scholarly journals From Gender-segregated Subjects to Multi-material Craft: Craft Student Teachers’Views on the Future of the Craft Subject

2015 ◽  
Vol 8 (3) ◽  
Author(s):  
Jaana Lepistö ◽  
Eila Lindfors
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Basic Education ◽  
School Subject ◽  
Entrepreneurial Behaviour ◽  
The Future ◽  
Gender Based ◽  
The University ◽  
Multiple Skills

This paper describes the views of student teachers of craft about the future of craft as a school subject. The study was conducted at the University of Turku, Department of Teacher Education, in Rauma in 2014. The literature review revealed that the subject of craft in Finnish basic education is understood as a dialog between the maker and the materials. However, teaching and learning craft in schools and in teacher education has a strong gender-based tradition. The aim of this study is to investigate student teachers’ understanding of craft as a school subject in the future and their solutions to teaching craft in basic education. The data were collected from essays (N = 20) written by student teachers of craft. The essays were analyzed qualitatively using content analysis. The results showed that the student teachers of craft viewed holistic craft, reflective action readiness, entrepreneurial behaviour, multiple skills, the use of versatile materials, and craft as sources of pleasure and the main solutions for the future of craft as a subject.

Regional origins of student teachers at the University and College in Bath

1980 ◽  
Vol 23 (1) ◽  
pp. 1-5
Author(s):  
K. Austwick ◽  
K. A. Carter
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Student Teachers ◽  
Colleges Of Education ◽  
General Study ◽  
The Future ◽  
One Year ◽  
The University

Entry into teaching in the future is likely to be via three main routes-the B.Ed. degree, offered in many of the former Colleges of Education; a degree followed by a one-year postgraduate certificate in education; and a concurrent course. All three routes are available in Bath, in either the University or the College of Higher Education, and all are validated by the University. This paper seeks to trace the regional origins of the students who are recruited to these courses and to make some comparison with a more general study of the University's undergraduate intake in 1968 carried out by G. H. Hones (1973). Some similarities exist between the College intake of today and the University intake of 1968, but there are some interesting differences in recruitment to teacher education between the three routes.

scholarly journals School-university Partnerships in Teacher Education

2021 ◽  
Vol 1 (1) ◽  
pp. 87-98
Author(s):  
Khin Khin Thant Sin
Keyword(s):  
Teacher Education ◽  
Education Reform ◽  
Student Teachers ◽  
Research Method ◽  
Teaching And Learning ◽  
Basic Education ◽  
Mentor Teachers ◽  
University Partnerships ◽  
Teacher Education Reform ◽  
Practice Teaching

Myanmar, a country of developing status, is facing many challenges in reforming its education system. This article investigates the current practices of school-university partnerships from the perspective of student teachers and mentor teachers in Myanmar, where there is an ongoing process of teacher education reform. The aim of this article is to investigate the practices of school-university partnerships and the tension between partners in the training of pre-service teachers within the context of teacher education. A qualitative research method is applied in this study where six candidates were interviewed individually. Participants include three student teachers from educational universities and three mentor teachers from basic education high schools in Myanmar. The results showed that, except for student teachers’ practice teaching, there is no intensive collaboration between schools and universities. Trust is a major problem between student teachers and mentor teachers. Different opinions and perspectives towards teaching and learning are also causing tension between partners. Although there is tension between mentor teachers and student teachers, they handle this through alternative collaboration activities and negotiation between partners.

scholarly journals Image of the University Faculty in the View of Student Teachers

2015 ◽  
Vol 1 ◽  
pp. 186
Author(s):  
Baiba Kaļķe ◽  
Sanita Baranova
Keyword(s):  
Teacher Education ◽  
Personality Traits ◽  
Student Teachers ◽  
Visual Image ◽  
University Faculty ◽  
Professional Performance ◽  
The Future ◽  
Performance Results ◽  
The University ◽  
Analysis Of Performance

<p><em>In the article "Image of the University Faculty in the View of Student Teachers", the methods of survey and analysis of performance results are used to explore the image of university faculty in the experience of students of teacher education and pedagogics. An illustrative example is one of the key tools of education in pedagogics. It is significant to investigate the image of university faculty in teacher education because the university teacher also serves as a model of the professional pedagogical performance for student teachers in teacher education. The article highlights the visual image of the university teacher and their most typical personality traits that might have impacts on the future professional performance of student teachers.</em> <em></em></p>

