Journal articles on the topic 'Out-of-field and in-field history teacher'
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Salleh, Umi Kalsum Mohd, and Fonny Hutagalung. "Comparisons of Out of Field and In-Field History Teacher: Teachers’ and Students’ Characteristics." Advanced Science Letters 22, no. 8 (August 1, 2016): 1952–56. http://dx.doi.org/10.1166/asl.2016.7737.
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Fernandes da Silva Júnior, Astrogildo, and Josberto Montenegro Sousa. "O potencial do trabalho de campo na formação de professores de história." Ensino em Re-Vista 23, no. 2 (November 23, 2016): 437–59. http://dx.doi.org/10.14393/er-v23n2a2016-6.
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Hardwood, David, and Kyle Thompson. "Fundamentals of Geoscience in the Field and Methods in Geoscience Field Instruction." UW National Parks Service Research Station Annual Reports 34 (January 1, 2011): 199–200. http://dx.doi.org/10.13001/uwnpsrc.2011.3901.
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This course offers in-service teachers an opportunity to learn about geology and geoscience education through a 2-week inquiry-based field course across Wyoming, South Dakota and Nebraska. In 2011 this course utilized the UW-NPS facilities for 3 days in mid-June. The group discovered local glacial features, evaluated the uplift and subsidence history of the Grand Tetons and Jackson Hole, respectively, and built upon growing geological abilities and knowledge of the geological evolution of the Rocky Mountain region. The 2011 course included seven teacher participants (5 from Nebraska and 2 from North Carolina), one education and media facilitator from the ANDRILL Program at the Univ. of Nebraska-Lincoln (UNL), and two instructors. This course is offered as part of UNLâs Nebraska Math and Science Summer Institute (NMSSI) Program, receiving support from this program, from the Dept. of Earth and Atmospheric Sciences, and private donations. The primary aim of this course is to improve educators' ability to teach inquiry in their classrooms, gain knowledge and understanding of geoscience, and to demonstrate effective teaching methods that can integrate geoscience into K-12 learning environments. The UW-NPS facilities provide an excellent opportunity for participants to discover the natural history of the Teton Range.
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Harwood, David, and Kyle Thompson. "University of Nebraska-Lincoln Fundamentals of Geoscience in the Field and Methods in Geoscience Field Instruction." UW National Parks Service Research Station Annual Reports 33 (January 1, 2011): 235. http://dx.doi.org/10.13001/uwnpsrc.2011.3833.
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These courses offer teachers an opportunity to learn about the geosciences and geoscience education through a 3-week inquiry-based field course across Wyoming, South Dakota and Nebraska. In 2010, two separate courses utilized the UW-NPS facilities. The group discovered local glacial features, evaluated the uplift and subsidence history of the Grand Tetons and Jackson Hole, respectively, and built upon growing geological abilities and knowledge of the geological evolution of the Rocky Mountain region. The first course (end of May) was directed at pre-service teachers enrolled in the Teacher Education program at the Univ. of Nebraska, and included 6 students and 2 observers from other universities. As part of the Nebraska Math and Science Summer Institute (NMSSI) program, the second course (middle June) was directed at in-service teachers, and included 8 participants. The primary aim of this course is to improve educators' ability to teach inquiry, gain knowledge and understanding of geoscience, and to demonstrate effective teaching methods that can integrate geoscience into K-12 learning environments.
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Harwood, David, and Kyle Thompson. "University of Nebraska-Lincoln Fundamentals of Geoscience in the Field and Methods in Geoscience Field Instruction." UW National Parks Service Research Station Annual Reports 35 (January 1, 2012): 168–69. http://dx.doi.org/10.13001/uwnpsrc.2012.3957.
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This field course offers in-service teachers and pre-service science education majors an opportunity to discover the geological history of the Rocky Mountains and experience inquiry-based geoscience education during a 2-week journey across Wyoming, South Dakota and Nebraska. In 2012 this course utilized the UW-NPS facilities for 3 days in mid-June. The group built upon their growing geological knowledge to investigate the geological evolution of the Teton Range. The 2012 course included six in-service teacher participants (all from Nebraska), two pre-service graduate education majors, and one Geoscience Education Research professor who observed the process. The staff included two instructors and one geology undergraduate teaching assistant. This course is offered through the University of Nebraska-Lincolnâs Nebraska Math and Science Summer Institute (NMSSI) Program. This course improves educators' ability to teach inquiry-based science, gain knowledge and understanding of geoscience, and to demonstrate effective teaching methods that can integrate geoscience into K-12 learning environments. The UW-NPS facilities provide an excellent opportunity for participants to discover the natural history of the Teton Range and catch up on fieldbook notes while sitting at a real table - - a welcome change from our normal campground setting.
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Mohd. Salleh, Umi Kalsum, and I. Gusti Ngurah Darmawan. "Differences between In-Field and Out-of-Field History Teachers Influence on Students Learning Experience in Malaysian Secondary Schools." Creative Education 04, no. 09 (2013): 5–9. http://dx.doi.org/10.4236/ce.2013.49b002.
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Kipkoech, Langat Albine. "Use of Field Trip Method in History and Government Instruction in Secondary Schools." East African Journal of Education Studies 3, no. 1 (April 8, 2021): 70–76. http://dx.doi.org/10.37284/eajes.3.1.316.
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The study’s objectives were to investigate the commonly used methods in History and Government instruction, that is the field trip method. The study adopted a cross-sectional survey design, which employed a descriptive and qualitative survey. The sample was drawn from selected secondary schools in the Bureti district. A sample of 15 schools and 300 form three History and Government students were selected through a stratified sampling method. Purposive sampling was employed to select 25 History and Government teachers. A pilot study was conducted to ascertain the reliability of the instruments. Primary data was collected through the use of questionnaires, while secondary data was derived from documented information from schools’ past academic records and other related documents in the school and District Education Officer’s office. The study revealed that most teachers and students did not use the field trip method, though their views were that the use of the field trip method had more benefits than the teacher-centred methods which they always use. The study recommends that History and Government teachers should increase the use of the field trip method in their classroom instruction. The findings would help teachers to evaluate and improve their teaching methods, focusing mainly on providing learners with opportunities to engage in most of the learning activities
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Filippova, Tat'yana. "Interaction in the Field of Design and Scientific Research Activities of School and University." Profession-Oriented School 8, no. 3 (July 31, 2020): 49–53. http://dx.doi.org/10.12737/1998-0744-2020-49-53.
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Today, one of the requirements of the educational standard and the professional standard «Teacher» for the future teacher is his willingness to organize and manage the project and educational research activities of schoolchildren. This requires the acquisition of experience in the organization of such activities by students, which is noted in the educational standards of higher education in the area of preparation 44.03.01 Pedagogical education (undergraduate level). The article discusses the approaches and substantiates the involvement of undergraduate students in the field of preparation 44.03.01 Pedagogical Education in organizing project and educational research activities of schoolchildren. The experience gained at the faculty of history of Pskov State University is disclosed. An analysis is made of the level of competence formation among future teachers of the history of experience in organizing project and educational research activities of schoolchildren.
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Stolyarenko, T. Ye. "FORMATION OF READINESS OF FUTURE TEACHERS OF HISTORY FOR INNOVATIVE ACTIVITY IN SCHOOL USING THE "PROJECT METHOD"." Educational Dimension 25 (June 23, 2009): 350–55. http://dx.doi.org/10.31812/educdim.6944.
