Teachers Training Research Papers - Academia.edu (original) (raw)

This paper concentrates on the linguistic and educational policies aimed to foster the social and linguistic integration of foreign people and in particular of the ones which arrived with the most recent migratory flow. Focusing on the... more

This paper concentrates on the linguistic and educational policies aimed to foster the social and linguistic integration of foreign people and in particular of the ones which arrived with the most recent migratory flow. Focusing on the key role played by public actors, the paper analyses the support offered by the Provincial Centre for Adult Education, commonly called CPIA (Centro Provinciale per l’Istruzione degli Adulti), in particular thanks to its Italian language courses for foreigners (Percorsi di alfabetizzazione e apprendimento della lingua italiana or Percorsi AALI). Starting from the analysis of the educational policies for the lin-guistics integration of foreigners and the results of the experiences developed in the adult educational field, we try to understand the quality of Percorsi AALI, to identify their critical aspects and to understand their causes. Thanks to the re-sults of a survey administrated to a sample of CPIA’s teachers in 2020, we tried to evaluate if Percorsi AALI can be said to be part of a systematic action plan and a structured approach or if the Italian government still seems to be uninter-ested in this.

This paper is a synthesis of an Educational Sciences' doctoral thesis in Technology, Networks, and Multimedia in Education and Training. The thesis' main goal was to conceive, propose, implement and compare the design of four teachers'... more

This paper is a synthesis of an Educational Sciences' doctoral thesis in Technology, Networks, and Multimedia in Education and Training. The thesis' main goal was to conceive, propose, implement and compare the design of four teachers' workshop in distance e-Learning, about the potential of tangible and virtual robotics for students with special educational needs. The study was divided into three distinct phases, distributed over three academic years, from 2013 to 2016. The methodology adopted was mixed and based on a Design-based Research model approach. The participants were 74 teachers teaching in Portugal and Brazil. The results indicated that virtual robotics workshops had the highest enrolment and the lowest withdrawal rate among the participants. Resumo Apresentamos neste artigo a síntese de uma tese de doutoramento em Ciências da Educação, na variante de Tecnologia, Redes e Multimédia em Educação e Formação. O objetivo principal da tese foi projetar, implementar e comparar o desenho de quatro oficinas de formação de professores em e-Learning a distância. As oficinas tinham como principal escopo sensibilizar e formar professores do ensino básico e secundário para a utilização da robótica educativa com alunos com diferentes necessidades educacionais especiais. O estudo foi dividido em três fases distintas, distribuídas por três anos letivos, de 2013 a 2016. A metodologia adotada foi mista, baseando-se no modelo da Design-based Research. Os participantes foram 74 professores a exercer funções em Portugal e no Brasil. Os resultados obtidos indicaram que as oficinas de robótica virtual tiveram um maior número de participantes inscritos e uma menor taxa de desistência.

The increasing diversity of students imposes a great challenge for teachers: to create quality educational processes for every student. Since initial training is understood as a significant space for the development of numerous... more

The increasing diversity of students imposes a great challenge for teachers: to create quality educational processes for every student. Since initial training is understood as a significant space for the development of numerous competences, skills and attitudes, it has a core role in this challenge. Nevertheless, there is no systematic study of how the initial training of generalist teachers is approached for inclusive education in Chile. Given this, this article analyzes the results of a national study that examined the characteristics of initial training programs of Elementary Education teachers regarding inclusive education in Chile. To do so, an analysis on the contents of the profiles of graduation and description of every program valid up to 2014 was performed. These programs were analyzed in three central dimensions, each of which related to inclusive education: values and principles of educational inclusion; types or dimensions of diversity and; curricular management for inclusive education. Results show the existence of a great heterogeneity among programs throughout the country, in terms of the sense and intensity given to inclusive education in the different programs. Most of the programs are not offering –at least, not explicitly-formations with an intensive focus on inclusive education and there are not differences between private and public universities.

Writing is one of the most difficult skills in learning English as a Second Language (ESL) or English Foreign Language (EFL). Many language learners encountered difficulties from the writing process. At the tertiary level, students are... more

Writing is one of the most difficult skills in learning English as a Second Language (ESL) or English Foreign Language (EFL). Many language learners encountered difficulties from the writing process. At the tertiary level, students are required to produce academic essays, which are difficult and may frustrate students. The purpose of this study was to analyze factors contributing to students’ difficulties in an Academic Writing course based on the students’ perceptions. This study used a qualitative method. The instruments used were open-ended questionnaires and interview protocol. In this study, all the participants’ answers were coded and analyzed descriptively. The participants were 22 students who were taking Academic Writing class for repeaters in Semester I, 2018/2019 academic year, in an English Language Education Program, in a university in Central Java, Indonesia. Questionnaire data were coded and classified by the researcher. In conducting the interview, data were audio-re...

CHALLENGES IN TEACHER APPRAISAL

Most of the world's non-English language teachers speak English as a second or third language rather than as their first language. For many, their level of proficiency in English may not reach established by their school heads,... more

Most of the world's non-English language teachers speak English as a second or third language rather than as their first language. For many, their level of proficiency in English may not reach established by their school heads, colleagues, and students, raising the issue that is the focus of this research. Using the descriptive method of research, the researcher determined the perception of school heads, teachers, and students on the English proficiency level of teachers in terms of academic language and language comprehension. This also determined the level of performance of students in English core subjects, thus, the subject teachers could be encouraged to strive to become better educator to provide a venue for students to continuously dream of becoming better learners. The statistical formulas used for treating the data obtained were Frequency Count, Percentage, T Test of Difference between Unequal Samples, Weighted Mean, Kruskal-Wallis Test of Change, and Pearson R Product-Moment Correlation. The findings showed that the level of English proficiency of teachers and the students' performance on academic language and language comprehension were very satisfactory. Moreover, the findings showed that there was a significant relationship that exists between the English proficiency Level of teachers and the students' performance based on the components considered in the study. With this, a training design to enhance the level of English proficiency of teachers was proposed.

