Top PDF The role of e portfolios in higher education : the experience of pre service teachers

The role of e portfolios in higher education : the experience of pre service teachers

The role of e portfolios in higher education : the experience of pre service teachers

169 course in the way they used their e-portfolios. Therefore, the rationale behind the change was investigated through conducting a case study in order to answer the research questions. The result of the case study confirmed the result of the quantitative analyses as it showed that when participant 5 implemented the e- portfolio, her conceptions of the tool, and perceptions of the teaching and learning context improved and, as a result, her higher understanding of the e-portfolio, and familiarisation with the objectives and goals of using the tool encouraged her to reflect on the process of being a teacher during the four years of their teacher education course. Therefore, participant 5 applied self- assessment, and reflective learning to identify her weaknesses and strengths as a pre-service teacher through reflection on her practicum and her professional development during the four years of studying in the course. In contrast, participant 8 lost her motivation when she used the tool, and the analyses of the post-interviews showed that participant 8 has lower post-conceptions of the tool and post-perceptions of the teaching and learning context. The participant used the tool to collect and archive data, and believed the e- portfolio did not help her to reflect. This particular participant did not have any exposure to e-portfolios before this unit, and therefore, her prior knowledge about e- portfolios was poor. The participant showed surface learning in this unit.
Show more

219 Read more

Testing Portfolios: Applying Portfolios in Pre-Service Teaching

Testing Portfolios: Applying Portfolios in Pre-Service Teaching

reflective way to teacher education, student teachers are needed to reflect on their rehearse set in order understanding, evaluating, and it is necessary modifying it. Many a pre-service teacher teaching courses breakthrough this ability to critical, since it enables student teachers to lead their personal development. Further information that portfolios can assist to this indispensible acquirement of reflective thinking is provided by Barto and Collins 2 a nd Wade, while Sherman 3

5 Read more

The Investigation of Pre-service English Teachers’ Information Searching and Commitment Strategies on the Web

The Investigation of Pre-service English Teachers’ Information Searching and Commitment Strategies on the Web

www.mojet.net more likely to check formal and expert websites while doing an information search on the web in comparison to males. The results demonstrated that gender does not have a significant effect on any of the other sub-dimensions. This study is in contrast with the findings of Kolburan Geçer et al. (2017) who found that gender has a significant effect on “checking different sources”. However, it should be noted here that the participants of Kolburan Geçer et al. (2017) are pre-service primary school and physical education teachers. This may account for this difference, but still the effect of gender should be studied meticulously in the following studies to clarify its role in ISCSW. Another study that investigates the effect of gender on ISCSW is Geçer and İra (2015). They found that gender is observed to have a significant effect on “the appropriateness of the content for the purpose”, “technical properties and visuality” and “using a single source” in favor of males, which were not supported by the findings of this current study.
Show more

12 Read more

Teacher Education As Democratic Public Sphere

Teacher Education As Democratic Public Sphere

In the state of Victoria, pre-service teachers are required for registration purposes to complete 80 days of school experience over their four-year Bachelor of Education degree. This generally means participation in different classrooms each day while at school and the planning and teaching of one lesson per day. Universities pay each teacher a small allowance for the mentoring of pre-service teachers that, over the course of a year, amounts to a considerable proportion of a faculty’s budget. While most universities attempt to have lecturers visit all pre-service teachers when on placement, the pressures on time and budget means that this does not always occur. For these reasons, the question of the practicum in terms of extent, funding and support has been somewhat problematic for many years. For example, a review of initial teacher preparation conducted for the Parliament of Victoria (Victoria, 2005, p. xxii) commented in the following terms:
Show more

19 Read more

Download
			
			
				Download PDF

Download Download PDF

This group of pre-service teachers serve as emotional support for their students. It is seen in the way they interact with their students and how they analyze what happens in the classroom. It partially matches what Angulo et al. (2007) found in some research in which the authors intended to determine the concept of all-round education among a group of professors at a university’s School of Health regarding their students, and how such concept shaped their teaching performance. The roles performed are described in two categories, one of which refers to being a tutor. That is, emotional support, orientation, and formation in values.
Show more

