Search results - CEJSH

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ФОРМУВАННЯ СИСТЕМИ ПЕДАГОГІЧНОЇ ОСВІТИ В ІРЛАНДІЇ ДО 1922 РОКУ

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Лисенко О.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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issue 6(60)

246-257

EN

The aim of the article is to cover the socio-economic factors, that influenced the formation of teacher education system in Ireland till its independence,to determine the peculiarities of teachers’ training system and to analyze the main teacher training models in Ireland until 1922. Studying Ukrainian and foreign sources, the author uses the following research methods: analytical, historical retrospective and theoretical generalization. The article opens with the detailed analysis of the emergence of the teachers’ training system in pre-Independent Ireland. The main factors, that influenced its formation, were the provision of schooling by government, the activity of Catholic and Protestant religious bodies and the government policy of the United Kingdom. The national system of education was founded in Ireland in 1831. In this period of time the Commissioners of National Education worked out a plan for a two-year pre-service teacher training programme. The Central teaching establishment in Marlborough Street in Dublin and provincial model schools together with the new programme were to be the integral parts of the new system of teacher education. According to the different sources of information there were about 27 schools in the country by 1867. The article also casts light on the apprenticeship way of teacher training in the model schools. The best pupils, aged 14–16, were examined by the district inspector and on successful passing became monitors, who were leaning teaching profession, being involved into it. Model schools and the Central teacher training college operated under full control of the Board of the Commissioners of National Education, all teacher training establishments were either mixed-denominational or even non-denominational. All these factors put together appeared to be controversial to both churches: Catholic and Protestant, and as a result, Catholic Church banned the attendance of model schools and teacher training college. In 1870 The Powis Commission came to the conclusion, that teacher training in Ireland was unsatisfactory and recommended to establish state-supported denominational teacher training colleges. So, by 1922 colleges provided training of the future primary school teachers in single-sex study groups on two-year courses, moreover, these institutions belonged to a particular religion, and the special emphasis was given to thesocialization taskof young teachers. The common teacher training model for secondary school appeared a bit later and took the form of aconsecutive model of teacher education, according to which, it was possible to get appropriate secondary school teacher training, graduating from part-time courses. On successful completion of such courses the future secondary school teachers were awarded the Higher Diploma in Education. In our future research works we are going to determine and highlight the periods of teacher education of the Republic of Ireland.

2

Physical Education-Teacher Education in the United States: Preparing Tomorrow’s Teachers for America’s Classrooms

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Garrahy D. A., Coleman M. M.

Journal of Physical Education & Health - Social Perspective

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2012

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vol. 1

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issue 2

5-16

XX

The purpose of this article is to examine university programs that prepare physical education teachers in the United States of America. Information will focus on accredited versus non-accredited programs and the status of physical education and physical activity of school aged youth in America.

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An Empirical Study about the Importance of Teachers´ Educational Beliefs and Acculturation Attitudes for the Implementation of Intercultural Education in Physical Education

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Grimminger E.

Journal of Physical Education & Health - Social Perspective

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2012

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vol. 1

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issue 1

5-14

XX

Previous research suggests that teachers’ behaviour is influenced by educational beliefs and attitudes. This article focuses on two explorative studies among 99 and 18 physical education teachers, and aims to find out if educational beliefs and acculturation attitudes influence teachers’ willingness and behaviour to promote students’ intercultural competence through physical education lessons. The research design is based on a mixed-method approach. By interlocking quantitative and qualitative data, a mismatch between the expressed willingness and the real behaviour is uncovered. Educational beliefs influence the willingness but not the behaviour, whereas acculturation attitudes do not have any significant influence on the expressed willingness or on the behaviour. The impact depends on the accessibility of the namely constructs that is attained by reflection. Therefore, teacher education must be more than the conveyance of knowledge and techniques but provides teachers with strategies to reflect on their belief systems and their implication on teaching.

4

LAMS AS A COGNITIVE TOOL FOR TEACHER EDUCATION STUDENTS’ REFLECTIVE THINKING

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Dennis C.

Teaching English with Technology

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2009

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vol. 9

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issue 3

27-41

EN

Design based research is one exemplary way to help educators, educational designers, and institutions rethink their pedagogical approaches within the learning environment. It is envisaged that unique uses of synchronous chat, polling, student feedback, e-portfolios and online questions and answers will help engage the new generation of learners. This paper provides a preliminary formative evaluation of the use of the Learning Activity Management System (LAMS) as a cognitive tool for promoting student reflective thinking within the context of the first year of a teacher education program. There were two research questions. First, how do the learning activities, resources and supports using LAMS foster student engagement and critical reflection? Second, to what extent does learning design using LAMS assist students to link professional knowledge to professional practice? Students were asked to reflect on their own learning and document the process through which they constructed their view of learning from the field. The results showed that, when students recognised the relevance of learning through ‘rich tasks’, they saw their application to the world beyond the classroom and started to reflect critically on their experience. There was a positive response from students about the impact of LAMS in facilitating their understanding of the relationship between professional knowledge and professional practice. What is evident from the evaluations is that the learning activities, resources and supports using LAMS assisted students to do this. The barriers and challenges for future applications require attention to the reliability of IT infrastructure across the university and professional development and change management for academic and support staff.