Key Words: Raginis, Women Singers, Identity, Transformation

John Dewey an American philosopher, psychologist, and educational reformer whose ideas have been influential in education and social reforms in one of his works stated that; "learning isn't just learning, but learning the meaning and... more

John Dewey an American philosopher, psychologist, and educational reformer whose ideas have been influential in education and social reforms in one of his works stated that; "learning isn't just learning, but learning the meaning and 'essence' of things (living)… learning should lead to change, because whenever there is no change, then there is no learning"meaning without change learning has not taken place.

A obra Processos para se tornar docente: práticas de estágio nos anos iniciais do ensino fundamental evidencia experiências significativas com a docência. São oferecidos aos leitores e leitoras fragmentos, indícios e disposições para... more

A obra Processos para se tornar docente: práticas de estágio nos anos iniciais do ensino fundamental evidencia experiências significativas com a docência. São oferecidos aos leitores e leitoras fragmentos, indícios e disposições para pensar as múltiplas experiências que nos tornam professores e professoras comprometidos com o ofício de educar.

This paper focuses on the role of teachers training in intercultural competence. The main goal of this research was to highlight teacher's intercultural competence and readiness who teach to multicultural students in Elementary Schools in... more

This paper focuses on the role of teachers training in intercultural competence. The main goal of this research was to highlight teacher's intercultural competence and readiness who teach to multicultural students in Elementary Schools in Greece. The specific research took the permission of Greek Ministry of Education. According to the results of the research the majority of teachers who teach in multicultural schools have many years of previous experience. However, the teachers have an incomplete specialization on issues of intercultural readiness and competence concerning the level of study and training programs. The research showed that teachers with Doctoral, Master and Postgraduate Titles in Intercultural Education have better self-confidence for their intercultural competence comparatively with those that do not have the same academic studies. The basic reason for the teachers to choose a multicultural school is to contribute in the integration of students with different cultural background. The teachers also consider very useful to participate in future training programs that concern subjects of teaching in a multicultural classroom. Finally as the most important form of training they consider the advisory services and the support in their instructive work.

Con este trabajo se pretende destacar que es necesario reconocer que las oportunidades formativas destinadas a los futuros profesionales de la educación, antes y durante el ejercicio de su actividad, constituyen un elemento esencial con... more

Con este trabajo se pretende destacar que es necesario reconocer que las oportunidades formativas destinadas a los futuros profesionales de la educación, antes y durante el ejercicio de su actividad, constituyen un elemento esencial con repercusión inmediata sobre los procesos de enseñanza y aprendizaje que actualmente se desarrollan en el aula. Esa formación debe procurar que el conocimiento de la disciplina, la del Patrimonio Cultural, pero también la forma de hacer didáctica de ese patrimonio, llegue al profesorado superando los límites tradicionales y abriendo un nuevo horizonte en el marco de una sociedad cada vez más globalizada en la que, no obstante, es posible desarrollar una dimensión identitaria de la cultura y sus elementos representativos.

As the world we live in has become more digitalized, challenges are occurring left and right, especially in the education field. In gaining quality teachers, there is a need to train future educators to have the ability to adapt to the... more

As the world we live in has become more digitalized, challenges are occurring left and right, especially in the education field. In gaining quality teachers, there is a need to train future educators to have the ability to adapt to the ever-changing technology and global changes. However, pre-service teachers often seem unprepared and unable to adapt to changes. Hence, implementing service-learning in the teacher training program is vital as it provides the opportunity to engage and experience 21st-century real classroom lessons. Service-learning has also been proven to be an effective approach in training pre-service teachers. This paper aims to investigate the perceptions of pre-service teachers toward service-learning in terms of authentic learning experiences. It highlights how the implementation of service-learning approach in learning to teach writing in a second language context facilitates preservice teachers in terms of authentic experience. A qualitative method was conducted to investigate the authentic learning experiences among 54 pre-service teachers in a public university in Malaysia. Data were collected through open-ended questions. Based on this study, the findings showed that the preservice teachers could experience the real-life environment of teaching and learning and applying educational theories learned. They were also able to obtain hands-on experience in interacting with the students and marking their sample essays. It is hoped that future teachers and educational organizations can benefit from understanding the benefits of service-learning in teacher training programs. Future researchers could investigate the challenges of service-learning in teacher training programs.

Resumo: Este texto tem por objetivo apresentar narrativa autobiográfica enquanto recurso metodológico de pesquisa e de constituição da identidade docente em Geografia. Trata-se de uma pesquisa autobiográfica realizada em 2016 no âmbito do... more

Resumo: Este texto tem por objetivo apresentar narrativa autobiográfica enquanto recurso metodológico de pesquisa e de constituição da identidade docente em Geografia. Trata-se de uma pesquisa autobiográfica realizada em 2016 no âmbito do Pibid-Geografia, que se desdobrou no trabalho de conclusão de curso, no qual o objetivo foi compreender como se configuram as relações existentes entre uma aluna bolsista de Iniciação à Docência (ID) e o Professor Supervisor dentro do contexto das atividades do Programa Institucional de Bolsas de Iniciação à Docência (Pibid) do subprojeto Geografia-Unicamp; considerando que nesta relação ambos os sujeitos exerceram influências na formação docente um do outro. O enfoque neste texto é o de analisar como se realizou a opção metodológica pela narrativa autobiográfica e em como esta escolha influenciou a pesquisadora em seu percurso formativo, bem como para a autorreflexão no processo de produção de sua identidade docente. Abstract: This text aims to present the autobiographic narrative as a methodological resource for research and teachers' identity construction in Geography. It is constituted of an autobiographical research done in 2016 in the scope of Pibid – Geography that unfolded as the final paper, which aimed to understand how the existing relations are established between a scholar of teaching initiation and the supervisor professor within the context of the activities of the Institutional Program of Scholarship in Teaching Initiation (Pibid) of the subproject Geography – Unicamp; considering that in this relation both individuals influenced each other's teachers' training. The focus in this text is to analyze how the methodological choices took place through the autobiographic narrative and how this choice influenced the scholar in her training path as well as for the self-reflection in the process of creating her teacher identity.

