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Wyszukujesz frazę "Teacher Education" wg kryterium: Temat


Tytuł:
Two Cinematic Portrayals of Teachers: John Keating in Dead Poets Society and Terence Fletcher in Whiplash
Autorzy:
Zabłocka, Kaja
Powiązania:
https://bibliotekanauki.pl/articles/601247.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
Tematy:
teacher, education, methodology, film
Opis:
This paper is devoted to two selected teacher figures appearing in American film. John Keating (Dead Poets Society) and Terence Fletcher (Whiplash) are going to be analyzed with regard to their beliefs, their methods, and their impact on students. The introduction refers to the prevailing cinematic image of teachers as heroes who inspire and support their students. Another feature common for many onscreen teachers, including Keating and Fletcher, is their being based on real-life figures. The first section describes Keating’s and Fletcher’s beliefs influencing their work. Keating believes his role is to build students’ confidence, make them feel they can change the world, and convince them they should seize the opportunities life provides them with. Fletcher is in favor of the view that students should not be praised, but pushed to their limits for the sake of results. The next part deals with the differences in Keating’s and Fletcher’s methodologies. Keating aims at replacing a traditional approach to education with demonstration and involving students in practical activities. For Fletcher, maintaining a sense of threat in his students is the key to motivating them. Finally, the analysis turns to Keating’s and Fletcher’s impact on their students. Keating’s teaching makes his students pursue new interests or manage their personal matters effectively. Fletcher’s influence is best reflected by his students’ anxiety, exhaustion, and – in some cases – the increased drive to practice.
Źródło:
New Horizons in English Studies; 2016, 1
2543-8980
Pojawia się w:
New Horizons in English Studies
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Teacher Competences for Facing Challenges of Globalisation in Education
Autorzy:
Auziņa, Anita
Powiązania:
https://bibliotekanauki.pl/articles/628321.pdf
Data publikacji:
2018
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
globalisation, education, competence, teacher education
Opis:
Aim. The aim of the research is to explore the characteristics of globalisation and highlight challenges resulting from the globalisation process in the teaching profession. Teachers are to be prepared to face any influence the globalisation brings in education: heterogeneous, diverse and multicultural classrooms due to the rise of migration, immigration and remigration; society’s expectations of and demands on the teacher regarding the learning process, its content and competences that students should develop to be prepared for their future. Methods. The author carried out surveys among 205 pre-service and 110 in-service teachers; the paper focuses on the presentation of respondents’ opinions regarding competences teachers need to be able to face the challenges of globalisation entering the sphere of education in general and their own classrooms. Results. The analysis showed competences that today’s teachers should have and demonstrate to be competent professionals and also role models for their students in the context of contemporary globalisation. Conclusion. The study showed the characteristics of globalisation that have an impact on education. The emphasis was given to the existing society’s expectations of and demands on the teachers, highlighted in the literature and the surveyed respondents’ answers. As a result of the study, the following relation was found: to be able to identify the knowledge and skills teachers need to handle complexity and face the challenges of globalisation entering the sphere of education, one has to understand the nature and characteristics of globalisation.  
Źródło:
Journal of Education Culture and Society; 2018, 9, 2; 24-37
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
An Empirical Study about the Importance of Teachers´ Educational Beliefs and Acculturation Attitudes for the Implementation of Intercultural Education in Physical Education
Autorzy:
Grimminger, Elke
Powiązania:
https://bibliotekanauki.pl/articles/449198.pdf
Data publikacji:
2012
Wydawca:
Politechnika Opolska. Wydział Wychowania Fizycznego i Fizjoterapii
Tematy:
intercultural education
physical education
teacher education
Opis:
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.
Źródło:
Journal of Physical Education & Health - Social Perspective; 2012, 1, 1; 5-14
2084-7971
Pojawia się w:
Journal of Physical Education & Health - Social Perspective
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Physical Education-Teacher Education in the United States: Preparing Tomorrow’s Teachers for America’s Classrooms
Autorzy:
Garrahy, Deborah A.
Coleman, Margaret M.
Powiązania:
https://bibliotekanauki.pl/articles/449194.pdf
Data publikacji:
2012
Wydawca:
Politechnika Opolska. Wydział Wychowania Fizycznego i Fizjoterapii
Tematy:
physical education
teacher education
accredited programs
Opis:
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.