16 Read more

Computer supported collaborative learning with digital video cases in teacher education: the impact of teaching experience on knowledge convergence

Computer supported collaborative learning with digital video cases in teacher education: the impact of teaching experience on knowledge convergence

education, analytical skills are regarded as a central prerequisite for professional performance and as an inseparable part of their ability to understand and analyse classroom situations (Nittel, 1998). A certain level of knowledge about concepts, principles, and theories is mandatory for professional analyses of classroom interactions, but professional teachers obviously need more than that. Of particular importance, teachers must be able to apply abstract knowledge to concrete phenomena (see Mostert, 2007; Schrader, Hohmann, & Hartz, 2010). Against this backdrop, a key problem within teacher education is the theory-to-practice gap that novice teachers (henceforth referred to as pre-service teachers) encounter regularly. When confronted with a real classroom setting and exposed to its full complexity, pre-service teachers face enormous difficulties to draw upon the professional knowledge they acquired during teacher education (e.g., Korthagen & Kessels, 1999; Koury et al., 2009). Experienced teachers (henceforth referred to as in-service teachers) may experience similar problems – albeit for different reasons. They might have difficulty in applying research-based knowledge, such as when parts of their knowledge have remained inert over the years (Renkl, Mandl, & Gruber, 1996) or when their professional education has been “washed out” in the process of adapting to the reality of the school environment (see Ruohotie-Lyhty & Kaikkonen, 2009). Methods of case-based learning have repeatedly been proposed for implementation in teacher education because learning with cases and problems is ascribed high potential for promoting analytical and problem-solving skills as well as for overcoming inert knowledge (e.g., Levin, 1999; Merseth, 1996). Case-based learning has been recommended for the
Show more

39 Read more

Inclusive Education Through the Eyes of Teachers

Inclusive Education Through the Eyes of Teachers

As seen in the present classification, there are millions of people who have a place in society, while there are  others  looking  for a  new safe  place to  live away from their  country of  birth  or as  a  result  of  international  migration.  This social  mobility is  reflected  in  the educational  environment.  In  order  to  prevent  increasing  student diversity from harming social structures at schools, different perspectives are required (Sanchez-Marti  & Ramirez-Iniguez, 2012). One of these different perspectives belongs to UNESCO, which has introduced a  new  perspective that is going  to change our  thoughts regarding the development  of social  diversity  in the  educational environment.  In  other words, UNESCO has stated  that it  is  required to  reveal differences and  diversity  in  the  educational  environment  from  an  inclusionary  perspective.  Thus,  the  inclusive  education  population has been expanded, such that it includes not only students in need of special education but also all  other  students  from  disadvantaged  groups.  Providing  equal  and  quality  education  for  all  is  the  aim  of  inclusive education (UNESCO, 2001). All school staff, students and parents have important  roles to play in  embedding acceptance for this perspective in schools. Further, it is necessary for all educational partners to  reject negative attitudes, behaviors and mentalities for integration in schools to be realized (Booth & Ainscow,  1998). A great deal of responsibility falls on teachers, given that they are the ones who interact the most with  students, i.e., they execute inclusive education practices. Since teachers act as an intermediary between society  and school and are  generally role models in the  eye  of  students,  teachers’  attitudes  are  predictive  factors.  Teachers  are  also  required  to  cooperate  with  each  other,  act  in  unison  and  share  their  experiences  in  the  classroom to  ensure  the success of inclusive  education  (Ainscow,  2005;  Hiebert,  Gallimore  &  Stigler, 2002;  Huberman,  1993;  Lambert,  Walker,  Zimmerman,  Cooper,  Lambert,  Gardner  &  Ford-Slack,  1995;  Little  &  McLaughlin, 1993; Riehl, 2000; Şimşek, 2017). In this context, the aim of the study is to determine the present  situation faced by teachers as among the important partners in the progress of inclusive education. For this  purpose, answers to the questions below were formulated to elicit teachers’ views:  
Show more

11 Read more

Bringing Higher Education from Far to Near in India: The Role of Distance Education