This paper presents part of the findings of an empirical research which was designed with mixed methodology. The findings concern the School Counselors' theories of action and theories-in-use upon the motivation, the obstacles and the... more

This paper presents part of the findings of an empirical research which was designed with mixed methodology. The findings concern the School Counselors' theories of action and theories-in-use upon the motivation, the obstacles and the individual differences in the learning of teachers, in the context of continuing education/training as it is conducted in the framework of their institutional role. The research outcome shows that Counselors' espoused theories draw mostly from radical and progressive educational philosophy of adult education, while their theories-in-use are controversial and eclectic, mainly grounded to a humanistic and progressive framework. Their theories-in-use emphasize to meet teachers' needs and instigate their learning providing positive motives and blunt the obstacles that result from their individual differences and the imposed institutional frame of teachers' training.

Technology has become an integrated part of today's education system. It has become the need of present times that the teachers must easily use, create, and adapt to the technological environment. This literature review aimed to identify... more

Technology has become an integrated part of today's education system. It has become the need of present times that the teachers must easily use, create, and adapt to the technological environment. This literature review aimed to identify factors that influence the digital competence of pre-service teachers. The study has been conducted by reviewing empirical findings, which are focused on the utilisation of digital tools in teaching pre-service teachers. The databases of SpringerLink, JSTOR, Education Resource Information Center (ERIC), Google scholar were accessed. Results of analyses revealed that attitude & self-efficacy, required skills & knowledge, practical experiences of using technology and access to technology are the factors that majorly influence pre-service teachers' digital competence. Based on the reviews, the suggestions are provided for education policymakers, stakeholders and Teacher Education Institutes (TEIs) to further improve teacher education programmes and focus on technology-integrated teaching practice to help pre-service teachers in becoming comfortable with digital equipment.

Στο Στ. Γρόσδος (Επιμ.) Πρακτικά 1ου Πανελλήνιου Συνεδρίου «Προγράμματα Σπουδών-Σχολικά Εγχειρίδια: Από το παρελθόν στο παρόν και το μέλλον». Αθήνα, 4, 5 & 6 Μαρτίου 2016. Α΄ Τόμος, (σσ. 720-729). Μουσείο Σχολικής Ζωής και Εκπαίδευσης-... more

Στο Στ. Γρόσδος (Επιμ.) Πρακτικά 1ου Πανελλήνιου Συνεδρίου «Προγράμματα Σπουδών-Σχολικά Εγχειρίδια: Από το παρελθόν στο παρόν και το μέλλον». Αθήνα, 4, 5 & 6 Μαρτίου 2016. Α΄ Τόμος, (σσ. 720-729). Μουσείο Σχολικής Ζωής και Εκπαίδευσης- Εθνικό Κέντρο Έρευνας & Διάσωσης Σχολικού Υλικού, Παιδαγωγική Εταιρεία Ελλάδος, PIERCE- Αμερικανικό Κολλέγιο Ελλάδος.
Περίληψη: Τα μουσεία είναι οργανισμοί που διαφοροποιούνται στην πορεία του χρόνου, ανάλογα με τις εξελίξεις και τα συμφραζόμενα κάθε εποχής και κοινωνίας. Σήμερα αποτελεί κοινό τόπο σκέψης ότι το σύγχρονο μουσείο δεν περιορίζεται στις παραδοσιακές λειτουργίες της συλλογής, μελέτης, διαφύλαξης και έκθεσης των αντικειμένων, αλλά έχει ή πρέπει να έχει έναν ευρύτερο εκπαιδευτικό και κοινωνικό ρόλο.Ο εκπαιδευτικός και κοινωνικός ρόλος των μουσείων αποτελεί τα τελευταία χρόνια σημαντικό πεδίο συζήτησης και σχετικών ερευνών, αναδεικνύοντας τη σημασία της παιδευτικής αξιοποίησης των χώρων αυτών και τα οφέλη της Μουσειακής Εκπαίδευσης. Εστιάζοντας στο μαθητικό κοινό και στη σχέση μουσείου και σχολείου, έχει επισημανθεί, μεταξύ άλλων, ο καίριος ρόλος των εκπαιδευτικών. Ζητήματα όπως η κατάρτιση και η επιμόρφωση των εκπαιδευτικών στη Μουσειακή Εκπαίδευση απασχολούν τόσο το χώρο της εκπαίδευσης όσο και το χώρο των μουσείων. Η παρούσα εργασία αναφέρεται σε επιμορφωτικά εργαστήρια Μουσειακής Εκπαίδευσης που έχουν υλοποιηθεί στην Ελλάδα και την Κύπρο με παραδείγματα που αφορούν σε ποικίλες διαστάσεις εκπαιδευτικού σχεδιασμού και παιδευτικής αξιοποίησης των μουσείων. Στόχος των εργαστηρίων υπήρξε η ενδυνάμωση των εκπαιδευτικών για τον σχεδιασμό εκπαιδευτικών προγραμμάτων και τη δημιουργική αξιοποίηση των μουσείων από τους ίδιους για τους μαθητές τους. Η θετική αποτίμηση των εργαστηρίων αυτών αλλά και το γενικότερο αίτημα για συστηματικότερες δράσεις επιμόρφωσης στη Μουσειακή Εκπαίδευση καταδεικνύουν την ανάγκη δημιουργίας ενός πλαισίου που θα ενθαρρύνει και θα υποστηρίζει τις πρωτοβουλίες των εκπαιδευτικών για την καλλιέργεια μιας πολιτισμικής παιδείας και μιας ουσιαστικής και ποιοτικής εκπαίδευσης.

What are teachers thinking about their planning. - The paper presents findings in cognitive psychology on teachers' planning. This new field in descriptive research proves didactic models of formation to be inadequate in regard to... more

What are teachers thinking about their planning. - The paper presents findings in cognitive psychology on teachers'
planning. This new field in descriptive research proves didactic models of formation to be inadequate in regard to
classroom practices. Teachers function thanks to the intériorisation of previous plans into routines. They currently filter
new knowledge through reception structures which proceed to the didactic transposition of informations. Cognitive
plans generated by this inner frame organize routines interactivally with the field and allow improvisation to be
produced, which means adaptation of didactic structures to the ever moving reality of classroom practice. Further
models of formation should take into account field realities to structure flexible didactic frames involving interactional
adaptation.