Źródło:
Journal of Physical Education & Health - Social Perspective; 2012, 1, 2; 5-16
2084-7971
Pojawia się w:
Journal of Physical Education & Health - Social Perspective
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Different paths, one goal: American pedagogy as a scientific discipline in the first decades of its development
Autorzy:
Wojniak, Justyna
Powiązania:
https://bibliotekanauki.pl/articles/2078077.pdf
Data publikacji:
2022
Wydawca:
Związek Nauczycielstwa Polskiego
Tematy:
teacher education
pedagogy
pedagogical research
Opis:
Aim: to present the American concept of the development of pedagogy as a scientific discipline, with particular emphasis on the postulates and arguments of those whose operation and activities shaped the direction of the discussed processes. Methods: a content analysis presenting the visions and directions of the development of pedagogy as an academic discipline proposed by the creators of the scientific foundations of pedagogy. Results: the reconstruction of the perception of pedagogy as a field of scientific research and the postulated priorities, with particular emphasis on the cultural and social context for the undertaken research, which not only became its background, but largely determined its direction and course. Conclusions: In the United States, pedagogy as a field of scientific research was perceived mainly as a basis for searching for specific solutions aimed at improving the quality and effectiveness of the American education system, hence the need for education reforms in line with the trends typical of that period was prioritized. In this spirit, the quantitative research ordered and commissioned by the local and federal educational administration was conducted on the basis of questionnaires and tests with the aim to collect as much information and data as possible. The perspective of supporters of an interdisciplinary approach to pedagogical research, such as John Dewey, focused not so much on the measurable improvement of the quality of education, but above all on what the improvement of the education system is to serve in the individual and social perspective: on developing individuals and building a harmoniously functioning society. Among the researchers representing the faculties of education at American universities, quantitative research was becoming increasingly more popular and gained more supporters, which in turn, led to their gradual isolation, not only in the community of scientists representing social sciences, but also in relations with those who were to apply their scientific achievements in their daily work, i.e. teachers and education administration.
Źródło:
Przegląd Historyczno-Oświatowy; 2022, LXV, 1-2; 47-64
0033-2178
Pojawia się w:
Przegląd Historyczno-Oświatowy
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Integrating Blogs in Student teachers’ Practical Work
Autorzy:
Biberman-Shalev, Liat
Powiązania:
https://bibliotekanauki.pl/articles/2149001.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet w Białymstoku. Wydział Pedagogiki i Psychologii
Tematy:
Blogs
blogging approaches
teacher education
teacher educators
Opis:
A variety of technological platforms can help advance teacher education. The current review focuses on the contributions of blogs and blogging in teacher education. The introduction will begin with an explanation of the blog platform, a description of its generic characteristics, and a review of the variety of blog functions. This will be followed by a review of research from various parts of the world that examined the practical uses and the benefits of the blog in the context of teacher education. The final section will present a summary of the benefits of blogging in teacher education and some implications for teacher educators.
Źródło:
Parezja. Czasopismo Forum Młodych Pedagogów przy Komitecie Nauk Pedagogicznych PAN; 2020, 1(13); 99-108
2353-7914
Pojawia się w:
Parezja. Czasopismo Forum Młodych Pedagogów przy Komitecie Nauk Pedagogicznych PAN
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
LAMS AS A COGNITIVE TOOL FOR TEACHER EDUCATION STUDENTS’ REFLECTIVE THINKING
Autorzy:
Dennis, Christine
Powiązania:
https://bibliotekanauki.pl/articles/941195.pdf
Data publikacji:
2009
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
LAMS
teacher education
reflective thinking
Opis:
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.
Źródło:
Teaching English with Technology; 2009, 9, 3; 27-41
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
ARE TEACHER EDUCATION STUDENTS READY FOR ONLINE LEARNING?
Autorzy:
Dobozy, Eva
Powiązania:
https://bibliotekanauki.pl/articles/941252.pdf
Data publikacji:
2009
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
teacher education
LAMS
online learning
Opis:
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.