Bringing Higher Education from Far to Near in India: The Role of Distance Education

geographical areas, students who consider learning as a lifelong process, who have discontinued their studies, students who fail to get regular seats in higher education institutions. The New Education Policy (1986) subsequent to the establishment of the IGNOU, recommended to cater technical and management education through distance and correspondence mode. In 1991, the Distance Education Council was established. The National policy on Education, 1992 stated the need for strengthening the National Open School. In 1995 the CABE Committee on distance education recommended for the establishment of Open Universities in each state to create better opportunities on regional basis for the students and to bring higher education from far to near. It also sensitized the significance of creating open education resources. The National Knowledge Commission, 2007 emphasizing on the trinity of ‘expansion, inclusion and excellence’ in higher education perceives the yeomen’s service distance education has to provide in the Indian society to make higher education reach each door step and to be a resource and right of each adult individual. It has recommended several reformations to make distance education reach its target. The major recommendations include: networking of the distance education centers, to generate web based open educational resources, to transit to credit system, facilitate convergence with traditional or conventional educational institutions, create research base in open learning systems, to create better regulations etc. The premier Policy on open and distance Learning was drafted by the Government of India on 28 th August, 2009. The Policy clearly prevents the
Show more

7 Read more

Pre service Trainee Teachers Perception of Quality Teaching Towards Block Teaching Experience:  Action Research

Pre service Trainee Teachers Perception of Quality Teaching Towards Block Teaching Experience: Action Research

While there is general consensus on the need for quality teaching in schools, the means of achieving it lies in teacher education. Criticisms on teacher training programs drawn from growing body of literature seemingly characterises by weak pedagogy, lack of communication skills, poor work ethics, poor classroom management skills (Hollins, 2011; Russell, 2006; Wilson, 2006).This is not only discussed in the international literature, OBE Exit Task Force Report however, echoes the same sentiment of the issue of inadequate preparation of teachers in training institutions (Czuba, 2013).What trainee teachers learn in teachers college are not put into practice in schools. They succumb to the pattern of what teachers do on the field which is rightly described by Ball and Forgani (2009) in their discussion that teaching is improvisational and wholly context dependent making the teaching role problematic for new graduates compromising quality teaching. This implies that the culture of schools are strong that shapes students behaviours and deviates away from good practices.
Show more

9 Read more

Promoting Mentally Healthy Classrooms: Evaluation of Online Mental Health Literacy Instruction in Pre-Service Teacher Education

Promoting Mentally Healthy Classrooms: Evaluation of Online Mental Health Literacy Instruction in Pre-Service Teacher Education

Legitimate concerns exist around the capacity of schools to effectively implement inclusive practices. There has been limited training for pre-service teachers on inclusive practices and classroom management that serve all students, such as, differentiated instruction, universal design for learning, assistive and instructional technology, and collaborative practices (Specht, 2012; Specht, 2016). “Teachers are more willing to adopt inclusive teaching practices, those which promote greater equity in classrooms of diverse learners, when they are comfortable with the use of appropriate pedagogy and when they believe that all students can learn and should be included in heterogeneous classrooms” (p. 894; Specht, 2016). For inclusive practices to be effectively implemented teachers must believe their role involves teaching diverse students, they must feel capable of teaching all students, and schools must be committed to prioritizing as much participation as possible for students with exceptionalities (Jordan & Stanovich, 2004). When considering the ways in which teachers are (or are not) prepared for their role in teaching and leading increasingly diverse classrooms, while facing growing professional expectations, within an already demanding and stressful occupation, it becomes clear that teachers must be better equipped with specific competencies and self-efficacy related to effectively supporting all students, including those with exceptionalities related to mental health (Maxwell, 2016).
Show more

216 Read more

The Effectiveness of the Role of Universities in Building the Entrepreneurial Community in Indonesia

The Effectiveness of the Role of Universities in Building the Entrepreneurial Community in Indonesia

