Teacher Education Research Papers

A body of knowledge is an essential component of being and becoming an expert in any area. To become an expert teacher, there are four kinds of knowledge necessary: pedagogical knowledge, pedagogical content knowledge, content knowledge,... more

Jornadas de Formación de profesorado organizada por el Museo Casa Cervantes de Valladolid y la Junta de Castilla y León. 27 y 28 de marzo de 2019.

La Federazione mutò presto nome e forma e divenne vera e propria Associazione Magistrale Italiana. Si volle intitolarla al grande educatore e filosofo dalmata, Nicolò Tommaseo, per met-tere in piena luce i due grandi amori che informarono... more

La Federazione mutò presto nome e forma e divenne vera e propria Associazione Magistrale Italiana. Si volle intitolarla al grande educatore e filosofo dalmata, Nicolò Tommaseo, per met-tere in piena luce i due grandi amori che informarono la vita spirituale e tutta l'opera di Nicolò Tommaseo e che dovevano animare la nuova asso-ciazione: "Religione e Patria" [...]. Finalità della nuova associazione, era raccogliere in stretta collaborazione i maestri credenti veramente italiani per difendere, con gli interessi economici e professionali della categoria, i principi che soli possono portare a vero efficace progresso la scuola: "Religione e Patria", e avere così una scuola informata allo spirito cattolico e schiettamente italiana. Si cominciò un attivissimo lavoro di propaganda per scuotere coloro che pensavano possibile uno sdoppiamento di coscienza: essere cioè [...] per gli inte-ressi di carriera, pur mantenendo fede ai propri principi di Religione e di Patria. (da Storia dell'Associazione magistrale italiana "Nicolò Tommaseo", a cura della sua ultima presidente, Maria Magnocavallo) Nata nel 1906 dalla secessione dall'Umn (Unione magistrale nazionale), l'Associazione magistrale italiana "Nicolò Tommaseo" raccolse e guidò per ventiquattro anni i maestri elementari cattolici, giungendo a toccare i venticinquemila soci. La storia costituisce un tassello importante nel più vasto campo degli studi sul movimento cattolico, sulla sua partecipazione al dibattito socio-politico del primo Novecento, sui suoi rapporti con lo Stato e le gerarchie ecclesiastiche, con l'Azione cattolica, il Partito popolare e con il fascismo, delineando un percorso tutt'altro che univoco, e anzi problematico e contraddittorio, segnato da crisi periodiche, rivelatrici della difficoltà di dare ai cattolici italiani una rappresentanza politica unitaria. Alla sua presidenza si avvicendarono infatti uomini politici importanti, come Giuseppe Micheli e Cesare Nava, e semplici maestri che tale controllo politico mal sopportavano, spostando gli equilibri ora nel senso del collateralismo con il Ppi, ora verso l'indipendenza politica e l'aconfessionalità, in alcuni momenti mostrando sorprendente maturità democratica, in altri accettando di scendere a patti con il fascismo fino a sciogliersi nel 1930. È, quella dell'Associazione magistrale italiana "Nicolò Tommaseo", una storia ancora poco nota proprio perché atipica nel grande mosaico del mo-vimento cattolico italiano, ma è, ovviamente, anche una storia impor-tante per lo sviluppo della scuola e della professionalità dei maestri italiani, di cui quelli cattolici furono una componente fondamentale e spesso culturalmente più consapevole.

Özet Çocuk ihmal ve istismarının tanılanması ve önlenmesinde eğitimcilere önemli roller düşmektedir. Yapılan araştırmalar bu vakaların en sık görüldüğü yaş grubu için okul öncesi dönemlere işaret etmektedir. Araştırma ülkemizde son dönem... more

