scholarly journals Measurement Invariance of the Sensitive Assessment for Gender Equality (SAGE) Index Across Degree: Findings from two Teacher Education Programmes in Spain

2021 ◽  
Vol 9 (2) ◽  
pp. 157
Author(s):  
Cristina Miralles-Cardona ◽  
Esther Chiner ◽  
María Cristina Cardona-Moltó​
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Elementary School ◽  
Early Childhood ◽  
Student Teachers ◽  
Gender Equality ◽  
Education Institution ◽  
Gender Mainstreaming ◽  
Gender Inequalities ◽  
Elementary School Student

Western European countries have made impressive gender equality (GE) progress in education during the last few decades. Unfortunately, the implementation of gender mainstreaming (GM) in higher education has not been satisfactory. This paper describes a survey-based research study designed to explore student teachers’ perceptions of training for GE in teacher education (TE) using the Sensitive Assessment for Gender Equality (SAGE) index. The study firstly aims to analyse the factor invariance across degree of the SAGE and secondly tries to describe the status of GM implementation in teacher education programmes from students’ perspectives. Data were collected from 398 student teachers (84% female) aged 21.44, enrolled on two TE programmes from a public higher education institution in the Autonomous Region of Valencia (Spain). Using single and multi-group CFA the study revealed that the proposed three-factor structure of the SAGE fitted well to early childhood and elementary school student teachers’ data, thus suggesting equivalence between its components in both samples. Early childhood students scored significantly higher than elementary school student teachers in their reported perceptions of gender equality training and awareness of gender inequalities. Results will be displayed in terms of identifying institutional and curricular needs for GE education practices as findings reveal a clear demand for change.

Education for Gender Equality in Teacher Preparation

2022 ◽  
pp. 65-89
Author(s):  
María Cristina Cardona-Moltó ◽  
Cristina Miralles-Cardona
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Student Teachers ◽  
Gender Equality ◽  
Gender Mainstreaming ◽  
Education Programs ◽  
Common View ◽  
European Policies ◽  
United Nations Convention ◽  
The University

Since the ratification of the United Nations Convention on the Elimination of All Forms of Discrimination Against Women in 1979, education has been regarded as an essential vehicle to face gender inequities. As a result, universities are increasingly recognizing the need for mainstreaming gender into education to ensure that all graduates are prepared for developing a gender-sensitive practice. With the purpose of bringing evidence of present developments in connection with current European policies, student teachers' and educators' perceptions of gender mainstreaming implementation from three education programs at the University of Alicante, Spain were explored. Findings reveal that there is a common view that gender mainstreaming has not emerged as a priority in teacher education and that institutional indifference in implementing a gender approach in teaching is a norm. The study contributes to identifying areas of need suggesting actions for making progress in gender equality training at institutional and curricular levels.

MENDIDIK GENERASI DIGITAL NATIVE DI ERA PANDEMI

2020 ◽  
Author(s):  
Helaluddin Helaluddin
Keyword(s):  
Higher Education ◽  
Content Analysis ◽  
Literature Review ◽  
Gender Equality ◽  
Gender Mainstreaming ◽  
Gender Inequalities ◽  
Digital Native ◽  
Higher Education System ◽  
Analysis Techniques ◽  
The World

Implementation of the issue of gender equality in the higher education system is still become an interesting discourse to date. Higher education is considered to bey a key institution in promoting gender equality in society. This study is a Systematic Literature Review (SLR) which aims to describe the issues of gender equality in universities throughout the world in the period 2011 to 2020. There are four stages used in this study, those are indentification, screening, eligibility, and inclusion. Furthermore, data obtained from these stages are analyzed using content analysis techniques. The results of the analysis show that despite various laws and regulations regarding gender mainstreaming in college, in their implementation there are still many gender inequalities in various colleges.

scholarly journals Autonomy and Creative Thinking Skills of Prospective Elementary School Teacher Students in Learning Mathematics with Science Phenomena assisted by the Learning Management System

2021 ◽  
Vol 20 (8) ◽  
pp. 160-175
Author(s):  
Suprih Widodo ◽  
Turmudi Turmudi ◽  
Rizki Rosjanuardi
Keyword(s):  
Elementary School ◽  
Student Teachers ◽  
Management System ◽  
Creative Thinking ◽  
Learning Management System ◽  
School Teacher ◽  
Mathematics Learning ◽  
Thinking Skills ◽  
Elementary School Student ◽  
Learning Management

This research intends to explain the autonomy and creative thinking skills of prospective elementary school student teachers in mathematics with the learning management system (LMS)-assisted science phenomenon. The data collection was done by using test instruments in the form of essay questions to capture the creative thinking skills and a non-test in the form of a questionnaire was used to capture the autonomy skills of prospective elementary school student teachers. The data were analysed through several stages, namely data reduction, data presentation, data conclusions, and data validation using triangulation. The result of the research shows that using the LMS can improve the creative thinking skills of prospective elementary school teachers, while their autonomy skills in experimental classes and control classes indicate no difference. This happens because students were given the same opportunity to explore the material independently. Thus, a way to develop autonomy through mathematics learning needs to be explored.

