Toward 2020 : new directions in journalism education.

With one exception (the keynote address by Robert Picard), all of the essays in this volume are expanded versions of presentations made at the conference “Toward 2020: New Directions in Journalism Education,” held at Ryerson University in Toronto on 31 May 2014. Testifying to the urgent interest in professional renewal among journalism educators, more than one hundred people from Canada, the United States, Europe, and Australia attended the conference. The papers published here represent a reasonable cross-section of the issues discussed. The authors advance different ideas about where journalism education should go from here; at times they disagree with one another, but all share the underlying view that if business as usual was ever a viable option, this clearly is no longer the case.

Toward 2020 : new directions in journalism education.

With one exception (the keynote address by Robert Picard), all of the essays in this volume are expanded versions of presentations made at the conference “Toward 2020: New Directions in Journalism Education,” held at Ryerson University in Toronto on 31 May 2014. Testifying to the urgent interest in professional renewal among journalism educators, more than one hundred people from Canada, the United States, Europe, and Australia attended the conference. The papers published here represent a reasonable cross-section of the issues discussed. The authors advance different ideas about where journalism education should go from here; at times they disagree with one another, but all share the underlying view that if business as usual was ever a viable option, this clearly is no longer the case.

Responses of Chinese university students and their teacher to a season of sport education

There is limited literature from the voices of participants in the Sport Education model in China, whether student or teacher. The purpose of this study therefore, was to provide a comprehensive descriptive account of one basketball class’s lived experiences as they completed a physical education course based on Sport Education. Data were collected from 48 university students and their physical education teacher as they participated in a sixteen weeks long basketball season. Students’ voices were measured using the 12-item `Sport Education Season Survey’, while the teacher completed a weekly journal and participated in a series of interviews at the end of the course. The results indicated that the students strongly agreed that they enjoyed and valued each of the Sport Education elements. They also reported higher perceived competence, literacy, and enthusiastic engagement from their experience. Four themes were generated from the teacher’s weekly reflective journals and interviews which referred consistently to high levels of student motivation, a higher intensity of student engagement, the development of skill competency, and a deeper understanding of tactical knowledge. In addition, the teacher also saw Sport Education as providing a legitimate source of professional renewal for Chinese university physical educators.

Are we doing our homework? An analysis of food engineering education in Brazil

What is the profile of Food Engineering education in Brazil? Are we following the contemporary professional renewal trend? Driven by these questions, the present study analyzed data regarding 21 academic courses,which represent approximately 22% of the total bachelor’s degree in food engineering courses offered in the country. Samples were defined considering a Brazilian annual ranking of undergraduate programs: very good (four stars) and excellent (five stars). Next, information was recovered from both the Brazilian Ministry of Education and institutional homepages of each analyzed program. The results suggest that food engineering programs exhibit relative identity, naturally due to their history and the path of each program and their faculty, shaping particularities in how fields of knowledge are constituted, in addition to their representativeness in the total workload of the program. However, initial analysis is suggestive regarding understanding that Brazil is not properly doing its homework, based on global movement, concerning food engineering education. The need to rethink Brazilian technical education, without culminating in additional workload, is emphasized, not only regarding new materials and technologies for learning and teaching, but also in terms of bringing a human and market approach. The achievement of this complex goal seems to be provided by the encouragement of student associations, transversal learning processes, and learning experiences outside the classroom as a means of improving undergraduate programs and human resources.

Preparing for Culturally Responsive Schooling: Initial Teacher Educators Into the Fray

In Australia, schools are experiencing increasing cultural diversity, alongside of nationalizing assessment and curricular and professional standards. It is raising concerns regarding the pace of systemic reform and sector wide professional renewal. Culturally responsive schooling practices may be helpful at this time because it locates the experiences of learners as powerfully influencing engagement and achievement. This article reports on “The culturally responsive schooling project,” a study focused on postgraduate students as they prepared for, undertook, and reflected on practicum experiences. Participants identified three barriers that impacted on their culturally responsive efforts: mentors encouraging limited and limiting curricula, pedagogic and assessment practices; mentors communicating resistance to doing things differently or valuing cultural responsiveness; and a fearful awareness of being evaluated by their mentors. The ambition of this discussion then is to encourage a rethink of the interconnections between teacher education, school leadership, and inservice professional development.

Attitudes of elderly persons and professionals towards intergenerational exchanges

Objective: to describe and compare the responses of elderly persons and professionals involved in permanent education programs in the state of São Paulo, Brazil, using the Intergenerational Exchanges Attitude Scale (IEAS), considering the variables living with children, for the elderly persons, and work with intergenerational groups or only with the elderly, for the professionals. Method: The convenience sample consisted of 148 elderly persons and 52 professionals. The participants responded to the IEAS and a questionnaire to delineate their profile in terms of age, gender and educational level. Comparative analysis, using the Mann-Whitney test, weighted each factor of the IEAS and the averages by items and by factors. Results: Compared to the professionals, the elderly had more negative perceptions of the attitudes of children towards the elderly (p<0.001) and more positive perceptions of the attitudes of the elderly towards children (p<0.001). Elderly persons who did not live with children had more negative perceptions of the interaction between children and the elderly than those who lived with children (p=0.003). Professionals working with intergenerational groups had more positive perceptions of the interaction between children and the elderly than professionals who worked only with older age groups (p=0.015). Conclusion: Intergenerational activities can be an important mediator of attitudes regarding the interaction between children and the elderly, as well as a form of training and professional renewal for those who work or intend to work in intergenerational activities.

Conversations in a Pub: Positioning the Critical Friend as “Peer Relief” in the Supervision of a Teacher Educator Study Abroad Experience

In this paper, we share the results of a self - study of our experience as university supervisors in a study abroad program for U.S. pre - service teachers. We share the shifts in our thinking that occurred as a result of our daily conversations about our work as teacher educators. Our reflections led us to new understandings of the nuances of field experiences, our constructions of pre - service teachers in the field, and the necessity of personal and professional renewal for faculty, not only as critical friends, but as peer relief.

Teachers Views and Perceptions towards the Lesson Study Processes

The key to professional development is inquiry. For teachers, it means that they become researchers, inquiring into their own practices for purposes of professional renewal. Lesson Study has been widely accepted as an embedded teacher professional development process. This paper reports on primary school mathematics teachers’ view and perceptions toward Lesson Study processes as a mean for their continuous professional development. After their exposure to Lesson Study processes from a four week course at RECSAM, the researchers sought their views and experiences with conducting Lesson Study. The respondents were primary school mathematics teachers and teacher’ educators who participated in courses conducted at SEAMEO RECSAM, Penang, Malaysia. The data were drawn through interview and from their project works, journals, reports, and questionnaires. This study noted that most of the teachers held positive but reluctant views on Lesson Study as a path for continuous professional development. They agreed that Lesson Study can be used as effective tool for their professional development under specific circumstance. Possible factors that support and hinder teachers to be engaged in Lesson Study were noted such as flexible time table, teacher’s experiences and supportiveschool policy.