scholarly journals Praksisfortelling, refleksjon og transformativ læring

2019 ◽  
Vol 13 (3) ◽  
Author(s):  
May-Britt Revheim Brekke ◽  
Marianne Leikvoll Eide
Keyword(s):  
Teacher Education ◽  
Transformative Learning ◽  
Professional Education ◽  
Teaching Method ◽  
Theory And Practice ◽  
Learning Activity ◽  
Student Activity ◽  
Participatory Observation

Denne artikkelen retter oppmerksomheten mot hvordan refleksjon og transformasjon kan fremmes gjennom praksisfortellingen som en studentaktiv læringsform i pedagogikkundervisningen i lærerutdanningen. I arbeidet med praksisfortellingen bryter vi med en tradisjonell deduktiv tilnærming til undervisningen. I en profesjonsutdanning kreves det at man kan koble og utvikle et samspill mellom ulike kunnskapsformer, som en veksling mellom det partikulære og det generelle. I dette arbeidet er overskridende refleksjon over egne forståelser og erfaringer vesentlig. Artikkelen tar utgangspunkt i deltakende observasjon på første trinn i Grunnskolelærerutdanningen. Studien viser at det er flere forhold som kan påvirke kvaliteten til refleksjonen og den pedagogiske tenkningen. Dette kan dreie seg om kvaliteten til selve fortellingen, studentenes oppfatning av hva den pedagogiske teoriens funksjon er, og hvorvidt det utvikles et rom for utfordring og støtte. Refleksjonsprosesser kommer ikke automatisk, og må derfor settes i gang gjennom systematisk undervisning der det inviteres til utvidelse av egne erfaringer i møtet med generalisert kunnskap. Nøkkelord: praksisfortelling, studentaktivitet, forholdet mellom teori og praksis, refleksjon, transformativ læring Experiential narrative, reflection and transformative learning AbstractThis article draws attention to how reflection and transformation can be promoted through experiential narratives as a student-active learning activity when teaching pedagogics in the teacher education. In our work on the experiential narrative, we have a different approach than the traditional deductive teaching method. In a professional education, it is required to be able to connect and develop an interaction between different forms of knowledge, such as an exchange between the particular and the general, where transcendent reflection on the students’ own understandings and experiences is significant. This article is based on participatory observation at the first level in teacher education, and finds that several factors affect the quality of the reflection and the pedagogical thinking. This includes the quality of the experiential narrative itself, the students' perception of the role of the pedagogical theory, and to what extent there is a room for challenge and support. One cannot expect that reflection processes come automatically or without support, but these processes can be initiated through systematic teaching that opens for expanding own experiences in the meeting with generalized knowledge.Keywords: experiential narrative, student activity, relationship between theory and practice, reflection, transformative learning

scholarly journals Teacher Education and Development in Africa: A Modern Perspective

2020 ◽  
Vol 3 (1) ◽  
pp. 107
Author(s):  
Peter Wekesa Wamalwa ◽  
Edwin Nyongesa Masibo
Keyword(s):  
Teacher Education ◽  
Education Programme ◽  
New Developments ◽  
Teacher Education Programme ◽  
Emerging Issues ◽  
Education And Development ◽  
Education And Society ◽  
The Relationship

Teacher education programme is a critical component of education and the life of any society. It normally lays the very foundations of the society. It spurs and pushes the various aspects of development in the society through well-established culture and character of such a society. But for this programme of education to perform this development function efficiently it must be well designed, developed and constantly reformed and modernized so as to keep it abreast with the emerging issues both in education and society. This process is only possible through the conduct of regular studies in education and society to establish new developments and also facilitate the generation of relevant innovations to promote the quality of Teacher education programme. However, there is no evidence that such a process has ever been initiated and conducted in Teacher education programme since the inception of this programme in modern Africa. This paper is designed to explore the importance of Teacher education programme in modern Africa, the relationship between Teacher education programme and development in modern Africa, the roe of this programme in modern Africa, strategies of harnessing the programme for development in modern Africa and the challenges of the programme in modern Africa. This narrative is likely to shade light on the need of Teacher education programme in development in modern Africa and the role of innovative research in this process. Hence, set in motion the desired development in modern Africa.

scholarly journals Formation of Field-Based Pedagogical Resources: The Role of Leadership of Regional Heads in Educational Sports and Sports Achievement

2021 ◽  
Vol 9 (3) ◽  
pp. 482-497
Author(s):  
IGG Heru Marwanto ◽  
Gandung Satriyono
Keyword(s):  
Human Resources ◽  
Qualitative Data ◽  
Education And Training ◽  
Educational Resources ◽  
Quality Of Education ◽  
Young Generation ◽  
And Training ◽  
Participatory Observation