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Article is devoted questions of preparation of the future teachers of history to the qualified activity in the conditions of a modern information field lo information-technical component will be a question of formation of information competence of the future teacher of history, in particular.
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Gustiar, Riski, Kurniawati Kurniawati, and Murni Winarsih. "The Challenges of Teaching Indonesian History in The Teaching Factory Learning Model in Vocational High School." AL-ISHLAH: Jurnal Pendidikan 13, no. 2 (August 11, 2021): 971–78. http://dx.doi.org/10.35445/alishlah.v13i2.692.
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This study aims to identify teachers' challenges in teaching Indonesian History at SMK using the Teaching Factory learning model. This study uses qualitative methods by taking research at SMKN 28 South Jakarta. The analysis used is the grounded theory approach of Strauss and Corbin. The results illustrate three interrelated things: the Teaching Factory concept, the implementation and challenges faced by Indonesian History subject teachers, and the teacher's efforts to face these challenges. Based on the research results, it shows that the challenge faced by the teacher is the compaction of Indonesian History material in SMK. The teacher must accommodate students who cannot participate in learning activities in class and the absence of teaching materials based on the Teaching Factory. Efforts to answer these challenges based on the research results in the field can be overcome by; adjusting Indonesian History material in vocational schools, providing teaching materials that are easy to understand for students to learn independently, and making learning innovations in the skills process (KI-4).
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Christou, Theodore Michael, and Alan Sears. "From Neglect to Nexus: Examining the Place of Educational History in Teacher Education." Encounters in Theory and History of Education 12 (November 16, 2011): 37–57. http://dx.doi.org/10.24908/eoe-ese-rse.v12i0.3522.
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In faculties of education across North America, the so-called foundations of education are in crisis. Pressure to shorten teacher education programs and to focus on developing the instrumental skills of new teachers has resulted in courses in philosophy, history, sociology, anthropology, and psychology being moved from the core of teacher education to the periphery. This paper describes the decline of history in teacher education using the Faculty of Education at Queen’s University as a case study. We contend this decline occurred more by systematic neglect of history’s value in professional education than by overt attack on its position as one of “the foundations” of the field. We go on to argue that history, properly taught, has the potential to provide a powerful nexus to teacher education programs helping new teachers locate themselves and individualize their personal beliefs in relation to the vast body of professional knowledge that is circulated and recycled about policy and practice.
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Jacobs, Benjamin M. "Social Studies Teacher Education in the Early Twentieth Century: A Historical Inquiry into the Relationship Between Teacher Preparation and Curriculum Reform." Teachers College Record: The Voice of Scholarship in Education 115, no. 12 (December 2013): 1–33. http://dx.doi.org/10.1177/016146811311501206.
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Background/Context The field of social studies education is hardly lacking in historical investigation. The historiography includes sweeping chronicles of longtime struggles over the curriculum as well as case studies of momentous eras, events, policies, trends, and people, with emphases on aims, subject matter, method, and much more. Curiously, scant attention has been paid to the history of social studies teacher education. This study fills a gap in the literature by considering what effect, if any, teacher education in the social studies has had on the development of the field over time. Specifically, the study focuses on history/social studies teacher education in the decades immediately preceding and following the National Education Association's landmark report, The Social Studies in Secondary Education, which commonly is credited with establishing social studies as a school subject. Purpose A basic premise underlying this study is that stability and change in social studies curriculum and instruction may be someway related to stability and change in social studies teacher education. Because the enterprise of social studies teacher education exists in large part for the sake of supporting the enterprise of social studies in the schools, changes in social studies in the schools may well affect the preparation of teachers to teach the subject, and changes in social studies teacher preparation may well affect the teaching of the subject in schools. This study interrogates how teacher education programs contributed and/or responded (or not) to the emergence of social studies as a school subject in the early part of the twentieth century. Research Design This document-based historical study looks back nearly a century to the origins of the social studies field and considers the interrelationship between social studies as it was envisioned in the schools and social studies as it was configured in teacher education programs. The study is based on published monographs, reports, and articles on the status of history (pre-1916) and social studies (post-1916) teacher preparation programs that largely have been overlooked by social studies historians to date. Findings/Conclusions The story that emerges reinforces some longstanding assumptions about the development of the field: For example, there was little agreement among subject matter and education specialists regarding what constituted the social studies curriculum, so there was little agreement on what social studies teachers and students needed to know. But, it also suggests that disarray in the social studies field may have been as much a function of disorder in the realm of teacher education as it was of conflict among curriculum-makers about the nature of social studies in the schools.
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Teguh Saputra, Muhammad. "Al-Quran Education Park Teacher Learning Model in Supporting Student Achievement." Devotion : Journal of Community Service 3, no. 1 (July 14, 2021): 1–8. http://dx.doi.org/10.36418/dev.v3i1.85.
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This study aims to find out what kind of learning model is used by the teachers of Taman Pendidikan Al-Quran Musholla Darussalam from time to time, which is explained by analyzing: (1) what learning paradigm is used, (2) what learning theory and methods are applied, (3) and what activities are carried out. This research is important to describe because it raises the learning strategies carried out in research from time to time, so that they are relevant to the problems of the times that require teachers to quickly adapt to the dynamic development of science and technology. The method used in this research is qualitative in the form of field research. The results used are: (1) the paradigm used shifts from teacher-centered to student-centered (2) the theory used consistently uses behavioristic theory and the dominant method used is the demo method (3) the activities carried out include; (a) reading iqra and quran books; (b) summarize books on Islamic creed and the history of Islamic culture; (c) memorizing the quran and hadith, and so on.
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Abramova, Viktoriya V., and Tatyana A. Romm. "Formation of professional subjective activity of future teachers in the field of upbringing." Social And Political Researches 2, no. 15 (2022): 139–51. http://dx.doi.org/10.20323/2658-428x-2022-2-15-139-151.
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The increased attention of the state and society to education as an integral part of the educational process at all levels of education actualizes the problem of the readiness of future teachers to implement educational tasks. To determine the prospects of this activity, the provisions of the modern theory of education have a significant place, which is the methodological basis for considering the role and place of the teacher and his subjectivity in the process of preparing for educational activities. In order to achieve a high degree of readiness for professional activity, it is necessary to have a certain personal, intellectual and activity potential, which means that personal and professional changes are an integral attribute of the development of professionally significant personality traits that should be included in the logic of the organization of the process of professional education in the academic and extracurricular components. The success of the educational activity of a novice teacher in the future largely depends on the student's activity in professional self-development during the period of study at the university. The readiness of teachers for educational activities is largely determined by the formation of professional subjective activity of the individual. Professional subjective activity is considered as the activity of a personality that develops and implements its subjectivity in the space of professional activity. Its main characteristics are uniqueness, activity, independence, responsibility, authorship of one's own life and one's own history, value relations, the ability to master one's own behavior and generate one's own behavior. For their formation, it is necessary to create special conditions in a pedagogical university: the organization of horizontal and vertical subjectsubject interaction; development of the mentoring system; development of the institute's life activity as a professional educational organization that creates a space for the accumulation of individual professional style and operational repertoire for solving professional tasks.
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Siagian, Yohanes, and Andreas Eko Nugroho. "PENERAPAN REKRUTMEN DAN PELATIHAN GURU SEKOLAH MINGGU DI GBI METRO PERMATA." Way Jurnal Teologi dan Kependidikan 5, no. 1 (April 29, 2019): 20–36. http://dx.doi.org/10.54793/teologi-dan-kependidikan.v5i1.2.
