scholarly journals Opettajaopiskelijat suomalaisten alkuperää selvittämässä

2019 ◽  
Vol 3 (1) ◽  
pp. 63-81
Author(s):  
Jukka Rantala ◽  
Helena Thuneberg ◽  
Hannu Salmi
Keyword(s):  
Informal Learning ◽  
Student Teachers ◽  
Group Discussions ◽  
Interdisciplinary Instruction ◽  
Learning Modules ◽  
Interdisciplinary Knowledge ◽  
Attitude Scales ◽  
Students Attitudes ◽  
The University ◽  
The Impact

Artikkeli käsittelee opettajaopiskelijoilla (N = 160) toteutettua tiedonalalähtöisen eheyttämisen opintokokonaisuutta ja siihen liittyvää tutkimusta. Tutkimuksessa selvitettiin opiskelijoiden asenteissa ja tiedonalalähtöisen eheyttämisen valmiuksissa tapahtuneita muutoksia alku- ja loppukyselyn sekä tuottamistehtävien avulla. Opintokokonaisuus, joka koostui noin kymmenestä tunnista asiantuntijaluentoja sekä neljän kuukauden aikana opiskelijoiden keskenään ja opettajiensa kanssa käymistä ryhmäkeskusteluista, vahvisti opiskelijoiden uskoa kykyihinsä toteuttaa oppiaineintegraatiota. Varsinkin ne opiskelijat, joiden mielestä asiantuntijaluennot avasivat onnistuneesti eri tieteenalojen selitysperusteita, kokivat eheyttämisvalmiuksiensa kohentuneen. Kuitenkin myös opiskelijat, jotka eivät käyneet luennoilla kokivat hyötyneensä opintokokonaisuudesta. Tämä selittynee ryhmäkeskustelujen yhteydessä opiskelutovereilta tihkuneella tiedolla. Lisäksi opintokokonaisuuden yhteydessä tehdyn DNA-testin voi olettaa herkistäneen eheyttämisteemalle nekin opiskelijat, jotka eivät käyneet luennoilla. Tutkimus osoittaa tiedonalalähtöiseen eheyttämiseen keskittyvän opintokokonaisuuden mahdollisuudet opiskelijoiden eheyttämisasenteiden ja -osaamisen kehittäjänä. Solving the origin of the Finns: A study of the impact of interdisciplinary instruction in the perceptions of student teachers to carry out discipline-based integration Abstract: The article presents the study relating to a discipline-based integration course for student teachers (N = 160) carried out in the University of Helsinki between January and May in 2018. The content of the course was the origin of the Finns. Pre and post tests were conducted to obtain students’ perceptions of their own abilities relating to the discipline-based integration and their readiness to carry it out in the future. In addition to the attitude scales, the test included writing tasks to analyse students’ disciplinary and interdisciplinary knowledge. The course showed to increase students’ faith in their own abilities to fulfill discipline-based integration. Particularly, those students who valued the ten-hours of lectures on archaeology, philology, history and genealogy thought that their disciplinary-based integrative instruction ability was improved in consequence of the course. However, also those students who did not participate in the lectures experienced the course useful. Undoubtedly, they benefited from knowledge, which has trickled in connection with the group discussions from the fellow students during the course. Another explanation seems to be the results of personal DNA tests which increased students’ interest towards the theme of the course. The study indicates the potential of the discipline-based integrative course in fostering students’ attitudes and knowledge management for discipline-based integration. It also emphasizes the importance of blending the formal instruction with informal learning in forming significant learning experiences. Keywords: discipline-based integration, multidisciplinary learning modules, elementary teacher education, university pedagogy, informal learning

scholarly journals The Impact of Microteaching on Professional Competencies of Pre-Service Teachers of Students with Learning Disabilities

2016 ◽  
Vol 4 (2) ◽  
pp. 1
Author(s):  
Mohammad Mousa AL-Salahat ◽  
Suhib Saleem Saleem
Keyword(s):  
Learning Disabilities ◽  
Student Teachers ◽  
Professional Competence ◽  
Professional Competencies ◽  
Students With Learning Disabilities ◽  
Service Training ◽  
Resource Rooms ◽  
Faculty Of Education ◽  
The University ◽  
The Impact

The aim of the present study was to examine the impact of microteaching on professional competence among four pre-service student teachers enrolled in the program of special education for students of learning disabilities in the Faculty of Education. The researchers indicated the theoretical conceptions of professional competencies, pre-service training, practicum in learning disabilities, and microteaching. The study conducted through three stages: baseline, intervention, and follow up. The researchers used a checklist as the tool of the study. The study was conducted during the field training of the subjects as they were asked to prepare and carry out the entire individual teaching lesson in the resource rooms affiliated to the public education schools. Microteaching sessions were also administrated at the university campus in Najran. The results of the study indicated significant improvements in the professional competencies among the four pre- service students as it was moderate at baseline (68%) for the four participating pre-service students. The subjects maintained the targeted skills in one measurement and after two weeks of the study (89%) indicating the significance of the microteaching in developing pre- service teachers required skills.