Teaching Jewish holidays in secular kindergartens in Israel is a major part of the early childhood education curriculum and often revolves around myths of heroism. The telling of these stories frequently evokes strong nationalist feelings... more

Teaching Jewish holidays in secular kindergartens in Israel is a major part of the early childhood education curriculum and often revolves around myths of heroism. The telling of these stories frequently evokes strong nationalist feelings of identification with fighting as they describe survival wars and conflicts in which the heroes are mostly male fighters and Jewish victory over the enemy is celebrated. Thus the teaching of the holidays hidden agenda strengthens ceremonial, patriarchal and national ideas. This paper proposes a number of educational alternatives in accordance with critical feminist pedagogy and Jewish values of social justice. The article focuses on three major holidays: Hanukah, Purim and Passover. It shows in each one of them the conventional reading of the holiday which is the traditional way it is being taught in secular kindergartens, the holiday through a critical feminist pedagogy lens and application in early childhood classrooms.

The study is conducted to analyze the factors which are affecting the Career Decision-Making of Secondary School Students in Sri Lanka. Three factors have been explained in this study which affect a student’s career decision making as... more

The study is conducted to analyze the factors which are affecting the Career Decision-Making of Secondary School Students in Sri Lanka. Three factors have been explained in this study which affect a student’s career decision making as follow, parent’s impact, educational impact and basic needs impact on a secondary school student. The study was conducted on a random sample of employees from various industries. The population of this study is 100 workers including 65 males and 35 females in western province. This study used interview method as primary data and journals, research papers, articles and books were used as secondary data. As a result of discussions with the study’s population, it is possible to conclude that parents play an important role, with the majority having a negative impact on their children’s professional development. It also emphasizes the significance of teachers’ participation in decision-making. Another factor which impacts career decision-making is socioeconomic circumstances. Also, students’ dropout percentage is increasing due to lack of basic needs. This study suggests, it necessitates methods that go beyond traditional procedures, as well as a team approach with kids, parents, teachers, administrators, community-based groups, businesses, and the government working together to achieve a single national objective. Also, parents should be concerned about their children’s motivation and enthusiasm in pursuing a vocation.

Este artículo se basa en un proyecto de investigación coordinado sobre cómo aprenden los docentes, sus implicaciones educativas y los retos para afrontar el cambio social. Desde un posicionamiento basado en la investigación inclusiva y la... more

Este artículo se basa en un proyecto de investigación coordinado sobre cómo aprenden los docentes, sus implicaciones educativas y los retos para afrontar el cambio social. Desde un posicionamiento basado en la investigación inclusiva y la utilización de métodos visuales se crearon 65 cartografías sobre los escenarios o contextos de aprendizaje de docentes de educación infantil, primaria, secundaria y superior (en este caso los investigadores del proyecto). También se compartieron las explicaciones y reflexiones sobre las cartografías realizadas dando cuenta de los tránsitos y experiencias de aprendizaje. En este artículo, presentamos los resultados y las conclusiones sobre cómo aprendemos los docentes de educación superior, centrados en los autores de este texto. Destacamos las posibilidades de la experiencia cartográfica para la investigación educativa y la consideración de que el aprendizaje del profesorado no solo tiene lugar en contextos formales e institucionales, sino a lo largo y ancho de la vida. Elaboramos conclusiones sobre las características del aprendizaje del profesorado actual y sobre la importancia de tener en cuenta su carácter contextual, biográfico, corporeizado y socioafectivo en la formación inicial y permanente de los docentes. También avanzamos algunas implicaciones para repensar la formación docente al considerar las relaciones entre las experiencias de vida y el aprendizaje, la importancia de conectar las instituciones educativas con la sociedad, la reflexión sobre la práctica educativa y los principales desafíos educativos. Todo ello con la finalidad de promover la transformación de los centros educativos en instituciones de aprendizaje con sentido.

El presente artículo retoma las conclusiones de una investigación que indagó la relación entre las trayectorias de formación inicial y continua de los profesores principiantes de escuelas secundarias y sus estrategias de inserción laboral... more

El presente artículo retoma las conclusiones de una investigación que indagó la relación entre las trayectorias de formación inicial y continua de los profesores principiantes de escuelas secundarias y sus estrategias de inserción laboral en la Ciudad de Buenos Aires, Argentina. Situados en el paradigma interpretativo, desde un enfoque histórico-cultural, y a través de un abordaje cualitativo, retomaremos aquí específicamente la experiencia formativa de un conjunto de jóvenes entrevistados de primera generación en su familia en acceder al nivel superior. Estos jóvenes se formaron como docentes en el contexto de la expansión de la educación superior y la masificación del nivel medio en la región. Los resultados indican que sus familias valoran la formación superior al mismo tiempo que la docencia les ofreció una vía de ascenso social y una salida laboral. Asimismo, a pesar de los obstáculos que sortearon en sus trayectorias formativas, en el relato de estos estudiantes existen divergencias ante su llegada a las instituciones, siendo que en los profesorados encuentran mayor hospitalidad que en las universidades tradicionales.

Στο Ε. Σταυρίδου, Χ. Σολομωνίδου & Μ. Παπαρούση (Επιμ.) Προωθώντας τη Μάθηση: Έρευνα σε Σύγχρονα Περιβάλλοντα Μάθησης και Παραγωγή Εκπαιδευτικού Υλικού (σσ. 332-349). Πανεπιστήμιο Θεσσαλίας, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης,... more

Στο Ε. Σταυρίδου, Χ. Σολομωνίδου & Μ. Παπαρούση (Επιμ.) Προωθώντας τη Μάθηση: Έρευνα σε Σύγχρονα Περιβάλλοντα Μάθησης και Παραγωγή Εκπαιδευτικού Υλικού (σσ. 332-349). Πανεπιστήμιο Θεσσαλίας, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Πρόγραμμα Μεταπτυχιακών Σπουδών, Αθήνα: Εκδόσεις Νέων Τεχνολογιών.

