Reflection of Scientific Studies on Educational Activities: Teachers’ Views

Although the number of scientific publications in our country has increased in recent years, the quality of those publications and their reflection on practices have become a topic of debate. The purpose of this study is to discover the views of teachers who work in various schools affiliated with the Ministry of National Education and who have received postgraduate education on the research conducted in the Faculties of Education, as well as to present the teachers’ suggestions based on the problems identified. The case study design was used in this research, which was carried out with the qualitative research method. The research’s study group comprises 20 teachers who work in Ministry of National Education-affiliated schools while also studying postgraduate education (master’s and Ph.D.) at the Faculty of Education. To include the participants in the study, the maximum variation sampling approach, which is one of the purposive sampling methods, was utilized. Face-to-face interviews with teachers were used to collect data, which was subsequently analyzed using a content analysis method. Most teachers, according to the results of the content analysis, are informed of academic studies since they have postgraduate education. However, the majority of teachers who do not attend postgraduate education are uninformed of the studies. Teachers’ main suggestions for staying informed about scientific studies include organizing congresses, seminars, and conferences, having academicians visit schools, cooperating between the Ministry of National Education and universities, providing teachers with informative brochures, publishing studies on school websites, and organizing in-service training programs. Although teachers’ views about scientific studies were mostly negative, they did make several recommendations for putting scientific studies into practice.

Trends of Students' Enrollment in Dhankuta Multiple Campus

This paper attempts to explore the students' enrolment trends in Dhankuta Multiple Campus. The discipline of geography has offered in Bachelor's degree level at the Faculties of Education (FoE), and Humanities, and Social Sciences (FoHSS) since 1970. This paper is based on the review of relevant materials collected from the official records of the Dhankuta Multiple Campus. The data covers 25 years (1996-2020) of student enrolment in the Bachelor's first year of both faculties. Students' enrolment data reveals that the student enrolment rate in the FoHSS seems to be the same while fluctuations observed in the FoE. The enrolment rate in the FoE reached its climax in 2005, and it has gradually declined after 2010. The FoE offered a single-subject specialization policy in the Bachelors of Degree Program, phasing out the proficiency certificate level from the university; the declining number of feeder schools offering geography and the state economic policies are responsible factors to deterioration the student enrolment. Therefore, the concerned authorities need to take appropriate steps to increase student enrolment.

Connect to Learn: Assemblage of Pedagogies in Higher Education in a Community of Practice

In this paper, we report on the ways in which technology and scholarship of pedagogy emerge as interconnected within a technology-facilitated community of practice (CoP), for educators within various Faculties of Education in North American universities. The goal of the Community of Practice is to connect with and learn from one another, discussing, and reflecting on different types of pedagogical practices among members who teach in both graduate and teacher education programs in the onsite, blended, and online environments. We share analysis of interviews, and notes from CoP members’ feedback; how the CoP members made sense of their diverse teaching and social learning landscapes as well as emergent joint meanings. The results of the study suggest that the assemblage of new ideas and pedagogies can be enhanced by a relational trust. A highlighted role of technology in enabling communication and collaboration among CoP members is also discussed through the lens of connectivism.

An Analysis of the Entrepreneurial University in the Faculties of Education in Spain: Self-Perception among Deans

Universities have increasingly incorporated a third mission into their strategic planning. In addition to teaching and research, they have emphasised the training of entrepreneurs. However, there is still a lot of work to be done, as this process is facing resistance. The Entrepreneurial University covers all disciplines, including faculties of education. However, it has been shown that entrepreneurship tends to be more related to the faculties of economics and engineering, with a lesser presence in the faculties of education for various reasons: they consider entrepreneurship to be alien to their teaching role, there is a lack of entrepreneurial culture, and the objective of the Entrepreneurial University is unknown. The aim of this study is to analyse the level of entrepreneurship in Spanish faculties and schools of education. Nineteen deans and heads of education faculties in Spain took part in the survey, and a mixed analysis has been done. The results indicated a sufficient level of entrepreneurship; the dimensions related to active methodologies, and mission and strategy were the most developed, whereas entrepreneurship funding and entrepreneurship training for faculty employees were the least developed areas. Some deans noted that entrepreneurship was alien to their professional performance, although courses and good practices for the development of entrepreneurial initiative are gradually being implemented.

In/Visible POC: Narratives of a Brown Professor in Teacher Education

In this article, I reflect on experiences of Brown (or South Asian) in/visibility in teacher education. Using an autoethnographic approach, I share reflexive personal and professional counternarratives of my experiences as a Brown person and Brown teacher-educator committed to issues of justice in the diverse context of Toronto, Canada. I explore how Brown invisibility operates in desiring recognition, insider knowings, investments in ambiguity, and relational harm and liberation. I trouble the ways in which theoretical frames open and limit experiences and expressions of Brownness, locating myself in between postcolonial and anti-colonial theorizing and notions of racial ambiguity in DesiCrit. I conclude with the importance of making visible the experiences and constructions of Brownness in faculties of education and education more broadly, as a form of solidarity that both resists Brown invisibility and exposes Brown complicity in an aspirational whiteness that maintains racial hierarchies through its invisibility.

