“La Voz del Rehén”

In this chapter, the authors describe the characteristics of an interdisciplinary programme based on the SDGs called “La Voz del Rehén” [The Voice of the Hostage]. This programme aims to develop the transversal competence of creativity in teacher training at the Faculty of Education of the University of Zaragoza (Spain). It is a consequence of the imminent collective transformation that must modify the university education system, which cannot be oblivious to the education for sustainability and change agendas foreseen worldwide. Therefore, this type of innovative methodological initiative aims to stimulate learning processes from collective involvement, which moves the apogee of the ego to second place, promoting a relational and extended existence.

TIME MANAGEMENT STRATEGY AND ITS RELATIONSHIP WITH THE ACADEMIC ACHIEVEMENT OF STUDENT'S OF AL ZAIEM A L AZHARI UNIVERSITY,FACULTY OF EDUCATION, MODEL

The study addressed the field of educational management, it aimed to know the relationship between management strategy and academic achievement of science class students of the Faculty of Education at Al Zaeim Al Azhari university.The researcher followed the descriptive method, the sample was (94) of the students, the questionnaire was used as a tool of data collection, the data was analyzed by the statistical package of the social sciences (SPSS), (T) test,the one way analysis of variance( ANOVA), Person correlation, chi-squared test and ( MAN-WHITENY) The researcher came to many results, the most important: There was no statistically significant differences attributable to the gender, housing and major variables, there is appositive statistical correlation between dimensions of time management and Grande Point Average (GPA), there was an inverse negative correlation between time management waster and the Grade Point Average(GPA) of the students. Through what the researcher's came to as results, she recommended: The necessity of holding training workshops on the importance of time in the student's academic and social life at Al Zaeim Al Azhari university, introducing courses on all levels of education on time management and its strategy.

Drawing Possibility

This chapter describes the collaboration between the Department of Indigenous Education in the Faculty of Education at the University of Victoria in British Columbia, Canada and the extension program at the Art Gallery of Greater Victoria, illustrating the process of engaging pre-service teachers working in collaboration with Indigenous artists, staff from the Art Gallery, and learners in the schools where art-based workshops were facilitated. Further, it will describe how by being involved on this project, the student teachers were able to reflect on themselves as educators, and on the challenges and triumphs that entails doing decolonizing work and becoming allies, advocates or “Indigenists.”

The Effect of Navigation Structure in Electronic Courseware and Self-regulated Learning on achievement and Satisfaction in Instructional Design for Undergraduate Students

This study aims at identifying the effects of navigation structure in electronic courseware, and student self-regulation level on achievement in instructional design and satisfaction towards learning environment for undergraduate students. A quasi-experimental (3x3) factorial ANOVA design used to explore the main effects the independent variables. Two hundred nineteen respondents selected from third class undergraduate students in the faculty of education at Ablaba University. The respondents randomly assigned into one of three treatment groups varied in navigation structure. The treatment group used linear, hierarchical, and network navigation respectively. The tools consist of, achievement test, student's satisfaction scale, and self-regulation scale. The results showed that high-level self-regulated learners outperformed low-level self-regulated learners in achievement, and in satisfaction scale. There were no significant differences for the three treatments; the navigation structure employed in this study had no effect on participants’ learning and satisfaction. A significant interaction seen between leaning self-regulation skills and navigation structure. High-level self-regulated learners learn better from hierarchical navigation and less with linear navigation weak-level self-regulated learners learn better with linear navigation and weak with hierarchical. However, the network navigation structure mediate the two other navigation structure for all treatment group.

The Effect of Cognitive Acceleration Programme on Critical Thinking of Science Students at Secondary Level

This study was conducted to determine the effect of Cognitive Acceleration Programme on the critical thinking skills of 9th graders. The posttest only non-equivalent control group design was used. Two sections of class 9th were selected conveniently for experimentation. There were 80 participants (girls) in the experiment. There were 30 intervention lessons in the experimental classrooms. The posttest was designed based on Cornell Critical thinking test. Test was validated by experts from the Faculty of Education, Allama Iqbal Open University Islamabad. The data were analyzed by the SPSS. The independent sample t-statistics were applied for control and experimental groups separately. The t-value for the comparison of performance of experimental and control group in sub-skills of critical thinking i.e., inference, deduction, assumption, interpretation, and argumentation showed significant difference. The results showed that critical thinking skills can be developed significantly through cognitive acceleration programme. So, the thinking science activities were recommended to science educators to incorporate into the classroom to accelerate critical thinking of students. Keywords: Cognitive Acceleration, Critical Thinking, Inference, Deduction, Assumption, Interpretation, Argumentation

The Relationship Between Candidates Teachers’ 21st Century Skills and Their Emotional Intelligence Levels

