scholarly journals Understanding the Role of Teachers, Learners and Teaching – Beliefs of Students at the Faculty of Teacher Education

2014 ◽  
Author(s):  
Vlatka Domović ◽  
Vlasta Vizek Vidović
Keyword(s):  
Teacher Education ◽  
Teaching Beliefs ◽  
Role Of Teachers

scholarly journals Cambios al currículum de la formación inicial de profesores: resignificando el saber pedagógico

2015 ◽  
pp. 15
Author(s):  
Paula Guerra Z.
Keyword(s):  
Teacher Education ◽  
Process Development ◽  
Professional Role ◽  
Pedagogical Knowledge ◽  
Theory And Practice ◽  
Curricular Integration ◽  
Teacher Professionalization ◽  
Pedagogic Knowledge ◽  
Role Of Teachers

ResumenEn esta reflexión, se proponen algunas directrices curriculares, en el contexto de la formación inicial de profesores en que el saber pedagógico es la base de su rol profesional. A partir de diversas conceptualizaciones, se propone que su construcción se debiera abordar desde una vinculación entre teoría y práctica, el desarrollo de procesos de reflexión entre futuros docentes y en una vinculación entre pedagogía y disciplina que se funda en el conocimiento pedagógico del contenido. Se discute su integración curricular y los desafíos que implica.Palabras clave: formación inicial de profesores, saber pedagógico, reflexión docente,vinculación teoría-práctica, conocimiento pedagógico del contenido, profesionalización docente.Changes to the curriculum of initialtraining of teachers: resignifying teaching knowledgeAbstractThis reflection proposes some curricular ideas in the context of the teachers education, in which pedagogical knowledge is the base of the professional role of teachers. From diverse conceptualizations of this one, is propose that the construction must be approached from a links between theory and practice, the process development of reflection between students and a link between pedagogy and discipline that is founded on the pedagogic knowledge of the content. This curricular integration is discussed and the challenges that implies.Keywords: teacher education, pedagogical knowledge, teacher reflection, link practice-theory,pedagogic knowledge of the content, teacher professionalization

Teacher Education

2017 ◽  
Vol 3 (5) ◽  
pp. 12
Author(s):  
Netala Hepsiba ◽  
Burugapudi EG ◽  
Y.F.W. Prasada Rao
Keyword(s):  
Teacher Education ◽  
Young People ◽  
Crucial Role ◽  
Information Revolution ◽  
School Life ◽  
The Past ◽  
The Future ◽  
Role Of Teachers ◽  
Political Economic

The young today are facing a world in which communication and information revolution has led to changes in all spheres: scientific, technological, political, economic, social and cultural. To be able to prepare our young people face the future with confidence purpose and responsibility, the crucial role of teachers cannot be overemphasized. Given these multidimensional demands, Role of teachers also have to change. In the past, teachers used to be a major source of knowledge, the leader and educator of their students school life. The changes that took place in education have initiated to change the role of teachers. In this article we will examine how the role of teachers in the present society has to change. 

scholarly journals Finnish and Portuguese Parents’ Perspectives on the Role of Teachers in Parent-Teacher Partnerships and Parental Engagement

2021 ◽  
Vol 11 (6) ◽  
pp. 306
Author(s):  
Cristiana Levinthal ◽  
Elina Kuusisto ◽  
Kirsi Tirri
Keyword(s):  
Teacher Education ◽  
Online Communication ◽  
Holistic Approach ◽  
Parental Engagement ◽  
Cross Cultural ◽  
Parental Participation ◽  
Face To Face ◽  
Role Of Teachers ◽  
Independent Work

The current educational reforms in Finland and Portugal require a holistic engagement of parents with learning, bringing parents and teachers together as partners. This qualitative study, which interviewed Finnish (N = 10) and Portuguese (N = 9) parents, aimed to explore parents’ views on the role of teachers in supporting parent–teacher partnerships and parental engagement with the school. Inductive content analysis was performed to analyze the interviews. From a general standpoint, three patterns were found in the parents’ narratives about the role of teachers in supporting partnership and engagement: communication, professionalism, and invitations to active parental participation. From a cross-cultural standpoint, Finnish parents evidenced partnerships and engagement grounded in little face-to-face contact but consistent online communication with the teacher, as well as trust in their professionalism and independent work. The Portuguese parents revealed rather frequent active participation within the school premises, more recurrent face-to-face communication with the teacher, and appreciation for teachers’ timely responses and support. Recommendations for a holistic approach of engagement and partnerships were brought forward within the context of teacher education, such as the need to maintain simple but regular communication with parents and the relevance of reconsidering the frequency of parental activities in the school.

Role of Teachers in Building the Concept of Sustainable Development: Success or Failure

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Ayaz Muhammad Khan ◽  
Amber Jamshaid ◽  
Tayyibah Roohi ◽  
Amna Ramzan
Keyword(s):  
Sustainable Development ◽  
Primary School ◽  
Sampling Technique ◽  
School Teachers ◽  
Primary School Teachers ◽  
Primary Level ◽  
Significant Difference ◽  
Role Of Teachers ◽  
Major Factors

Sustainable Development (SD) is a rich, challenging and thought-provoking construct in social sciences. The main purpose of this paper was to identify and explore the role played by primary school teachers in building up the idea of sustainable development (SD) among students. This paper was intended to identify that how a teacher can successfully execute the concept of SD by influencing students’ minds at the primary level. Quantitative survey technique were utilized for data collection. All the primary school teachers of Lahore division comprised the population of the study. Through multistage sampling technique, 352 primary school teachers were selected as participants of the study. A self-developed SD questionnaire incorporating four major factors (teachers’ awareness, pedagogy, curricular and co-curricular activities) with Cronbach’s alpha value = .93 was used to measure the role of teachers in building the sustainability concept among students at primary level. The results indicated a significant mean score difference among SD scores of teachers, sector wise (private and public). Furthermore, the results also reconnoitered the significant difference (p=.04) between the mean scores of female and male teachers in building up the SD concept in students’ minds.

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