Suchergebnisse

For many years, the teaching and learning English (as a foreign language) in Indonesia has been considered unfruitful for students' low ability in using the language in communication. For many times, government (as the leader of schools) and campus (as teacher producer) do not sit together to discuss this problem. This results to gaps between school and campus. I am interested in seeing this problem by viewing gaps occur in the process of campus preparing qualified English teachers. This paper will tell the result of my interviews with pre-service teachers about their experiences at teaching practicum program

For many years, the teaching and learning English (as a foreign language) in Indonesia has been considered unfruitful for students' low ability in using the language in communication. For many times, government (as the leader of schools) and campus (as teacher producer) do not sit together to discuss this problem. This results to gaps between school and campus. I am interested in seeing this problem by viewing gaps occur in the process of campus preparing qualified English teachers. This paper will tell the result of my interviews with pre-service teachers about their experiences at teaching practicum program.

This research was carried out to determine pre-service teachers' perceptions of "peace". This was a qualitative research based on case studies scenarios and document analysis. The sample of the study consists of 180 teacher-candidates studies in the social sciences and primary education at a state university in the Aegean Region of Turkey. These Preservice teachers were given scenarios and asked to retain the five scenarios given to them. In this context, in the study, of the document types personal documents and peace-related sample case scenarios retained by teacher candidates themselves were used. The scenarios gathered are examined as a document and subjected to content analysis, and the data obtained are presented in tables and supported with direct quotations. As a result of the findings obtained from sample case study scenarios, themes of peace were obtained in the context of the teaching profession, in daily life, in the national and universal context. In the context of teacher behaviors and methods and techniques that can be used to bring peace value, teacher candidates' state creating a democratic classroom climate, enabling free discussion of ideas and encouraging children to empathize. In addition,pre-service teachers stressed the importance of being a role-model and encouraging students to empathize under the theme of teacher behaviors supporting the value of peace.

Purpose
The purpose of this paper is to draw attention towards sustainability consciousness (SC) of pre-service teachers (student teachers) as their role is central in teaching for sustainable development. This paper investigated SC of the pre-service teachers in Pakistan and compared it with other undergraduate students in the country and with that of Swedish upper secondary students.


Design/methodology/approach
The paper used survey method using a tool developed by a group of Canadian researchers to measure knowledge, attitudes and behaviours towards sustainable development. The instrument was later adapted by a group of Swedish researchers to measure SC. Study data came from 207 pre-service teachers and 154 undergraduate students studying humanities.


Findings
The paper reports that SC of the pre-service teachers in Pakistan is much lower than that of Swedish upper secondary students. Moreover, the paper indicates that the SC of pre-service teachers is not different from other undergraduate students in the country.


Practical implications
This paper establishes a baseline of SC of the final-year pre-service teachers enrolled in BEd (Honours) programme in Pakistan. Such a study is critical in the context when ESD is a missing element in teacher education in Pakistan. In the presence of such a baseline study, teacher education institutes and departments might review their curricula in terms of their focus on ESD and plan for initiatives to educate pre-service teachers for sustainability.


Originality/value
The paper contributes to a broader debate on measuring SC of university students.

Pre-service teacher training (PTT) is one of the points where questions about school life inevitable converge. Teacher profile required by each educational system, according to the context and specific characteristics os each society, should be based on pre-service teacher training. This is the way pre-service teacher training is approached here. On the one hand, this works attempts to reflect on the importance of PTT in the construction of teacher profession integrated in what is known as the 'technological society'. On the other hand, this work aims to analyse how they use de formal knowledge of technology acquired in higher education institutions during their work as teacher trainees. As part of this exploratory study with probationary teachers, various techniques of data collection were used, including interviews and questionnaires. They were based on a review of available literature and an analysis of relevant legislation, allowing the authors to access probationary teachers' ICT skills and identify how they had been acquired. Their use of ICT resources, their motives in using them and their perceptions of the suitability of ICT to teaching and learning were also studied. The results reveal the state of ICT implementation in pre-service teacher training at public universities in Lisbon, and subsequently how future secondary teachers use ICT at school, during their probationary year.

This research was carried out to determine pre-service teachers' perceptions of "peace". This was a qualitative research based on case studies scenarios and document analysis. The sample of the study consists of 180 teacher-candidates studies in the social sciences and primary education at a state university in the Aegean Region of Turkey. These Preservice teachers were given scenarios and asked to retain the five scenarios given to them. In this context, in the study, of the document types personal documents and peacerelated sample case scenarios retained by teacher candidates themselves were used. The scenarios gathered are examined as a document and subjected to content analysis, and the data obtained are presented in tables and supported with direct quotations. As a result of the findings obtained from sample case study scenarios, themes of peace were obtained in the context of the teaching profession, in daily life, in the national and universal context. In the context of teacher behaviors and methods and techniques that can be used to bring peace value, teacher candidates' state creating a democratic classroom climate, enabling free discussion of ideas and encouraging children to empathize. In addition,pre-service teachers stressed the importance of being a role-model and encouraging students to empathize under the theme of teacher behaviors supporting the value of peace. © 2020, Institute of Advanced Engineering and Science. All rights reserved.

With growing concerns over children's data agencies, researchers have begun to draw attention to children's and young people's privacy practices in social media environments. However, little is known about the experiences of pre-service teachers who play a key role in educating future generations. This study aimed to address this gap by exploring Finnish pre-service teachers' conceptions and experiences of data agency in social media environments. Drawing from in-depth interviews of pre-service teachers ( N = 14), the analysis revealed that pre-service teachers construct their data agency in terms of social frames and shared social norms, and they also recognize the lack of understanding regarding wider socio-technical systems within which data agencies are situated. This research argues that without a sophisticated understanding of algorithmic governance and commercial use of data, it is unlikely that these future teachers would be prepared to facilitate children's and youth's agentive actions in a data-driven society.

Teachers and teacher educators in the US struggle with conflicting needs. They must thinkcritically and adaptively in response to the rapidly changing demographics of their students andadjust to a policy climate that emphasizes standardization, measurement, and disregard forteachers as professionals. Embattled pre-service teacher education programs in institutions ofhigher education have traditionally sought to develop teacher candidates' knowledge, skills, anddispositions. The authors argue that in the current climate pre-service teachers also mustappropriate conceptual frameworks to support their development as responsive professionals.While dispositions are beliefs and attitudes the origin and teaching of which remain in dispute,concepts like social justice, political-economic equity, and formative assessment are abstract ideasor concepts that inform practice. Conceptual tools, i.e., concepts, theories, and frameworks, guidenovice teachers in making decisions in response to the growing and rapidly changing studentpopulations they will teach as well as the policy contexts that constrain their teaching practice.The appropriation of conceptual tools contributes to development of vision and adaptive expertiserequired by responsive teacher professionals.Using an activity theory framework developed by Wartofsky (1973/1979) that draws in particularon the classification of artifacts, or tools, this article frames and critically examines teachers'need for conceptual tools, the appropriation of those tools, and a mixed methods study of thatappropriation. The study demonstrates that teacher candidates do appropriate conceptual tools,but that measurement of that process, though desirable in the current policy context, requires thedevelopment of a systematic and replicable methodology.