University Credits as a Measure of Teachers’ Pre-service and In-Service Training: A Longitudinal Approach Using Swedish Data

In this study, we accessed information about the university credits of all teachers born after 1971 in Sweden as a means of ascertaining the development of their subject knowledge. We examined the university credits they earned during pre-service and in-service training. Data comes from registers Gothenburg Educational Longitudinal Database (GOLD) and the teacher register. We linked GOLD to the teacher register in order to describe the knowledge development of teachers in compulsory school 1998–2014. Special focus was on Swedish language and mathematics. Multiple regression and multilevel growth modeling were used as our main methods. Results show an increase in pre-service credits during the time period and more credits in Swedish language than in mathematics. To analyze teachers’ in-service training, we followed the development of their university credits over time. Teachers with higher prerequisites in terms of grade point average tended to gain more credits in-service. The study included discussions on ideas and the implications for future research.

INNOVATIVE TEACHING METHODS IN A CULTURE INTEGRATED ENGLISH LANGUAGE COURSE

The relevance of the study is dictated by the demand of the state for training competitive specialists who are ready to maintain an intercultural dialogue in their professional field. The main goal of modern language education is the development of innovative integrated courses that enable students to enrich their subject knowledge and to master the ability to use this knowledge at the international level. This article considers Content and Language Integrated Learning (CLIL) and English for Specific Purposes (ESP) to be promising ways of implementing the integrative approach into the education system. Many methodologists and linguists have proven the effectiveness of interconnected teaching foreign languages and cultures, resulting in the selection of a culture-based course designed in English as an object of the research. With a view to developing students’ professional foreign language competence and enriching subject knowledge, the educational process includes using digital tools provided by museums around the world (the State Hermitage Museum, the Louvre Museum, the British Museum, the Rijksmuseum, the Metropolitan Museum of Art, the Uffizi Gallery, The Vatican Museums), as well as the tasks based on these authentic resources. The study reveals that digital archives, online art collections, ‘Virtual Visit’, audio and video resources are valuable sources of authentic materials that can be used in the process of professionally oriented English teaching.

Design of Colleges and Universities Mechanical Simulation System Based on Computer VR

With the rapid development of network technology, the traditional teaching methods can not adapt to the teaching objectives of colleges. VR has become a basic teaching tool in Colleges, which can help teachers complete teaching. At the same time, VR can improve students’ interest in learning, which can help students explore more subject knowledge. Mechanical specialty is an important subject, which requires simulation and other learning. At present, there are many kinds of software in the world, which can carry out mechanical simulation, such as SolidWorks, 3DMAX, flash and so on. Through the relevant software, colleges can design the mechanical simulation system, which can help to set up the whole process resource library in a certain field. Through the resource library, colleges can help to complete the three-dimensional entity display of equipment, which can be displayed in an all-round way. Through VR, we can help students understand the real work scene, which can help improve the students’ mechanical design ability. At the same time, through computer VR, colleges can help students learn more about the working scene of mechanical design. Firstly, this paper analyzes the importance of mechanical simulation system design. Then, this paper designs the related system content. Finally, some suggestions are put forward.

Social Tagging and Secondary School Libraries

This chapter examines the Archive of Our Own (AO3) tagging system and backend design to determine how its successful elements can be implemented in a secondary school library setting. Specifically, it looks at social tagging on the platform to evaluate how effective a collaborative tag-based search system could be as a supplement to a traditional school library catalog. The author conducted field research and created an online library tagging template for school use. Google Forms are also used to generate content for the platform, which is designed for both librarian and student user groups. This work was carried out throughout the 2019-2020 school year. The author found that community care, subject knowledge, and “tag wrangling” are the key elements of the AO3 that can potentially be leveraged in a secondary school library environment to promote student engagement and reading for pleasure.