However, the development of small industries is not always run smooth. Various obstacles often faced by perpetrators of Small Medium Enterprises, such as the limitation of capital, low awareness of trying, the difficulties of marketing, procurement of raw materials is limited, lack of skills or experience, a business location is not precise and wide range other problems. In addition, Small Medium Enterprises are also faced with various challenges in the global era, such as the market opportunity was wide open, the influx of new technology, efficiency and productivity, as well as competition with new players which is very strict. It is these factors which make the empowerment of SMES is not just a concern of the Government, but also other sectors such as higher education.
Show more

9 Read more

Analysis of the Problems Posed by Pre-Service Primary School Teachers in Terms of Type, Cognitive Structure and Content Knowledge

Analysis of the Problems Posed by Pre-Service Primary School Teachers in Terms of Type, Cognitive Structure and Content Knowledge

from real life as an indicator of their dependence on the types of questions and routines they had experienced in the past. In a study conducted on elementary school fifth grade students by Akay, Soybas and Argun (2006), it was found that the students could not use realistic mathematical values in the problems they had constructed and they mostly created routine problems without attempting to use their creativity. As stated by Bonotto (2001), verbal (routine) problems are those that cannot provide realistic contexts, far from inviting students to use their real-world experiences and intuitive knowledge. Given that the participating pre-service teachers will be teaching at the elementary level; it is thought that it is very important to prefer real-life problem situations especially in the teaching of mathematics which is an abstract course. Today, it is seen that mathematics education has been designed with an interdisciplinary approach by considering many fields together such as science, engineering and technology. In STEM (Science, Technology, Engineering, and Mathematics) education where mathematics is directly related to these disciplines and its central mathematical modeling processes, it is always emphasized that mathematics is always a part of the real world. Therefore, as an important process skill, problem-solving and posing activities should be carried out on a real life basis. At this stage, the problems posed were also investigated within the scope of the contexts taken as the basis of the problems. In this connection, it was found that the pre-service teachers mostly preferred the context of “book reading”. Those who did not prefer the context of “book reading” more preferred the contexts of “money (shopping)” and “weight (diet)”. Ulusoy and Kepceoglu (2018) stated that the pre-service teachers preferred to act on familiar contexts. The pre- service teachers showed the easiness of transferring of data to the context they chose as the reason for this. Similarly, as it might have been found easier and more secure, the pre-service teachers in the current study might have preferred simple and uncomplicated problem situations they had encountered at the elementary level while selecting their contexts. For example, contexts such as “voting” or “length (plant height)”, which have stronger real life suitability, were allocated a very little space.
Show more

14 Read more

PRE-SERVICE TEACHER EDUCATION AND COMPREHENSION OF DIDACTIC CONCEPTS. AN EXPERIENCE WITHIN THE MASTER OF SECONDARY EDUCATION TEACHERS

PRE-SERVICE TEACHER EDUCATION AND COMPREHENSION OF DIDACTIC CONCEPTS. AN EXPERIENCE WITHIN THE MASTER OF SECONDARY EDUCATION TEACHERS

the knowledge of these statements leads us to the purpose of this paper, which is to value the comprehension of the didactic concepts by the future teachers who are currently taking the master of secondary education teachers. the recent implementation of these studies and the intensification of the psycho-pedagogical formation they include have caught our interest in order to know to which extent the students have understood the basic didactic concepts once they have concluded the two thirds of the generic formation module. for that, there are six possible hypotheses. the first one indicates that the students have not consolidated the basic didactic concepts. the second one claims that the majority of the concepts are learnt while taking the master. the third one maintains that there are significant statistic differences between the comprehension of concepts and the previous studies of the students. the fourth one states that there are significant statistic differences between the comprehension of basic concepts by the students who have previous teaching experience and those who don’t. the fifth declares that there are significant statistic differences between the level of comprehension of the concepts and some variables related to their learning (complexity, lack of time, shallow and insufficient explanation by the teacher). the sixth hypothesis establishes that there is a relation between the level of comprehension of the didactic concepts and some attitudinal-type variables such as the interest, the dedication and the satisfaction with the learning.
Show more

11 Read more

Pre-service Teachers’ Perceptions of Technology and Multiliteracy Within the Inclusive Classroom

Pre-service Teachers’ Perceptions of Technology and Multiliteracy Within the Inclusive Classroom