“Should I Go to Ireland or Mexico?”

2018 ◽  
pp. 1868-1885
Author(s):  
Scott L. Roberts ◽  
Kristina Rouech
Keyword(s):  
Study Abroad ◽  
Student Teachers ◽  
Teacher Education Program ◽  
Education Students ◽  
Study Abroad Programs ◽  
University Professors ◽  
The University ◽  
The Impact ◽  
First Time ◽  
Further Development

This chapter presents and discusses the experience of two university professors' participation in two different study abroad programs. Within the first two years of employment at the university, one professor went to Oaxaca and the other went to Ireland with groups of pre-student teachers. The chapter discusses previous literature and the impact of study abroad programs on teacher education, program basics from the authors' university, the authors' personal experiences travelling with students for the first time, commonalities and differences among the two programs, benefits from their experiences, and ideas for further development of effective study abroad programs for education students.

scholarly journals The Impact Of ICTs In Education: The Case Of University Of Macedonia Students

2008 ◽  
Vol 4 (3) ◽  
pp. 29-34 ◽  
Author(s):  
Areti Valasidou ◽  
Despoina Bousiou-Makridou
Keyword(s):  
Information And Communication Technology ◽  
Undergraduate Students ◽  
Communication Technology ◽  
Male Students ◽  
Administrative Personnel ◽  
Political Studies ◽  
Information And Communication ◽  
Students Attitudes ◽  
The University ◽  
The Impact

The aim of this paper is to describe the results of a research that took place in order to examine the opinion and impact of Information and Communication Technology to undergraduate students of University of Macedonia. The research was conducted with two main purposes. The first purpose is to investigate how familiar are the students of international and political studies with the use of ICTs on and off campus. The second purpose of the research is to examine the possible relationship between the use of ICTs and the gender and the students performance (marks) at the Introduction to Computers module that is part of their programme of studies. The results revealed that male students are more favourable toward ICT usage and the students that scored high at the module Introduction to Computers were more likely to find that the use of ICTs help them at their studies with various ways. The university academic and administrative personnel is highly recommended to find ways in order the students to be motivated and maintain positive students attitudes to use ICTs. Thus, the students will find it very helpful during their studying or even a supplement to other teaching activities.

scholarly journals The Impact of an Intervention on the Medical, Dental and Health Sciences Students About Interprofessional Education and Collaboration; A Quasi-experimental Study

2021 ◽  
Author(s):  
Salman Yousuf Guraya ◽  
Leena R. David ◽  
Shermin Hashir ◽  
Noha A. Mousa ◽  
Saad W. Albayatti ◽  
...  
Keyword(s):  
Educational Intervention ◽  
Interprofessional Education ◽  
Health Sciences ◽  
Post Intervention ◽  
Intervention Phase ◽  
Quasi Experimental ◽  
Health Sciences Students ◽  
Students Attitudes ◽  
The University ◽  
The Impact

Abstract BackgroundInterprofessional education and collaboration (IPEC) fosters patient safety and encompasses integration, communication, mutual trust and shared decision-making. Despite its crucial role, the IPEC has not gained its anticipated popularity. This study aims to determine the impact of an educational intervention about IPEC on medical, dental and health sciences students in the University of Sharjah. MethodsThis quasi-experimental research was conducted in three phases; a pre-intervention phase where the Readiness for Interprofessional Learning Scale (RIPLS) inventory was administered online to the medical, dental and health sciences students of the University of Sharjah; an intervention phase where an online workshop was organized via Microsoft Teams®; and a post-intervention phase where RIPLS was used to gather the students’ attitudes towards IPEC. The independent t test was used to compare the responses between genders and junior and senior students. A paired sample t test was used to determine the impact of the intervention on the students’ understandings. ResultsOut of 800 students invited to participate in this study, 530 students responded to the pre-intervention RIPLS survey. A comparison of the pre-post intervention for the RIPLS subscales of teamwork and collaboration, professional identification, and professional roles showed a significant improvement of the students’ attitudes with p-values 0.03, 0.00 and 0.00, respectively. All workshop moderators scored a median of 4 or 5 to the essential elements of IPEC during intervention except for a median of 3 for group dynamics.ConclusionIn this study, the present data derived from the application of a brief educational intervention highlight the challenges of IPEC implementation in the medical field. However, the demonstrated student readiness and positive impact of the intervention support the development of a structured curriculum to enhance the receptiveness and application of IPEC in clinical training and practice.