This study is inspired by the limited educational resources in sports education, especially those that discuss the role of leadership in improving the quality of education and training of athletes in achieving the quality of human resources in the form of improving performance in sport. Through this research, it is hoped that a pedagogical resource can be used as a model, that improving the achievements of the young generation in the field of sport is not enough with the education and training of athletes, but strong leadership is needed by the Regional Head of Kediri, East Java, Indonesia, and the Indonesian National Sports Committee of Kediri City is the parent of the research. This method of research is qualitative. Data was collected using in-depth interviewing and participatory observation techniques. The results showed that the role of leadership in the education and training of athletes plays a very important role in improving the performance of sport in the area. Its form may be in the form of a leader's decision on the allocation of funds, monitoring, motivation and maximum moral support.

scholarly journals PENDAMPINGAN & PELATIHAN BERWIRAUSAHA IBU-IBU PETANI JAGUNG

2020 ◽  
Vol 3 (1) ◽  
pp. 1-9
Author(s):  
Usman Usman ◽  
Veneranda Rini Hapsari
Keyword(s):  
Teaching Method ◽  
Market Price ◽  
Corn Flour ◽  
Entrepreneurship Training ◽  
Pests And Diseases ◽  
Interview Method ◽  
Industrial Material ◽  
Corn Prices

Abstract The problem faced by corn farmers is that the quality of corn prices is not in accordance with the market price because they do not drain well so that prices in the market have fallen considerably. The role of corn is very important and beneficial for human and animal life. And it is the second staple food after rice. While in the world corn ranks third after wheat and rice. The advantage of corn itself is that the harvest time is faster and very resistant to pests and diseases and higher production. (Ermanita, 2004). Indonesia is a tropical climate and fertile soil and as a country known as an agrarian nation, Indonesia is a country known for its rich biodiversity which is a mainstay in the fields of food, industry and energy. As an industrial material corn can be processed into processed oils, corn flour, sugar and others. The method used in this service is a method of training and teaching that is discussion, teaching method, participants of the training are housewives in the Farmer Business group. They are given material about how to make cakes so that they can be of selling value., Using the method (Discussion Method) Trainees are given the opportunity to discuss issues related to corn, using the interview method. The trainees were given the opportunity to be interviewed how much influence the training on baking for them in developing themselves.Keywords: ASSISTANCE, ENTREPRENEURSHIP,TRAINING FOR CORN  FARMERS

Technologizing Teaching

2013 ◽  
pp. 940-962
Author(s):  
Joseph M. Piro ◽  
Nancy Marksbury
Keyword(s):  
Teacher Education ◽  
Technology Integration ◽  
Learning Activity ◽  
Instructional Media ◽  
Technology Instruction ◽  
The World ◽  
Pre Service Teacher Education ◽  
K 12 ◽  
Pre Service Teacher

With the continuing shift of instructional media to digital sources occurring in classrooms around the world, the role of technology instruction in the pre-service curriculum of K-12 teachers is acquiring increasing salience. However, barriers to its inclusion continue to exist. In this chapter we focus on a model of hybridity designed to embed technology instruction into pre-service education. This model is known as the WebQuest and involves the development of a technology-driven learning activity that scaffolds the building of skills in content, pedagogy, and technology integration in pre-service teachers. We discuss data from an exploratory project conducted within a class of graduate pre-service teachers experiencing instruction in creating a WebQuest, and offer some preliminary findings. We place these results within a larger perspective of the CFTK and TPACK frameworks and their application to issues germane to pre-service teacher education.

scholarly journals The Practical Research of Project Teaching Method in the Teaching of Computer Specialty Courses in Universities

2020 ◽  
Vol 4 (9) ◽  
Author(s):  
Guanhong Zhang
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Rapid Development ◽  
Theory And Practice ◽  
Traditional Teaching ◽  
Practical Strategy ◽  
Traditional Teaching Methods ◽  
Computer Professionals ◽  
Computer Teaching

With the rapid development of computer technology, the society has higher and higher requirements for computer professionals. There are many problems in the existing computer teaching methods. The more typical one is the separation of theory and practice, which does not meet the current society's requirements for computer talents. . The application of project teaching method to computer teaching can effectively make up for the shortcomings of traditional teaching methods, effectively improve students' comprehensive ability, and greatly improve the efficiency and quality of college computer talent training. This article discusses the role of project teaching method in computer teaching in colleges and universities from multiple angles, and proposes the practical strategy of project teaching method in computer teaching.

scholarly journals DETERMINATION OF SOCIALIZATION FEATURES IN PHYSICAL EDUCATION STAFF TRAINING AS A SOCIAL AND EDUCATIONAL ISSUE

