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    Wyświetlanie 1-11 z 11
    Tytuł:
    A Comparison of Children’s Perspectives: Analyzing Cultural and Gender Issues for Preservice Teachers Around the World
    Autorzy:
    Pierson, Melinda R.
    Schultheis, Klaudia
    Myck-Wayne, Janice
    Powiązania:
    https://bibliotekanauki.pl/articles/438039.pdf
    Data publikacji:
    2015
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    children
    preservice teachers
    gender
    Opis:
    For the past 7 years, preservice teachers in multiple countries around the world have been involved in an international internet project designed to increase their cultural competence, improve their language and technology skills, and enhance their collaboration skills for working with diverse populations. Preservice teachers' reflections are analyzed by gender, years of experience, and outcomes related to the project that will influence their experiences in the education field. Barriers to collaboration and solutions on how to overcome these barriers are presented in this article.
    Źródło:
    Journal of Gender and Power; 2015, 3, 1; 135-147
    2391-8187
    Pojawia się w:
    Journal of Gender and Power
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The exhibition is just the beginning
    Autorzy:
    Echegoyen Sanz, Yolanda
    Martín Ezpeleta, Antonio
    Powiązania:
    https://bibliotekanauki.pl/articles/628791.pdf
    Data publikacji:
    2020
    Wydawca:
    Fundacja Pro Scientia Publica
    Tematy:
    interdisciplinarity
    preservice teachers
    creativity
    museum exhibition
    Opis:
    Aim. The aim of this work is to present a qualitative analysis of the creative educational materials prepared by preservice teachers in the context of an educational experience around a museum exhibition about Science and Literature, described in a previous work (Authors, 2020). The responses to a final questionnaire about interdisciplinarity, integration of Sciences and Arts or the use of museums for children’s education are also analysed. Methods. The participants were 121 alumni of two different subjects “Natural Sciences for teachers” and “Literary training for teachers” at a Spanish university. Preservice teachers had to select an item of the museum exhibition and, as a group, prepare a catalogue intended for children, where they had to write a short text related to the object and activities for children in an exercise of didactic transposition. The students generated teaching materials with a high component of creativity and a multimodal approach, with a mixture of linguistic and non-linguistic codes. The qualitative analysis of these creative teaching materials was carried out with Atlas.ti v8. To assess the experience a questionnaire about different aspects of the proposal was completed by the students at the end of the semester. Results and conclusion. The analysis of the teaching materials demonstrates differences between the alumni attending both subjects in the type of items selected, the literary genre of the short text and the prepared activities. The responses to the final questionnaire give us an insight on the reasons for the item selection and show how most of the students considered the experience as very interesting and formative. We can conclude that the educational experience here described served as an exercise to internalise the benefits of this method and, at the same time, adapt it for their future students in Primary Education.
    Źródło:
    Journal of Education Culture and Society; 2020, 11, 2; 297-310
    2081-1640
    Pojawia się w:
    Journal of Education Culture and Society
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Preservice ELT Teachers’ Native Non-Native Language Teacher Perception1
    Autorzy:
    Boyraz, Serkan
    Altınsoy, Ertan
    Çıtak, Tolga
    Powiązania:
    https://bibliotekanauki.pl/articles/451663.pdf
    Data publikacji:
    2018
    Wydawca:
    Wyższa Szkoła Gospodarki Euroregionalnej im. Alcide De Gasperi w Józefowie
    Tematy:
    perception
    preservice
    ELT
    teacher
    nest
    nnest
    Opis:
    Objectives This study examines prospective ELT teachers’ perceptions of native and nonnative language teachers regarding the definition of NEST and NNEST, overall learning with NETSs and NNESTs, perceived weakness and strengths of NESTs and NNESTs and classroom behaviour and responsibility of NESTs and NNESTs . Material and methods The data will be collected through Likert scale questionnaire which was developed by Hadla (2013) and are going to be administered to ELT students studying at Aksaray University. The collected data will be subjected to descriptive analysis such as percentages, frequencies and statistically significant difference will be tested between the groups. Results This research provides valuable insights into pre-service ELT teachers’ perceptions on NESTs and NNESTS. Although the pre-service ELT teachers do not have a clear mind on the definition of NEST, it is important to note that most of them do not take the colour of skin as an indicator of it. Growing up in an English-speaking country and being raised with native speaking parents are, on the other hand, among the qualities of NESTs according to the participants. The findings also indicate that the participants that are prospective NNESTs themselves link being NEST with better development of speaking (fluency and pronunciation) and listening skill while they are not sure if it also brings better writing and reading abilities or more knowledge on the grammar and vocabulary. Conclusions The issue of NEST and NNEST perceptions differ on perceivers’ being learner or teacher and especially in Turkish context the perceptions might be standing as an obstacle in front of the system preventing it from successful language teaching. Therefore, important changes in language teacher education that helps to develop self-perceptions of NNESTs are required.