El presente estudio de casos tuvo como proposito describir el impacto de la interaccion como una estrategia para desarrollar la escritura en ingles como lengua extranjera. Los participantes fueron el docente y dos estudiantes cursantes de... more

El presente estudio de casos tuvo como proposito describir el impacto de la interaccion como una estrategia para desarrollar la escritura en ingles como lengua extranjera. Los participantes fueron el docente y dos estudiantes cursantes de un Seminario de Investigacion en una universidad venezolana. Se utilizaron como tecnicas de recoleccion de informacion: observacion y toma de notas, entrevistas semi – estructuradas, grabaciones y trascripciones de las conferencias entre el docente y las estudiantes. Los resultados indicaron que los tipos de interaccion: interaccion oral colaborativa, conferencias con el docente y la interaccion y negociacion entre companeros ofrecen multiples beneficios a los estudiantes en terminos del mejoramiento de la expresion escrita en ingles las cuales, a su vez, requieren del acompanamiento y orientaciones del docente para optimizar su incidencia en el desarrollo de las habilidades en escritura.

This qualitative case study examines the Peace Case in its historical context and scrutinizes the complexities. Ms Butera, who became known as the 'peace teacher', had to deal with in the aftermath of her remark 'I honk for peace' in her... more

This qualitative case study examines the Peace Case in its historical context and scrutinizes the complexities. Ms Butera, who became known as the 'peace teacher', had to deal with in the aftermath of her remark 'I honk for peace' in her classroom. Drawing from the fields of peace education and educational leadership and policy studies, the study aims to shed light to the dominant dynamics in the case, especially those that might be discouraging teachers to integrate the potentially controversial themes related to war and peace into their curricula. To this end, it first discusses peace education as a controversial issue and illustrates several facets of peace education that make it controversial. Following this, an analysis of a post-Garcetti case, which is known as the 'Peace Case', is presented. As this analysis sheds light on several implications regarding peace education as a controversial issue and teachers' freedom of speech in the classroom, these implications are presented for teacher educators in the final section. While scrutinizing the challenging nature of present public schooling through Ms Butera's struggles, the study uncovers the possibilities of peace education practices even in an oppressive system of schooling through robust teacher education programmes equipping teachers with powerful skills and capabilities required for transformative educators.

The height of moral decadence of adolescent is a worrying development that may degenerate to uncontrolled situation if not checked. The crime rate and other civic problems in the society cannot be clearly linked to any particular cause,... more

The height of moral decadence of adolescent is a worrying development that may degenerate to uncontrolled situation if not checked. The crime rate and other civic problems in the society cannot be clearly linked to any particular cause, hence, the need to explore the underlying principle behind this horrible fashion. This problem prompts this study on factors with teachers' implementation of civic education curriculum in secondary schools in Cross River State, Nigeria. The study adopted cross sectional survey design approach. A total number of all the 510 civic education teachers in public Secondary Schools in Calabar Education Zone of Cross River State in 2019/2020 academic session were used for the study. A self-developed 60-item Questionnaire was used for data collection. The data analysis was subjected to Structural Equation Modeling using Analysis of MOment of Structure to generate a path analytical model and data analysis at .05 level of significance. The result revealed that there were significant direct predictive effects between teacher's supervision, teacher's knowledge of subject matter and teachers' attitude and the implementation of civic education curriculum. It was recommended among others that teachers should advance their knowledge by enrolling further in academic programmes as well as engage in in-service training to update their knowledge for a better academic outcome of the students.

Digital competence is undoubtedly one of the key skills that teaching staff should possess. Currently, there are many theoretical frameworks and ways to measure skills and knowledge related to the use of information and communication... more

Digital competence is undoubtedly one of the key skills that teaching staff should possess. Currently, there are many theoretical frameworks and ways to measure skills and knowledge related to the use of information and communication technologies (ICT). This article is an attempt to show the real and declared level of digital skills among future teaching staff. The research was conducted in Poland among 128 students of pedagogical faculties (first-year undergraduate studies). The research used a triangulation of research methods and techniques: diagnostic survey and competency tests related to the use of word processors and spreadsheets, and the level of knowledge about the use of ICT. Competency tests were in accordance with the European Computer Skills Certificate (ECDL) standard. The collected data showed the following: (1) more than half of the students rate their own skills in the use of word processors and spreadsheets, and their overall theoretical knowledge as high or very high; (2) in the case of the real assessment of digital competence, only less than 20% reached the passing threshold in the areas of word processors and theoretical knowledge, with only 1.6% passing in the area of spreadsheets; (3) the declared and actual levels of digital competence were moderately related in the surveyed group; (4) attitudes towards new media, self-assessment of digital skills, and previous learning experience in handling ICT are not predictive factors for ECDL test results.

Introduction The aggravation of the ecological crisis in the 21 century makes relevant the need for finding effective ways to overcome it. The most effective of them is introducing education for the sustainable development and the... more

Introduction The aggravation of the ecological crisis in the 21 century makes relevant the need for finding effective ways to overcome it. The most effective of them is introducing education for the sustainable development and the ecologization of the educational process: forming future teachers (students of pedagogical universities) and school students conscious natural friendly behavior, a scientific picture of the world, which, in contrast, requires the improvement of scientific and methodological provision of the educational process, new approaches to forming the worldview of the younger generation, on the basis of which a person can understand the surrounding reality, orients himself and perceives himself as an eco-oriented person. Purpose. The purpose of the article is to highlight the experience of Hlukhiv National Pedagogical University in the field of ecologization of higher pedagogical education with the possibility of its generalization and dissemination into the practice of other pedagogical universities of Ukraine. Methods. In the study a system of methods is used for studying and generalizing pedagogical experience, which includes: studying the university`s work system, studying university`s documentation (work plans and activity reports), analyzing materials of the official university`s webpages, etc. Results. The environmentalization of the educational process at Hlukhiv National Pedagogical University is carried out through the implementation of a holistic system that includes educational, scientific, organizational and legal measures, and is implemented on the international, national and local levels. In the article it is reviewed the following major activities of the University upon ecologization in the recent period: 1) a joint meeting of the Presidium of the National Academy of Pedagogical Sciences and the Academic Council of Oleksandr Dovzhenko Hlukhiv National Pedagogical University «New Ukrainian School and Teacher Training» (September, 2017, Hlukhiv); 2) implementation of the International Grant project «Implementing environmental safety strategy: European experience integration» (562284-EPP-1-2015-1-UA-EPPJMO-MODULE) of the European Union Erasmus + Jean Monnet Module; 3) implementation of the international project «University –is a center of public opinion»; 4) creating and active functioning of the centers of international and national civil society organizations on the basis of Hlukhiv National Pedagogical University; 5) participation and holding of All- Ukrainian and International communicative events for the exchange of best practices on the environmentalization of higher pedagogical education and the dissemination of university experience; 6) involvement of students in scientific research on environmental topics and participation in international contests; 7) preparation of textbooks for secondary schools; 8) training of scientific staff through doctoral and postgraduate studies. Originality. For the first time, the events of Hlukhiv NPU on ecologization of higher pedagogical education, which form an integral system of activity, were systematized and presented. Conclusion. The ecologization of higher pedagogical education at Hlukhiv NPU is a systemic, purposeful scientific and pedagogical activity aimed at developing the personality of a student - the future teacher and training him for the implementation of his/her future professional activities on the principles of sustainable development. Implementation of the ideas of sustainable development at school and higher education by the measures of ecologization of content of all educational disciplines and the organization of special thematic programs is still current. strengthening of connections between disciplines of natural sciences and socio- economic cycles of training specialists with higher education; implementation of the development of a system for the formation of an active lifestyle of schoolchildren and students in the field of environmental culture and ethics.