Finnish student teachers’ critical conceptions of entrepreneurship education

2015 ◽  
Vol 9 (1) ◽  
pp. 61-75 ◽  
Author(s):  
Marja-Leena Rönkkö ◽  
Jaana Lepistö
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Basic Education ◽  
Research Question ◽  
Entrepreneurship Education ◽  
Vital Role ◽  
Research Approach ◽  
Content Type ◽  
Teacher Education Department ◽  
The University

Purpose – The aim of this paper is to reveal and investigate differences in how Finnish student teachers understand entrepreneurship education and how critical they are of it. The research question is: what kind of critical understanding do student teachers reveal in their conception of entrepreneurship education? Design/methodology/approach – A qualitative research approach termed content analysis was used to investigate student teacher’s conceptions. The data were collected from essays written by 257 student teachers at the University of Turku’s, Rauma teacher education department during 2010-2012. Findings – The conception of entrepreneurship education is, in many ways, related to how much one already knows about entrepreneurship education or how one reacts to it. It seems that most student teachers’ conceptions of entrepreneurship are positive, but even those in favour of it, in principle, do not necessarily want to see entrepreneurship education included in the basic education curriculum. Nevertheless, they think that enterprising pedagogy is useful and that the way of thinking about teaching is inspiring. They also feel that both teacher education and basic education benefit from some kind of entrepreneurship component, but do not take entrepreneurship education for granted. On the basis of this study, it is proposed that teacher education should incorporate more teaching that supports critical thinking in all study modules. Originality/value – The findings of this study illustrate that there is much more to do in teacher education and its curricula. Teaching situations and learning situations are always social situations and both learners and teachers have a vital role to play.

scholarly journals A research base for teaching in primary school: a coherent scholarly focus on the object of learning

2014 ◽  
Vol 4 (3) ◽  
pp. 15 ◽  
Author(s):  
Ruksana Osman ◽  
Shirley Booth
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Teaching Profession ◽  
Childhood Education ◽  
The One ◽  
The University

This paper makes a case for a new impetus in creating a coherent research basis for childhood education and teacher education in South Africa. We are proposing a three-level – teacher educators, student teachers and practising teachers – research-led approach that integrates teacher education, schooling and early learning. The aim of the approach is to enhance the quality of learning in primary schools through systematic focus on the object of learning, whether in terms of teaching in school or educating entrants to the teaching profession at the university, or teacher educators inquiring into their practice. There are two thrusts involved: on the one hand bringing the focus of teachers, teaching students and teacher educators coherently onto the object of learning and thereby bringing it to the attention of their respective learners, and on the other hand invoking the principles of the Scholarship of Teaching and Learning (SoTL) movement, thereby enabling its sustainability. We illustrate our case with two examples from the literature that show clearly how learning in school can be enhanced when teachers are actively studying what and how their learners are learning in connection with their teaching and where the work is disseminated in a scholarly manner.

scholarly journals Learning to teach at the boundaries between university courses and internships [VISIONS 2011: Teacher Education]

2012 ◽  
Vol 6 (1) ◽  
Author(s):  
Cecilie Flo Jahreie
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Interaction Analysis ◽  
University Courses ◽  
School Research ◽  
Cultural Historical Activity ◽  
Theory Practice Gap ◽  
University Of Oslo ◽  
The University

The theory-practice gap is a recurring problem in teacher education. This article is concerned with how student teachers learn to teach at the boundaries between university courses and internships. I investigate how participants create meaning around scientific concepts, and how they respond to the institutional context they act in, thereby making it relevant. These questions are addressed by employing the Cultural-Historical Activity theory. The study took place at the Department for Teacher Education and School Research at the University of Oslo. The data are based on extensive observations in various settings at the university and schools offering internships. Interaction analysis is used to analyze participation in different settings. The analysis shows that the students encounter divergent structures and discourses in the course of their learning trajectories. What counts as knowledge differs between universities and schools, and within the university. In teacher-led situations, student teachers are positioned in relation to the teachers and mentors, with few opportunities for knowledge construction. The study also shows instances where the student teachers explore and elaborate upon knowledge in new ways, such as in group collaborations. From the perspective of the student, it seems reasonable to argue that the contradictions within and between the activity systems serve as constraints on learning. However, to create coherent programs, concepts and ideas about teaching and learning have to be shared by Departments of Teacher Education DTEs and partner schools.

scholarly journals Student teachers’ perceptions of democracy in the mathematics classroom: Freedom, equality and dialogue