Bridging the gap: Informal learning practices as a pedagogy of integration

2010 ◽  
Vol 27 (1) ◽  
pp. 47-58 ◽  
Author(s):  
Heloisa Feichas
Keyword(s):  
Higher Education ◽  
Informal Learning ◽  
School Environment ◽  
Education Institution ◽  
Music Learning ◽  
Informal Music Learning ◽  
Learning Practices ◽  
Classical Training ◽  
Students Attitudes ◽  
The University

This work derives from a doctoral research study which looked at the differences in students' attitudes towards learning music in a Brazilian music higher education institution, while taking into account their different music learning backgrounds. The students' backgrounds (which consist of their set of musical experiences and music-learning processes that had been acquired and developed in their lives before entering the university course) are divided into three types: (i) those who have acquired their skills and knowledge mostly through informal learning experiences, particularly in the world of popular music; (ii) those who have only experienced classical training either within institutions such as music schools, or privately; and (iii) those whose backgrounds consist of both informal learning and classical training. These different backgrounds are termed here formal, informal and mixed. The research also discusses the gap between the way music is conceived and taught within the university and the reality students will have to face outside university. It further suggests that the traditional teaching approaches for music in higher education are possibly inadequate for educating university students from varied music learning backgrounds, especially those with informal music learning backgrounds. After examining some findings of the research, the paper proposes pedagogical strategies in which informal music learning practices might help the integration of students from different backgrounds, encouraging students' diversity and their inclusion in the university music school environment. The suggested strategies exemplify approaches that enable the students to bridge the gap between their own musical practices and those they are expected to learn in their institution. In this case, the students have more autonomy and the teacher becomes a facilitator of the process.

scholarly journals The Management of Waqf Universities in Selangor, Malaysia

2020 ◽  
Vol 6 (1) ◽  
pp. 45-60
Author(s):  
Mohd. Ali Muhamad Don ◽  
Muhamad Rahimi Osman
Keyword(s):  
Qualitative Research ◽  
Focus Group ◽  
Model Theory ◽  
The State ◽  
Research Approach ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
The University ◽  
The Impact ◽  
Management Issues

In Malaysia, waqf management including those in universities, is under the authority of the State Islamic Religious Council as a sole trustee waqf. This is to protect the waqf assets from any interventions by the heirs. Even so, one Malaysian university is said to manage the waqf scheme without the supervision of the Islamic Council which contradict with the provision of the State of Islamic Religious Council (SIRC) as the sole trustee of waqf. Thus, this study explores the management of waqf by several universities in Selangor and relation to SIRC as the sole trustee of waqf. A qualitative research approach was employed to collect data from focus group discussions and interviews with selected participants from the Selangor Islamic Religious Council (Selangor IRC), selected universities and waqf experts in Malaysia. The findings show that University Kebangsaan Malaysia and University Putra Malaysia waqf funds are managed under the Selangor IRC monitoring while University Islam Antarabangsa Malaysia endowment or waqf fund is managed privately by the university. The impact of this is that several waqf management issues arose. Hence, the authors recommend the Model theory of al-wilayah to be applied in the management of waqf in the universities. Through this model, SIRC and the university can play a more significant role in the management of waqf, thereby promoting the development of waqf in Malaysia.

scholarly journals Title Author Hits Investigating the Effects of Cognitive Style Diversity on the Hypothesis Generation and Troubleshooting Ability of Undergraduate Students Enrolled in an Introductory Agricultural Mechanics Course at Louisiana State University Written by Whitney L. Figland, J. Joey Blackburn, Kristin S. Stair, and Michael F. Burnet Hits: 268 Exploring Curriculum Congruence and Connectivity within School-Based Agricultural Education Written by Eric M. Moser and Aaron J. McKim Hits: 343 An Application of Social Network Analysis to Focus Group Discussions: Unobserved Interaction between Participants and Discussion Topics Written by Yu-Lun Wu, Joy N. Rumble, Taylor K. Ruth, Alexa J. Lamm, Jason D. Ellis Hits: 537 Commonly Accepted Theories, Models and Philosophies: The Subjective Norms of Our Discipline(s) Written by Amy Harder, T. Grady Roberts, James R. Lindner Hits: 538 Intent to Teach: Perspectives from Pre-Service Agricultural Education Teachers Written by Christopher J. Eck, Jessica M. Toombs, and J. Shane Robinson Hits: 250 Pre-Service Teachers Self-Perceived Training Needs Associated with Program Design and Management and Leadership and SAE Development Written by Mark S. Hainline and Scott W. Smalley Hits: 316 Hemp, Hemp, Hooray: The Impact of a Hemp Educational Campaign on College Students’ Attitudes and Knowledge of Industrial Hemp Written by Blake C. Colclasure, Taylor K. Ruth, Tessa Durham Brooks, and Andrea E. Holmes Hits: 215 The Influence of CASE on Agriculture Teachers’ Use of Inquiry-Based Methods

