You Can't Be What You Can't See

This chapter presents the policy, practice, and societal contexts of initial teacher education in Ireland as a backdrop to the TOBAR programme. Primary teaching in Ireland is a high status and high demand profession, yet the teaching body is predominately white, female, and Catholic. In recent years, in response to changes in Irish society, and in initial teacher education and higher education policy, new initiatives have been introduced to diversify the teaching body. In the second section of this chapter, the authors present an overview of one such initiative: the TOBAR programme. The TOBAR programme supports Irish travellers to participate in initial teacher education programmes. Drawing on a series on interviews with students on the TOBAR programme, the authors report that the programme is having a positive impact on the students but that many challenges and barriers still exist.

Nietzsche on the passions and self-cultivation: contra the Stoics and Spinoza

Although the literature on Nietzsche is now voluminous one area where there has surprisingly been very little research concerns Nietzsche on the passions. This essay aims to correct this neglect. My focus is on illuminating Nietzsche on the passions in relation to his primary teaching on self-cultivation. To illuminate his position, I focus attention on examining his relation to Stoic teaching on the passions. If for Nietzsche the Christian mind-set involves a disturbing pathological excess of feeling, the Stoic way of living results for him in a petrified of life devoid of movement and growth. After a consideration of his relation to Stoic teaching I then examine his relation to Spinoza on the emotions or affects. Whilst I acknowledge the affinities between the two thinkers and their criticisms of Stoic teaching, I maintain that it is an error to seek to construe Nietzsche and Spinoza as having an identical teaching on the passions. In the final section of the essay, I provide an appreciation of Nietzsche’s recommendation that instead of demonising the passions in the manner of the Christian psyche and its legacy, or extirpating our passions as recommended by the Stoics, we need to learn how to transform them into joys or delights.

INSCRIBE - College Notes Sharing Application

The lecture is still the primary teaching and learning form in university and will remain so due to its cost effectiveness. However, student disengagement caused by the traditional didactic style of lecture - with its one-way information flow allowing little or no interaction - prevents students from taking full advantage of this learning paradigm. Some work has been done to address this issue by re-designing lectures to incorporate more lecturer-and student interaction, but has yet to be widely adopted. In this paper, we present a novel approach to applying a student centered collaborative learning pedagogy into the lecture environment through a novel real-time collaborative notes sharing application Group Notes on Smartphones to let students voluntarily engage themselves by means of student-to-student interaction and also with the faculty members. Preliminary student feedback has shown that the approach is pedagogically and technically feasible and students are quite open to this approach due to its learning-sharing factor and peer motivation. Keywords: Android, IOS, Dart - Flutter, encryption, collaboration, Smartphones, education.

Interdisciplinary art education and primary teaching students' self-confidence

The purpose of this research is to determine whether the self-confidence of students receiving interdisciplinary arts education in primary school varies according to gender, age and the type of high school they graduated from. The research is designed in survey model. At the stage of determining the sample, the students who were educated at Marmara University Atatürk Faculty of Education and who received interdisciplinary art education were determined and the students to be included in the study were determined by random (random) 112 volunteers selections. The self-confidence scale developed by Akin (2007) was used to determine the self-confidence levels of the students participating in the study. When the research findings are examined; self-confidence scores of the students were found to be quite high. In addition, it was observed that the self-confidence scores of the students did not vary according to gender, age and the type of high school they graduated from. KEYWORDS: Art Education; Clip; Dance; Self-Confidence; Short Film

“Competence Areas” as a New Notion Instead of Teacher Competencies

The concept of "teacher competence" has been used as a defining concept in explaining the competence levels of teachers in different fields since the early 2000s. However, with the publication of the 2019 Turkish course curriculum, it was seen that this concept was not included in the program, but instead "competence areas" were explained in detail. In this context, the study aimed to evaluate the 2019 Turkish Lesson Curriculum in terms of teacher competencies. Before the publication of the curriculum 2019, primary teaching competencies in the literature were investigated and listed, and the Turkish lesson curriculum was then evaluated considering those teacher competencies. In the 2019 Turkish Lesson Curriculum, unlike other programs, the scope and content of competency areas were defined in detail. Thus, the analysis of competency areas by teacher competence contributes to the literature. In the literature, teacher competencies were associated with various skills such as "digital competence," "learning to learn," "social and civic competencies" and "the sense of initiative and entrepreneurship." The 2019 Turkish Lesson Curriculum was assessed considering those skills. Accordingly, in the Turkish Lesson Curriculum 2019, the most critical competence area is the "digital competence" dimension. We can see the reflections of digital competence in the definition of skills and educational text types. The precondition for fostering digital competence in students is that teachers have digital competence. Thus, it is suggested to redefine and determine teaching competencies, knowledge, and skills related to "digital competence.”