Źródło:
Teaching English with Technology; 2009, 9, 2; 1-15
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Teacher competencies in supporting reading in English as a foreign language
Autorzy:
Ellis, Melanie
Powiązania:
https://bibliotekanauki.pl/articles/605728.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
Tematy:
teacher competencies
supporting reading
postgraduate teacher education
Opis:
Der Band enthält die Abstracts ausschließlich in englischer Sprache.
Based on a small-scale survey and discussion with teacher-learners in a postgraduate teacher education program in Poland, this paper aims to investigate their understanding of ‘learning to read in L2 English’ and the current state of their competencies in teaching reading. Descriptors taken from the European Portfolio for Student Teachers of Languages, EPOSTL, are used are used as criteria to analyze the qualitative data. It is found that while there appears to be awareness and indication of application of some competencies, the participants seem confused as to how to support younger elementary L2 learners in developing basic reading skills and may lack understanding of theories to underpin their practice.
L'article contient uniquement les résumés en anglais.
Źródło:
Lublin Studies in Modern Languages and Literature; 2019, 43, 3
0137-4699
Pojawia się w:
Lublin Studies in Modern Languages and Literature
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Developing Democracy in Ukrainian Teacher Education: Current Challenges and Trends
Autorzy:
Kolesnyk, Larysa
Matusevych, Tetiana
Powiązania:
https://bibliotekanauki.pl/articles/1964321.pdf
Data publikacji:
2021-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
teacher education
educational reform
democracy
citizenship
Opis:
This article is devoted to the presentation and analysis of the „Democracy in Education” all-Ukrainian study results aimed at highlighting the challenges arising in Ukrainian teacher education on the way to its democratic transformation. The analysis revealed the following challenges: The ambivalence of the definitions of democracy and its reduction to a „thin” understanding, the presence of rudiments of the Soviet system, distinguishing between active citizenship and political participation, lack of knowledge of the methods of integrative learning and cross-cutting skills among teacher educators. The research findings are significant for educational policy-making at the institutional and state levels.
Źródło:
The New Educational Review; 2021, 65; 40-50
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
O zjawisku zniekształcania obrazu matematyki
On distorting the image of mathematics
Autorzy:
Olik-Pawlik, Bożena
Powiązania:
https://bibliotekanauki.pl/articles/1791012.pdf
Data publikacji:
2017-07-04
Wydawca:
Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie
Tematy:
Research on teacher education
False conviction
Opis:
In this paper, we identify the phenomenon of false conviction. Weanalyze the definition of false conviction and provide the typology of falseconvictions, including their logical, geometric, cognitive and methodologicaltypes. Every type of false conviction is exemplified by empirical data.
Źródło:
Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Mathematicae Pertinentia; 2015, 7; 79-90
2080-9751
2450-341X
Pojawia się w:
Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Mathematicae Pertinentia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Content and language integrated learning in Latin America 2008-2018: Ten years of research and practice
Autorzy:
Banegas, Dario Luis
Poole, Paige Michael
Corrales, Kathleen A.
Powiązania:
https://bibliotekanauki.pl/articles/780787.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
CLIL
bilingual education
Latin America
teacher education
Opis:
Bilingual education, usually a community’s L1 and English continues spreading geographically and across educational systems worldwide. With this expansion, the development of bilingual education approaches is under constant scrutiny. One recent approach is content and language integrated learning (CLIL). European in origin, CLIL can be viewed as an educational or language teaching approach and it refers to the teaching of curricular content and L2 in an integrated manner. This approach has received international attention, yet, how CLIL unfolds in settings outside Europe appears underrepresented in international publications. The aim of this article is to provide a critical review of CLIL in Latin America between 2008 and 2018. We surveyed 64 items (articles, book chapters, and dissertations) published in regional and international outlets: 41 empirical studies, 19 practice-oriented publications, and four reviews. It begins by summarizing the CLIL continuum with a focus on content- and language-driven CLIL and CLIL frameworks. It then provides a synthesis of empirical studies and practice-oriented publications about CLIL in different Latin American settings. The corpus is analyzed following these unifying themes: pedagogy, perceptions and beliefs, teacher education, global citizenship, and language development. From this review, it transpires that Latin American CLIL is mostly implemented and examined from a language-driven perspective in private primary, secondary and higher education. Suggestions and implications for further research and practice are included.