Özet Çocuk ihmal ve istismarının tanılanması ve önlenmesinde eğitimcilere önemli roller düşmektedir. Yapılan araştırmalar bu vakaların en sık görüldüğü yaş grubu için okul öncesi dönemlere işaret etmektedir. Araştırma ülkemizde son dönem okul öncesi eğitim kurumlarından olan sıbyan mekteplerindeki öğretmenler ile yürütülmüştür. Bartın ili sıbyan mekteplerinde görev alan öğretmenler ile bireysel görüşme yapılmıştır. Öğretmenlerin çocuk ihmal ve istismarı belirtilerini tanıma düzeyi "Çocuk İhmal ve İstismar Belirtileri Ölçeği" ile incelenmiştir. Sonuç olarak öğretmenlerin ihmal ve istismar belirtilerini tanıma düzeylerinin sosyo-demografik değişkenler (yaş, cinsiyet, eğitim düzeyi, mesleki tecrübe) açısından farklılaşmadığı görülmüştür. Benzer şekilde eğitimcilerin ihmal ve istismar belirtileri tanıma düzeylerinin; konu hakkında daha önce eğitim alma, meslek yaşantılarında ihmal ve istismar vakası ile daha önce karşılaşmış olma durumlarına göre de farklılaşmadığı tespit edilmiştir. Araştırmada öğretmenlerin ihmal ve stismar belirtilerinin bariz emarelerini (fiziksel yaralanmalar, kırıklar, aleni cinsel
davranışlar vb.) daha net tanıyabildikleri, daha soyut kalan belirtileri ise (çocuğun
sessizliği, ilgisizliği, korku ve fobileri vb.) daha az tanıyabildikleri ve daha nadir
ihmal ve istismar belirtileri ile ilişkilendirebildikleri görülmüştür.
Anahtar Kelimeler: Çocuk, İstismar, İhmal, Sıbyan, Okul Öncesi, Öğretmen.
AWARENESS ON CHıLD ABUSE AND NEGLECT ıN INFANT SCHOOL
TEACHERS
Abstract
There are important roles of educators in recognition and prevention of child abuse
and neglect. Researches indicate that child abuse and neglect cases are seen
extensively in preschool periods. The research was carried out with the teachers in
infant schools in Turkey. Individual interviews were conducted with teachers in
Bartın province infant schools. The level of awareness on indicators of child
neglect and abuse was investigated with the Child Abuse and Neglect Signs Scale.
As a result, it was seen that teachers’ awareness on the signs of neglect and abuse
was not differentiated in terms of socio-demographic variables (age, sex, education
level and professional experience). Similarly, it has been determined that there is
no meaningful differentiation in their recognition level in terms of having
previously received education on child abuse and encountering with an abused
child in their professional life. This research also showed that teachers can clearly
identify and recognize the obvious signs of neglect and abuse (physical injuries,
fractures, sexual behaviors in public etc.). On the other hand abstract symptoms
(child's silence, irrelevance, fear and phobias, etc.) of abuse and neglect are less
recognizable and rarely associated with abuse and neglect signs by the infant
school teachers.
Keywords: child, abuse, neglect, infant, preschool, teacher

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- by Nesrin Duman and +1
  Eda Hüseyinoğlu
- •
- 3
  Teacher Education, Child abuse and neglect, Pre-school education

2009 年から香港で導入されている「新後期中等教青のリべラルース夕ディーズ」。丿脇n崑z ; 以下、 NSS LS) のヵリキユラムが、近年、白熱した議論を引き起こしている。 NSSLSはヽ学生たちの批判的思考一政府が言うには「悪い批判的思考」一を解き放っことによって、学生たちの問に政治的偏向とバイアスを生んでいるというのである。香港教青局は新後期中等教青〈NsS) のリべラルース夕ディーズ〈LS)... more

Page 1. Journal of Teacher Education, Vol. 53, No. 2, March/April 2002 “MY EYES HAVE BEEN OPENED” WHITE TEACHERS AND RACIAL AWARENESS Lauri Johnson State University of New York at Buffalo ... My eyes have been opened. —Carol, White... more

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- by Lauri Johnson
- •
- Teacher Education

In this study, it is aimed to provide professional development of teachers by improving their classroom teaching based on dynamic professional development approach. The research was conducted as experimental action research. In the first... more

The study explored social studies student teachers' views on the implementation of learner-centred teaching and learning approach in Zambian primary schools. Triangulation research design which collected both quantitative and qualitative... more

