Teacher Careers and Inhabited Institutions: Sense-Making and Arsenals of Teaching Practice in Educational Institutions

2012 ◽  
Vol 35 (2) ◽  
pp. 203-220 ◽  
Author(s):  
Judson G. Everitt
Keyword(s):  
Teaching Practice ◽  
Educational Institutions ◽  
Sense Making ◽  
Teacher Careers

scholarly journals Forms of Teaching Pedagogical Disciplines in Orthodox Religious Educational Institutions of Ukraine (The End of 19th - The Beginning of 20th Century)

2016 ◽  
Vol 71 ◽  
pp. 40-46 ◽  
Author(s):  
Tetiana Tverdokhlib
Keyword(s):  
Teaching Practice ◽  
Learning Activity ◽  
Educational Institutions ◽  
Time Period ◽  
Stated Time ◽  
Pedagogical Literature

The main forms of teaching pedagogical disciplines in orthodox religious educational institutions of Ukraine (the end of 19th – the beginning of the 20thcentury) have been characterised in the article on the basis of analyzed pedagogical literature, archival records, and documents in periodicals. The features of conducting lessons, teaching practice, examinations and organisation of making written home compositions in various types of religious educational institutions of Ukraine in the stated time period have been revealed. The essence of "rehearsals" as a form of controlling students’ learning activity in the Kyiv Theological Academy has been revealed, the basic kinds of academists’ works at practical hours on pedagogy have been given; the content and quality of teachers’ work with graduates on their researches have been characterised.

Making Sense of Learning

2015 ◽  
Vol 29 (6) ◽  
pp. 445-457 ◽  
Author(s):  
Tony Blackwood ◽  
Anna Round ◽  
Lee Pugalis ◽  
Lucy Hatt
Keyword(s):  
Early Stage ◽  
Entrepreneurship Education ◽  
Theory And Practice ◽  
Educational Institutions ◽  
Sense Making ◽  
First Year ◽  
Formal Learning ◽  
Nascent Entrepreneurs ◽  
Learning And Development ◽  
Making Sense

Entrepreneurial learning is complex, reflecting the distinctive dispositions of entrepreneurs (including nascent entrepreneurs at an early stage in their entrepreneurial life course). The surge in entrepreneurship education programmes over recent decades and the attendant increase in scholarship have often contributed to this convoluted field. Consequently, universally applicable articulations of entrepreneurship education can be problematic, especially demarcating between more formal and less formal learning experiences that are not necessarily confined to traditional educational institutions. The authors explore the ways in which nascent entrepreneurs experience and articulate their own ‘learning’ and development during the first year of a specific three-year experientially-based programme. Drawing attention to their deployment of sense-making narratives, the paper presents key findings that have implications for theory and practice.

Methods of teaching mathematics in primary school

2018 ◽  
Author(s):  
Наталия Истомина-Кастровская ◽  
Nataliya Istomina-Kastrovskaya ◽  
Ирина Иванова ◽  
Irina Ivanova ◽  
Зоя Редько ◽  
...  
Keyword(s):  
Primary School ◽  
Teaching Practice ◽  
Educational Institutions ◽  
Federal State ◽  
Teaching Staff ◽  
Teaching Mathematics ◽  
School Students ◽  
Primary School Teachers ◽  
State Educational ◽  
Independent Work

The purpose of the textbook-to form a future teacher methodological knowledge, skills and experience of creative activity, to develop methodical thinking of students, the ability to apply mathematical, pedagogical, psychological and methodological knowledge for the organization of primary school students in the learning of mathematics. Addition to the textbook is the manual " Methods of teaching mathematics in primary school. Practicum.» It offers methodical tasks, tasks for independent work of students, various situations arising in the practice of teaching mathematics to younger students, summaries of lessons, the discussion of which helps students to prepare for teaching practice and methodological activities in modern primary school. Meets the requirements of the Federal state educational standards of higher education of the last generation. For students of higher educational institutions studying in the direction of " Pedagogical education "(qualification" bachelor", profile"beginning&1 education"). It will also be useful for primary school teachers, methodologists of educational development institutes (training and retraining of teaching staff), undergraduates and graduate students, teachers of teacher training colleges and universities.

scholarly journals КУЛЬТУРНО-МИСТЕЦЬКА ДІЯЛЬНІСТЬ ОТЦЯ ЙОСИФА КИШАКЕВИЧА

2020 ◽  
Author(s):  
Admink Admink
Keyword(s):  
Teaching Practice ◽  
Educational Institutions ◽  
Public Figure ◽  
Life Period

