A theoretical view to the issues of «school», «teacher», «education» in the heritage of Jalil Mammadguluzadeh

2020 ◽  
Vol 1 (1) ◽  
pp. 147-154
Author(s):  
Kamal Jamalov
Keyword(s):  
Teacher Education ◽  
School Teacher ◽  
Theoretical View

A Study on Site Suitability of the Secondary School Teacher Education Curriculum Focusing on Science and Math Subject

2015 ◽  
Vol 16 (4) ◽  
pp. 1-30 ◽  
Author(s):  
Seung Jung Kim ◽  
Soo Jeung Lee ◽  
Jung Cheol Shin ◽  
Jae Geun Kim ◽  
June hee Yoo ◽  
...  
Keyword(s):  
Teacher Education ◽  
Secondary School ◽  
School Teacher ◽  
Secondary School Teacher ◽  
Education Curriculum ◽  
Site Suitability ◽  
Teacher Education Curriculum

scholarly journals Exploring and Promoting Ecological Consciousness in Teacher Education: the Possibilities of Educational Action Research in Education for Sustainable Development

2011 ◽  
Vol 13 (1) ◽  
pp. 43-61 ◽  
Author(s):  
Inga Gedžūne ◽  
Ginta Gedžūne
Keyword(s):  
Teacher Education ◽  
Sustainable Development ◽  
Action Research ◽  
Qualitative Content Analysis ◽  
School Teacher ◽  
Education For Sustainable Development ◽  
Frame Of Reference ◽  
Primary School Teacher ◽  
Ecological Consciousness ◽  
Research In Education

Exploring and Promoting Ecological Consciousness in Teacher Education: the Possibilities of Educational Action Research in Education for Sustainable DevelopmentThe paper reports on the findings of a qualitative study with 39 first year students of pre-school and primary school teacher education programmes who are taking an educational action research based study course "Environmental Pedagogy". The study aimed at engaging the students in reflection on their experiences of interaction with nature and uncovering their views on ecological consciousness. Qualitative content analysis sought emergent themes in students' reflections. A conceptual framework was identified containing three frames of reference: (1) inclusion-oriented frame of reference; (2) exclusion-determining frame of reference and (3) solution-oriented frame of reference. Conclusions were drawn about the possibilities of educational action research to encourage students' reflection on ecological consciousness and building sustainable and inclusive relationships with the world.

MATH REQUIREMENTS FOR ADMISSION IN ELEMENTARY SCHOOL TEACHER EDUCATION PROGRAMS: DOES IT MATTER?

2021 ◽  
Author(s):  
Andreia Hall ◽  
Helena Alvelos ◽  
Ana Raquel Xambre ◽  
Filipe Hall ◽  
Ana Teresa Costa ◽  
...  
Keyword(s):  
Teacher Education ◽  
Elementary School ◽  
School Teacher ◽  
Elementary School Teacher ◽  
Teacher Education Programs ◽  
Education Programs

scholarly journals Proposing a contextual approach to pre-school teacher education in Ghana

2016 ◽  
Vol 3 (1) ◽  
pp. 1164020
Author(s):  
Nana Yaa A. Nyarko ◽  
C. Charles Mate-Kole ◽  
Mark Boylan
Keyword(s):  
Teacher Education ◽  
School Teacher ◽  
Contextual Approach ◽  
Education In Ghana

scholarly journals Partnerskap inom lärarutbildning i Norge och Finland: historiska förutsättningar för og praktiklärares förståelse av professionell handledning

2020 ◽  
Vol 14 (2) ◽  
Author(s):  
Anna-Lena Østern ◽  
Renata Svedlin ◽  
Gunnar Engvik
Keyword(s):  
Teacher Education ◽  
Teaching Practice ◽  
School Teacher ◽  
Future Teachers ◽  
Pedagogical Innovation ◽  
Education Practice ◽  
Professional Supervision ◽  
Innovation Research ◽  
Supervision Practice ◽  
Empirical Material

Syftet med denna artikel är att undersöka hur strävanden att professionalisera handledning i lärarutbildning i Norge och Finland genomförts och har resulterat i två olika partnerskapsmodeller. Fokus är i denna artikel på handledning av undervisnings-praktik. Artikeln handlar dels om den historiska framväxten av undervisningspraktik och -handledning av lärarstuderande inom lärarutbildning, dels om två exempel på pågående utvecklingsarbete inom området handledning i lärarstuderandes under-visningspraktik. I en jämförande uppställning lyfter författarna fram avgörande brytningspunkter i utvecklingen av praktik med åtföljande handledning inom lärar-utbildningen i Norge, respektive Finland. Med stöd av ett empiriskt material som synliggör hur idag verksamma handledare resonerar om kännetecken för professionell handledning, för författarna en diskussion om rådande utvecklingslinjer i Norge, med en kontrasterande jämförelse med utvecklingen i Finland. Analyserna är genomförda, dels som historisk analys (baserad på litteratur om ämnet), dels som tematisk narrativ analys av ett empiriskt material om handledning producerat som uppgift under en fortbildning i Norge respektive inom ramen för en samling med övningsskollärare i Finland.Övningsskolan i Finland har genomgått transformation, från att tidvis ha varit hårt kritiserad som konservativ och obenägen till förnyelse, samt för ojämförligt goda resurser, till att i dagsläget ha en styrkt plats som centrum för pedagogisk innovation, forskning och handledning. Den norska universitetsskolan är ung, men har likheter med dagens finska övningsskola rörande pedagogisk innovation, forskning och handledning. I dagens läge kan vi notera att professionaliseringssträvande knutna till handledning av lärarstuderande är dels uppifrån styrda, dels utvecklade inifrån professionen. Nyckelord: professionalisering, handledning, övningsskola, universitetsskola, lärarutbildning Partnership within teacher education in Norway and Finland: historical prerequisites for and practice teachers’ understanding of professional supervision AbstractThe aim of this article is to explore how attempts to professionalise supervision in teacher education in Norway and Finland have been carried out and have resulted in two different partnership models. The focus of this article is on the supervision of future teachers’ teaching practice. The article partly comprises the historical emergence of teaching practice and its supervision. It contains two examples of ongoing developmental work within the field of supervision of future teachers’ teaching practice. In juxtaposition, the authors highlight decisive turning points in the development of practice and supervision in teacher education in Norway and Finland, respectively. Based on empirical material which makes visible how supervisors currently reason around the characteristics of professional supervision, the authors discuss the predominant developmental lines in Norway, with a contrasting comparison with those in Finland. The analyses are carried out partly as historical analyses (based on literature about the subject), and partly as thematic narrative analyses of empirical material about supervision which was produced as a task during a continuous education course in Norway, and respectively in Finland within the frames of a seminar for teachers at a teacher education practice school.The practice school in Finland has undergone a transformation, from a time of being strongly criticised as conservative and not willing to renew itself, as well as of having incomparably rich resources, to the current situation, where it now has a strengthened position as a centre for pedagogical innovation, research and supervision. The Norwegian university school is young but has similarities with the Finnish practice school of today concerning pedagogical innovation, research and supervision. For the time being, we may note that the attempts to professionalise supervision are partly decided from outside, and partly developed from inside the profession. Keywords: professionalisation, supervision, practice school, university school, teacher education

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