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This study aims to examine the importance of the recruitment of human resources (HR) who are part of the servants at GBI Metro Permata and provide constructive input to Sunday School services through the availability of servants, training methods and continuity of the service of S.M. at GBI Metro Permata. This study uses the method of Library Studies and Qualitative Research Methods Descriptive Analysis. Data analysis in qualitative research uses inductive data analysis. Data collected in the form of interviews and field notes. In the study of the biblical text using Biblical Studies. Biblical Studies uses the discussion of biblical texts with exposition principles or methods. From the results of this study it was found that the recruitment process carried out must pay attention to the qualifications set by the church. Finally the church could find the teacher of S.M. competent and qualified. Service activities carried out by teachers of S.M. can run effectively and systematically, so that the teachers obtained S.M. who are competent and committed to doing their services. In conclusion, the theories regarding recruitment must have a role, goals, resources, qualifications and processes for recruiting. It is important for an organization, especially a church, to have a training program for each field or categorical ministry. Theories about teacher S.M. which has been stated by experts that the history of the establishment of S.M. began in the 18th century, to become a teacher of S.M. must also have terms and conditions for age. In order to get the teachers of S.M. who are competent and committed to their service.
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Owings, Kathleen, and Mark Hofer. "Content-Specific Technology Infusion Program in Pre-Service Teacher Education: The Technology Leadership Cadre (TLC)." Social Studies Research and Practice 2, no. 1 (March 1, 2007): 117–27. http://dx.doi.org/10.1108/ssrp-01-2007-b0012.
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Efforts to prepare new teachers to integrate technology into their teaching have a lengthy history. Increasingly, scholars are beginning to understand the importance of linking technology with specific content areas and pedagogy (Zhao, 2003). Mishra and Koehler (2006) refer to this intersection of technology, pedagogy, and content as Technological Pedagogical Content Knowledge (TPCK). Structuring field experiences that systematically address curriculum-based technology integration in the context of specific content areas is one way that teacher preparation programs can operationalize this development of TPCK in pre-service teachers (Bolick, 2002; Dawson & Nonis, 2000). Analysis of the data in the Bolick study revealed three benefits for the pre-service teachers working within a content-specific technology field placement: (a) increased knowledge and skill related to digital history pedagogy, (b) increased content-area knowledge, and (c) increased confidence in developing and teaching technology-integrated lessons (2002). Using Bolick’s findings as initial assertions, this study investigated the use of collaborative field placements, digital history, and an apprenticeship model of training to teach pre-service teachers about technology and elementary social studies instruction. This paper discusses the results of the Technology Leadership Cadre (TLC) collaboration and provides recommendations for future studies in this area of research.
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Şahin, Mustafa, Semiha Şahin, Canan Akyol, and Hale Sucuoğlu. "The views of history teachers on the design of vocational education." Journal of Human Sciences 19, no. 4 (December 31, 2022): 693–702. http://dx.doi.org/10.14687/jhs.v19i4.6342.
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The purpose of this research is to determine the opinions of history teachers about the professional development training program. The research was carried out with the case study design, one of the qualitative research methods. The study group of the research was composed of 19 history teachers working in the Bergama district of Izmir province, who were selected by the purposeful sampling method. The opinions of the teachers were collected through structured interview forms. When the findings were examined, the educational titles were shaped in the field of field education and pedagogy. General expectations of teachers in the teacher education workshop were found to be: to increase knowledge, new methods and techniques, new developments and to be aware of different perspectives, to learn ways to make the lesson interesting, create awareness, and to learn about classroom management. Their industry-specific expectations and history education were found to be: using new materials, methods and techniques to learn, developing them, developing activities that will make lessons interesting, and evaluating new instructional programs to emphasize the importance of the course. As a result, it was found that the teacher education workshop largely meets the expectations of teachers and teachers want to apply what they have learned from these trainings in their classrooms. Extended English summary is in the end of Full Text PDF (TURKISH) file. Özet Bu araştırmanın amacı, tarih öğretmenlerinin mesleki gelişim eğitim programına ilişkin görüşlerini belirlemektir. Araştırma, nitel araştırma yöntemlerinden durum çalışması deseniyle gerçekleştirilmiştir. Araştırmanın çalışma grubunu amaçlı örneklem yöntemiyle seçilen İzmir ili Bergama ilçesinde görev yapmakta olan 19 tarih öğretmeni oluşturmuştur. Öğretmenlerinin görüşleri, yapılandırılmış görüşme formları aracılığıyla toplanmıştır. Bulgular incelendiğinde, eğitim başlıkları alan eğitimi ve pedagoji alanında şekillenmiştir. Öğretmen eğitimi atölyesinde öğretmenlerinin genel beklentileri; bilgi artışı sağlamak, yeni yöntem ve tekniklerin aktarılması, yeni gelişmelerden ve farklı bakış açılarından haberdar olmak, dersi ilgi çekici hâle getirme yollarını öğrenmek, farkındalık oluşturmak ve sınıf yönetimine dair bilgilenmek yönündedir. Branşlarına özgü beklentileri ise tarih eğitiminde kullanılacak yeni materyal, yöntem ve teknikleri öğrenmek, alan bilgisini artırmak, dersi ilgi çekici hâle getirecek etkinlikler geliştirmek, tarih derslerini öğrencilere sevdirme yollarını görmek, yeni öğretim programını değerlendirmek dersinin önemini vurgulamak ile ilgilidir. Sonuç olarak, öğretmen eğitimi atölyesinin, büyük ölçüde öğretmenlerin beklentilerini karşıladığı ve öğretmenlerin bu eğitimlerden öğrendiklerini kendi sınıflarında uygulamak istediği tespit edilmiştir.
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O'Donoghue, Tom. "The Experience of Being a Lay Teacher in Catholic Schools: An Approach for Investigating the History of an Under-researched Field." Espacio, Tiempo y Educación 5, no. 2 (July 9, 2018): 163. http://dx.doi.org/10.14516/ete.182.
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Internationally, there has been a major output of empirical research on Catholic education over the last two decades. However, it has not been accompanied by a similar corpus of related work indicating possible new directions such research could take, including those that could be undertaken by using a diverse range of methodologies on a wide range of topics neglected to date. This paper indicates one such direction that could be taken in relation to historical research on lay teachers in Catholic schools from the 1940s to the present. First, the historiographical work that has been undertaken on the history of teachers more broadly is considered. An overview on the official status of the laity and the lay teacher historically within the Church is then considered. Finally, an argument for the use of a «life story» research approach for the generation of research questions to investigate the experience of being a lay teacher in Catholic schools. The approach is suitable for «insider research», where the focus is on investigating issues that were of concern for participants, rather than on pursuing pre-ordained questions of interest to the researcher and which usually arise primarily from a reading of the relevant background literature only.
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Pasicznik, Władimir, and Anastazja Wilczkowska. "Competences of a physical education teacher (on the basis of selected aspects from the experience of school education in Ukraine – pedagogical aspects)." Sport i Turystyka. Środkowoeuropejskie Czasopismo Naukowe 5, no. 2 (2022): 65–77. http://dx.doi.org/10.16926/sit.2022.02.04.