Pythagoras ◽  
2012 ◽  
Vol 33 (2) ◽  
Author(s):  
Wajeeh Daher
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Mathematics Classroom ◽  
Mathematics Teacher Education ◽  
Comparison Method ◽  
Teachers Perceptions ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Two Stages

This article studies student teachers’ perceptions of the pedagogic and didactic aspects of teaching and learning mathematics in a democratic classroom. It is concerned primarily with issues of democracy in the mathematics classroom, specifically freedom, equality and dialogue. The research was conducted in two mathematics teacher education classes, where students were in their third year of study to major in mathematics. To find these students’ perceptions of democracy in the mathematics classroom the first two stages of the constant comparison method were followed to arrive at categories of democratic and undemocratic acts. The participants in the research emphasised that instructors should refrain from giving some students more time or opportunities to express themselves or act in the mathematics classroom than other students, because this would make them feel unequal and possibly make them unwilling to participate further in the mathematics classroom. The participants also emphasised that instructors should not exert their power to stop the flow of students’ actions in the mathematics classroom, because this would trouble them and make them lose control of their actions. Further, the participants mentioned that instructors would do better to connect to students’ ways of doing mathematics, especially of defining mathematical terms, so that students appreciate the correct ways of doing mathematics and defining its terms.

scholarly journals O que dizem as pesquisas sobre a Resolução de Problemas na formação inicial de professores de Matemática: um olhar sobre as fragilidades metodológicasWhat research on problem solving in the initial teacher education of mathematics says: a look into the methodological weaknesses

2020 ◽  
Vol 22 (2) ◽  
pp. 721-750
Author(s):  
Luiz Otavio Rodrigues Mendes ◽  
Ana Lucia Pereira ◽  
Marcelo Carlos de Proença
Keyword(s):  
Teacher Education ◽  
Problem Solving ◽  
Teaching And Learning ◽  
Basic Education ◽  
Initial Teacher Education ◽  
Future Research ◽  
Point Problem ◽  
Mathematical Content ◽  
Revisión Sistemática ◽  
Starting Point

ResumoA resolução de problemas, quando trabalhada com o problema como ponto de partida, tem apresentado profícuas possibilidades no ensino superior. No entanto, quais as possíveis fragilidades quando se trabalha com esta abordagem nesta perspectiva? À vista disso, este artigo apresenta o resultado de uma pesquisa que tem como objetivo desvelar as fragilidades que se evidenciam a partir do desenvolvimento da abordagem de resolução de problemas, em que se tem o problema como ponto de partida na formação inicial de professores de Matemática, apresentadas em teses e dissertações. A partir de uma revisão sistemática da literatura, encontramos 12 pesquisas que constituíram o corpus de dados, para serem analisadas seguindo as técnicas de Análise de Conteúdo, de onde foi possível identificarmos quatro categorias. Os principais resultados revelam que as fragilidades se relacionam com: I) dificuldades quanto à falta de conhecimento sobre o conteúdo matemático da educação básica pelos licenciandos; II) dificuldades apresentadas pelos licenciandos em comunicar suas ideias a respeito do conteúdo matemático trabalhado; III) dificuldade no entendimento dos problemas pelos estudantes; e, IV) dificuldades relativas ao tempo, referentes à realização das atividades pelos licenciandos e ao desenvolvimento da abordagem de ensino. Tais apontamentos podem contribuir com pesquisas futuras que desejem traçar este caminho, aprimorando-as e contribuindo com o processo de ensino e aprendizagem da Matemática.Palavras-chave: Solução de problemas, Formação inicial de professores, Matemática.AbstractWhen working with the problem as a starting point, problem-solving has presented fruitful possibilities in Higher Education. However, what are the possible weaknesses when working with this approach from this perspective? In view of this, this article presents the result of research that aims to unveil the fragilities that are evident from the development of the problem-solving approach, in which the problem is taken as a starting point in the initial training of mathematics teachers, presented in theses and dissertations. From a systematic review of the literature, we found 12 surveys that constituted the corpus of data, to be analyzed following the Content Analysis techniques, from which it was possible to identify four categories. The main results reveal that the weaknesses are related to I) difficulties related to the students’ lack of knowledge about the mathematical content of basic education; II) students’ difficulties to communicate their ideas about the mathematical content worked; III) students’ difficulty in understanding the problems; and, IV) difficulties related to time, concerning the students’ activity performance and the development of the teaching approach. Such notes can contribute to future research that wishes to follow this path, improving them and contributing to the process of teaching and learning Mathematics.Keywords: Problem-solving, Initial teacher education, Mathematics.ResumenLa resolución de problemas cuando se trabaja con el problema como punto de partida, ha presentado posibilidades fructíferas en la educación superior. Sin embargo, ¿cuáles son las posibles debilidades de entender y trabajar con este enfoque en esta perspectiva? En vista de esto, este artículo presenta el resultado de una investigación que tiene como objetivo develar las debilidades que se evidencian a partir del desarrollo del enfoque de resolución de problemas, en el que el problema se toma como punto de partida en la formación inicial de docentes de Matemáticas, presentadas en tesis y disertaciones. A partir de una revisión sistemática de la literatura, se encontraron 12 investigaciones que constituían el corpus de datos, para ser analizadas siguiendo las técnicas de Análisis de Contenido de manera cualitativa. Los principales resultados revelan que las debilidades están relacionadas con I) dificultades relacionadas con la falta de conocimiento sobre el contenido matemático de la Educación Básica por parte de los estudiantes de docencia, II) dificultades presentadas por los estudiantes de docencia para comunicar sus ideas sobre el contenido matemático trabajado, III) dificultad presentada por los alumnos para comprender problemas y IV) dificultad relacionada con el tiempo para desarrollar actividades y aplicar el enfoque. Tales notas pueden contribuir a futuras investigaciones que deseen trazar este camino, mejorarlas y contribuir al proceso de enseñanza y aprendizaje de las Matemáticas.Palabras clave: Resolución de problemas, Formación inicial de profesores, Matemáticas

