dan belajar melalui aktivitas jasmani akan mempengaruhi tiga ranah dalam pendidikan yang meliputi ranah kognitif (menyadari gerak), ranah psikomotor (pertumbuhan biologis, kesehatan, kebugaran jasmani), dan ranah afektif (rasa senang, aktualisasi diri, konsep diri) [1]. Permasalahan yang tampak di era digital ini, terbatasnya kemampuan motorik anak dikarenakan anak-anak usia dini sudah terpapar oleh <em>gadget </em>sejak dini. Sehingga kemampuan motorik anak era digital terbatas karena pengaruh <em>gadget. </em>Tujuan dari penelitian ini adalah mengetahui tingkat pengetahuan guru keterampilan gerak dasar anak TK. </strong><strong>Penelitian ini dilakukan dengan metode kuantitatif dengan jenis penelitian survei. Penelitian survei merupakan penelitian yang menggunakan kuesioner sebagai instrumen penelitian. </strong><strong>Penelitian yang dilakukan di Taman Kanak-Kanak yang berada pada Gugus Cut Nyak Dien. 32 guru TK yang berada di Gugus Cut Nyak Dien dengan latar belakang pendidikan dari sarjana pendidikan, 65% masa kerjanya 2 tahun. Terdapat 15 guru TK yang memiiki pengetahuan yang tinggi dalam pengetahuan keterampilan gerak dasar. Terdapat 6 guru TK yang memiliki pengetahuan dalam kategori sedang terhadap pengetahuan keterampilan gerak dasar pada motorik kasar. Serta terdapat 12 guru TK yang memiliki pengetahuan yang rendah terhadap pengetahuan keterampilan gerak dasar dalam motorik kasar anak TK. Sejumlah 18% dari jumlah guru memiliki pengetahuan mengenai gerak lokomotor dan 15% dari jumlah guru belum memiliki pengetahuan mengenai gerakan non-lokomotor. Guru dapat mengimplementasikan ketiga keterampilan gerak dasar dalam berbagai kegiatan motorik melalui menari, senam, dan bentuk permainan yang diciptakan oleh guru. Penilaian keterampilan gerak dasar dilakukan guru TK dan guru melalui pengamatan. Sejumlah 75% guru TK mengetahui tujuan stimulasi keterampilan gerak dasar anak yaitu untuk meningkatkan perkembangan motorik anak.</strong></p><p> </p><p><em>Abstract <strong>- </strong></em><strong>Developmental growth and learning through physical activity will affect the three domains in education which include cognitive domains (aware of motion), psychomotor domains (biological growth, health, physical fitness), and affective domain (pleasure, self-actualization, self-concept) </strong>[1]<strong>. Problems that appear in this digital era, limited motoric abilities of children because early childhood have been exposed to gadgets early. So that the digital motor skills of children are limited due to the influence of gadgets. The purpose of this study was to determine the level of teacher knowledge of basic movement skills of kindergarten children. This research was conducted with quantitative methods with the type of survey research. Survey research is a study that uses a questionnaire as a research instrument.</strong><strong><em> </em></strong><strong>Research carried out in kindergartens in Cut Nyak Dien's Cluster. 32 kindergarten teachers who are in Cut Nyak Dien Group with educational background from undergraduate education, 65% working period is 2 years. There are 15 kindergarten teachers who have high knowledge in basic motion skills knowledge. There are 6 kindergarten teachers who have knowledge in the moderate category of basic motion skills knowledge in gross motor skills. And there are 12 kindergarten teachers who have low knowledge of basic motion skills knowledge in rough motoric kindergarten children.A total of 18% of teachers have knowledge of locomotor motion and 15% of teachers have no knowledge of non-locomotor movements. TK teachers can implement all three basic motion skills in various motor activities through dancing, gymnastics, and forms of games created by the teacher. Assessment of basic motion skills is done by kindergarten teachers and teachers through observation. 75% of kindergarten teachers know the purpose of stimulating children's basic motion skills, namely to improve children's motor development.</strong></p><p><strong> </strong><strong><em>Keywords - </em></strong><em>Knowledge, Teacher, Skills, Basic movement</em></p>

MENINGKATKAN KEMAMPUAN KOGNITIF MELALUI AKTIVITAS SENI MUSIK TERHADAP ANAK KELOMPOK B DI TK. ADINDA CAHAYA CIMAHI

2018 ◽  
Vol 1 (3) ◽  
pp. 14
Author(s):  
Nurpuri Waraswati ◽  
Rini Andriani
Keyword(s):  
Cognitive Ability ◽  
Cognitive Abilities ◽  
Present Method ◽  
Evaluation Research ◽  
Music Learning ◽  
Learning Time ◽  
Childhood Education ◽  
Research Questions ◽  
Art Activities ◽  
Basic Ability

Early Childhood Education (PAUD) implements education that refers to all the basic aspects or abilities that are developing in the child. The basic ability of children is very interesting to be studied, one of them cognitive abilities of children. It is raised in connection with the lack of cognitive abilities in Adinda Cahaya kindergarten with the present method mainly through the activity of the art of music. The existing formulation in this study is "The activity of music art that can improve the cognitive abilities of children". The purpose of this study is to describe the cognitive abilities of children in music art activities.. There are six levels of cognitive ability: knowledge, understanding, application of analysis, synthesis and evaluation. Research questions are 1). How does music activity and music learning time to support the development of children's cognitive abilities? 2. How does the child's memory of what the teacher has taught in music art activities? 3) How are children's development related to cognitive ability? The conclusion is that the study of music art gives a positive and influential effect on the child's cognitive development that will stimulate brain development and emotional intelligence.

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