2021 ◽  
Vol 62 (1) ◽  
Keyword(s):  
Undergraduate Students ◽  
Agricultural Education ◽  
State University ◽  
Group Discussions ◽  
Louisiana State University ◽  
School Based ◽  
Educational Campaign ◽  
Students Attitudes ◽  
Industrial Hemp ◽  
The Impact

scholarly journals Evaluating academic and media nongovernmental organization partnerships for participatory data gathering

2020 ◽  
pp. 147078532094801
Author(s):  
Emma Heywood ◽  
Beatrice Ivey ◽  
Sacha Meuter
Keyword(s):  
International Development ◽  
Data Gathering ◽  
Practical Experience ◽  
Nongovernmental Organization ◽  
Participatory Methods ◽  
Group Discussions ◽  
Development Organization ◽  
Development Organizations ◽  
The University ◽  
The Impact

This article discusses participatory methods for data gathering in the context of a partnership between a Swiss-based media development organization, Fondation Hirondelle, and a research team at the University of Sheffield. In 2018–2019, the partnership conducted fieldwork which focused on the impact of radio on women listeners in Niger. The project used participatory methods of data gathering in the form of workshops and focus group discussions (FGDs). The article examines the advantages and limitations of combining the practical experience of international development organizations and the in-depth research capabilities of academia. To triangulate this collaboration and to navigate the limitations of FGDs, the use of workshops is discussed as an important method for providing feedback among the radio practitioners and experts in Niger. The article examines the usefulness of combining these methods and reshaping their application to promote participatory research with radio audiences and practitioners.

scholarly journals The Impact of Action Research on the Professional Development of Foreign Language Teaching Educators

2015 ◽  
Vol 17 (2) ◽  
pp. 276
Author(s):  
Juan Carlos Guerra Sanchez ◽  
Zoraida Rodriquez Vasquez ◽  
Claudia Patricia Diaz Mosquera
Keyword(s):  
Professional Development ◽  
Public Schools ◽  
Action Research ◽  
Student Teachers ◽  
Educational Institutions ◽  
The Public ◽  
Multiple Case ◽  
Political Dimensions ◽  
The University ◽  
The Impact

<p>In this article we report the final results of a multiple case study that brought together the experiences and reflections of student teachers, cooperating teachers and advisors about action research and its effect on their professional development.  Through observations, interviews, focus groups, and research reports analyses, the researchers recognized the personal, professional, and political dimensions that guide participants’ teaching and research actions. Findings shed some light on issues such as collaboration and engagement to keep conversations that actually connect life in schools and life at the university, and to support continuous learning for teachers. The insights we gained evidenced that the teachers, students, and administrators in the teaching program and their colleagues in the public schools need to strengthen their links through proposals of experiential learning which promote joint efforts, symmetric relationships, and expertise co-construction; thus, enabling all participants to validate their process as individuals, as members of educational institutions, and as key actors in promoting and sustaining a better society.  </p>

scholarly journals WORLD ENGLISHES AND THEIR IMPLICATIONS FOR UNIVERSITY EDUCATION

2021 ◽  
Vol 8 (18) ◽  
pp. 65-72
Author(s):  
Beáta Biliková ◽  
Katarína Seresová
Keyword(s):  
English Language ◽  
Language Teachers ◽  
World Englishes ◽  
University Education ◽  
The Past ◽  
Research Outcomes ◽  
Students Attitudes ◽  
The University ◽  
The Impact ◽  
Quantitative And Qualitative Methods

Over the past few decades, the notion of World Englishes has achieved much attention among linguists, language teachers, and other professionals. The present study explores the impact these trends have had on university education in the field of English philology and culture, focusing on the study programmes run by the Applied Languages Faculty, the University of Economics in Bratislava, Slovakia. Our research was designed to gain insights into the students’ perception of varieties of English and identify those areas which require more attention in order to provide students with the most relevant content. The research sample contained 130 students of one BA and one MA programme. Our research was based on a questionnaire which provided us with the data on students’ awareness of the studied issues. The data were subsequently processed using combined quantitative and qualitative methods. One part of the data was statistically analysed with regard to the frequency of certain aspects. The second part was analysed focusing on students’ attitudes and evaluative statements. Results of the analysis indicated both the key tendencies in their thought and the orientation of the occasional excentric views. The research outcomes enabled us to establish several important facts, e.g. a relatively insufficient understanding of the relevant terminology and concepts, high awareness of the existence of varieties of English, and, simultaneously, low awareness of the features distinguishing those varieties, etc. The conclusions point out those areas which should be represented more extensively in our curricula to reflect the actual current situation in the English language.  

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