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The article is devoted to the issues of competences of physical education teachers in Ukraine. An analysis of selected issues of Ukrainian scientists in the field of theory and practice of the competence of a physical education teacher conducting their professional activity in primary and secondary schools of Ukraine was carried out. In most of these works, the professional competence of a teacher is defined as a system of the following components: theoretical professional knowledge, practical skills, ethical and moral attitudes, professional abilities and predispositions as well as professional experience. The work also presents, on the basis of many years of research, the results of the author’s own analysis of the level and scope of competences of a physical education teacher, which allowed for the selection of basic groups of competences necessary to practise this profession: praxeological, communication, creative, IT and ethical/moral competences. By using these competences, a physical education teacher is ready for effective didactic and educational activities at school. The level of competence of a physical education teacher is significantly conditioned by: the scope of professional experience (an important place in this context is occupied by the period of professional adaptation, which significantly determines the effectiveness of the teacher's work and professional identification), the policy of reforming the school education system (the teacher's attitude towards reform measures directly affects their individual professional situation) and the location of the school. Competences are constantly verified, and their level is checked in specific teaching and upbringing situations.
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Yoon, Taesung, Hyeonsuk Lim, and Kyoungwon Lim. "Exploration on Special Educational Experiences of Life History Researches in Special Education Field (1995~2022)." Korean Association for Qualitative Inquiry 8, no. 3 (September 30, 2022): 379–421. http://dx.doi.org/10.30940/jqi.2022.8.3.379.
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This study tried to find implications by examining the school-age special education experience shown in the life history researches in the field of special education. From 1995 to May 2022, 31 papers were analyzed for description and content of research trends. Descriptive analysis focused on research methods and considered disability areas, research topics, participants, data collection and analysis, and research ethics and truthfulness. The content analysis looked at the experiences of special education by subject of special education according to the times. The special education period was divided into the period of suffering, the foundation, the development, the leap, and after 2007. The results of the content analysis are as follows. The study on special education practitioners was the life, thought, and achievements of people who had an influence on the early development of special education. The research on special education teachers included educational practice, practical knowledge of teaching and learning methods, and teacher identity. The experience of special education of persons with disabilities was divided into inclusive education experience and seperated education experience, and the educational experience was positive or negative. As for the parent’s special education, the more severe the child’s disability, the stronger the negative experience of special education. In the future research on life history in the field of special education, it was confirmed that it was necessary to clarify methodical aspects. In terms of content, it is necessary to clarify the scope of special education, expand topics such as specific events and places, participate in special education teachers, study life history focusing on the school-age educational experience of persons with disabilities, and distinguish between biography and life history researches.
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Chu, James, Guirong Li, Prashant Loyalka, Chengfang Liu, Leonardo Rosa, and Yanyan Li. "Stuck in Place? A Field Experiment on the Effects of Reputational Information on Student Evaluations." Social Forces 98, no. 4 (July 10, 2019): 1578–612. http://dx.doi.org/10.1093/sf/soz097.
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AbstractStudies suggest that students’ prior performance can shape subsequent teacher evaluations, but the magnitude of reputational effects and their implications for educational inequality remain unclear. Existing scholarship presents two major perspectives that exist in tension: do teachers primarily use reputational information as a temporary signal that is subsequently updated in response to actual student performance? Or do teachers primarily use reputational information as a filter that biases perception of subsequent evidence, thus crystallizing student reputations and keeping previously poor-performing students stuck in place? In a field experiment, we recruited a random sample of 832 junior high school teachers from the second-most populous province of China to grade a sequence of four essays written by the same student, and we randomly assign both the academic reputation of the student and the quality of the essays produced. We find that (1) reputational information influences how teachers grade, (2) teachers rely on negative information more heavily than positive information, and (3) negative reputations are crystallized by a single behavioral confirmation. These results suggest that students can escape their prior reputations, but to do so, they must contradict them immediately, with a single confirmation sufficient to crystallize a negative reputation.
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Winahyu, Rizqa Ayu Ega, Leo Agung S, and Djono Djono. "The Media Literacy in the 21st Century: The Role of Teacher in Historical Learning." International Journal of Multicultural and Multireligious Understanding 5, no. 4 (May 17, 2018): 363. http://dx.doi.org/10.18415/ijmmu.v5i4.324.
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This research is elucidating the teacher’s roles in the implementation of media literacy in the historical learning. The research site is in Senior High School 2 Magelang with the subject of research is the history teachers and students in 10th grade and 11th grade. The qualitative method with case study approach was used in this research to to get deeper data that contain the meaning. The data collection was conducted through the observation by plunging into the field and observes directly how the conditions are running in the classroom. Then in addition, the authors also conducted interviews with the teachers and students. These data collection, then combined or triangulated with observation, interview and documentation. This research shows that the teacher's role in media literacy is necessary in the process of learning history. The media-based learning process requires supervision and direction from teachers because there is a potent to have positive and negative impacts. Keywords: 21st Century Media Literation, Historical Learning, Teacher Role
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Fialho, Lia Machado Fiuza, Francisca Genifer Andrade de Sousa, and Karla Angélica Silva do Nascimento. "Educação & Formação Journal: balance of scientific production (2016-2018)." Revista Tempos e Espaços em Educação 13, no. 32 (February 3, 2020): 01–20. http://dx.doi.org/10.20952/revtee.v13i32.12926.
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The objective is to analyze the scientific production published by the Educação & Formação Journal between 2016-2018, identifying the main educational thematic categories discussed in this triennium. State of art research was used, methodologically supported by categorical analysis of the disseminated articles, considering their title, keywords and abstracts. 101 products were identified, which culminated in five main thematic categories: “Teacher Training”, “History of Education”, “Educational Policy”, “Inclusive Education” and “Technology and Digital Culture”. These were mostly discussed through qualitative research, such as literature review and case study, using literature review, interviews and document analysis. The discussions pointed out that the literature published by Educação & Formação focuses on the subfield teacher training, as proposed by the focus and scope of the journal, making it a reference in this field. The published literature highlights the qualification of teachers of basic education and the gaps regarding the qualification of higher education teachers.
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Phelan, Anne M., and Dion Rüsselbaek Hansen. "RECLAIMING AGENCY AND APPRECIATING LIMITS IN TEACHER EDUCATION: EXISTENTIAL, ETHICAL, AND PSYCHOANALYTICAL READINGS." Articles 53, no. 1 (February 19, 2019): 128–45. http://dx.doi.org/10.7202/1056286ar.
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A basic premise of teacher education is the value of teacher agency, that is, the teacher’s capacity to take responsibility for one’s knowledge, beliefs, judgements, and relationships. How can teacher educators sustain a commitment to agency in light of critiques of western modernity, specifically in relation to the existence of a rational autonomous subject, the erasure of history, and the opacity of language? Drawing on existentialism, ethics, and psychoanalysis, we discuss three practicum vignettes to illustrate what we are calling “the chiastic complexity” of agency within the field of teacher education. We argue that admission of the limits of teacher agency may be the source of ethical insight, educational opportunity, and political resistance for student teachers and teacher educators.
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Fajri, Suryadi, and Desi Indriani. "Pelaksanaan Pembelajaran Sejarah Menggunakan Media Komik Berbasis Digital di SMK Negeri 1 Gunung Talang." Tarikhuna: Journal of History and History Education 4, no. 2 (January 16, 2023): 164–73. http://dx.doi.org/10.15548/thje.v4i2.5654.