Greening of the syllabus in faculties of education sciences through sustainable development goals: the case of public Andalusian universities (Spain)

Purpose The purpose of this paper is to analyse the presence of the sustainable development goals (SDGs) proposed by the UN (2015) in university degrees within the fields of education, humanities and environmental sciences (ES) at Andalusian public institutions (Spain). Design/methodology/approach This paper shows an empirical analysis from a mixed methodological model on a total of 99 syllabi and training programs from nine different universities. The collection of information has been carried out through a rubric specifically designed within the framework of this body of research. Findings The results show that the syllabus of the subjects in the faculties of education includes the SDGs related to the social aspect of sustainability, with special focus on SDG4, SDG5, SDG10, SDG16 and SDG17, whereas others like SDG6 and SDG7 are less represented. SDGs are present in the majority of syllabus of the subjects analysed. It is certainly a positive finding which shows predisposition and a high interest on by the teachers involved. However, this is not enough as there is still a long way to go until achieving a thorough and complete incorporation of the principles of sustainability. Originality/value This research sheds light on the changes and transformations that the discourse linked to sustainability is generating in the university syllabi. Taking the SDG as a framework this paper highlights the most original aspects: a replicable methodology that allows diagnosing the level of curricular greening of the university syllabi is provided to other contexts the innovative value of connecting teaching with local and global environmental problems in their physical-chemical social and economic dimensions is shown and it has been possible to compare the difficulties of some universities in addressing compliance with the SDGs and curricular sustainability from a systemic and integrative perspective that will lead to methodological transformation and pedagogical renewal.

A COVID-19 Re-envisioned Teaching Practicum Curriculum

The changes taking place in the schooling landscape because of the coronavirus are real and meaningful and have implications for the training of preservice teachers, especially the teaching practicum component of their initial teacher education programs. The havoc caused by COVID-19 forced many faculties of education into a state of ‘panic-gogy’ to ensure that student teachers could complete their teaching practicums. In this paper we argue that consideration should be given to core teaching practices and practice-based teacher education pedagogies (i.e., representations and approximations) that can be used in alternative “placement contexts” that will supplement and harness the authenticity of school-based experiences. We provide two conceptual tools, collaboratively developed by teaching practicum educators and mentor teachers, that can be used as heuristic by other university-school partnerships when considering teaching practicum redesign efforts.

THE REALITY OF ADMINISTRATIVE DEVELOPMENT IN THE COLLEGES OF EDUCATION IN THE ‎PROVINCE OF BAGHDAD

A field study aimed at knowing the reality of administrative development in the ‎colleges of education in the province of Baghdad. The research adopted the ‎descriptive analytical method. The research community was determined, which ‎consisted of (142) of the assistant deans and heads of departments in the faculties ‎of education. The research sample was chosen by the simple random method by ‎‎ (79%) from the research community, as the number of the sample members was ‎‎ (112) of the assistant deans and heads of departments. A questionnaire was built ‎that included (50) items distributed among the areas (regulations and instructions, ‎leadership, administrative structure, administrative communication, and staff ‎development). The researcher made sure of its validity and reliability. The research ‎data was analyzed using the (SPSS) program, and the most important results were ‎reached: the administration adopts information and communication technology to ‎ease the centrality between the university administration, the college administration ‎and the management of scientific departments. The instructions allow participation, ‎innovation, creativity and development, as well as reaching a number of ‎recommendations and proposals related to research‎. Keywords: Administrative Development, Faculties of Education‎, ‎Leadership

An Analysis of the Entrepreneurial University in the Faculties of Education in Spain: Self-perception among Deans

Universities have increasingly incorporated a third mission into their strategic planning. In addition to teaching and research, they have emphasised the training of entrepreneurs. However, there is still a lot of work to be done, as this process is facing resistance. The Entrepreneurial University covers all disciplines, including faculties of education. However, it has been shown that entrepreneurship tends to be more related to the faculties of economics and engineering, with a lesser presence in the faculties of education for various reasons: they consider entrepreneurship to be alien to their teaching role, there is a lack of entrepreneurial culture, and the objective of the Entrepreneurial University is unknown. The aim of this study is to analyse the level of entrepreneurship in Spanish faculties and schools of education. Forty deans and heads of education faculties in Spain took part in the survey. The results indicated a sufficient level of entrepreneurship; the dimensions related to active methodologies, and mission and strategy were the most developed, whereas entrepreneurship funding and entrepreneurship training for faculty employees were the least developed areas. Some deans noted that entrepreneurship was alien to their professional performance, although courses and good practices for the development of entrepreneurial initiative are gradually being implemented.