The findings of the current study also suggest that teacher education programs cannot assume that just because their pre-service teachers are extensive users of technology, that they will be confident in integrating technology in their lessons. As theorized by Teo (2009), it is clear that behavioural intention is a significant determinant in the use of technology as evidenced by the number of pre-service teachers in this investigation who reported lower computer self-efficacy scores before completing the multimodal assignment. Thus, as Teo (2009) suggests, teacher education programs should provide pre-service teachers with access to all the different types of technology that they will encounter in the schools. This will assist in improving their computer self-efficacy which has been shown to be linked to both prior experience and attitudes toward technology. Taken together, the results of this study and previous research (Yuen, Law, & Chan, 1999) support the recommendation that an essential component of a pre-service education programs should be providing the required experiences and skills with technology in a classroom setting in order that these future teachers can maximize their students’ learning.
Show more

12 Read more

DIFFERENCES IN SOCIAL BACKGROUND, STUDY CHOICE MOTIVATION AND HIGHER EDUCATION EXPERIENCE BETWEEN PRE-SERVICE CLASS TEACHERS AND PRE-SERVICE SUBJECT TEACHERS

DIFFERENCES IN SOCIAL BACKGROUND, STUDY CHOICE MOTIVATION AND HIGHER EDUCATION EXPERIENCE BETWEEN PRE-SERVICE CLASS TEACHERS AND PRE-SERVICE SUBJECT TEACHERS

research have confirmed the strong influence of the financial and human capital of the family (level of education of family members) on the selection of program of study, i.e. future occupation according to which children of more educated and more affluent parents more frequently enrol desired and more prestigious programs of study (e.g. Doolan, 2009; Pishidam & Zabihi, 2011) Edmonds, Sharp & Benefield (2002) have given an overview of research which focuses on examining motivation for the teaching profession which can be transferred to intrinsic (interest for the subject, contribution to the community, liking work with children, etc.) and extrinsic (financial income, possibility of advancement, free time, etc.). In addition to the traditional separation into intrinsic and extrinsic motivation when selecting program of study, some authors (e.g. Čudina-Obradovic, 2008, Richardson & Watt, 2006 etc.) have observed that a frequent reason for enrolling programs of teacher education is the inability to enrol another program of study so the teaching profession is often chosen as the alternative. Furthermore, a number of students in teacher education programs of study, in a research conducted by Watt and Richardson (2007), have not seen themselves in the teaching profession in the future. Therefore, it is necessary to examine the extent to which pre-service teachers find their studies to be fulfilling experiences, i.e. whether their program of study can help them realize their personal potentials.
Show more

14 Read more

Standing in the Crossroads: The Role of Transformative Education in Addressing Sustainability

Standing in the Crossroads: The Role of Transformative Education in Addressing Sustainability

Mathematics’ educator Brent Davis (2005) has integrated developments in cognitive and complexity science to explore the role of the teacher in fostering the capacity for what he calls complex, communal cognition. He uses the metaphor of “teaching as the consciousness of the (classroom) collective.” Davis explains that this metaphor is a suggestion that the teacher is responsible for prompting differential attention, selecting among the options for action and interpretation that arise in the collective. The teacher’s task is not just to select from among those possibilities that present themselves. Rather, teaching seems to be more about expanding the space of the possible and creating conditions for the emergence of the as-yet unimagined. Transformative learning and teaching are not about prompting a convergence onto pre-existent truths, but about divergence into new interpretive possibilities. The emphasis is not only on what is, but also what might be brought forth. As Lederach’s (2005) work suggests designing
Show more