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The application of media in the learning process is very enjoyable so as to create an effective and efficient learning atmosphere. This is the background of the research on the implementation of Digital-Based Comic Media which was carried out at SMK Negeri 1 Gunung Talang. Comic media is a fun reading material because it has lots of pictures and is explained with various characters of someone who participates in acting out the story. The research objectives include knowing the planning and implementation of digital-based comic media in history learning. Preparation of research using qualitative research methods with a qualitative descriptive approach. The type of research used is field research to look specifically at data about the Implementation of History Learning Using Digital-Based Comic Media. The informants in this study were school principals, history teachers, and students at SMK Negeri 1 Gunung Talang. From the results of research in the field, it can be obtained the results of the research that in the process of implementing digital-based comic media learning, it has been carried out starting from the lesson plans prepared by the teacher such as learning devices and learning materials and media. The implementation of history learning using digital-based comic media can run well, but there are some problems such as the lack of facilities and infrastructure, the duration of time is too short, the media used is still simple.
Keywords: History learning, learning media, Digital-Based Comics.
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Bashith, Abdul, Saiful Amin, and Ramadhani Lausi Mkumbachi. "Development of a Field Laboratory to Social Science Education Pre-Service Teacher." J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) 8, no. 2 (June 28, 2022): 146–61. http://dx.doi.org/10.18860/jpips.v8i2.15735.
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This study aims 1) to describe the physical, social, economic, and cultural potential of the Social Science Education field laboratory object on the slopes of Mount Tengger and 2) to produce a product in the form of a manual for the Social Science Education field laboratory. The Dick and Carey model was used in this development with simplified stages. Qualitative data are in the form of 1) a description of the object of research and (2) suggestions for product improvement from the validator of learning and design experts. Quantitative data are in the form of response scores from expert validators and students during limited trials. The instruments in this study were observation sheets, interview guidelines, documentation, and questionnaires. The data analysis used in this study is a descriptive analysis to examine the relevance of various subjects in the Social Science Education Department with the objects that are scattered in the study area. Furthermore, descriptive statistical analysis is used to process the questionnaire data with a Likert scale of 1 (very poor) to 4 (very good). The results showed that first, the physical, social, economic, and cultural potential in the research object supported the feasibility of developing a social science education field laboratory. Second, the manual for the Social Science Education field laboratory is suitable for use in outdoor social studies learning with a feasibility value of 87.25 (very feasible).
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Lee, Mimi. "Lesson Study Crosses the Pacific: Teacher Changes and Professional Development in the Field of History Education." Korean Journal of Teacher Education 30, no. 4 (October 30, 2014): 471–95. http://dx.doi.org/10.14333/kjte.2014.30.4.471.
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Sofiarini, Andriana. "Pendidikan Kepemimpinan Guru Sejarah Di Era Globalisasi." Kaganga:Jurnal Pendidikan Sejarah dan Riset Sosial Humaniora 3, no. 2 (December 25, 2020): 199–208. http://dx.doi.org/10.31539/kaganga.v3i2.1823.
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ABSTRACT
The purpose of this study was to determine the spirit of current teacher leadership and historical teacher leadership education at STKIP PGRI Lubuklinggau in the era of globalization. The research method used is a qualitative method. In this study, researchers used direct observation results with the researchers' own instruments. Researchers with the results of their observations are supported by reference sources trying to analyze, analyze and present data according to what is in the field. The results showed that 1) the spirit of teacher leadership, namely as a prospective history teacher, students must be skilled in self-development when participating in lecture activities both inside and outside the classroom. 2) Teacher leadership education in the era of globalization, namely as candidates for history teachers, students must be able to adapt to the times, be able to develop themselves and continue to hone their abilities as prospective leaders in the era of globalization. The conclusions of this study indicate that the importance of leadership education for prospective history teachers in the era of globalization and being taught as prospective teachers, as well as making a leader who is wise, innovative thinking, and wise who gives birth to leaders in the future.
Keywords: Globalization, History, Leadership, Teachers.
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Khawaja, Amna, and Mikko Puustinen. "Nature of Literacy Instruction in Elementary School History Lessons." Language and Literacy 24, no. 3 (December 2, 2022): 20–44. http://dx.doi.org/10.20360/langandlit29610.
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This paper examines literacy-related practices existing in elementary history classrooms and asks to what extent these practices are compatible with the ideals of historical literacy, i.e. disciplinary literacy specific to history. A total of 50 hours were spent observing nine Finnish classrooms. Data sources included numeric data, field notes and classroom artifacts. The results show that the most common text type used was the body text of a textbook while primary sources were few. The textbook was typically addressed as a neutral source of information. Teachers used visual texts only briefly and to support an existing narrative. None of the teachers modeled reading strategies specific to history. The teacher profiles suggest diverse approaches to literacy but the practices used by teachers point more to content-area and cultural literacy than disciplinary literacy. Implications for elementary literacy and history instruction are discussed.
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Harshman, Jason. "Rethinking place, boundaries, and local history in social studies teacher education." Social Studies Research and Practice 12, no. 3 (November 20, 2017): 341–53. http://dx.doi.org/10.1108/ssrp-08-2017-0050.
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Purpose The purpose of this paper is to report on a qualitative study that examined how pre-service teachers (PSTs) used mobile technology and experiential learning to critically examine the processes that shape places over time. During Summer course work that occurred prior to beginning their field experience and student teaching, participants explored neighborhoods and public spaces, and researched the history as well as contemporary issues relevant to the places in which their future students live, play, work, shop, and go to school. The use of social media as a forum for sharing and reflecting upon their experiences provided opportunity to critique neoliberal and race-based public policies, as well as support reflection on the relationships between geography and teaching about social (in)justice in the social studies. Findings inform the work of teacher educators who seek to help teacher candidates think more deeply about how spatial contexts inform culturally sustaining and critically minded pedagogy in the social studies. Design/methodology/approach This qualitative study included pre- and post-surveys and two one-on-one interviews between research participants and the researcher. Data were also gathered through the use of posts made by participants to a shared social media account. Interested in the interactive process of subjects and their surroundings, symbolic interactionism provided the methodological framework for this study. Findings Involvement in the study provided PSTs with new ways of thinking about how places are shaped over time and the importance of incorporating local intersections of geography and injustice in the classroom. Through experiential learning, PSTs developed a critical understanding of how place relates to who they teach, moved away from deficit thinking about people and places, and, as evidenced in the examples shared, approached lesson planning as place-relevant and culturally sustaining social studies educators. Originality/value The majority of students enrolled in teacher education courses in the USA remains white and it is well documented that most possess few cultural and geographic ties to the schools and students they work with as PSTs. Interested in the intersection of race, place, and teacher education, this paper discusses research conducted with 12 pre-service secondary social studies teachers (PSTs) who were enrolled in an eight-week Summer seminar course that preceded their Fall field experience and Spring student teaching placements to learn how they interpret their movement through spaces and their understanding of how geography, race, and agency intersect and impact students.
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Scruggs, Thomas E., and Margo A. Mastropieri. "Mnemonic Instruction of LD Students: A Field-Based Evaluation." Learning Disability Quarterly 12, no. 2 (May 1989): 119–25. http://dx.doi.org/10.2307/1510727.