    Źródło:
    Journal of Modern Science; 2018, 38, 3; 73-86
    1734-2031
    Pojawia się w:
    Journal of Modern Science
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Influences of a Short Term International Field Experience on Preservice Teachers’ Perceptions and Cultural Competency
    Autorzy:
    Kanarowski, Betsy
    Johnston, Susan S.
    Powiązania:
    https://bibliotekanauki.pl/articles/2032578.pdf
    Data publikacji:
    2014-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    cultural competency
    preservice teacher education
    study abroad
    Opis:
    This qualitative study investigated a ten-day international field experience in Peru and its influence on undergraduate and graduate level teacher education students’ cultural competency. Data were collected on 8 participants through observations, focus groups, individual interviews, and course assignments. Participants reported positive personal and professional change in regards to cultural learning and intercultural understanding. They identified how the experience positively influenced their teaching and how they would apply their increased knowledge and understanding about cultural diversity in their classrooms and in interactions with children and parents.
    Źródło:
    The New Educational Review; 2014, 38; 199-209
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Fostering creativity in the classroom.
    Autorzy:
    Echegoyen Sanz, Yolanda
    Martín-Ezpeleta, Antonio
    Powiązania:
    https://bibliotekanauki.pl/articles/1366429.pdf
    Data publikacji:
    2021-06-17
    Wydawca:
    Fundacja Pro Scientia Publica
    Tematy:
    preservice teachers
    interdisciplinarity
    sustainability education
    feminism
    creativity
    Opis:
    Aim. The aim of this work is to present a qualitative analysis of the movie proposals prepared by preservice teachers in the context of an educational experience around the ecofeminist movement. The responses to a final questionnaire about sustainability awareness are also analysed. Methods. The participants were 47 alumni of the Grades of Early Childhood Education and Primary Education at a Spanish university. After a lecture about ecofeminism and reading a series of fragments of the young literature novel Yabarí by Lola Robles (2017), preservice teachers had to prepare the proposal for an ecofeminist movie, with a synopsis, plot, characters description, cast, and the script for a key scene. To assess the experience the students completed a questionnaire about different aspects of the proposal at the end of the semester, along with a validated questionnaire about sustainability awareness. Results and conclusion. The analysis of the ecofeminist movies prepared and the responses to the questionnaires shows how the students were able to assimilate the ecofeminist thesis and incorporate them to their reflection about sustainability. This is also manifested in the results of the “Attitudes toward Sustainable Development scale”, which indicate a high level of sustainability attitudes in these preservice teachers, with no differences between genders. The creativity of these preservice teachers is evident in the variety of approaches to the topic in the different movies proposed. We can conclude that the ecofeminist topic is relevant in the classroom because it contributes to enhancing the ethical debate and driving the teaching-learning process in an interdisciplinary manner, perfectly aligned with the objectives of the 2030 Agenda for sustainable development.
    Źródło:
    Journal of Education Culture and Society; 2021, 12, 1; 117-130
    2081-1640
    Pojawia się w:
    Journal of Education Culture and Society
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    How do Pre-service Teachers Rate ICT Opportunity for Education? A Study in Perspective of the SCOT Theory
    Autorzy:
    Klichowski, Michał
    Smaniotto Costa, Carlos
    Powiązania:
    https://bibliotekanauki.pl/articles/2036222.pdf
    Data publikacji:
    2015-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    ICT
    preservice teachers
    SCOT theory
    technopedagogical approach
    TPACK
    Opis:
    ICT have great educational potential. Research shows, however, that ICT are not widely incorporated into education. This situation is presented by the SCOT theory, which shows that teacher ratings of new ICT are consistently and invariably negative. We decided to verify how preservice teachers rate the ICT solutions and the consistency of their ratings. Results showed that preservice teachers are indeed relatively consistent and invariable in their ratings. Moreover, those ICT solutions that can be incorporated into the traditional educational model without requiring significant technological framework receive better ratings than those that deviate from this model by requiring significant need for implementation of technology to be used in the educational setting.
