scholarly journals The Three Robbers in Three Languages: Exploring a Multilingual Picturebook with Bilingual Student Teachers

2021 ◽  
pp. 237
Author(s):  
Esa Christine Hartmann ◽  
Christine Hélot
Keyword(s):  
Bilingual Education ◽  
Student Teachers ◽  
Graduate School ◽  
Metalinguistic Awareness ◽  
School Of Education ◽  
Pedagogical Approach ◽  
Young Readers ◽  
Bilingual Student ◽  
The University ◽  
Academic Year

This study investigates translingual and multimodal teaching strategies in the context of multilingual literacy acquisition within a bilingual education program in France. It is based on a research project carried out at the Graduate School of Education of the University of Strasbourg, during the academic year 2017-2018. The purpose of our research is to analyze the student teachers’ representations and attitudes towards multilingual picturebooks, and to lead them to explore the pedagogical affordances of interlingual and intersemiotic mediation in the context of a multilingual reading project, built around the trilingual edition of Tomi Ungerer’s The Three Robbers. The qualitative analysis of the student teachers’ discourses allows us to discuss how translingual and multimodal activities give rise to a new pedagogical approach to literacy with young readers, specifically in a bilingual education context, and explain how picturebooks can foster integrated, multimodal, and translingual learning, as well as the development of biliteracy and metalinguistic awareness.

scholarly journals Analisis penguasaan kompetensi pedagogik dan profesional mahasiswa calon guru matematika dalam mata kuliah micro-teaching

2017 ◽  
Vol 12 (1) ◽  
pp. 65
Author(s):  
Linda Linda
Keyword(s):  
Mathematics Education ◽  
Student Teachers ◽  
Professional Competence ◽  
Good Criterion ◽  
Descriptive Research ◽  
Pedagogical Competence ◽  
The University ◽  
Academic Year

Penelitian ini bertujuan untuk mendeskripsikan penguasaan kompetensi pedagogik dan profesional mahasiswa calon guru matematika dalam mata kuliah micro-teaching di Universitas Sultan Ageng Tirtayasa Provinsi Banten. Penelitian ini merupakan penelitian deskriptif. Subjek sebanyak 16 mahasiswa yang dipilih secara acak dari 72 mahasiswa jurusan pendidikan matematika, Universitas Sultan Ageng Tirtayasa Provinsi Banten tahun ajaran 2014/2015. Objek penelitian adalah kompetensi pedagogik dan profesional mahasiswa calon guru matematika dalam mata kuliah micro-teaching di Universitas Sultan Ageng Tirtayasa Provinsi Banten. Data hasil penelitian dianalisis dengan melihat kriteria penguasaan kompetensi pedagogik dan profesional. Hasil penelitian menunjukkan bahwa penguasaan kompetensi pedagogik mahasiswa calon guru matematika dalam mata kuliah micro-teaching di Universitas Sultan Ageng Tirtayasa Provinsi Banten, berada pada kriteria baik. Penguasaan kompetensi profesional mahasiswa calon guru matematika Universitas Sultan Ageng Tirtayasa Provinsi Banten, berada pada kriteria kurang.Kata Kunci: kompetensi pedagogik, kompetensi profesional, micro-teaching  An Analysis of Pedagogical and Professional Competence Mastery of Student Teachers of Mathematics in Micro-Teaching Course  AbstractThe study aims to describe the mastery of the pedagogical competence and the professional competence of student teachers of mathematics in micro-teaching courses at the University of Sultan Ageng Tirtayasa in Banten Province. The study was descriptive research. The subjects were 16 students who were randomly selected from 72 students of the Department of Mathematics Education, University of Sultan Ageng Tirtayasa Banten, in the academic year of 2014/2015. The object of this research was the pedagogical competence and professional competence of student teachers. The data were analyzed by observing the criteria for pedagogical competence mastery and mastery of professional competence criteria. The results of study show that the pedagogical competence mastery of the student teachers in the subjects of micro-teaching at the University of Sultan Ageng Tirtayasa in Banten Province is in the good criterion. The mastery of the professional competence of the student teachers in the same subjects is not in a less criterion.Keywords: pedagogical competence, professional competence, micro-teaching