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A sizeable number of research studies have demonstrated the potential of mnemonic instruction with learning disabled (LD) students. However, reports of actual classroom applications of this type of instruction are lacking. In the present investigation, three classrooms of LD junior-high-school-age students were taught U.S. history content over an 8-week period, in which mnemonic and nonmnemonic materials were alternated. Evaluation of chapter test scores indicated that students learned significantly (and substantially) more information when instructed mnemonically, and that they were assigned higher grades for chapters which had been instructed mnemonically. Furthermore, teacher ratings indicated that mnemonic materials were significantly more appropriate for the needs of LD students than traditional textbook-based materials. Implications for future research and practice are addressed.
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Yeo, Sunhye, and Hyesoon Kim. "Mediation Effect of the Organization Culture of the Institution in the Relationship between the Principal’s Professionalism and Teacher’s Play Efficacy in the Teacher-Child Interaction." Korean Society of Culture and Convergence 44, no. 11 (November 30, 2022): 509–24. http://dx.doi.org/10.33645/cnc.2022.11.44.11.509.
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This study was to examine the mediation effect of the organizational culture of the institution in the relationship between the principal's professionalism and the teacher’s play efficacy in the teacher-child interaction. The subjects of the study were 200 teachers working at kindergartens and daycare centers located in South Korea. Questionnaire study was carried out. For the data analysis, using SPSS, reliability analysis, frequency analysis, descriptive statistical analysis, correlation analysis, and multiple regression analysis. Finally, in order to examine the significance of the mediating effect of the organization culture the bootstrap method was conducted. As a results, first, there were positive correlations between main variables respectively. Second, there was a partial mediation effect of the organizational culture of the institution in the relationship between the principal's professionalism and the teacher’s play efficacy in the teacher-child interaction. In conclusion, the results of this study suggest the need for a multi-faceted approach to support teacher’s play efficacy in the field of teacher-child interaction.
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Harwood, David, and Kyle Thompson. "Inquiry-Based Geology Field Course for In-Service Educators." UW National Parks Service Research Station Annual Reports 37 (January 1, 2014): 124–25. http://dx.doi.org/10.13001/uwnpsrc.2014.4065.
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Eight in-service teachers and two instructors engaged in an inquiry-based geology field course from June 14 to 29, 2014 through Wyoming, South Dakota, and Nebraska. This team of learners spent three days in mid-June working in the Grand Teton National Park area. The UW-NPS facilities provide an excellent opportunity for participants to discover the natural history of the Teton Range, as well as close-out a few projects while sitting in a real chair, at a real table, a welcome change from our usual campground setting.
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Bakhtin, Maxim, Leonid Laptev, Oksana Shamigulova, Rida Zekrist, Salavat Musifullin, and Roman Tkach. "Humanities quantorium as a technological digital environment." E3S Web of Conferences 258 (2021): 07006. http://dx.doi.org/10.1051/e3sconf/202125807006.
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The purpose of the article was to formulate a general problem and clarify the hypothesis of research on the design of a humanitarian quantorium as a technological digital environment for the formation of teacher competencies in the subject areas “History” and “Social Sciences”, to determine the set and content of teacher competencies in the field of applying humanitarian education technologies. The leading research methods described in this article were the method of foresight design, the method of expert panels and methods for the diagnostic study of occupational deficiencies. The materials presented in the article contain a description of the results of a pilot study on identifying professional deficiencies of a history and social science teacher, a generalized, refined set and content of the future teacher’s competencies in the field of applying humanitarian education technologies in a digital environment, a conceptual rationale for equipping a humanitarian quantorium as a technological environment for the formation of teacher competencies. In the substantiation, an integrated approach was applied, which allows to combine the content of humanitarian education, teaching technologies and digital means into a single innovative didactic space. The conclusions are drawn to the peculiarities of the application of the humanitarian quantorium model in the wide practice of professional training of history and social studies teachers for the implementation of the developmental capabilities of the subjects of the humanitarian cycle and improving the quality of humanitarian education.
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Інна Рожі. "METHODOLOGICAL APPROACHES TO THE FORMATION OF FUTURE GEOGRAPHY TEACHER’S LOCAL HISTORY COMPETENCE." Problems of Modern Teacher Training, no. 2(22) (October 1, 2021): 132–41. http://dx.doi.org/10.31499/2307-4914.2(22).2020.219580.
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The article describes the methodological approaches to the formation of the local linguistic competence of the future geography teacher in the course of local history tourism. Methodological approaches to the formation of the local linguistic competence of the future geography teacher in the process of local and tourist work, such as activity, system, personal, technological, are determined. Generally, methodological approaches to the formation of local lore play a role to the development of students' positive motivation in professional activity, cognitive abilities, ability to quickly and easily enrich their knowledge through the conscious use of information flows related to current issues and knowledge in the orientation of the educational process. Formation of local lore should be aimed at mastering students’ personal traits that ensure personality-oriented and harmonious development. It is noted that fundamentally new approaches to the political, economic and social progress of the state, insufficient development of local lore and tourism as an effective means of personality formation, acquaintance with the natural and urban environment make the necessity of significant changes in the future geography teachers' professional training. All this actualizes new approaches to vocational training, and in particular, the future geography teacher in the field of tourism. In the course of the conducted research, we have concluded that methodological approaches of formation of local lore competence in the process of future geography teacher's training are one of the main components for scientific substantiation of effective vocational training.
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Yeager, Elizabeth Anne, and Stephanie van Hover. "Virginia vs. Florida: Two Beginning History Teachers’ Perceptions of the Influence of High-Stakes Tests on Their Instructional Decision-Making." Social Studies Research and Practice 1, no. 3 (November 1, 2006): 340–58. http://dx.doi.org/10.1108/ssrp-03-2006-b0005.
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This paper examines how a beginning teacher in Virginia and a beginning teacher in Florida make sense of the high-stakes tests in their state. By examining beginning teachers in two states where the tests are so very different, we gain important insight into whether there are similarities and differences across states and how the nature of the test affects the teaching and learning of history. We first offer insight into the context of accountability in Virginia and Florida and then discuss what ambitious teaching and learning look like in these states as informed by the literature. Then, we turn to our research methods, findings, and implications for the field of social studies.
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Amorim, Simone Silveira. "The challenges of the primary teachers in the XIX century: from the materials needed to teach classes to the payment of the salaries." JOURNAL OF RESEARCH AND KNOWLEDGE SPREADING 2, no. 1 (May 30, 2021): e12444. http://dx.doi.org/10.20952/jrks2112444.
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Different aspects impacted the work of primary school teachers in the 19th century: the lack of materials for the teaching of classes, the delay in paying salaries and the release of resources to pay the rent of the houses where the classes worked, the health issues that implied the removal of the teacher for treatment, among others. Given this context, the objective is to inform how the teaching profession was configured based on the challenges faced by primary teachers in the 19th century. As a research in the field of History of Education, newspapers and official communications will be taken as sources, being analyzed from the conceptions of configuration and representation. It is possible to perceive that the profession of primary teacher was configured in the face of challenges and confrontations, corroborating the construction of the representation of the qualified teacher in the 19th century.
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Aslan, Ozge Metin. "From an Academician's Preschool Diary: Emergent Curriculum and Its Practices in a Qualified Example of Laboratory Preschool." Journal of Curriculum and Teaching 7, no. 1 (March 19, 2018): 97. http://dx.doi.org/10.5430/jct.v7n1p97.
