Commodifying Teacher Learning to Recruit: A Needs Analysis of Utah's Teaching as a Profession Curriculum

Drawing from the State of Utah’s Teaching as a Profession strands and standards documents, along with documents, web sites, and videos from supporting organizations like Educators Rising and its parent entities, this intrinsic case study sought to surface the perceived and relative teacher learning needs Utah’s curriculum developers appear to hold for secondary students interested in teaching and education careers. Six central teacher learning needs were identified in the study: 1) learning about the teaching profession; 2) developing a standardized vocabulary for education and teaching; 3) understanding teaching as a cycle with measurable outcomes; 4) producing teaching materials; 5) cultivating teaching skills, and 6) identifying difference in/between students. The study includes a discussion of the above needs and how the state and its partners have commodified early teacher learning by encouraging narrow, technical view of such learning while also promoting participation in a marketplace for educational credentials.

Tutoría académica en la educación superior: el rol del autor académico, tutor pedagógico y del estudiante en la modalidad a distancia

Academic tutoring constitutes a pedagogical practice that allows the construction of knowledge for the different actors involved in the process, thus, this work reflects on academic tutoring in higher education, in education careers with a distance modality, made up of three subjects, the academic author, the pedagogical tutor and the student. This analysis, based on a set of questions about each of the different roles, as well as mentions the realities located, the purpose in the environment and virtual social environment and identifies four dimensions, the pedagogical, the administrative, the technological and the social, which are involved in the process of teaching and learning, which has as its purpose to learn to understand, learn to be, learn to live together, learn to act and learn to decide approaching reality as an actor in your role and enabling autonomous and collaborative work. Academic tutoring requires a process of reflection on the goal of personal formation, deepening of the role, identification of the needs of students, academic goals, emotional aspects in which the dimensions facilitate the teaching and learning process.

The families of Dutch terrorist suspects: Risk and protective factors among parents and siblings

Newsmedia have regularly reported about acts of terrorism that involved members of the same family, but also about instances where one sibling becomes a terrorist, whereas the other becomes a successful, law-abiding citizen. The question is, then, to what extent family circumstances and individual risk factors impact on pathways towards these shared or divergent outcomes. To date, studies on the family characteristics of terrorist suspects have been hampered by a lack of empirical data, small sample sizes and non-representative samples. Using register data on individuals suspected of a terrorist offense in the Netherlands and their family members, the present study examines the demographic and socio-economic characteristics of the families, as well as criminal, employment and education careers of individual family members (parents and brothers/sisters). We compare these characteristics with those of two control groups: suspects of non-terrorist offenses and a matched sample from the population. We also compared the terrorist suspects with matched siblings who were not suspected of a terrorist offence. We will end with a discussion of both risk and protective factors that are present within these families and that can put members of the same family on different pathways.

A Cross-Sectional Study to Assess Knowledge of COVID-19 among Undergraduate Students in North-Central Ecuador

Adherence to preventive measures is influenced by people’s knowledge, attitudes and practices towards a disease; therefore, assessing knowledge of COVID-19 is critical in the overall effort to contain the outbreak. This cross-sectional study was conducted among undergraduates (n = 3621) of different programs and different levels of education associated with universities in north-central Ecuador. The form consisted of 32 questions covering demographics, symptoms, detection, treatment, transmission, prevention and knowledge of the virus. The rate of correct answers was 75.5% (21.1 ± 5 out of 28), with differences observed regarding program of study, educational level and location of institution (α = 0.05), although effect size analyses showed that these differences could not be considered large. Multiple linear regression analyses showed that lower scores were associated with initial stages of education, careers related to social sciences and location of institution. Participants possessed sufficient knowledge about detection, transmission and prevention, although they overestimated fatality rate and were less confident about the characteristics of the virus and the effectiveness of traditional medicine. Consequently, future educational programs must place emphasis on addressing deficient knowledge. Certainly, improving COVID-19 literacy will promote the appropriate application of protective measures aimed at preventing the virus’ spread.

Facilitate This! Reflections from Disabled Women in Popular Music

This article is a reflection by the authors on the impact that their identities as disabled women have had on their ongoing music careers. Skinner and Kapuscinski-Evans make up two-thirds of the Australian crip-folk trio, the Bearbrass Asylum Orchestra (the term “crip” is a cultural reappropriation of “cripple”). The Bearbrass Asylum Orchestra is a band that performs as part of the Disability Music Scene in Melbourne, Australia, using folk music to portray their experiences as people with disabilities. In this article Skinner and Kapuscinski-Evans discuss the formation of and philosophy behind the band, as well as the impact that growing up as disabled women had on their musical education, careers, and influences.

The (faltering) renaissance of theory in higher education careers practice

This article charts the changes in career development theory and practice within UK higher education over the past two (and a bit) decades. We outline some of the social, economic and political drivers that have influenced both theory and practice over this time and examine the extent to which theory and practice have influenced each other - revealing a paucity of dialogue between theory and practice at a strategic service delivery level. We end with some suggestions for bringing these two strands closer and a call for further evaluation of the potential for theory to inform practice and vice versa.