El presente trabajo tiene como objetivo la reflexión sobre los contenidos sociolingüísticos en el contexto de los itinerarios de Capacitación del profesorado que imparte la Universitat Politècnica de València (España). Se trata de un... more

El presente trabajo tiene como objetivo la reflexión sobre los contenidos sociolingüísticos en el contexto de los itinerarios de Capacitación del profesorado que imparte la Universitat Politècnica de València (España). Se trata de un curso en línea que consta de 24 créditos ECTS de los cuales dos corresponden a aspectos pragmáticos y sociolingüísticos.
La configuración territorial del País Valenciano, la cooficialidad de sus dos lenguas, la situación histórica de minorización de la lengua propia y algunos discursos de rechazo, crean situaciones que dificultan el normal aprendizaje lingüístico, y por ello se consideró importante destacar la reflexión sobre la lengua en uso como una parte significativa de los contenidos de este curso, que habilita para la docencia en la lengua propia.
Utilizando metodologías tanto cuantitativas como cualitativas, justificaremos la presencia de los contenidos sociolingüísticos centrándonos en los perfiles del alumnado y su entorno. Igualmente, analizaremos los contenidos y la metodología de la asignatura tomando como base los datos de acceso a los materiales y la valoración de los estudiantes.
A partir de la metodología empleada hemos obtenido una serie de resultados tanto en lo que se refiere a la importancia de tratar en clase las actitudes lingüísticas como de valoración de la propia herramienta y de algunos hábitos de trabajo de los estudiantes, que podremos extrapolar a otros entornos formativos similares, con el fin de extraer buenas prácticas tanto en el contexto de la formación en línea como a lo que se refiere a las actitudes lingüísticas de los futuros docentes.

The territorial differences are seen as one of the reasons for unequal access to quality education. Students living in large cities have better opportunities for higher education than those living in small urban and rural settlements. The... more

The territorial differences are seen as one of the reasons for unequal access to quality education. Students living in large cities have better opportunities for higher education than those living in small urban and rural settlements. The conditions of school graduations during the COVID-19 pandemic further exacerbate these differences. As a result of a survey and diagnostic test of 97 first-year undergraduate students at the Smolensk State University studying in the teacher training program, it was found that there are differences between students who came from the regional center and small settlements. A smaller number of the latter confirms the territorial inequality of higher education opportunities. However, these students have a higher motivation for the teaching profession, showed high activity in the implementation of their career plans, despite the difficulties of adapting to the educational process in the COVID-19 pandemic.

Πρακτικά 1ου Πανελλήνιου Συνεδρίου Σχολικών Πολιτιστικών Προγραμμάτων: «Πολιτισμός και Αισθητική στην Εκπαίδευση», Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών- Ελληνική Εταιρεία Προστασίας Περιβάλλοντος και Πολιτιστικής Κληρονομιάς,... more

In higher education contexts, while much research is conducted towards highlighting the importance of professional development, studies on how to train teachers to implement new methods effectively are few and far between. Such an... more

In higher education contexts, while much research is conducted towards highlighting the importance of professional development, studies on how to train teachers to implement new methods effectively are few and far between. Such an imbalance needs to be addressed since how to train teachers might have a direct impact on how teachers teach. This paper investigates the implementation of training model that highlights the importance of creating collaborative, college based settings to support teachers. The findings of the study show that the suggested model provides a college based setting that would support teachers' self-reflection and improvement in the teaching practice.

The goal of this article is to present the results from a qualitative study of teacher training during the COVID-19 pandemic lockdown in the academic year 2020/21 in Slovakia. In addition to learning about educational theories and history... more

The goal of this article is to present the results from a qualitative study of teacher training during the COVID-19 pandemic lockdown in the academic year 2020/21 in Slovakia. In addition to learning about educational theories and history of education, teacher training mainly includes methodologies of teaching individual school subjects, including teaching foreign languages and various transversal competencies (e.g. intercultural and plurilingual competencies), and, of course, practice in schools. Through a) questionnaires, b) observation of university lessons, and c) students' feedback, we tried to look as objectively as possible both in the ways of teaching these university courses during the COVID-19 pandemic lock-down, and in the experiencing and thinking of future teachers, about their online study and preparation for teaching. We qualitatively analyzed the data obtained by this triangulation of research methods, categorized them and summarized them into clear evaluation conclusions. They reveal various negative effects of online teacher training on the prospective teachers (especially insufficient preparation for contact with pupils and parents, lack of practical training for administrative tasks and the process creating school climate, insufficiently developed practical teaching skills how to respond to various specific situations in the classroom, etc.). On the other hand, the respondents-pre-service teachers-also expressed the unique positives of online study and learning that they had never realized before. In addition to massive development of their ICT skills, they significantly developed their creativity, became more familiar with the abilities and talents of their classmates, learnt to appreciate their colleagues and teachers' contributions and cooperation, as well as had more room for thoughtful activities and the development of their own higher cognitive and reflective skills.