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The purpose of this research; a laboratory preschool located in one of the northern states of the United States ofAmerica and operating under the Child Development Institute, explains the practices about the Emergent Curriculumand builds a bridge between theory and practice in preschool education. It is thought that bringing good examples ofa laboratory school in the United States with a long history in the field of education to the national domain literaturewill be especially useful for teachers, researchers and specialists working on this field. The method of the study wascarried out by the observational case study which is one of the qualitative research designs. In addition, the documentanalysis method was used to support the information obtained from the observations over time. Obtained dataconsisted of observations made by the researcher in the preschool, unstructured teacher interviews, and informationobtained from the handbook of the kindergarten. The findings are discussed in the headings on the basis of theEmergent Program: Beginning of the day: Arrival in preschool exploration time and gym, large group time/classmeeting, activity time and free play, large and small group activities, use of learning centers, outdoor, role of teacherin practice and role of family and parent involvement practices.
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Madinah, Husnul, and Jarkawi Jarkawi. "Manajemen Sumber Daya (MSD) Bimbingan dan Konseling pada Satuan Pendidikan Formal." Bulletin of Counseling and Psychotherapy 4, no. 3 (November 1, 2022): 528–36. http://dx.doi.org/10.51214/bocp.v4i3.329.
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The focus of this research is Human Resource Management in the field of guidance and counseling in formal education units by studying about human resource planning, recruitment, career development of guidance and counseling teachers. Furthermore, it focuses more on obstacles and support in the management of human resources, both for education unit leaders and even more so for guidance and counseling teachers. The purpose of this research is to cover; 1) Describe the management of human resources in the field of guidance and counseling in the formal education unit, 2) Clarify the description of HR planning, recruitment, career development in the field of guidance and counseling in the formal education unit, 3) Sharpen an in-depth picture of the obstacles in the management of Human Resources in the field of guidance and counseling in formal education, 4) Sharpen the description of the supporting factors in the management of Human Resources in the field of guidance and counseling in formal education. This research method is descriptive qualitative, namely to obtain information about human resource management in the field of guidance and counseling in formal education units in Banjarmasin City. Data Reduction Analysis, namely the Conclusion Data Display. Research Results (1). There is no preparatory stage (2) There has been no data collection for BK teachers (3) There has been no determination of BK teacher positions that are not too urgent (4) There is no planning or program development that helps in meeting the needs and duties of BK teachers. (5) There has never been an implementation or implementation of the planning for the needs of BK teachers.
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Rosnida, Rosnida, Ichwan Azhari, and Wildansyah Lubis. "Development of Peureulak History in Video Based for Learning Social Science in Grade IV Students of 1 Peureulak East Aceh." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 2, no. 1 (February 26, 2019): 116–23. http://dx.doi.org/10.33258/birle.v2i1.191.
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Peureulak's history video in social studies learning for grade 4 students at SDN 1 Peureulak, East Aceh. This type of research is research and development which refers to the development model of Borg And Gall. The results of this study indicate that: (1) Validation of material experts on the content feasibility assessment is on very good criteria (96.25%), language feasibility is in very good criteria (89%) and the feasibility of presentation is in sufficient criteria (74%). The practicality level of Peureulak's historical videos is concluded based on teacher responses and student responses; (i) Students' responses to Peureulak's historical video in the field trial amounting to 83% of students stated that the Peureulak history video was practical, (ii) The response of Peureulak's history video teacher in the field trial was 81% in the practical category. Likewise with the influence of the use of Peureulak's historical videos on student learning outcomes based on the pretest and posttest analyzed using N-Gain obtained an average gain value of 0.8 where in the high category.
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Fultz, Michael. "Determination and Persistence: Building the African American Teacher Corps through Summer and Intermittent Teaching, 1860s-1890s." History of Education Quarterly 61, no. 1 (February 2021): 4–34. http://dx.doi.org/10.1017/heq.2020.65.
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This paper explores trends in summer and intermittent teaching practices among African American students in the post-Civil War South, focusing on student activities in the field, the institutions they attended, and the communities they served. Transitioning out of the restrictions and impoverishment of slavery while simultaneously seeking to support themselves and others was an arduous and tenuous process. How could African American youth and young adults obtain the advanced education they sought while sustaining themselves in the process? Individual and family resources were limited for most, while ambitions, both personal and racial, loomed large. Teaching, widely recognized as a means to racial uplift, was the future occupation of choice for many of these students.
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Latifah, Umi. "PENGGUNAAN MEDIA PEMBELAJARAN AUDIO VISUAL PADA MATA PELAJARAN SEJARAH KEBUDAYAAN ISLAM DI MI MA’ARIF NU 01 SOKAWERA KECAMATAN CILONGOK KABUPATEN BANYUMAS TAHUN PELAJARAN 2012/2013." Jurnal Penelitian Agama 19, no. 1 (May 3, 2018): 151–61. http://dx.doi.org/10.24090/jpa.v19i1.2018.pp151-161.
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Abstract: This study aims to determine the use of audio-visual (movie) learning media on Islamic Culture History (SKI) subjects conducted in the first semester of class V MI Ma'arif NU 01 Sokawera Cilongok District, Banyumas Regency in the academic year 2012/2013. This research is field research using a qualitative descriptive approach. This research does not start from theory deduction, but starts from the field, namely empirical or inductive facts by studying a process or discovery that occurs naturally, recording, analyzing, interpreting, and reporting and drawing conclusions from the process. From the results of this study, the authors draw the conclusion that in the learning process there are several stages carried out by the teacher, namely: the delivery of material with the lecture model; giving reinforcement through audiovisual media (film screening); group discussion; group presentation; and giving questions.
Keywords: Learning Media, Audio Visual, and Islamic Cultural History.
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Astafiev, D. A., and E. V. Godovova. "Historiography of the history of Soviet school everyday life." Vestnik of Samara University. History, pedagogics, philology 28, no. 1 (April 13, 2022): 8–23. http://dx.doi.org/10.18287/2542-0445-2022-28-1-8-23.
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Authors present an overview and analysis of publications of the Soviet and post-Soviet periods of the historiography of Soviet school everyday life. The authors note that in the Soviet period, a significant part of the scientific work focuses on the determining and leading role of the party in the field of school education, the promotion of advanced pedagogical experience in teaching and education, as well as solving the practical problems of public education. In the 1990-ies general education school and school everyday life become objects of interdisciplinary research for scientists representing various scientific fields: historians of education, teachers, philosophers, sociologists, culturologists, etc. It is noted that in the total volume of publications devoted to the everyday life of the school, teachers and students of the Soviet era, scientific works performed by historians make up an insignificant number. The daily life of the Soviet school and Soviet teachers becomes an independent topic for study by Russian historians and representatives of other scientific fields only in the early 2000-ies. However, historians still turn more often to the analysis of state policy in the field of school education, the training of teachers, school history education in the Soviet period, etc. The results of our analysis show that scientific articles, monographs and theses devoted to the topic of school everyday life and everyday life of a teacher of the Soviet era are much less than scientific papers on childrens everyday life. This circumstance, of course, determines the relevance and necessity of comprehensive studies of everyday life of Soviet school, especially on the materials of individual regions of the country.
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Karrow, Douglas D., Xavier Fazio, and David Zandvliet. "What’s In a Name? The Signifiers and Empty Signifiers of Environmental Sustainability Education: Implications for Teacher Education." Brock Education Journal 31, no. 2 (July 13, 2022): 109–30. http://dx.doi.org/10.26522/brocked.v31i2.917.