scholarly journals Teacher Education Freshmen Applicants’ Current State in the New Normal’s Learning Delivery Platforms

2020 ◽  
Vol 3 (3) ◽  
pp. 1528-1536
Author(s):  
Mark Angelo C. Reotutar
Keyword(s):  
Teacher Education ◽  
Online Learning ◽  
Low Income ◽  
Teaching And Learning ◽  
New Normal ◽  
Learning Platform ◽  
Current State ◽  
Learning Platforms ◽  
Low Income Families ◽  
The University

The online learning platform (OLS) is currently the new normal learning setting amidst the Covid-19 pandemic. Teachers need to look on the other side of the traditional classroom-based learning mode to make teaching and learning in the new normal possible. It aimed to analyze the current state of the teacher education freshmen applicants concerning the new normal learning platforms. This study employed a descriptive method of research and considered a sample of 85 freshmen applicants in the College of Teacher Education in the academic year 2020-2021. The frequencies and percent value was used to analyze the data gathered. The following are the verdicts of the study, the bulk of the respondents belong to low-income families with farming as their family source of income. Most of the respondents have their mobile phones while the great majorities are using mobile data only. All of the respondents do not have any idea about the different platforms in online learning. Based on the findings, the researcher concluded that the freshmen applicants in the College of Teacher Education cannot totally survive and are not yet ready to embrace the new normal learning platforms due to poverty and lack of resources. It is therefore recommended that the University administration needs to open other sources of learning platforms such as the use of printed learning materials of which will be delivered door-to-door to the students. Besides, the College of Teacher Education should plan and initiate on how to make learning flexible and more engaging.

Second-career teachers’ workplace learning and learning at university

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Andrea Keck Frei ◽  
Mirjam Kocher ◽  
Christine Bieri Buschor
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Learning Strategies ◽  
Workplace Learning ◽  
Life Experience ◽  
Qualitative Content Analysis ◽  
Career Change ◽  
Special Focus ◽  
Content Type ◽  
The University

Purpose The purpose of this study is to examine career-change student teachers’ practice-based learning in teacher training, with a special focus on the support they received. Design/methodology/approach This study is based on a qualitative content analysis of 15 group interviews, including 58 career-change student teachers and focuses on their learning at university and the workplace. Findings This paper indicates that career-change student teachers’ learning is task-related and based on interactions. It benefits from the support provided by actors at the university and workplace. Their learning is highly self-regulated and built on skills from prior professional and life experience. However, behaviourist learning and trial-and-error learning strategies are more often mentioned than constructionist learning and goal-oriented learning. Practical implications The findings underline the fact that universities and schools can enhance career-change student teachers’ learning by providing professional support, helping them to form links between experience from their prior profession, as well as their knowledge acquired at the university and experience from the workplace. Originality/value Until now, few studies have addressed workplace learning in teacher education. The present study aims to address this lack. Moreover, the study shows how career-change student teachers deal with the challenge of bridging the gap between theoretical and practical knowledge acquired during practice-based teacher education.

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