The study explored social studies student teachers' views on the implementation of learner-centred teaching and learning approach in Zambian primary schools. Triangulation research design which collected both quantitative and qualitative data was used. This involved survey questionnaires which were distributed to 600 third year student teachers who were randomly sampled from 6 primary colleges of education using class registers provided by respective college registrars. Out of 600 questionnaires, 561 were returned back representing a return rate of 93.5%. Face to face interviews were also conducted with student teachers who were conveniently sampled from three colleges. The total students who participated in the interviews were 21. The interviews collected detailed qualitative narratives regarding student teachers' experience with implementation of learner-centred approach. The findings of this study pointed to the fact that the policy emphasis on using learner-centred approach in the teaching learning process has not really taken off in Zambian Primary Schools.Most student teachers reported that the traditional teacher led classrooms still dominate and characterise classroom in primary schools. A number of challenges ranging from low literacy levels, over enrolments (high number of pupils per class), inadequate time allocated per subject lesson per day, and lack of teaching and learning materials were cited for the non-implementation of leaner-centred approaches. The teachers however expressed positive attitude towards learner-centred approach citing among other benefits promotion of learner participation, improved retention of knowledge among learners, development of problem solving skills, motivation of learners and ownership of the learning process by learners. Since the fundamental goal of teaching social studies through learner-centred approach in schools is to help students become responsible, critical, reflective, and active citizens who can make informed and reasoned decisions about the societal issues confronting the local, state, and global community respectively (Yilmaz, 2008), the study concluded that the views of primary teachers did not inspire the realisation of this goal. The study recommends school based programmes aimed at capacity building on how apply learner-centred methods in classroom situations with high numbers of pupils and low literacy levels among other deterrent factors.

This paper analyzes a particularly volatile focus group discussion to consider the ways that a group of pre-service teachers worked to verbally define and categorize teaching and LGBTQþ teacher allies. We draw from literature on social... more

ABSTRACT-The quality of general education depends to a large extent on the effectiveness of the teacher and his work. The lack in evaluating the performance (internal and external evaluation of schools and teachers) does not contribute... more

Described here are 11 attributes based on my values and philosophy as a holistic educator. I sure hope nobody tries to create rubrics out of them and use them to evaluate teachers.

Le présent article vise à comprendre dans quelle mesure une innovation curriculaire et pédagogique, à savoir l’approche par compétences, pensée avant tout dans les pays du Nord, est pertinente dans des contextes socioéconomiques et... more

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- by Thibaut Lauwerier and +1
  Abdeljalil Akkari
- •
- 5
  Education, Development Studies, Teacher Education, Poverty

Štúdia kriticky pristupuje ku konceptu globálneho vzdelávania a jeho implementácii do vzdelávacieho procesu od základných po vysoké školy, pričom sa zameriava na učenie sa o minulosti a jeho globálny rozmer. Pri skúmaní danej problematiky... more

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- by Alžbeta Bojková and +1
  Mikuláš Jančura
- •
- 8
  History, Globalization, Teacher Education, Didactics

The study explored student teachers' self-efficacy beliefs about Inductive Teaching Learning Methods. These are Inquiry teaching, Problem-based teaching, Project-based, Field work, and Survey. Concurrent triangulation research design was... more

The purpose of the study was to examine the nature of planning education for sustainable development of schools in the South-south of Nigeria. The design of the study was ex-post facto. The population of the study consisted of 50,000... more

A educação do campo é resultado de um processo de transformação de valores e práticas na sociedade civil na forma de política do movimento social do campo. Neste artigo, exploramos a proposta de uma educação do campo inclusiva através de... more

Nesta pesquisa de mestrado, pretendi construir uma proposta teórico-prática para uma formação de professores na perspectiva de uma Educação do Campo inclusiva. Realizei uma pesquisaintervenção com estudantes do curso de Licenciatura em... more

The study was conducted in order to find the occupational stress of male and female school teachers. The sample was collected from 260 (130 male and 130 female) senior secondary school teachers. Data was collected from using stratified... more

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