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The purpose of this article is to examine how signifiers and empty signifiers may contribute to the mainstreaming of environmental and sustainability education in teacher education. We argue that the moniker of environmental and sustainability education is an empty signifier in that it fails to convey meaning about what it signifies. Tracing the history of the pre- sustainability, sustainability, and post-sustainability field signifiers, and their respective sub- field signifiers (e.g., environmental education and education for sustainable development), we conduct a philosophical inquiry, augmented by a modified form of semiotic analysis, to expose the degree to which these signifiers are empty. The limitations and benefits of empty signification are explored through philosophical interpretation. Implications of empty signifier limitations are considered in teacher education and the manner in which they may contribute to the unsuccessful mainstreaming of environmental and sustainability education in teacher education. We conclude that a core or compulsory environmental and sustainability education course should be mandated in teacher education to ensure that all teacher candidates receive the education they require to educate future generations of children to live well on Earth.
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Pipkin, Diana Estela. "Teacher training does a epistemological question?" Perspectiva 35, no. 1 (March 31, 2017): 33–48. http://dx.doi.org/10.5007/2175-795x.2017v35n1p33.
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What does the learning of social sciences to the trajectories of young citizens? What to teach social sciences in secondary school? Why curricular changes in Argentina did not change classroom practices? We believe that the answers to these questions involve, though not exclusively, in the field of teacher training. Precisely, this paper aims to reflect on the characteristics of the training of teachers of History and Sociology at the University of Buenos Aires, taking account both the disciplinary aspects of the pedagogical-comment- from our students and our experience as teachers of these teaching careers. We are concerned to analyze, in particular, the presence / absence of epistemological contained in the careers of these faculties and their implications when thinking teaching.
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Mozelius, Peter, Wilfredo Hernandez, Johan Sällström, and Andreas Hellerstedt. "Teacher Attitudes Toward Game-based Learning in History Education." International Journal of Information and Communication Technologies in Education 6, no. 4 (December 1, 2017): 27–35. http://dx.doi.org/10.1515/ijicte-2017-0017.
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AbstractGame-based learning (GBL) is an emerging field reaching new contexts. Research has reported about students’ rich use of digital games and the learning potential of GBL in traditional school subjects. Digital games have been tested as educational tools in various subjects in Swedish schools during the last decade, in areas such as teaching and learning of history and foreign languages. However, there is a lack of detailed research on attitudes toward the use of GBL in history education.Main aim of the study was to examine and discuss attitudes toward an increased use of digital games in formal history education. Earlier studies have analysed students’ opinions and preferences, but this study has a focus on the teacher perspective and on which design factors are important if digital games should be an alternative for self-learning in history education. The research approach has been qualitative cross-sectional study where secondary school teachers have answered questionnaires with open-ended questions on their view of didactics and the use of GBL in formal education. All selected respondents are registered as professional secondary school history teachers. Furthermore, teachers have described their own gaming habits and their game design preferences.Findings show that a majority of the informants have good knowledge about digital games with historical setting and also a positive attitude toward an increased use of GBL. Secondary school teachers also have a tradition of using various media in their teaching and learning activities and there are neither any regulations against an increased use of digital games. An important aspect of history education, where digital games might not the first choice, is in the description of the main changes and influence of a historical époque. Authors’ recommendation is to use games that can enable tangential learning where the gaming sessions could be seen as appetisers for further and deeper learning.
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Lockard, Louise, and Velma Hale. "Teachers of Dine Language and Culture Building Enduring Systems of Support." International Journal of Innovation Education and Research 7, no. 4 (April 30, 2019): 331–41. http://dx.doi.org/10.31686/ijier.vol7.iss4.1416.
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In response to the question, “How do we build enduring systems of support for our children within our classrooms and communities?” we examined the learning logs of Dine teachers in a graduate course: Foundations of Bilingual Multicultural Education. We asked, “Who are you now? How will you continue to grow and develop professionally? How does your understanding of history, research and current practice in the field of Navajo education inform and improve your own teaching and learning?” We attempted to gain a sense of the whole from this rich data source which focuses on concrete events in the stories of the participants, listening for the unique stories of how teachers learned to value their language and why they continue to teach it, exploring the institutions of literacy and power in which teachers work and live. Each teacher understands the history of language teaching in a different way; each teacher passes this understanding on to her students in a different way. The texts of the reading logs challenged and moved our thinking as researchers beyond our understanding when this process began.
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Kenna, Joshua L., and William B. Russell III. "Tripping on the Core: Utilizing Field Trips to Enhance the Common Core." Social Studies Research and Practice 10, no. 2 (July 1, 2015): 96–110. http://dx.doi.org/10.1108/ssrp-02-2015-b0009.
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The goal of this article is to expand on the use of field trips in social studies education, particularly in the Common Core era. Meshing the goals of the Common Core Standards with those of the corresponding high-stakes testing while providing an experiential learning is a dilemma faced by some teachers. One launched argument suggests field trips are still relevant and pertinent to meeting various educational standards including those found within the Common Core. In an attempt to support this claim, we first discussed the literacy requirements set out by Common Core Standards for History/Social Studies. We then examined the necessary elements for properly planning and conducting field trips, which we referenced as the Field Trip Effectiveness Model. Sample ideas for field trips such as: art and history museums; living history experiences; historical sites, monuments and memorials; cemeteries; geographical sites; banks and businesses; and government buildings are provided.
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Escribano-Miralles, Ainoa, Francisca-José Serrano-Pastor, and Pedro Miralles-Martínez. "The Use of Activities and Resources in Archaeological Museums for the Teaching of History in Formal Education." Sustainability 13, no. 8 (April 7, 2021): 4095. http://dx.doi.org/10.3390/su13084095.
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The research objectives of this paper are to compare the activities which have been prepared in the design of field trips from the perspective of teachers and museum educators, as well as to describe the use of resources and materials from the point of view of educational agents. The research method is quantitative, based on the study of a descriptive comparative cross-sectional survey. The participants are 442 teachers of early years, primary and secondary education, visiting two archaeological museums with their class groups in order to carry out an activity relating to the subject of history. The data collection tool was the MUSELA© questionnaire. The main results show that 60% of the teachers state that they prepare some kind of activities and 70% use some resources within the design of a field trip to an archaeological museum. On the other hand, 94.4% of the museum educators carry out activities using resources in the museum visit. The main conclusion is that the activities which are most used by teachers and educators in the museum (experimentation and artistic workshops, audio-visual observation and viewing tasks and debates or sharing) and by teachers in the classroom space (audio-visual viewing) do not guarantee research activities, analysis or reflection activities.
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Matilainen,, Dahly, and Lilian Westerlund-Perätalo. "Looking for “Caritative Teachership”: A Journey of Exploration in the History of Ideas." International Journal of Human Caring 5, no. 2 (March 2001): 27–32. http://dx.doi.org/10.20467/1091-5710.5.2.27.
Full textAbstract:
This article is based on a preliminary study that is part of a research project in the field of caring-science didactics. Its purpose is to indicate which qualities are typical of the good teacher and of “caritative teachership” by surveying the views of 3 educationists in the history of ideas about teacher personality, teachership, and the teaching spirit. The authors found many ideas that can contribute to an increased understanding of caritative teachership, knowledge pertaining to caring-science didactics, and suggestions for continued research. They saw trains of thought that agreed with their theoretical perspective. The sources revealed the “true, good and beautiful” aspects of the teacher’s personality and of teachership in relation to the learner and in didactic culture, that is, in ethos.