Η παρούσα έρευνα είχε σκοπό την ανίχνευση των αναγκών επιμόρφωσης των εκπαιδευτικών της Διεύθυνσης Δευτεροβάθμιας Εκπαίδευσης Δυτικής Αττικής, στο πλαίσιο υλοποίησης των προγραμμάτων Σχολικών Δραστηριοτήτων. Τα προγράμματα Σχολικών... more

Η παρούσα έρευνα είχε σκοπό την ανίχνευση των αναγκών επιμόρφωσης των εκπαιδευτικών της Διεύθυνσης Δευτεροβάθμιας Εκπαίδευσης Δυτικής Αττικής, στο πλαίσιο υλοποίησης των προγραμμάτων Σχολικών Δραστηριοτήτων. Τα προγράμματα Σχολικών Δραστηριοτήτων είναι ετήσια και διεξάγονται εκτός του ωρολογίου προγράμματος των σχολικών μονάδων, στις θεματικές ενότητες Αγωγής Υγείας, Περιβαλλοντικής Εκπαίδευσης, Πολιτιστικών Θεμάτων και Αγωγής Σταδιοδρομίας. Δεδομένου ότι η συμμετοχή εκπαιδευτικών και μαθητών στα εν λόγω προγράμματα είναι εθελοντική αλλά θεωρείται εξαιρετικά σημαντική στο εκπαιδευτικό γίγνεσθαι, κρίνεται απαραίτητο από την εκπαιδευτική ηγεσία και τους αντίστοιχους Υπευθύνους Σχολικών Δραστηριοτήτων να πραγματοποιούνται στοχευμένες επιμορφώσεις, που να καλύπτουν τις ανάγκες των εκπαιδευτικών όπως οι ίδιοι/ες τις προσδιορίζουν, προκειμένου να προσφέρεται ουσιαστική στήριξη του έργου τους. Συνακόλουθα, για το σκοπό αυτό συντάχθηκε ένα δομημένο ερωτηματολόγιο, που διατέθηκε ηλεκτρονικά σε σχετική ιστοσελίδα και συμπληρώθηκε ανώνυμα από τους ενδιαφερόμενους εκπαιδευτικούς. Τα αποτελέσματα της επεξεργασίας των απαντήσεων προσδιόρισαν τις επιμορφωτικές ανάγκες και στάσεις των συμμετεχόντων εκπαιδευτικών στα αντικείμενα των προτιμώμενων θεματικών ενοτήτων, του χρόνου/τόπου/διάρκειας διεξαγωγής της επιμόρφωσης, των χαρακτηριστικών και του λόγου παρακολούθησής της. Συμπερασματικά, επιβεβαιώθηκε η ανάγκη διεξαγωγής ανάλογων επιμορφωτικών δράσεων, διαπιστώθηκαν οι τομείς ουσιαστικής υποστήριξης των εκπαιδευτικών από τους επιμορφωτές τους, ενώ παράλληλα συγκροτήθηκε ένας μηχανισμός σχεδίασης και υλοποίησης τέτοιων καθοδηγητικών πρωτοβουλιών προς μελλοντική αξιοποίησή του σε τακτική βάση.

En este trabajo profundizamos en el conocimiento sobre contenidos didácticos que futuro profesorado de primaria pone en juego al responder preguntas relativas a la enseñanza y el aprendizaje del concepto de fracción. Llevamos a cabo una... more

En este trabajo profundizamos en el conocimiento sobre contenidos didácticos que futuro profesorado de primaria pone en juego al responder preguntas relativas a la enseñanza y el aprendizaje del concepto de fracción. Llevamos a cabo una metodología cualitativa, específicamente un estudio de casos. Realizamos entrevistas estructuradas a 9 estudiantes para docentes de primaria que estaban finalizando sus estudios universitarios. Para ello, introdujimos a los sujetos en el tema a través de una narración que ellos mismos habían realizado anteriormente sobre cómo iniciar a escolares en el concepto de fracción. Tras su lectura, planteamos preguntas relativas al diseño de tareas, objetivos de aprendizaje, y errores y dificultades. En los resultados identificamos dos tendencias en el conocimiento manifestado por los sujetos participantes. La primera de ellas es una tendencia procedimental o técnica en la que el conocimiento manifestado hace hincapié en llevar a cabo procedimientos, procesos o modos de actuación. En la segunda de las tendencias, conceptual o cognitiva, el conocimiento manifestado pone el énfasis en la comprensión funcional de las fracciones y sus relaciones. Concluimos que es fundamental que la formación inicial de profesorado haga hincapié tanto en contenidos matemáticos como en contenidos didácticos.

The article focuses on the future teachers' training experience for ensuring information security in the education system. The relevance of teachers' competent training of information security in the sphere of culture formation of younger... more

The article focuses on the future teachers' training experience for ensuring information security in the education system. The relevance of teachers' competent training of information security in the sphere of culture formation of younger generation and ensuring protection of information infrastructure of educational institution is proved. The following phenomena: information overloads; entropy; aggressive mass and communicative influence; resocialization, virtualization; provocation and initiation of conflict situations; primitivization; vulgarization; criminalization and gamization are considered as negative in the digital society by the researchers.The results of the questionnaire among the first-and second-year Bachelor students of Institutes of Energy and Automated Systems and Humanities, Nosov Magnitogorsk State Technical University on questions of destructive influence of the internet information resources are given. The article highlights the methods of students' information security competence formation in the field of internet and information security that were elaborated by the authors. The content of the subject "Information Security" is revealed, the technique and competences formations of future teachers in the sphere of ensuring information security is presented The article supplies with the examples of active methods application for information security training of future bachelors of pedagogical education.