19 Read more

The Role of the Arab World in the Liberation  War of Bangladesh

The Role of the Arab World in the Liberation War of Bangladesh

the Bangalees by the Pakistan military was like the head hiding camel bird. It was Pakistani Propaganda which was mainly responsible for their attitude like this. Yahya was able to sell his ideas to the Arab leaders that Islam and the Muslims were on the verge of destruction in Pakistan due to the secessionist activities of some miscreants like Sheikh Mujibur Rahman who was directed by India. The Pakistanis used the name of a great religion of Islam for mischievous purposes to mislead the Arab countries. The animus role of the Arab world, who believed Pakistan’s campaign, was an unexpected surprise for the Bangalees. Bangladesh expected that as the liberation war of Bangladesh was totally against discrimination, despotism and injustice, which might be supported in regard to the logic of Islamic ideology. Its thinking was not building a castle in the air. But, they disappointed 7.5 million Muslims of Bangladesh. Can an innocent Muslim child be butchered by a Muslim? Can the innocent Muslim girls be raped by the Muslim soldiers of West Pakistan in the name of unity? What type of Islam it was! The Bangalees revolted against such type of Muslims and their allies.
Show more

11 Read more

The Role of the UN Secretariat in light of th...

The Role of the UN Secretariat in light of th...

The paper is divided into seven sections. Part 2discusses the provisions of the UN Charter and the „sacred‟ UN mandate. Part 3 attempts to research on the political and diplomatic role of the Secretariat. The part will also discuss the role of the UN Secretariat in light of the UN principles on the use of force, dispute settlement and regulation of armaments with a special focus on Article 99 and Article 33 of the UN Charter. Part 4 will attempt to identify the political constraints on the exercise of power by the UN Secretariat and analyze how it can be overcome. Part 5of the paper emphasizes on the administrative role of the Secretariat. Part 6 of the paper aims to highlight the trend to structure the role of the Secretariat around the traits of the Secretary-General holding the office. This part will attempt to analyse the expansionist interpretation of the Secretariat‟s role stamped on the office by the successive Secretary-General‟s. Part 7 of the paper concludes the paper with certain overarching observations.
Show more

14 Read more

The Essential of Life Skills in the Basic Education Subject Learning in Higher Education

The Essential of Life Skills in the Basic Education Subject Learning in Higher Education

This approach is more competency-based, such as achieving academic, vocational and competency competencies across curriculum which are social and personal competencies. Four stages to provide opportunities for students to gain learning experience through individual activities, in pairs, or in groups, among others: Building knowledge of fields, gradually students are invited to build an understanding of what is learned and the things associated with it. Modeling, students will find it easier to understand something if they are introduced to things that already exist or are similar to models to build their understanding of something. Joint construction, to speed up mastery of what is learned, students carry out various activities in large, small or in pairs groups to gain experience from others. Independent construction, strengthens understanding and skills through individual learning experiences.
Show more

7 Read more

The Role and Functions of the Implementation Committee of the School in Improving the  Quality of Education

The Role and Functions of the Implementation Committee of the School in Improving the Quality of Education

Implementation Committee of the schools in improving the quality of education in the town of Parepare, the study addressed the issue, namely: (a) How the role and functions of the Implementation Committee for consideration as the giver (school advisory Agency), supporters (supporting agency), controller (controlling agency), and as mediators (mediators agency) in improving the quality of education. (b) Whether there is any significant influence between the roles and functions of the school Committee as the giver of the consideration, the proponent, the controller and the mediator together in improving the quality of education of the city of Parepare? As for the purpose of this research is to find out about the engagement and tactics that conducted the school Committee in improving the quality of education in the town of Parepare. Can also be known how the role and functions of the Implementation Committee of the schools in improving the quality of education. This type of research is a research survey conducted with the data collection. The population is all of the steward School Committee in elementary, SECONDARY SCHOOLS and ADMIN, public and private in Parepare Town year 1163 2018 as much as people. Samples taken by as much as 10% of the total population i.e. 116.3 (116). The research found that based on the research data obtained by analysing the ordinary regression, then the variable X 1 = count value ≤ 0218 0804 table value and the variable X 4 = 0.426 count value ≤ value table 0631 has not shown an increase in significant. Whereas the value of variable x 2 = count value ≥ 4,549 table 0.013 X 3 variable values and calculate the table values ≥ 6.183 0.013 indicates increased significantly. When viewed from the four relationships between variables x 1, x 2, x 3, X 4 = ≤ 0808 0400 in improving the quality of education shows the maximum yet.
Show more

9 Read more

Show all 10000 documents...