Educating Dropouts in Rural Areas: Capacity Building of Teacher Trainers

This study was designed to explore the effectiveness of training, which was arranged for the capacity building of trainers of teachers. These trainers were further responsible for the training of teachers who were teaching dropped out girls in the rural areas of Pakistan. This capacity-building training consisted of the trainers' professional development and subject knowledge enhancement. The training sessions were monitoring and evaluation, communication skills, Gender and protection, adult psychology, and teaching techniques of language, science, and mathematics of elementary level of education of dropped out learners. All 125 trainers were selected for obtaining the responses. It was mixed-method research, and data were collected through questionnaires and interviews. The data results revealed that the training workshop sessions remained very fruitful for trainers, and it increased their learning about the teaching profession and teaching to dropped out students in marginalized areas

Dyspozycje aksjologiczne nauczyciela – perspektywa ucznia

The articles justifies the need for constant care for the axiological dimension of education. The habitus of the modern teacher was analyzed in the perspective of axiological dispositions. The author’s reconstructions of the respondents’ views concerning their preferences regarding observable and repetitive teachers’ behavior were categorized. These behaviors were indicators of the values which guided teachers in their work with students. An attempt was made to determine which axiological properties of teachers, expressed in the praxiological dimension, are particularly valued by today’s youth. Analysis of the frequency of indications of the preferred teachers’ behaviors helped to establish the hierarchy of these properties. The results of the diagnosis carried out on a sample of 903 respondents showed that teachers’ pedagogical tactfulness, subject knowledge and good organization of work are mostly appreciated and expected by young people. In addition, attempts were made to identify differences in the respondents’ preferences due to their interest profile, expressed in the choice of a specific field of academic studies. It has been established that it is the factor which differentiates students’ preferences in relation to the teacher’s axiological attributes. Significant relationships have been observed and the conclusions made valuable implications for pedeutology.

Use of technoloy of development of critical thinking in informatics lessons at school

The article summarizes the pedagogical experience of applying the techniques of technology for the development of critical thinking in informatics lessons at school. The purpose, structure, the tasks of the technology for the development of critical thinking are determined, the algorithm of its application in teaching is described. The features of the implementation of each phase of the technology for the development of critical thinking are described: challenge, comprehension, reflection. An example of the classification of methods for the development of critical thinking in students in accordance with the structural components of thinking is given. On the example of specific themes of the school course of informatics ("Information", "Social Informatics", "Algorithmization and Programming", etc.), the possibilities of using the technology of developing critical thinking to activate and develop the thinking abilities of students are shown. The use of the technology of critical thinking in informatics lessons at school allows students to master the methods of information analysis, the basics of semantic reading, that is important for the successful assimilation of subject knowledge

More Than Content: Training Peer Leaders in Mentoring Leadership

Training peer leaders to mentor students is an essential component of any peer-led team learning training program. This training method article begins by establishing a definition of mentoring and describing its theoretical underpinnings. Piagetian disequilibrium is one component of why mentoring is effective because interpersonal interaction efficiently assists students in learning how to deal with mental discomfort and grow intellectually from it. A four-part theoretical definition of the components of mentoring serves as the theory base for our training curriculum: (1) psychological and emotional support, (2) goal setting and career paths, (3) academic subject knowledge support, and (4) existence of a role model. In translating theory into practice, we train leaders to follow five key tenets as mentors: (1) be a learning coach, not a tutor, (2) create a trusting environment among your team members, (3) assist students in learning how to learn from feedback, (4) assist students in learning time management skills, and (5) meet with students one-on-one periodically to provide personalized academic and social support. The time commitment to training by a peer leader is 35 hours per semester via a combination of pre-semester training, in-semester group training, and in-semester one-on-one training. Practical suggestions on how to train leaders are provided.

Integracja wewnątrzprzedmiotowa w podstawie programowej… oraz podręcznikach do szkoły ponadpodstawowej

The core curriculum for the third stage of education includes a provision that the aim of general education in a comprehensive high school and technical secondary school is, among others, to integrate the subject knowledge from various disciplines. The article presents the results of the analysis of a selected textbook for the first grade of a secondary school implementing the core curriculum from 2018. The main research questions are: How do the authors of the textbook implement the need to integrate the language, literary and text-building education, which is included in the core curriculum for secondary schools? Do the suggested methods of integration include functional grammar? The author refers to the core curriculum, the findings of linguists – researchers of language education at school and the selected textbook. The conducted analysis is a case study.