Aulas de física sobre geocentrismo e heliocentrismo, a lei da Gravitação Universal, a teoria do Big-Bang, por exemplo, não raro promovem conflitos entre a visão apresentada pelo professor e aquelas presentes entre alguns grupos de alunos... more

Aulas de física sobre geocentrismo e heliocentrismo, a lei da Gravitação Universal, a teoria do Big-Bang, por exemplo, não raro promovem conflitos entre a visão apresentada pelo professor e aquelas presentes entre alguns grupos de alunos religiosos, quando o ambiente é propício para que se manifestem. Adota-se como pressuposto que esses conflitos aprofundam preconceitos e o desrespeito por concepções diferentes, motivando dissonância cognitiva para conteúdos científicos entre alunos religiosos que se sentem ridicularizados ou menosprezados. Acredita-se que episódios históricos podem mostrar diferentes relações entre religião e ciência, por exemplo, trazendo momentos de frutífero diálogo entre esses campos, como no caso de Isaac Newton. Assim, esse trabalho objetiva apresentar uma síntese do episódio histórico envolvendo a ciência e a concepção teísta de Newton como um recurso para a formação de professores. Discute-se alguns aspectos subjetivos e metafísicos que influenciaram em seu trabalho, visando oferecer subsídios ao professor para lidar com tais conflitos, promover a interculturalidade entre os indivíduos e aproximar estudantes dos conteúdos científicos. Acreditamos que desconstruir imagens de cientistas ou filósofos naturais como unicamente racionalistas, compreendendo a ciência desses personagens em sua origem, cultura e crenças, pode ser importante para promover uma educação para a paz e a formação de indivíduos melhor informados sobre a ciência como empreendimento humano, parte da cultura. Sendo uma pesquisa de cunho teórico, sua metodologia pautou-se na revisão bibliográfica de fontes primárias e secundárias da história da ciência, bem como no estudo de referenciais teóricos da educação e do ensino de ciências, e de documentos oficiais brasileiros para a educação.

This paper aims to present and discuss the example of a distance training course addressed to teachers of Greek as a foreign/second language called “Routes in Teaching Modern Greek” (the “Routes” programme). The programme has successfully... more

This paper aims to present and discuss the example of a distance training course addressed to teachers of Greek as a foreign/second language called “Routes in Teaching Modern Greek” (the “Routes” programme). The programme has successfully run for seven years on the web platform
http://elearning.greek-language.gr and has been awarded the 2007 European Language Label for its innovative character and best practice. The “Routes” programme has been designed, organized and implemented by the Centre for the Greek Language, the national language institute of the Greek state,
which is responsible for all scientific and language policy issues pertaining to Greek as a first, second
or foreign language. The implementation of the “Routes” programme concerns one of the statutory
objective of the Centre for the Greek Language, which is the promotion and support of the Greek language at international level. Particularly, the paper focuses on discussing the role of online training for language teachers in an environment that is constantly updating and changing in terms of technology. The paper briefly examines the main principals underlying the distance training in action, the questions posed, the perspectives, the problems, but also the challenges involved in relation to the target-group. The programme which is under discussion is organized on the basis of a proven
effective model of online training for Greek language teachers, while concerns a heterogeneous audience of trainees from many countries of the world. Due to its characteristics the programme sets an example of best practice in networking and implementing new technologies in education, especially
in the training of educators.

The main objective Of this study is to identify the satisfaction level of the student saspiring management courses. And the also to explore the factors affecting the student ssatisfaction level. Now a days the education system is adopting... more

The main objective Of this study is to identify the satisfaction level of the student saspiring management courses. And the also to explore the factors affecting the student ssatisfaction level. Now a days the education system is adopting alotmany changes. The study assess the management education students satisfaction experienced in different institutions of Ahmedabad city. The factors identified are all contributing significantly and which are highly affecting to the satisfaction level of the students.The core purpose of this study is to identify and validate the factors which are responsible for satisfaction level of students, who are pursuing higher level management education. In this research EFA&CFA is being used with the help of SPSS analysis, AMOS. With the EFA we explore the factors affecting the satisfaction level of the students and with CFA we confirming the same factors affecting the students'satisfaction level.

El siguiente artículo presenta las conclusiones de una investigación en la cual analizamos la construcción de la imagen pública de las personas docentes de la escuela secundaria según la prensa gráfica argentina. Si bien, la problemática... more

El siguiente artículo presenta las conclusiones de una investigación en la cual analizamos la construcción de la imagen pública de las personas docentes de la escuela secundaria según la prensa gráfica argentina. Si bien, la problemática docente ha tomado visibilidad en los medios masivos, en los últimos años en los países de la región, consideramos que nuestro objeto de estudio ha sido aún poco explorado dentro del campo educativo. En este sentido, y en el contexto de la obligatoriedad del nivel medio en la Argentina y la expansión del nivel superior en la región, examinamos aquí si la formación y el desempeño del cuerpo docente son elementos noticiables, teniendo en cuenta que la prensa construye representaciones que forman parte de la agenda pública e influyen en la percepción del púbico. Desde un abordaje cualitativo y una perspectiva interdisciplinaria que combina elementos de la historiografía, la sociología de los medios y el análisis crítico del discurso, realizamos un trabajo comparativo a partir de un corpus de 530 notas de tres diarios impresos de circulación nacional (La Nación, Clarín y Página 12) para el período 2000-2013. Los resultados indican quela formación y desempeño de las personas docentes están presentes en la agenda mediática. Concluimos que, en su mayoría, los diarios construyen una imagen desprestigiada y de desvalorización hacia el trabajo docente. La investigación permitió aportar las formas en que la prensa gráfica construye un discurso que deslegitima la profesión. Resta en futuras líneas de investigación indagar los efectos sobre la carrera docente que provoca dicha imagen.

Gamification allows for the implementation of experiences that simulate the design of (video) games, giving individuals the opportunity to be the protagonists in them. Its inclusion in the educational environment responds to the need to... more

Gamification allows for the implementation of experiences that simulate the design of (video) games, giving individuals the opportunity to be the protagonists in them. Its inclusion in the educational environment responds to the need to adapt teaching–learning processes to the characteristics of homo videoludens, placing value once again on the role of playful action in the personal development of individuals. The interest that has arisen in studying the implications of gamification processes in the different educational stages, in order to determine their impact and suitability, has led to an increase in scientific publications. With the intention of studying the presence and implications of gamification in teacher training as a methodological principle implemented in the teaching–learning process, both in its initial and permanent stages, this systematic review of the literature identifies those instructional design models applied in the field of gamification, as well as its educa...