Висвітлюються деякі аспекти культурно-мистецької й педагогічної діяльності священника, композитора, хорового диригента та громадського західноукраїнського діяча Йосифа Кишакевича. Найбільша увага надається перемишльському періоду життя митця, зокрема його учительській практиці в навчальних закладах Перемишля. Стверджується тісний взаємозв’язок педагогічної та композиторської діяльності Й. Кишакевича, а такожвизначається його роль у впровадженні народної мови українців Галичини в різні сфери культурного життя.Ключові слова: Йосиф Кишакевич, навчальні заклади, Східна Галичина, педагогічна діяльність. The paper covers some aspects of pedagogical activity of priest, composer, choir conductor and public figure Josyf Kyshakevych. Much attention is devoted to Przemysl life period of Josyf Kyshakevych, in particular his teaching practice in the educational institutions of Przemysl. The paper highlights the interrelation between his pedagogical and composer activities, as well as his role in introducing the Ukrainian language of Halychyna Ukrainians into different ,areas of cultural life.Key words: Josyf Kyshakevych, educational institutions, Eastern Halychyna, pedagogical activity.

scholarly journals Problems of Out-of-Class Work of Future Teachers When Passing Pedagogical Practice

2021 ◽  
Vol 7 (9) ◽  
pp. 581-585
Author(s):  
M. Anarbekova
Keyword(s):  
Extracurricular Activities ◽  
Teaching Practice ◽  
Pedagogical Practices ◽  
Educational Institutions ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Methodological Problems ◽  
Work Programs

This article examines the methodological problems of the extracurricular work of future teachers in the course of teaching practice. In many work programs and programs of pedagogical practices of higher pedagogical educational institutions, for the purposes and tasks of practice, due importance is not attached to the performance of extracurricular activities by trainees. Along with the need to perform extracurricular work during the course of the internship, a recommendation is given to especially evaluate the extracurricular work of the trainee.

Sense-making process in school innovation: A case study at Vietnam National University, Hanoi – International School

2017 ◽  
Vol 33 (2) ◽  
Author(s):  
Lien Do
Keyword(s):  
Educational Innovation ◽  
International School ◽  
Learning System ◽  
Educational Institutions ◽  
Sense Making ◽  
Structured Interviews ◽  
Preparatory Program ◽  
Self Study ◽  
National University ◽  
Complicated Pattern

Implementing an innovation at school is never a straightforward process. Rather, the actual execution of changes in any educational institutions from original ideas to practice is a complicated pattern which may lead to unexpected outcomes. In order to understand such complexity in the educational innovation, in this study, the teachers’ sense-making process at both individual and organizational levels is used as the main conceptual framework. Drawing on data from semi-structured interviews, this article reports on an exploratory study into the perceptions and implementation of a new online learning system for assisting students’ self study in the English Preparatory Program at Vietnam National University, Hanoi – International School (VNU-IS).

Cloud Computing for Teaching Practice

2016 ◽  
pp. 2267-2284
Author(s):  
Robab Saadatdoost ◽  
Alex Tze Hiang Sim ◽  
Hosein Jafarkarimi ◽  
Jee Mei Hee ◽  
Leila Saadatdoost
Keyword(s):  
Information Technology ◽  
Cloud Computing ◽  
Teaching Practice ◽  
New Technology ◽  
Educational Institutions ◽  
Technology In Education ◽  
Computing Technology ◽  
Rapid Changes ◽  
Potential Benefits ◽  
The Impact

Recently researchers have shown an increased interest in cloud computing technology. It is becoming increasingly difficult to ignore cloud computing technology in education context. However rapid changes in information technology are having a serious effect on teaching framework designs. So far, however, there has been little discussion about cloud computing benefits in domains of teaching frameworks which propels us to study and redesign teaching frameworks considering cloud computing. The purpose of this paper is to review recent research into cloud computing and features which can be improved with this new technology. This paper studied several researches through literature to determine the main impact of cloud computing on “planning and preparation” and “instruction” domains as two main domains of teaching framework. Light will be then shed on the impact and potential benefits of cloud computing on teaching framework. The paper closes by proposing to design an evaluation table based on cloud computing artifacts to enhance teaching practice and highlights its offerings for educational institutions.

scholarly journals Assessment of Controlled Substance Distribution to U.S. Veterinary Teaching Institutions From 2006 to 2019

2020 ◽  
Vol 7 ◽  
Author(s):  
Brian J. Piper ◽  
Kenneth L. McCall ◽  
Lori R. Kogan ◽  
Peter Hellyer
Keyword(s):  
United States ◽  
Longitudinal Study ◽  
Clinical Relevance ◽  
Teaching Practice ◽  
The United States ◽  
Educational Institutions ◽  
Drug Enforcement ◽  
Controlled Substances ◽  
Controlled Substance ◽  
Over Time