The aim of this study is to examine the relationship between 21st century skills and emotional intelligence of teacher candidates. In addition, it was investigated whether teacher candidates’ levels of 21st century skills and emotional intelligence differ significantly according to various variables. This research, which was designed according to the relational screening model, was conducted with 312 teacher candidates studying at Inonu University Faculty of Education. “Multidimensional 21st Century Skills Scale” and “Emotional Intelligence Scale” were used to collect data in the study. Descriptive statistics, difference analysis, Pearson Product Moment Correlation Coefficient and regression analysis were used to analyze the data. As a result of the analysis of the research data, it was found that teacher candidates’ 21st century skills and emotional intelligence are at a high level, that the emotional intelligence and 21st century skill levels of teacher candidates do not differ significantly according to gender, but those who have medium and high overall academic success are 21st. century skills and emotional intelligence levels were found to be high and significantly different. In addition, in the study, it was found that there was a significant, medium, positive relationship between 21st century skills and emotional intelligence of teacher candidates, It was concluded that the level of predicting 21st century skills of emotional intelligence is statistically significant. In the process of preparing students for the future, suggestions were made for the development of 21st century skills and emotional intelligence.

Attitudes of Prospective French Teachers Towards School Experience and Teaching Practice Courses

Education is an important concept that prepares society for change and pushes development. The teacher, who is one of the basic elements of the education phenomenon, has important duties. Accordingly, the teacher has a very important place in the life of the students. The aim of this study is to determine the attitudes of the prospective French teachers towards School Experience and Teaching Practice courses and to reveal whether their attitudes differ according to the gender factor. The research has been conducted by means of a descriptive survey model and was carried out with the participation of 18 volunteer students (10 females, 8 males) studying at the department of French Language Teaching of the Faculty of Education at Anadolu University. The quantitative data of the study has been collected with a 5-point Likert-type scale consisting of 30 items. Moreover, in addition to the scale, the opinions of the students on the School experience and Teaching Practice courses have been collected by means of 5 open-ended questions drawn up by the researcher. The qualitative data acquired in this study has been reviewed through the document analysis method. According to the obtained data, it has been determined that the students had positive opinions about these courses. In addition, their attitudes towards ‘School Experience’ and ‘Teaching Practice’ courses have a very high average. This research shows that, these courses make significant contributions to the professional development of students. However, no significant difference was observed in terms of the gender factor based on the opinions of the participants with respect to the aforementioned courses.

Reflection of Scientific Studies on Educational Activities: Teachers’ Views

Although the number of scientific publications in our country has increased in recent years, the quality of those publications and their reflection on practices have become a topic of debate. The purpose of this study is to discover the views of teachers who work in various schools affiliated with the Ministry of National Education and who have received postgraduate education on the research conducted in the Faculties of Education, as well as to present the teachers’ suggestions based on the problems identified. The case study design was used in this research, which was carried out with the qualitative research method. The research’s study group comprises 20 teachers who work in Ministry of National Education-affiliated schools while also studying postgraduate education (master’s and Ph.D.) at the Faculty of Education. To include the participants in the study, the maximum variation sampling approach, which is one of the purposive sampling methods, was utilized. Face-to-face interviews with teachers were used to collect data, which was subsequently analyzed using a content analysis method. Most teachers, according to the results of the content analysis, are informed of academic studies since they have postgraduate education. However, the majority of teachers who do not attend postgraduate education are uninformed of the studies. Teachers’ main suggestions for staying informed about scientific studies include organizing congresses, seminars, and conferences, having academicians visit schools, cooperating between the Ministry of National Education and universities, providing teachers with informative brochures, publishing studies on school websites, and organizing in-service training programs. Although teachers’ views about scientific studies were mostly negative, they did make several recommendations for putting scientific studies into practice.

Curriculum Development in Geography Education

This paper aims to analyze the historical development of the geography education curriculum. Geography has been occupying an important place since its inception at the Faculty of Education, Tribhuvan University in Nepal. This paper is a review paper. Reviewed materials were collected from different sources, such as official records of the Faculty of Education (FoE), Curriculum Development Centers (CDC) of TU, and archive documents. The findings show that geography has taught as an optional subject at the Bachelor and Master levels in the Faculty of Education. The curriculum covers a broad spectrum of geographic fields, such as physical, human, regional, tools and techniques, and applied concepts, themes, and issues. They are tourism, environments, disaster, climate change, mountains, and so on at both levels. This paper concludes that the curriculum of geography education focuses on content rather than pedagogy. However, it is equally important and necessary to enhance the knowledge on pedagogical content for teachers, educators, educational planners, researchers, and freelancers who are engaged in geography education.