2017 ◽  
Vol 2017 (3) ◽  
pp. 43-49
Author(s):  
Любовь Стройкина ◽  
Liubov' Stroikina ◽  
Илья Ельцов ◽  
Il'ia El'tsov ◽  
Владимир Свинаренко ◽  
...  
Keyword(s):  
Physical Education ◽  
Professional Education ◽  
Personality Development ◽  
Theory And Practice ◽  
High Quality ◽  
Sport Sociology ◽  
Developmental Issues ◽  
Pedagogical Research

The article describes the theory and practice of inclusion of future physical education teacher in the process of refinement of the socialization concept. A productive study and clarification of the socialization concept is carried out in the courses of Theoretical Pedagogy and Practical pedagogy. The specificity of identifying and solving the problems of socialization depends on the involvement of future PE teachers in scientific and pedagogical research of optimal possibilities for personality development in the constructs of self-realization and self-affirmation. The determination of the socialization category is a complex pedagogically corrected process. The quality of the detailed definitions in the professional education model is a unique tool that guarantees a high quality of solution for developmental issues. The specifics of the choice of the direction for the specification of socialization category depend on the sport chosen by future PE teachers. The quality of socialization as a product of anthropo-sphere and education evolution can be learned from the portfolio kept by the student. The features of high-quality solutions are defined in the pedagogical constructs and pedagogical conditions of modern education, and socialization is no exception as a multidimensional phenomenon and the product of social and educational relations. The specificity of the clarification of the socialization category can be found in the structure of the module "Social pedagogy", "Pedagogy of physical culture and sport", "Sociology of Sport." The Kemerovo State University (Novokuznetsk branch) pays special attention at the technology of system-pedagogical modeling that makes it possible to include future PE teachers into modeling and specification of "socialization" category.

Teacher Education in Singapore

2019 ◽  
Author(s):  
Jason Loh ◽  
Guangwei Hu
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
International Student ◽  
Student Assessment ◽  
Theory And Practice ◽  
Leadership Role ◽  
Ministry Of Education ◽  
International Student Assessment ◽  
Teacher Training College

Since the turn of this century, and especially in the past decade, Singapore has consistently done well in international benchmark studies, be it the Progress in International Reading Literacy Study (PIRLS), the Programme for International Student Assessment (PISA), the Trends in International Mathematics and Science Study (TIMSS), or the International Baccalaureate diploma assessment. Singapore’s sterling performance in these different benchmark assessments has been widely attributed to the quality of its teaching force, which is, in turn, ascribed to the teacher education programs provided by its sole teacher education institution – the National Institute of Education (NIE), Nanyang Technological University (NTU). Teacher education began during the country’s colonial past, but there was no designated provider of comprehensive training until teacher training was institutionalized in 1950, when the Teacher Training College was established. After Singapore gained independence in 1965, the institution’s capacity expanded rapidly as a teacher training department and later as a statutory board within the Ministry of Education. In 1991, to raise the stature of teacher education, the Teacher Training College was incorporated as an autonomous institute within the newly formed NTU. Due to the need to ensure the survival of a tiny island nation over the years, it has been imperative to educate the population for industry and development. In the process, tensions have arisen from: (a) the recruitment of huge numbers of teachers and the concomitant quality of their training, (b) collaboration with the Ministry of Education, and (c) the influence of educational research on theory and practice. In the third decade of the 21st century, with the stranglehold that neoliberalism has on many educational systems around the world, including Singapore, will NIE be able to prepare its future teachers to navigate and survive in such a climate, while continuing to strengthen its theory-practice nexus? With the dwindling of student numbers across all sectors and the accompanying reduced need for new teachers in the country, will NIE look beyond the shores of Singapore, internationalize its programs, and take on a leadership role in the region?

Connections Between Theory and Practice in Teacher Education

2013 ◽  
Vol 4 (1) ◽  
pp. 97-105
Author(s):  
Nabi Bux Jumani
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Professional Education ◽  
Teaching Practice ◽  
Focus Group Interview ◽  
Education Programme ◽  
Theory And Practice ◽  
Practice Gap ◽  
Theory Practice Gap ◽  
The Relationship

A fundamental component in professional education is the link between theory and practice. However, students in professional education programmes experience a lack of coherence between theory and practice which is often described as theory practice gap. The aim of this study was to explore the relationship between theory and practice in MA Education Programmes offered by International Islamic University and to contribute with knowledge about how to bridge the gap between theory and practice in teacher education programme. Data were obtained through focus group interview with 40 MA Education female students who completed their four months teaching practice in December 2011. Data reveal that student teachers are quite satisfied with their pedagogical preparation and find difference in theory and practice in teacher education institutions and practice schools in Pakistan. Data indicate that student teachers were not allowed by schools to implement their learnt teaching strategies.

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