    Źródło:
    Kultura i Edukacja; 2015, 4 (110); 152-168
    1230-266X
    Pojawia się w:
    Kultura i Edukacja
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Travelling with Darwin and Humboldt. A Transdisciplinary Educational Experience
    Autorzy:
    Martín Ezpeleta, Antonio
    Echegoyen-Sanz, Yolanda
    Powiązania:
    https://bibliotekanauki.pl/articles/628048.pdf
    Data publikacji:
    2019
    Wydawca:
    Fundacja Pro Scientia Publica
    Tematy:
    transdisciplinarity
    outdoor education
    emotional learning
    scientific travelers
    preservice teachers
    Opis:
    Aim. This research aims to confirm that transdisciplinary projects can be very adequate to develop content and competencies traditionally assigned to Sciences and Arts in higher education, exploring the possibilities of outdoor education. Methods. The subjects of the study were one hundred alumni of two different courses “Natural Sciences for Teachers” and “Literary Training for Teachers” at a Spanish university. An educational experience around the phenomenon of scientific travelers was developed, focusing on Charles Darwin and Alexander von Humboldt and the literary genres of travel journals and letters. The main activity contained three phases, including indoor and outdoor education, in which both subjects tackled the same 6 educational topics from a different perspective. After different individual and group activities around those topics, alumni from both subjects merged at a natural environment where a scientific-literary tour took place. At the end of the academic year, an assessment questionnaire with open and closed questions was filled out by all participants. Results and conclusion. After the analysis of all the collected data, we can deduce that the experience was a success. The students appreciated aspects like the setting in which the experience took place, the possibility of interacting with alumni from different courses and the integration of Sciences and Arts. Thus, we have demonstrated that the same activities can be implemented in prototypical subjects of Sciences and Arts and that outdoor education is an ideal resource to achieve a holistic pedagogy engaging the sensory and emotional facets of learning.
    Źródło:
    Journal of Education Culture and Society; 2019, 10, 2; 111-125
    2081-1640
    Pojawia się w:
    Journal of Education Culture and Society
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Teaching Efficacy of Preservice Mathematics Teachers: Research in the Republic of Serbia
    Autorzy:
    Mihajlović, Aleksandra M.
    Vulović, Nenad R.
    Milikić, Milan P.
    Powiązania:
    https://bibliotekanauki.pl/articles/1963634.pdf
    Data publikacji:
    2020-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    Teaching effi cacy
    mathematics teaching
    preservice primary and preschool teachers
    MTEBI
    Opis:
    This research aims to study the psychometric properties and theoretical structure of the Serbian version of the Mathematics Teaching Efficacy Beliefs Instrument (MTEBI) which was developed by Enochs, Smith and Huinker (2000). The sample consisted of 252 preservice primary and preschool teachers from teacher education faculties in Serbia. The original MTEBI indicated acceptable reliability (α=0.779). The results of confirmatory factor analysis indicate that the fit of the original MTEBI model to the data is not acceptable, but the re-specified model (MTEBI12) shows good fit and acceptable reliability (α=0.742). These findings indicate that a short 12 item version of MTEBI possesses adequate psychometric properties and is applicable to the sample of respondents in the Republic of Serbia.
    Źródło:
    The New Educational Review; 2020, 61; 63-75
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Wykorzystanie duoetnografii jako innowacyjnego podejścia w rozwijaniu refleksji przyszłych nauczycieli języka obcego
    Using duoethnography as an innovative approach in developing pre-service language teachers’ reflective skills
    Autorzy:
    Werbińska, Dorota
    Powiązania:
    https://bibliotekanauki.pl/articles/442923.pdf
    Data publikacji:
    2018-12-01
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    duoethnograph; reflection development; preservice language teachers
    duoetnografia; rozwijanie refleksji; przyszły nauczyciel języka obcego
    Opis:
    Duo-ethnography is a research methodology, through which people of difference reconceptualise their histories of a particular phenomenon in juxtaposition with one another. Although initiated by researchers, duo-ethnographies can also be used as an innovative pedagogic tool that develops deep reflection in teacher candidates. After discussing the efficacy of duo-ethnography, a one-semester-long duo-ethnographic study is described, which was conducted by the author with six preservice English teachers. In the study, the participants worked in pairs (duo) and reflected on their own understandings of language teaching and learning (stage one), themselves as learners and future language teachers on the basis of the data from stage one (stage two), their conversational partners as learners and teachers on the basis of the data from stage one (stage three) and, finally, on the value of the duo-ethnographic project in language teacher preparation courses from their own perspective (stage four). The presentation ends with the author’s remarks about the project as a learning tool that undoubtedly encourages students to reflect but, on the other hand, has limitations that have to be acknowledged if duo-ethnography is employed as a pedagogic instrument in the classroom context.