Interview with Professor Meira Levinson: Democracy, dilemmas and educational ethics

2019 ◽  
Vol 9 (2) ◽  
pp. 109-119 ◽  
Author(s):  
Daniella J Forster ◽  
Amy McPherson ◽  
Samuel Douglas
Keyword(s):  
Decision Making ◽  
Graduate School ◽  
Citizenship Education ◽  
Youth Activism ◽  
School Of Education ◽  
Philosophical Approach ◽  
Harvard Graduate School ◽  
Educational Ethics ◽  
The University ◽  
Network Project

In the following interview, Meira Levinson (Harvard Graduate School) discusses the field of educational ethics and how it can enhance justifiable youth activism to enact citizenship education and recover democracy. She introduces readers to her philosophical approach for developing normative case studies that aim to be inclusive of divergent views on knowledge and value in schooling. Professor Levinson visited the School of Education at the University of Newcastle, Australia, in August 2018, to advise the Educational Ethics: Dilemmas of Diversity Network project team. During her visit she discussed with local teachers and school leaders about how educational practices can ethically address differences, diversities and decision-making in pluralist democracies.

scholarly journals Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19 pandemic

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
José María Campillo-Ferrer ◽  
Pedro Miralles-Martínez
Keyword(s):  
Student Teachers ◽  
Flipped Classroom ◽  
Descriptive Statistics ◽  
Positive Perception ◽  
Education Students ◽  
Faculty Of Education ◽  
The University ◽  
Motivation And Learning ◽  
Academic Year ◽  
Non Parametric

AbstractThis study investigates the effects of the flipped classroom on Education students’ perceptions of their learning and motivation during the current pandemic. The sample consisted of 179 student teachers from the Faculty of Education of the University of Murcia in the academic year 2020–2021, in which the flipped classroom model was implemented. Identical surveys were administered and examined through both descriptive statistics and non-parametric tests. Statistically significant differences were found between pre-tests and post-tests with experienced students scoring higher on average in the latter. Most students had a positive perception about the flipped classroom, noting the advantage of practical in-class activities, as well as increased self-autonomy in learning.

An Exploratory Study on Teacher Training

2022 ◽  
pp. 1037-1059
Author(s):  
Laura Fedeli ◽  
Valentina Pennazio
Keyword(s):  
Student Teachers ◽  
Students With Disabilities ◽  
School System ◽  
Primary Teachers ◽  
Exploratory Research ◽  
Fully Integrated ◽  
School Activities ◽  
The University ◽  
Level Of Instruction ◽  
Academic Year

Since 2012, the concept of “special training needs” in Italian ministerial legislation has been connected to the concept of inclusion. In the Italian school system, students with disabilities are fully integrated in standard school activities. They can take advantage of the presence of a teacher who is a supportive figure for the whole class, who has received training in inclusion and the management of teaching strategies for dealing with disabilities. In order to train teachers who will fit that profile, a specialization course is organized by Italian universities to train teachers at every level of instruction. The chapter is contextualized to the last course of academic year 2016-2017, which took place at the University of Macerata, addressed to preschool and primary teachers. Exploratory research using a qualitative approach was run to highlight, on one hand, student teachers' preconceptions and expectations about the effectiveness of technologies for inclusion; and, on the other hand, their opinions about the activities proposed during the technology course.

scholarly journals Editorial

2018 ◽  
pp. 1-2
Author(s):  
Katerina Talianni ◽  
Eleni Ira Panourgia ◽  
Jack Walker ◽  
Roxana Karam
Keyword(s):  
Digital Media ◽  
Research Network ◽  
School Of Education ◽  
Arts And Humanities ◽  
The Arts ◽  
Hands On ◽  
University Of Edinburgh ◽  
Digital Methods ◽  
The University ◽  
Academic Year

