Search results for "Student"
showing 10 items of 2018 documents
Teaching is a Story Whose First Pages Matters – Four Type Narratives From The Beginning of a Teaching Career.
2022
From a broad perspective, the entire time spent in teacher training can be characterized as a period of professional growth. Specific professional growth and development are realized when the students enter the advanced stage of master's studies to independently practise their profession in their own class of pupils. The uncertainty of a novice teacher and, on the other hand, the ‘burden of competence’ gained from teacher training make this induction phase very sensitive and critical, as all the competencies they have obtained during teacher training should culminate in this specific phase. The development of a student into an independent teacher is a growth story in which each person's ide…
Who am I? : the teacher identity construction of student teachers
2015
Opettajaidentiteetti on tutkimusaiheena varsin ajankohtainen ja viime vuosina huomiota on aiempaa enemmän alettu kiinnittää myös opettajaopiskelijoiden ammatti-identiteettiin, sillä tämän rakennusprosessin osatekijät vaikuttavat varsin eri tavoin lopulliseen identiteettiin. Aiempien tutkimusten pohjalta voidaan huomata, että opettajaidentiteetin muodostumisprosessissa on useita eri osatekijöitä, jotka tässä tutkielmassa on jaettu kahteen faktoriryhmään: henkilökohtaisiin ja opettajankoulutuksellisiin faktoreihin. Kirjallisuuskatsauksen perusteella kävi myös ilmi, että useat opettajaopiskelijat kokevat ristiriitaa henkilökohtaisten näkemystensä ja opettajankoulutuksen painotuksen välillä. Tä…
Becoming interested during teacher education
2018
In this article we examine first-year student teachers’ possibilities to become interested in professional issues in teacher education. We study the phenomenon of becoming interested among first-year student teachers via three different kinds of data. We analysed our data through John Dewey’s definition of interest, where a person has an interest if s/he is actively keen on some object that has personal meaning for her/him. According to our data, student teachers adopt an object of interest that teacher educators provide. Learners found it difficult to find the objects of interests by themselves, and it was exceptional for them to find personal meaning and an active state of interest. This …
Oppimisen paikat ilmiölähtöisellä kurssilla : luokanopettajaopiskelijat mielen hyvinvoinnin digitaalista lukutaitoa tutkimassa
2019
Tutkimuksessa tarkastellaan, millaisia ammatillisen kehittymisen kannalta merkityksellisiä oppimisen paikkoja rakentui luokanopettajaopiskelijoiden ilmiölähtöisellä kurssilla, jossa tutkittavana ilmiönä oli mielen hyvinvoinnin digitaalinen lukutaito. Tutkimusaineisto koostuu 38 opiskelijan päiväkirjoista ja kurssin loppukirjoitelmista. Tulokset osoittavat neljä pääasiallista oppimisen paikkaa: käsitekarttatehtävät, artikkelien lukeminen, mielen hyvinvointia tukevien digitaalisten ratkaisujen arviointi opiskelijaryhmässä ja kouluvierailut. Ammatillinen kehittyminen osoittautui moniulotteiseksi prosessiksi, jossa oli monesti läsnä yhtä aikaa monenlaisia asiantuntijuuden elementtejä. Etenkin a…
Student teachers' questioning behaviour which elicit conceptual explanation from students
2016
Getting students to explain their thinking is one of the big challenges in teachers’ work. Previous studies have analysed teacher questioning by focusing on amounts of different types of questions. In this study, I use questioning diagrams to see how questioning develops during the lessons. The data includes video recordings of student teachers’ mathematics lessons in secondary and upper secondary school. The data is analysed by constructing questioning diagram for each student teacher and locating conceptual explanations given by students. The lessons which included largest amount of conceptual explanations are further studied. In these lessons the student teachers had lengthy discussions …
Tracking student teachers' technology-enhanced collaborative problem solving: Combining objective assessment data with subjective verbal reporting
2016
In spite of increasing interest, technology-enhanced formative assessment practices reflecting 21st century skills are not yet much studied, particularly in teacher education context. Also, studies that combine both objective and subjective data around these practices are still rare. This study responds to these challenges in exploration of student teachers’ collaborative problem solving (CPS) processes. Relevant events in CPS tasks are tracked through process data acquired via ATC21S™ portal, and complemented with students’ interpretations of these processes as cued retrospective reports. The broader aim is to provide student teachers with hands-on experiences of using novel, technology-en…
Can the students' career performance be helpful in predicting an increase in universities income?
2013
The students’ academic failure and the delay in obtaining their final degree are a significant issue for the Italian universities and their shareholders. Based on indicators proposed by the Italian Ministry of University, the Italian universities are awarded a financial incentive if they reduce the students’ attrition and failure. In this paper we analyze the students’ careers performance using: 1) aggregate data; 2) individual data. The first compares the performances of the Italian universities using the measures and the indicators proposed by the Ministry. The second analyzes the students’ careers through an indicator based on credit earned by each student in seven academic years. The pr…
Autorreflexión pedagógica
2019
The autobiographical reflection on school learning makes it possible to explain how personal life guidelines are loading teaching activity with experiences. Educational time does not consist only of a linear narration, but works as the evocation of temporal and spatial memories of an explanation of the present. Personal life is intertwined with school reflection to give meaning to what we decide from teaching
Nowa reforma oświaty – szansa czy zagrożenie dla rozwoju szkolnictwa zawodowego?
2019
Wdrażana reforma oświaty w zakresie szkolnictwa zawodowego znajduje się obecnie w początkowym stadium. Zapoczątkowała ją aktualizacja klasyfikacji zawodów oraz wprowadzenie szkół branżowych. Ministerstwo Edukacji Narodowej aktualnie kładzie duży nacisk na rozwój szkolnictwa zawodowego. Zainicjowany proces zmian, m.in. dzięki wprowadzeniu kształcenia dualnego, ma na celu dostosowanie systemu kształcenia zawodowego do potrzeb nowoczesnej gospodarki. Ścisła współpraca szkół zawodowych z lokalnymi przedsiębiorcami ma za zadanie promować szkolnictwo zawodowe i zwiększać jego prestiż w społeczeństwie. Założenia reformy są ze wszech miar słuszne, ale póki co nie znajdują bezpośredniego przełożenia…