    Źródło:
    Neofilolog; 2018, 51/1; 59-73
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    KOMPETENCJE POCZĄTKUJĄCEGO NAUCZYCIELA JĘZYKA ANGIELSKIEGO W ŚWIETLE MODELU KARDS B. KUMARAVADIVELU
    Competences of the novice English teacher in the light of B. Kumaravadivelu’s KARDS model
    Autorzy:
    Werbińska, Dorota
    Powiązania:
    https://bibliotekanauki.pl/articles/1036903.pdf
    Data publikacji:
    2019-10-16
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    preservice language teachers
    creativity
    French as a FL
    przyszli nauczyciele języka obcego
    twórczość
    francuski jako język obcy
    Opis:
    This article focuses on first-year English teachers’ competences from the perspective of teachers themselves. The point of reference is offered by B. Kumaravadivelu’s (2012) language teacher education KARDS model (KNOWING, ANALYSING, RECOGNIZING, DOING and SEEING), which is based on cognitive and social constructivism. Providing an answer to progressing economic and educational globalization, the model stresses the need for verification of what contemporary language teachers’ competences constitute, For this reason the study described in the article seeks to find out how the competences of first-year teachers, as seen by the teachers themselves, match the requirements suggested in the model. 
    Źródło:
    Neofilolog; 2013, 40/2; 319-332
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Namibian pre-service science teachers’ perspectives on environmental issues
    Perspektywy namibijskich studentów pedagogiki dotyczące kwestii środowiskowych
    Autorzy:
    Kasanda, Choshi
    Zealand, Donovan
    Taylor, Neil
    Powiązania:
    https://bibliotekanauki.pl/articles/972314.pdf
    Data publikacji:
    2014
    Wydawca:
    Uniwersytet Opolski
    Tematy:
    Namibia
    preservice teachers
    environmental issues
    deforestation
    climate change
    population
    studenci pedagogiki
    kwestie środowiskowe
    wylesienie
    zmiany klimatyczne
    populacja
    Opis:
    As with many countries worldwide, Namibia is, despite its relatively small population and stable government, facing some significant environmental problems. This research sought to determine how a group of potentially influential tertiary-level students perceived the state of the environment in Namibia. To this end, a cohort of 20 preservice science teachers were interviewed to determine their perceptions of the environmental issues facing Namibia. The majority of the cohort identified deforestation as the major such issue. They also associated this concern with other problems such as soil erosion, salinity, and desertification. Some also raised concerns about global warming and associated climate change; several of the preservice teachers believed the country was already experiencing the effects of this. Although the population of Namibia is quite small relative to its area, the future teachers perceived population growth as a problem contributing to both environmental and social problems. All viewed education as key to reducing family size and alleviating social and environmental problems. However, none of the cohort made any connection between increasing patterns of consumption and environmental degradation.
    Jak wiele krajów na całym świecie, Namibia, poza względnie niewielką populacją i stabilnym rządem, boryka się z poważnymi problemami środowiskowymi. Artykuł przedstawia wyniki badań ukierunkowanych na określenie, w jaki sposób grupa potencjalnie wpływowych studentów trzeciego stopnia pedagogiki postrzega stan środowiska w Namibii. W tym celu przeprowadzono wywiady z grupą 20 przyszłych nauczycieli, aby zbadać ich postrzeganie wyzwań środowiskowych, przed jakimi stoi Namibia. Większa część respondentów stwierdziła, że głównym problemem jest wylesianie. Kojarzyli oni również zagrożenia środowiskowe z erozją, zasoleniem oraz pustynnieniem. Niektóre osoby wskazywały na globalne ocieplenie i powiązane z nim zmiany klimatyczne, kilku studentów uważało, że kraj już cierpi z powodu tych zjawisk. Pomimo że populacja Namibii jest dość niewielka w porównaniu do jej powierzchni, przyszli nauczyciele uznali wzrost liczby ludności za problem zarówno środowiskowy, jak też społeczny. Wszyscy respondenci postrzegali edukację jako klucz do zmniejszenia wielkości rodzin oraz złagodzenia problemów środowiskowych i społecznych. Jednak żaden z uczestników badania nie powiązał degradacji środowiska z umacniającymi się wzorcami konsumpcyjnymi.
    Źródło:
    Economic and Environmental Studies; 2014, 14, 1(29); 21-37
    1642-2597
    2081-8319
    Pojawia się w:
    Economic and Environmental Studies
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-11 z 11

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