Objective: To evaluate the changing pattern of distribution of Schedule II and III opioids, barbiturates, and stimulants to veterinary educational institutions in the United States.Design: Longitudinal study.Sample: Veterinary teaching institutions that use Schedule II and III drugs.Procedures: Distribution of controlled substances to veterinary teaching institutions was obtained from the Drug Enforcement Administration's Automated Reports and Consolidated Orders System (ARCOS) for opioids (e.g., methadone, fentanyl, codeine), barbiturates (pentobarbital, butalbital), and stimulants (amphetamine, methylphenidate, lisdexamfetamine) from 2006–2019. Opioids were converted to their morphine milligram equivalents (MME) for evaluation over time.Results: Controlled substance distribution to veterinary schools exhibited dynamic, and agent specific, changes. The total MME for 11 opioids peaked in 2013 and decreased by 17.3% in 2019. Methadone accounted for two-fifths (42.3%) and fentanyl over one-third (35.4%) of the total MME in 2019. Pentobarbital distribution was greatest by weight of all substances studied and peaked in 2011 at 69.4 kg. Stimulants underwent a pronounced decline and were very modest by 2014.Conclusions and Clinical Relevance: Opioids by total MME in veterinary teaching practice have undergone more modest changes than opioids used with humans. Hydrocodone, codeine and recently fentanyl use have declined while methadone increased. Stimulant distribution decreased to become negligible. Together, this pattern of findings warrant continued monitoring.

scholarly journals Algunas valoraciones del profesorado respecto a su función tutorial

2020 ◽  
Vol 38 (1 Marzo-Ju) ◽  
pp. 139-160 ◽  
Author(s):  
María González Álvarez
Keyword(s):  
Secondary Education ◽  
Vocational Training ◽  
Teaching Practice ◽  
Teaching Quality ◽  
Basic Component ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Professional Career ◽  
Primary And Secondary Education ◽  
Educación Primaria

La función tutorial se considera en la literatura como un componente básico de la práctica docente y factor de calidad de la enseñanza. Nuestro objetivo en este trabajo es analizar distintos aspectos de la tutoría de los centros de Educación Infantil, Educación Primaria, Educación Secundaria Obligatoria, Bachillerato y FP. Para ello hemos elaborado una prueba que ha sido enviada por correo electrónico a una muestra de tutores y tutoras de todas las comunidades de España y que ha sido cumplimentada por 1350 de ellos. Ante los constantes cambios de la realidad socioeducativa hemos realizado un trabajo exploratorio para obtener información sobre la actual situación de la función tutorial. El análisis de sus respuestas nos indican que, tal como aparece en distintas investigaciones, se sienten satisfechos en su tarea a la vez que consideran que la misma es bastante importante para la educación del alumnado y el funcionamiento del centro. Se sienten razonablemente reconocidos en su función tutorial por parte del profesorado del centro y de las familias, no opinando lo mismo respecto al reconocimiento que les otorgan las administraciones educativas. Entienden que su tarea tutorial debe ser tenida en cuenta en su carrera profesional. Consideran que reciben una adecuada colaboración en sus funciones por parte del profesorado del equipo docente, familias y equipo directivo del centro. Entendemos que las administraciones educativas deberían prestar más apoyo a tutores y tutoras y mejorar su situación profesional y que procede analizar el desarrollo de la acción tutorial en función de los constantes cambios socioeducativos y normativos que se producen. In existing literature the tutorial function is considered as a basic component of the teaching practice and a factor of teaching quality. The goal of our work is to analyze the different aspects of mentoring in Infant, Primary and Secondary Education, Baccalaureate and Vocational Training. In order to achieve this goal, we emailed a test to a sample of mentors in all the autonomous regions of Spain. The test was filled in by 1,350 mentors. Given the constant changes in Spain’s socio educational reality, an exploratory work was carried out to obtain information about the current situation of the mentoring function. The analysis of their answers indicates that, as stated in existing research, they feel satisfied with their task, while they consider the aforementioned function is quite important for the education of pupils and the well-functioning of educational institutions. They feel reasonably recognized in their mentoring function both by teachers and by families. Nevertheless, they do not think the same about the recognition shown by the educational authorities. They understand that their mentoring task should count more towards their professional career. They consider that they receive adequate collaboration from the teaching staff, families and management boards in education centres. We understand that the educational authorities should further support mentors and improve their professional situation. Finally, it seems necessary to analyze the development of tutorial action according to the constant socioeducational and normative changes that occur.

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