The plethora and availability of digital tools and practices have transformed the ways art is created, perceived and disseminated. This had a distinct impact on how research is conducted across the arts and humanities as a whole from practice-led to process-focused and people-centred research. Airea’s first issue “Computational tools and digital methods in creative practices” germinated from a series of research focuses that began in 2016 when the research network (sIREN) was established by PhD students in Edinburgh College of Art, the University of Edinburgh. sIREN's aim is to create a dialogue between several fields and promote new perceptions of research based on diverse methodological approaches. It seeks to form a platform of communication among arts and other disciplines, technologies and digital media, theory, practice and collaboration. For this, we organised a series seminars-workshops during the academic year 2016-2017 that brought together invited speakers from the University of Edinburgh (across Edinburgh College of Art, School of Education, School of Informatics, Edinburgh Centre for Robotics and School of Geosciences), the University of Warwick (Centre for Interdisciplinary Methodologies), the University of Newcastle (School of Architecture, Planning and Landscape) and the National Library of Scotland, followed by an international conference in May 2017, which included an interactive format of hands-on workshops, papers and a performance session.

scholarly journals Evaluation of the Practicum at College of Arts and Sciences - University of Nizwa

2017 ◽  
Vol 11 (2) ◽  
pp. 242
Author(s):  
Ahmad M. J. Alfawair ◽  
Abdullah S. Al Tobi
Keyword(s):  
Classroom Management ◽  
Student Teachers ◽  
Arts And Sciences ◽  
The University ◽  
Academic Year

The purpose of this study was to evaluate the practicum at University of Nizwa. The study identified the necessary skills that were acquired by student-teachers attributed through the practicum. It also aimed to identify whether there were significant differences in the evaluation of practicum due to the variable of program. The instrument used in the study consisted of 66 items. The samples of the study consisted of (48) student-teachers who were enrolled in the practicum at the college of arts and science at the University of Nizwa during the academic year 2014/2015. The results revealed that the level of evaluation of practicum was high and positive in general. Flaming of teaching, classroom management, then evaluation and feedback domains were the highest.

scholarly journals La alfabetización digital del alumnado que accede a la Universidad de Córdoba

2011 ◽  
pp. a153 ◽  
Author(s):  
Verónica Marín Díaz ◽  
Eloísa Reche Urbano
Keyword(s):  
Primary Objective ◽  
School Of Education ◽  
Ex Post ◽  
Ex Post Facto ◽  
New Students ◽  
Level Of Knowledge ◽  
The University ◽  
Academic Year ◽  
Quantitative Procedure ◽  
Alfabetización Digital

El objetivo prioritario del estudio que aquí se expone, se centra, a partir de las apreciaciones de los propios estudiantes, en definir el nivel de conocimiento y manejo de las herramientas tecnológicas del alumnado de nuevo ingreso de la Escuela Universitaria de Magisterio de la Universidad de Córdoba, que lo capacitan para el desempeño de la profesión y que se muestran como un elemento determinante para conseguir los objetivos del nuevo modelo educativo derivado del Espacio Europeo de Educación Superior. Para ello se ha utilizando un diseño de investigación empírica no experimental (ex post facto), descriptiva y correlacional, utilizando el estudio de encuesta, implementadas desde el año académico 2006-2007 hasta el 2009-2010 y analizadas mediante un procedimiento cuantitativo.Digital literacy of new students at the University of CordobaAbstractThe primary objective of the study presented here, focuses, from the findings of the students themselves, to define the level of knowledge and use of technological tools of new students entering the School of Education at the University of Cordoba, which enable him to carry out the profession and shown as a decisive factor in achieving the objectives of the new educational model derived from the European Higher Education Area. For it has been using an empirical research design experimental (ex post facto), descriptive and correlational study using survey, implemented since the academic year 2006-2007 to 2009-2010 and analyzed using a quantitative procedure.