Źródło:
Studies in Second Language Learning and Teaching; 2020, 10, 2; 283-305
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
„Szkoła filarem Republiki”. Proces profesjonalizacji zawodu nauczycielskiego w Stanach Zjednoczonych w XIX i XX wieku wprowadzenie
„School as a pillar of the republic”. The process of professionalisation of the teaching profession in the United States in the 19th and 20th centuries
Autorzy:
Wojniak, Justyna
Powiązania:
https://bibliotekanauki.pl/articles/1926983.pdf
Data publikacji:
2021-12
Wydawca:
Związek Nauczycielstwa Polskiego
Tematy:
teacher education
normal school
university
education system
Opis:
Aim: Introducing professionalization of the teaching profession specificity and the stages of this process in the United States in the 19th and 20th centuries, as well as the institutionalization of education for this professional group. Methods: An analysis of source and journalistic materials directly related to the discussed issues. Results: A reconstruction of the standards of teacher education in the initial stages of its development, with a view to their cultural and social context, which was not only their background, but also largely determined their course. Conclusion: Education and training constituted a superior value for a large part of the society and a group of political decision-makers. Education was perceived as a specific embodiment of the ideal of the American Republic and a guarantor of its prosperity. However, the policy of educating teachers implemented in practice, including organizational solutions adopted by universities that introduced this education in the second half of the nineteenth century, indicate a lack of coherence between declarations and reality. On the other hand, the social and cultural changes in the United States after World War I and the related change in the perception of the role of teachers, favored the emergence of pedagogy as a research discipline, which can be considered the culmination of the professionalization process of this profession in the USA.
Źródło:
Przegląd Historyczno-Oświatowy; 2021, LXIV, 3-4; 30-49
0033-2178
Pojawia się w:
Przegląd Historyczno-Oświatowy
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
International Qualitative Research on Teacher Education: Benefits, Challenges, and Future Directions
Autorzy:
Underwood, James
Kowalczuk-Walędziak, Marta
Barrow, Joanne
Powiązania:
https://bibliotekanauki.pl/articles/1932747.pdf
Data publikacji:
2020-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
international qualitative research
comparative studies
teacher education
research on teacher education and professional development
interviews
Opis:
In this article we explore and discuss the benefits of and the challenges that arise when using qualitative methods to conduct research internationally. We firstly discuss the relationship that writers of qualitative studies have with their readers and the implications of this for writing style. This is then followed by an overview of different aspects of data collection design. Within this section we discuss research that we have conducted, as part of a variety of international projects, using two qualitative approaches: systematic documentary research and interview. We then focus on using interview as a research method. This discussion regarding using interviews is divided into two chapters. Firstly, we discuss issues of access and sampling, then the interview itself and the analysis of interview data. The final sections involve a discussion of ways in which validity and reliability can be contextualised within qualitative studies, and also a discussion on generalisability and the possibility of theory generation. We conclude with sections on ethics and possible future directions for international qualitative studies into teacher education.
Źródło:
Kultura i Edukacja; 2020, 2(128); 156-173
1230-266X
Pojawia się w:
Kultura i Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
W kierunku nowoczesnej dydaktyki – Forum Twórczych Nauczycieli
Towards Modern Didactics – Forum of Creative Teachers
Autorzy:
MORAŃSKA, DANUTA
Powiązania:
https://bibliotekanauki.pl/articles/457626.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet Rzeszowski
Tematy:
dydaktyka
kształcenie nauczycieli
didactics
teacher education
Opis:
Współczesna edukacja stanęła wobec wyzwań związanych z realizacją zadań edukacyjnych w nawiązaniu do nowych paradygmatów kształcenia. W artykule omówiono przykładowe działania podejmowane na uczelni, skierowane do środowiska nauczycieli na wszystkich szczeblach edukacji, ukierunkowane na dostosowanie praktyki pedagogicznej do wymagań szkoły przyszłości.
Contemporary education faced challenges related to the implementation of educational tasks in relation to new educational paradigms. The article discusses examples of activities undertaken at the university addressed to the teacher community at all levels of education, aimed at adapting pedagogical practice to the requirements of the present.
Źródło:
Edukacja-Technika-Informatyka; 2019, 10, 2; 45-50
2080-9069
Pojawia się w:
Edukacja-Technika-Informatyka
Dostawca treści:
Biblioteka Nauki
Artykuł

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