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ARE TEACHER EDUCATION STUDENTS READY FOR ONLINE LEARNING?

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Dobozy E.

Teaching English with Technology

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2009

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vol. 9

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issue 2

1-15

EN

Recent reviews of active and participatory learning design are critical of the effectiveness of such strategies, pointing out that students’ participation levels in technology-mediated discussion tasks are generally low. In addition, they note that when students are made to participate, through the attachment of assignment points to participation in online discussions, students become skilled in taking full advantage of the assignment points, without necessarily engaging in deep learning. These reviews point to a disturbing trend in student engagement that needs urgent attention. Does student effort or the lack of it pose an inherent problem for the design of online discussion tasks? Is there a need to factor in students’ ambivalence towards online communicative collaboration when designing LAMS learning tasks? In this paper, I document the use and usefulness of non-assessed discussion forum learning design, discussing the meaning of student content engagement and its relationship to deep learning before reporting preliminary research results that sought to investigate current student engagement with non-assessed learning tasks. My findings illustrate the importance of reassessing current conceptualisation of learning and assessment tasks as a linear progression. Moreover, I conclude that it is counter-productive to ‘make students collaborate’ through the simple attachment of assignment points to tasks, because it rewards compliance rather than learning.

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Perceived Affordances, Tensions, and Complementarities in the Physical and Digital Environments Frequented by Future Teachers

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Pruneau D., Kerry J., Freiman V., Langis J., Bizid M.

Discourse and Communication for Sustainable Education

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2016

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vol. 7

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issue 1

68-81

EN

Is future teachers’ contact with the physical environment significant enough for them to choose to educate their students about sustainability? These digital natives stand out from previous generations by their way of living. The research based on grounded theory was aimed at understanding future teachers’ relationships with physical and technological environments. The analysis of interviews, with Moncton and Montreal teacher education students, reveals that future teachers maintain a sporadic relation to the natural environment. They are still conscious that nature provides them calmness, rejuvenation and beauty. The Internet offers them distraction, social affiliation, personalized information, and facilitates their tasks and contact with the World. Future teachers are critical and cautious in their use of ICT but are however not much involved in the environmental cause. The research emphasizes the need to work on future teachers’ relationship to the physical environment with outdoor activities to get to know, appreciate, analyze and improve the natural and urban environments.

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Engaging Student Teachers in Sustainable Praxis in Aotearoa/New Zealand

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Smorti S., Peters-Algie M., Rau C.

Journal of Teacher Education for Sustainability

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2013

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vol. 15

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issue 1

5-14

EN

This paper draws on the narratives of three teaching staff as they collaborate to transform student teachersí thinking and praxis about sustainability through a bicultural perspective that acknowledges indigenous and Western ideologies. It will discuss some of the experiences that the student teachers found to be transformational such as: whakapapa (our connectedness to all things, both living and non-living) and a mini action research project on the ërubbishí generated on their class days. The question the co-researchers pose: How is the [bicultural] conceptual framework visible in our teaching and learning about sustainability? Our findings suggest that student teachers become articulate and passionate about sustainability through engagement in activities that challenge the ëtakenfor- grantedí everyday practices. As confidence and competence increases, student teachers can realise their potential to make significant curriculum changes as they work alongside children and their families to care for planet earth.

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Dance Teacher Education: Programme Analysis and Students’ Perceptions

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Baneviciutė B.

Discourse and Communication for Sustainable Education

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2010

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vol. 1

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issue 2

64-73

EN

The principles of education for sustainable development implemented in Lithuanian education system shifted the perceptions of teachers’ roles from disseminating knowledge towards developing students’ competencies of responsible, critical and creative thinking and acting. The objective of this research is to find out whether pre-service dance teachers in Lithuania are ready to meet challenges of contemporary educational paradigms. A questionnaire was administered to 59 pre-service dance teachers, and the analysis of five dance teacher education programmes was carried out. The findings reveal that, in general, pre-service dance teachers are not satisfied with the quality of the study process, although, according to their statement, they acquire the necessary knowledge.

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Effecting Change Through Learning Networks: The Experience of the UK Teacher Education Network for Education for Sustainable Development (ESD) and Global Citizenship (GC)

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Inman S., Mackay S., Rogers M., Wade R.

Journal of Teacher Education for Sustainability

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2010

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vol. 12

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issue 2

97-109

EN

The article discusses and evaluates the experience of the UK Teacher Education Network for education for sustainable development (ESD) and global citizenship (GC) as a community of practice dedicated to embedding ESD and GC across teacher education in the UK. The article sets out the global and UK policy context for ESD and GC and outlines the differing government support and guidance for ESD/GC within teacher education across the four nations of the UK. The development and activities of the Network as a community of practice are evaluated in relation to the original aims of the Network with respect to the development and sharing of good practice and the embedding of ESD/GC across teacher education in the UK. The article concludes by arguing that the Network is successful in the first of the aims as there is now a vibrant UK wide teacher education community of practice in ESD/GC whereby radical practice can be explored, questioned and shared. However, the rapidly changing government policy context for education particularly in England makes it difficult to predict how effectively the Network can affect policy change and/or long lasting change in course content so as to embed ESD/GC in teacher education across the UK. The authors suggest that the Network will need to work alongside new and existing alliances to try to convince policy makers of the critical need to ensure that new teachers are equipped to develop effective ESD/GC in schools.