An Exploratory Study on Teacher Training

2019 ◽  
pp. 58-81
Author(s):  
Laura Fedeli ◽  
Valentina Pennazio
Keyword(s):  
Student Teachers ◽  
Students With Disabilities ◽  
School System ◽  
Primary Teachers ◽  
Exploratory Research ◽  
Fully Integrated ◽  
School Activities ◽  
The University ◽  
Level Of Instruction ◽  
Academic Year

Since 2012, the concept of “special training needs” in Italian ministerial legislation has been connected to the concept of inclusion. In the Italian school system, students with disabilities are fully integrated in standard school activities. They can take advantage of the presence of a teacher who is a supportive figure for the whole class, who has received training in inclusion and the management of teaching strategies for dealing with disabilities. In order to train teachers who will fit that profile, a specialization course is organized by Italian universities to train teachers at every level of instruction. The chapter is contextualized to the last course of academic year 2016-2017, which took place at the University of Macerata, addressed to preschool and primary teachers. Exploratory research using a qualitative approach was run to highlight, on one hand, student teachers' preconceptions and expectations about the effectiveness of technologies for inclusion; and, on the other hand, their opinions about the activities proposed during the technology course.

scholarly journals OPINIÓN, VOLUNTARIEDAD Y MOTIVACIÓN DE ESTUDIANTES Y PROFESORADO UNIVERSITARIO DE PARTICIPAR EN UN PROGRAMA DE EDUCACIÓN BILINGÜE

2016 ◽  
Vol 3 (1) ◽  
pp. 305
Author(s):  
Paloma Rohlfs
Keyword(s):  
University Students ◽  
Bilingual Education ◽  
Teaching And Learning ◽  
Bachelor's Degree ◽  
University Education ◽  
Willingness To Participate ◽  
University Of Huelva ◽  
The University ◽  
High Degree ◽  
Academic Year

Abstract:OPINION, VOLUNTARINESS AND MOTIVATION OF UNIVERSITY STUDENTS AND FACULTY TO PARTICIPATE IN A BILINGUAL EDUCATION PROGRAMThe present research has examined the opinion, motivation and the degree of willingness from professors and students of Psychology Bachelor‘s Degree of the University of Huelva during the academic year 2012/2013, to participate in a hypothetical bilingual education (Spanish and English), according to the new teaching and learning CLIL program. As a result, it can be concluded that both groups show a relatively high degree of willingness to participate in this program, and are intrinsically motivated, while only the group of students are extrinsically motivated to participate in this program.Keywords. University Education. Bilingualism. Psychology. CLIL programs.Resumen:El presente trabajo de investigación ha examinado la opinión, la motivación y el grado de voluntad del profesorado y del estudiantado del Grado en Psicología del curso académico 2012/2013 de la Universidad de Huelva, de participar en un hipotético programa de educación bilingüe (español e inglés), conforme al nuevo paradigma de enseñanza-aprendizaje AICLE. Como resultado, se puede concluir que ambos colectivos muestran un grado relativamente alto de voluntad de participar en dicho programa, y están motivados intrínsecamente, mientras que sólo el colectivo de estudiantes está motivado extrínsecamente para participar en dicho programa.Palabras clave. Educación universitaria. Bilingüismo. Psicología. Programas AICLE.

Some Applications of Mathematics to Educational Statistics

1918 ◽  
Vol 10 (4) ◽  
pp. 169-174
Author(s):  
Geo. Gailey Chambers
Keyword(s):  
University Of Pennsylvania ◽  
Scientific School ◽  
School Of Education ◽  
Educational Statistics ◽  
First Semester ◽  
Wharton School ◽  
The University ◽  
Academic Year

At the end of the first semester of the academic year 1916-1917, there were 22,912 grades assigned by the instructing staff in the University of Pennsylvania to the students in the undergraduate departments, that is, the students in the College, the Towne Scientific School, the Wharton School and the School of Education. There were five grades used, namely, D (Distinguished), G (Good), P (Passed), N (Not passed) and F (Failed). The significance of these grades, considered as percentages, varied in the different departments of instruction. There was no attempt at uniformity in this respect, nor was there any effort at uniformity in the percentage of D grades, G grades, etc.

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