scholarly journals The Patch: An Artful Syn(aes)thetic Mapping of Linguistic Data through Collaborative Digital / Analogue Literacy Processes

2021 ◽  
Vol 55 (3) ◽  
pp. 641-665
Author(s):  
Kedrick James ◽  
Rachel Horst ◽  
Yuya Peco Takeda ◽  
Esteban Morales
Keyword(s):  
Teacher Education ◽  
Graduate Students ◽  
Collaborative Writing ◽  
Felix Guattari ◽  
Education Students ◽  
Performance Practices ◽  
Input Text ◽  
Single Input ◽  
And Performance ◽  
Teacher Education Students

The Patch workshop explores creative / critical analyses that can map the collectively relevant topoi of semiosis in linguistic texts according to the three ecologies as articulated by Félix Guattari. As creative pedagogues both in service and critical of creative economics, we valourize a generative practice, one that results in successive creative readings, writings, visualizations, sonifications and audiovisual artifacts. The Patch is a human-computer procedural algorithm, engaging a series of recursive and recombinant processes that utilize several software programs, collaborative writing and performance practices to bridge analogue and digital literacies. A total of 80 teacher education students, graduate students and faculty, working with a single input text, provided the data reported in this paper.

Level of Intellectual Development of Teacher Education Students

1978 ◽  
Vol 22 (1) ◽  
pp. 89-90 ◽  
Author(s):  
Anthony J. D. Blake
Keyword(s):  
Teacher Education ◽  
Intellectual Development ◽  
Tertiary Education ◽  
Significant Proportion ◽  
Primary Teacher ◽  
Education Students ◽  
South Wales ◽  
College Population ◽  
And Performance ◽  
Teacher Education Students

This report describes a study of level of intellectual development displayed by a population of primary teacher education students at the time of entry to college. The results presented are in broad agreement with United States studies which indicate that a significant proportion of the high school and college population is not at the level of formal operations. Moreover, the results suggest that, for the population studied at least, there was no relationship between level of intellectual development and performance on the New South Wales Higher School Certificate. These results are discussed in terms of their implications for secondary and tertiary education.

Edmodo-Based Blended Learning Media in Learning Mathematics

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Yullys Helsa ◽  
Ary Kiswanto Kenedi
Keyword(s):  
Information Technology ◽  
Teacher Education ◽  
Research And Development ◽  
Blended Learning ◽  
Elementary Teacher ◽  
Elementary Teacher Education ◽  
Education Students ◽  
Learning Mathematics ◽  
Study Results ◽  
Teacher Education Students

This research is motivated by the crucial development of the information technology era in changing learning paradigm from conventional to technology-based learning. The purpose of this study is to develop Edmodo-based blended learning media in learning mathematics for Elementary Teacher Education students. This research is a research and development (R&D) that uses the ADDIE procedures. This study results a valid, effective and practical Edmodo-based blended learning media in learning mathematics for Elementary Teacher Education students. It is implied that Edmodo-based blended learning media can be applied by the lecturers to support learning for Elementary Teacher Education students.

scholarly journals Modeling the relationship between motivational beliefs, cognitive learning strategies, and academic performance of teacher education students

2018 ◽  
Vol 49 (1) ◽  
pp. 122-135 ◽  
Author(s):  
Charles Magoba Muwonge ◽  
Ulrich Schiefele ◽  
Joseph Ssenyonga ◽  
Henry Kibedi
Keyword(s):  
Teacher Education ◽  
Academic Performance ◽  
Learning Strategies ◽  
Structural Equation ◽  
Cognitive Learning ◽  
Equation Modeling ◽  
Motivational Beliefs ◽  
Education Students ◽  
The Relationship ◽  
Teacher Education Students

Although self-regulated learning has received much attention over the past decades, research on how teacher education students regulate their own learning has been scarce, particularly in third world countries. In the present study, we examined the structural relationships between motivational beliefs, cognitive learning strategies, and academic performance among teacher education students in Uganda. The sample comprised of 1081 students selected from seven universities. Data were collected using several subscales from the modified Motivated Strategies for Learning Questionnaire and were analyzed by structural equation modeling. Cognitive learning strategies fully mediated the relationship between motivational beliefs and academic performance. Motivational beliefs contributed to students’ academic performance mainly through influencing their critical thinking and organizational skills. Therefore, interventions to improve teacher education students’ academic performance should focus not only on boosting their motivation but also on enhancing their use of cognitive learning strategies.

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