10

The System of Teacher Education Management in Great Britain

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Chychuk A.

Comparative Professional Pedagogy

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2015

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vol. 5

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issue 4

80-86

EN

The system of teacher education management, namely, forms and principles of teacher education management according to the normative base (Education Reform Act (1988); Education Act (1992; 1993; 1996; 1997; 2002); School Standards and Framework Act (1998); Higher Education Act (2004), etc.), monitoring and participation of the public in its management have been analyzed. It has been proved that lately the democratization process in British education management has been combined with the increased attention of the state to monitoring, requirements to appropriate activity of educational establishments and trends seem to be forward education quality enhancing, democratization of evaluation, monitoring and information providing processes. Changes in education management in the historical context have been considered. The organizations participating in education management in Great Britain have been outlined. The data has been presented that enabled to distinguish similarities and differences in the functioning of the organizations participating in education management in Great Britain and ensure the existing of independent management authorities within them.

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Educational Action Research for Sustainability: Constructing a Vision for the Future in Teacher Education

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Salīte I.

Journal of Teacher Education for Sustainability

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2008

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vol. 10

5-16

EN

This article discloses a fragment of a broader action research aimed to design the learning environment facilitating the research skills in teacher education. Presented case reflects the possibilities to construct a vision for the future in an educational action research in the context of four-dimensional model of sustainability. The next teachers used this model to structure their viewpoints on the sustainability situation in Latvia. They identified the most typical features of current situation and evaluated features worth to preserve and develop in the foreseeable future to reach the sustainability. Qualitative and quantitative data analysis endorsed to discern the common vision for the future - reflecting the features of sustainability and non-sustainability identified in each dimension of sustainability. Among the features singled out from the viewpoints of students, actions and action results prevailed. At the end of the action research the strategy employed in presented research was compared with one often employed in the public space to construct a vision for the future through community involvement.

12

Student Teachers' Experiences of Their Studies in Educational Science and Psychology

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Löfström E.

Journal of Teacher Education for Sustainability

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2008

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vol. 10

56-67

EN

General studies in Educational Science and Psychology provide for many subject teacher students their first contact with pedagogy. The experiences may influence students' desire to pursue teacher education studies and to continue in the profession after graduation. The aim of the study was to analyse how students perceive intentionality, contextuality, constructivism, collaboration, feedback, and transfer of knowledge. Further, the university teachers' intentions for creating a meaningful learning experience for their students were analysed. 341 student and nine teacher responses were collected. Contextuality was the most highly rated feature indicating that the presentation of the theoretical content and practical application is well balanced, but there is a need to develop practices of providing feedback on the students' learning and progress. It is vital that the general studies in Educational Science and Psychology provide students with meaningful experiences, which they can relate to past knowledge and future professional application. In order to support students' development into professionals who recognise their responsibility to promote sustainable development and life-long learning, initial teacher education needs to provide students with a sense of meaning and continuity.

13

2010

100%

Gedžūne G., Gedžūne I.

Journal of Teacher Education for Sustainability

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2010

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vol. 12

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issue 1

85-99

EN

This study explores pre-service teachers' views on the features and causes of social exclusion in the context of educational unsustainability. The data from expert questionnaires, assessment of research participants' personal experience with social exclusion in educational setting, their current understanding of the problem and individual suggestions for solving it were analysed qualitatively. The results indicate that, in teachers' opinion, social exclusion in education can be caused by subjective and objective factors – pupils' personal characteristics, school climate, parental influence and social causes. The research participants particularly emphasise teacher's role in reducing pupils' social exclusion by adhering to values, such as fairness, equality, empathy, cooperation and respect. The research results highlight the need for addressing the issue of social exclusion in teacher education programmes by raising future teachers' awareness of the problem and their responsibility to overcome it.

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Mihułka K., Chojnacka-Gärtner J.

Glottodidactica

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2019

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vol. 46

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issue 1

89-108

DE

The aim of this article is to present the profile of a ‘good’ foreign language teacher,which has been created on the basis of the comments made by about 230 students of modern languages at Polish institutions of higher education (colleges and universities) in two voivodeships of Poland, namely Podkarpackie Voivodeship and Wielkopolska Voivodeship. In this image, teacher personality traits, the majority of which are regarded as values not only in professional life (e.g. in the teaching profession), but also in personal life, have ranked the highest. Personality traits have overshadowed the other two groups of qualities, which foreign language teachers are also equipped with, i.e. didactic and glottodidactic ones. This study is part of a larger research project covering all types of schools in Poland (from primary schools, through middle and secondary schools, to colleges and universities)

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