“Competence Areas” as a New Notion Instead of Teacher Competencies

The concept of "teacher competence" has been used as a defining concept in explaining the competence levels of teachers in different fields since the early 2000s. However, with the publication of the 2019 Turkish course curriculum, it was seen that this concept was not included in the program, but instead "competence areas" were explained in detail. In this context, the study aimed to evaluate the 2019 Turkish Lesson Curriculum in terms of teacher competencies. Before the publication of the curriculum 2019, primary teaching competencies in the literature were investigated and listed, and the Turkish lesson curriculum was then evaluated considering those teacher competencies. In the 2019 Turkish Lesson Curriculum, unlike other programs, the scope and content of competency areas were defined in detail. Thus, the analysis of competency areas by teacher competence contributes to the literature. In the literature, teacher competencies were associated with various skills such as "digital competence," "learning to learn," "social and civic competencies" and "the sense of initiative and entrepreneurship." The 2019 Turkish Lesson Curriculum was assessed considering those skills. Accordingly, in the Turkish Lesson Curriculum 2019, the most critical competence area is the "digital competence" dimension. We can see the reflections of digital competence in the definition of skills and educational text types. The precondition for fostering digital competence in students is that teachers have digital competence. Thus, it is suggested to redefine and determine teaching competencies, knowledge, and skills related to "digital competence.”

Yo aconsejaría a los maestros, que sueñan con grandes ideales, que comiencen por estas cosas, pequeñas si se quiere, pero que no son más que estos ideales que tanto apreciamos… A propósito de una comunicación inédita (1909) de Juan Bardina

The present paper is an exercise in pedagogical archeology that rescues a relevant document for the history of Catalan pedagogy, and by extension, Chilean pedagogy, given the fact that Bardina resided in Chile for many years. We begin by presenting a paper, unpublished until now, that Juan Bardina presented in the Primary Teaching Conference of Barcelona (1909) and in which he summarizes what he considered to be the new education (the “stimulating pedagogy”, in his own words). We provide a brief biography of the author and some notes about his thought and pedagogical work, in order to contextualize, analyze and, where necessary, clarify the paper’s content. In it Bardina leaves traces of his filo-Americanism and his agreement with the postulates of Spencer about the philosophy of evolutionism. Finally, the reader will find the transcription of the paper, published for the first time.

The use of simulation as a teaching modality for paramedic education: a scoping review

<sec id="s1">Background: Simulation is a broad concept used as an education pedagogy for a wide range of disciplines. The use of simulation to educate paramedics is a frequently used but untested modality to teach psycho-motor skills, acquire new knowledge and gain competence in practice. This review identifies how simulation is currently being used for the education of paramedics, and establish the context for future application. </sec> <sec id="s2">Methods: A scoping review of the literature was undertaken following the PRISMA systematic approach. Flexible inclusion criteria were used to capture research and non-research articles that would contribute to the synthesis of literature with a specific knowledge base pertaining to simulation use for paramedic education. </sec> <sec id="s3">Results: Initial searching yielded 1388 records, of which 22 remained after initial title and abstract reading. Following secondary full-text screening, 18 articles were deemed appropriate for final inclusion: eight are research, two literature reviews and eight non-research. Across all the literature, a range of concepts are discussed: Skill vs Scenario, Virtual Learning, Inter-Professional Learning, Fidelity, Cost, Equipment, Improvement of Competency, Patient Safety, Perception of Simulation. </sec> <sec id="s4">Conclusion: It is evident that simulation is a primary teaching modality, consistently used to educate and train paramedics. Simulation is inherently effective at teaching clinical skills and building student competence in particular areas. Similarly, simulation is effective at providing paramedics with experiences and opportunities to learn in varied environments using differing techniques. This allows students to apply the relevant skills and knowledge when faced with real patients. </sec>

Family Education Efforts in Overcoming Juvenile Delinquency

This article discusses the education that families provide to children in overcoming various forms of delinquency carried out by juveniles in Karang Tangah village, West Sumatra. It is believed that the family is the main pillar that shapes the personality and attitude of a child. Thus, it really needs attention and primary teaching from the family so that children avoid the influence of technological advances that could have pushed every child (juveniles) involved in various forms of mischief. Along with the times and technology, without us knowing so much it is heard that children or juveniles are involved in mischief’s they are not supposed to do that will only harm themselves. Therefore, this research will describe the various forms of delinquency that juveniles do and of course, there are efforts and efforts of parents in looking after their children. It is hoped that parents can take care of and educate their children well.