Characterization of the Teaching Profile Within the Framework of Education 4.0

Education 4.0 postulates the flexible combining of digital literacy, critical thinking, and problem-solving in training environments linked to real-world scenarios. Therefore, teachers are challenged to find or develop new methods and resources to integrate into their curricula to help students develop these desirable and necessary skills; hence, the question: What are the characteristics of a teacher to consider within the framework of Education 4.0? This article presents a study carried out in a higher education institution in Ecuador. The objective was to identify the teaching profile required in new careers within the framework of Education 4.0. The descriptive, exploratory methodology applied quantitative and qualitative instruments (surveys) to 337 undergraduate students in education careers and 313 graduates. It also included interviews with 20 experts in the educational field and five focus groups with 32 rectors, school principals, university professors and specialists in the educational area. The data was triangulated, and the results were categorized in (a) processes as facilitators (b), soft skills, (c) human sense and (d) use of technologies. This article may be of value to administrators, educational and social entrepreneurs, trainers, and decision-makers interested in implementing innovative training programs.

Understanding the educational needs of parenting athletes involved in sport and education: The parents’ view

Background Despite the fact that an educational programme for parents of youth tennis players has been launched recently, there is a need to empower parents of athletes in sustaining the combination of education and sport careers (i.e., dual career) of their talented and elite athletes across sports. The aim of this study was to explore the parents’ view of their role as dual career supporters and their need for educational support in this area. Methods In total, 115 parents (F = 49, M = 66) of athletes (14–23 yrs) engaged in full time academic education (high school/university) and competitive (e.g., National, International) sports (individual = 12, team = 9) in five European Member States (e.g., France, Ireland, Italy, Portugal, Slovenia) took part in national workshops. The workshops involved discussing five themes and agreeing statements relevant to assist parents supporting their children as dual career athletes: 1) the athletes’ needs; 2) the sports environment; 3) the academic environment; 4) dual career-related policies and services; 5) The educational methods for parenting dual career athletes. Results A final list of 80 agreed statements were identified: 25 statements mainly related to the sports entourage; 23 to information on dual career-related policies and services; 22 to the athletes’ needs; 17 to the academic entourage, and 8 to the relevant educational resources to parenting dual career athletes, respectively. Conclusions This cross-national qualitative research synthesized the parents’ perspectives about their needs and the most relevant content of an educational programme for parenting dual career athletes. The findings of this research will help influence the formulation of effective education strategies on parenting dual career athletes to ensure an optimal supportive environment for the successful combination of high-level sport and education careers.

Systemic Model of Implementation of the Blended Learning Modality in the Social Sciences and Education Careers at the Ecuadorian University

Systemic model of implementation of the blended learning modality in the Social Sciences andEducation careers of the Ecuadorian university, which is argued and constructed from the epistemic referencesof the systemic approach, has the purpose of revealing and socializing the systemic dynamics of the process ofimplementation of the blended learning modality in the Ecuadorian university and its formative logic, conditionedby the essential relationships that occur between the subsystems that comprise it. The methodology used for theconstruction of the model is based on the systemic method and for the analysis of feasibility on the criterion ofusers, who contribute evaluative criteria with scores between good and excellent, which allows to sustain that theproposed model presents a suitable argumentation, a correct structuring, internal logic of cardinal importance thatsatisfies the demands of its implementation in the management of the process of professional formation in thesemipresential modality, guaranteed by an integral fashion of 4 equivalent to good and an integral average of 4.46 equivalent to very good, with a tendency to excellence

Análisis del perfil de egreso de la carrera de pedagogía en educación física de Chile: un estudio cuantitativo (Analysis of the graduate profile of Chile’s physical education pedagogy degree: a quantitative study)

El Perfil de Egreso se puede definir como la declaración institucional de la formación profesional considerando el contexto social, involucrando al profesional y las habilidades más relevantes asociadas a la disciplina. El objetivo del estudio buscó analizar los perfiles de egreso de la carrera de Pedagogía en Educación Física de Chile, con el fin de identificar las competencias que aparecen con mayor frecuencia y cuáles son las más reconocidas tanto en las instituciones públicas como privadas a nivel nacional. La muestra estuvo constituida por 23 universidades que dictan la carrera de Pedagogía en Educación Física. Los resultados muestran que las principales competencias son: Interpretación crítica del conocimiento y/o reflexión sobre la práctica pedagógica y profesional; Diseñar y aplicar actividades de aprendizaje y evaluación; y Trabajo colaborativo y liderazgo. Son necesarias futuras investigaciones donde se pueda acceder al documento o Perfil de Egreso completo de las carreras de Educación Física, esto con el fin de identificar los elementos medulares relacionados con los estándares pedagógicos y disciplinares que actualmente rigen la formación del profesorado de Educación Física en Chile. Abstract. The Graduate Profile can be defined as the institutional declaration of vocational training considering the social context, involving the professional and the most relevant skills associated with the discipline. The aim of the study was to analyze the graduate profiles of Physical Education Pedagogy in Chile, in order to identify the competences that appear most frequently and which are most recognized in both public and private institutions at national level. The sample was constituted by 23 universities that dictate the career of Pedagogy in Physical Education. The results show that the main competencies are: Critical interpretation of knowledge and/or reflection on pedagogical and professional practice; Design and apply learning and evaluation activities; and Collaborative work and leadership. Further research is needed where you can access the document or Complete Leaving Profile of Physical Education Careers, this in order to identify the core elements related to the pedagogical and disciplinary standards that currently govern the training of physical education teachers in Chile.