scholarly journals Reflective self-study for an integrated learning approach to early childhood mathematics teacher education

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Makie Kortjass
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Mathematics Teacher Education ◽  
Learning Approach ◽  
Early Childhood Mathematics ◽  
Study Research ◽  
Self Study

Background: This article gives an account of what I learned through the process of a self-study research project. Self-study teacher research allows teacher educators and teachers to improve their learning, plan new pedagogies and impact students’ learning.Aim: The aim of this self-study research was to improve my own practice in early childhood mathematics teacher education through interaction and collaboration with others, such as colleagues and students.Setting: As a South African university-based teacher educator, I piloted an integrated learning approach (ILA) in the teaching and learning of early childhood mathematics in a selected undergraduate programme.Methods: I began by tracking my personal development in mathematics education and in so doing was able to recognise my personal learning of mathematics as a child growing up in an African township context. I then worked with a class of 38 student teachers to create collages and concept maps to explore their understandings and experiences of ILA.Results: Through this project, I discovered that colleagues in the role of critical friends provided essential feedback on my work in progress. I also learned that student teachers need to be equipped with knowledge and hands-on experience of how integration can take place in teaching and learning early childhood mathematics. I realised that it was essential to constantly reflect on my own personal history and my professional practice to explore new ways of teaching mathematics.Conclusion: Teacher educators may consider engaging in self-study research that includes art-based self-study methods to reflect on their practices and see how they change for the benefit of their students and ultimately for the benefit of the learners.

Individual and Collective Reflection: Deepening Early Childhood Pre-service Teachers’ Reflective Thinking during Practicum

2018 ◽  
Vol 43 (1) ◽  
pp. 43-51 ◽  
Author(s):  
Lydia Foong ◽  
Mariani Binti ◽  
Andrea Nolan
Keyword(s):  
Early Childhood ◽  
Student Teachers ◽  
Reflective Thinking ◽  
Education Institution ◽  
Early Years ◽  
Multiple Perspectives ◽  
Direct Observations ◽  
Current Trends ◽  
Teacher Education Institution ◽  
The Uk

THIS STUDY EXPLORED INDIVIDUAL and collective reflection as pedagogical approaches to support early childhood pre-service teachers’ reflection during practicum. Current trends in the literature show a shift from individual reflection to collective reflection, with an emphasis on social constructivist perspectives. This qualitative study focused on a Malaysian teacher education institution conducting an undergraduate early years program from the UK as the selected case. Sources of evidence came from interviews, direct observations and documents such as student teachers’ teaching portfolios, their reflection journals and assessment forms. The results show that collective reflection supported higher levels of reflective thinking during practicum at the integration, validation and appropriation levels of reflection, compared to when they reflected individually. Collective reflection provided Malaysian teachers with a new platform for problem-solving, connecting theory to practice, as well as the sharing and consideration of multiple perspectives, resulting in a deeper understanding of classroom practices.

Equality work in teacher education in Finland

2017 ◽  
Vol 16 (5) ◽  
pp. 539-552
Author(s):  
Kristiina Brunila ◽  
Arto Kallioniemi
Keyword(s):  
Teacher Education ◽  
Social Justice ◽  
Student Teachers ◽  
Gender Equality ◽  
Women's Studies ◽  
Educational System ◽  
Women’S Studies

Equality work is often conducted as education and teaching, and both are an intrinsic part of equality work. In this article, we focus on equality work and challenging heteronormativity by contextualising our focus both on the educational system as a whole but especially on teacher education. The promotion of equality in teacher education began in Finland in the 1980s with nationwide experimental projects, and Finnish universities undertook active efforts to promote equality in the 1990s as a result of the strengthening of women’s studies and discussions on gender equality. We show what kind of persistent problems promoting equality and challenging heteronormativity in education in Finland faces, but we also indicate how it is possible to promote equality and challenge heteronormativity by focusing on teacher education. This article is based on student teachers’ essays (N = 51) written as a part of their study in a course on social justice. The essays were analysed based on a discursive reading of the data.

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.

Getting Personal: How Early Childhood Teacher Education Troubles Students' and Teacher Educators' Identities regarding Subjectivity and Feminism

2005 ◽  
Vol 6 (3) ◽  
pp. 244-255 ◽  
Author(s):  
Hillevi Lenz Taguchi
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
Student Teachers ◽  
Teacher Educators ◽  
Power Production ◽  
Early Childhood Teacher ◽  
Early Childhood Teacher Education ◽  
Regulatory Regimes

This article constitutes an attempt to investigate how student teachers and teacher educators in the context of Swedish early childhood teacher education are invented and reinvented by practices that are inspired by feminist and post-structural thinking. I give examples of practice that explicitly make use of different aspects of the personal, such as subjectivities, voice and experience. These are theorized, problematized and troubled in relation to concepts of power, resistance and emancipation. The article questions the possibility of ‘getting outside’ of the regulatory regimes of power production through practices of ‘getting personal’, and asks just how much freedom is possible, even given overtly ‘emancipist’ teaching.

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