Journal of Education最新文献_第9页

Designing an English language and literacies knowledge and skills test for Initial Teacher Education students in South Africa 为南非初级教师教育学生设计英语语言和文学知识和技能测试

IF 1.3

Journal of Education Pub Date : 2023-04-14 DOI: 10.17159/2520-9868/i90a02

Nicky Roberts, Thelma Mort

引用次数: 0

Student teacher learning in rural contexts: Challenges and opportunities 农村环境下的学生教师学习:挑战与机遇

IF 1.3

Journal of Education Pub Date : 2023-04-14 DOI: 10.17159/2520-9868/i90a05

J. Pennefather

{"title":"Student teacher learning in rural contexts: Challenges and opportunities","authors":"J. Pennefather","doi":"10.17159/2520-9868/i90a05","DOIUrl":"https://doi.org/10.17159/2520-9868/i90a05","url":null,"abstract":"In this article, I explore particular aspects of the learning of Postgraduate Certificate in Education (PGCE) student teachers in the context of a collaborative partnership between a university and rural schools in the Wild Coast Rural Schools' Partnership Project (WCRSPP). This focus is especially important given the neglect of rural education in South Africa, and of student teacher preparation for placement in rural schools in particular. In considering how student teachers might be prepared to teach effectively in deeply rural circumstances, with its challenges and opportunities, my objectives are to understand the complexity of the process of what student teachers learned and how they learned in this context. Using case study methodology within an interpretive paradigm, I draw on the lived experiences of selected student teachers and their university tutors, as revealed in interviews and reflective journals. I frame the learning of the student teachers in the potentially generative nature of rural contexts and seek to illuminate the transformative potential of these in challenging their understanding of teaching and their motivation and performance as teachers. Therefore, I highlight the situated nature of the student teacher learning as well as the multidimensional and expansive nature of the learning that emerges through significant moments of mediation. By highlighting the potential for deep learning that can emerge in unexpected ways, I challenge the notion of student teacher learning as being clearly defined and stable.","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81185953","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The dilemmas inherent in curriculum design: Unpacking the lived experiences of Australian teacher educators 课程设计中固有的困境:解析澳大利亚教师教育工作者的生活经验

IF 1.3

Journal of Education Pub Date : 2023-04-14 DOI: 10.17159/2520-9868/i90a06

A. Fitzgerald, Wendy Goff, S. White

引用次数: 0

Hybrid problem-based learning in Technology teacher preparation: Giving students a voice in their learning process 技术教师准备中的混合型问题学习:让学生在学习过程中发出自己的声音

IF 1.3

Journal of Education Pub Date : 2023-04-14 DOI: 10.17159/2520-9868/i90a07

M. Mulaudzi, Adri du Toit, A. Golightly

{"title":"Hybrid problem-based learning in Technology teacher preparation: Giving students a voice in their learning process","authors":"M. Mulaudzi, Adri du Toit, A. Golightly","doi":"10.17159/2520-9868/i90a07","DOIUrl":"https://doi.org/10.17159/2520-9868/i90a07","url":null,"abstract":"Technology education instils technological literacy in South African learners, preparing them for life and employment. Yet, few high school-level Technology1 teachers are being trained and ensuring that Technology student teachers are optimally prepared, is vital. Learning strategies such as problem-based learning need to be implemented to provide students with opportunities to have their voices heard as well as being actively involved in their education. Hybrid problem-based learning has been successfully implemented in geography and life sciences teacher education, but its use in Technology teacher preparation has not been reported. Therefore, we conducted a concurrent triangulation research study at a South African university offering Technology teacher preparation. In the study, we explored how teacher students experienced and perceived hPBL as a teaching-learning strategy and how this gave them a voice in their teacher training. The study, therefore, substantiated hPBL as a beneficial teaching-learning strategy that can give Technology student teachers a voice and actively involve them in their construction of learning.","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90475511","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Towards an integrative philosophy of education: The contemplative case of economic education 迈向一体化的教育哲学:经济教育的沉思案例

IF 1.3

Journal of Education Pub Date : 2023-04-14 DOI: 10.17159/2520-9868/i90a03

S. Maistry

{"title":"Towards an integrative philosophy of education: The contemplative case of economic education","authors":"S. Maistry","doi":"10.17159/2520-9868/i90a03","DOIUrl":"https://doi.org/10.17159/2520-9868/i90a03","url":null,"abstract":"Acquiring a basic knowledge of philosophy is usually a deprioritised choice for students in undergraduate programmes. Even a basic philosophy course is seldom mandatory in the hard sciences, although it may be an option in the social sciences. While many undergraduate teacher education programmes have stand-alone courses in the philosophy of education in general educational studies courses, philosophical inspiration is largely drawn from continental philosophy. The extent to which preservice teachers see the wider relevance and application of philosophy of education to the school subjects they teach is uncertain. Also, contemporary philosophy of education courses in the (South) African context may still be paying homage to Western, Eurocentric philosophical canons, despite calls by the student collective in South Africa for African contextual relevance. I present an account of a curriculum initiative in a teacher education course that attempts a disruption of traditional western canons that underpin economics and economic education. I argue that disciplines such as economics are fertile spaces for engaging teacher trainees in a philosophical exposé, with a view to contesting the universality of the philosophies of (economic) sciences to explain contemporary societal crises. I present insights into how the philosophy of education might be conceptualised as an across curriculum competence as opposed to an insular, stand-alone offering.","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78306354","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A systems approach to understanding novice teachers' experiences and professional learning 一个系统的方法来了解新教师的经验和专业学习

IF 1.3

Journal of Education Pub Date : 2023-04-14 DOI: 10.17159/2520-9868/i90a01

C. Bertram

{"title":"A systems approach to understanding novice teachers' experiences and professional learning","authors":"C. Bertram","doi":"10.17159/2520-9868/i90a01","DOIUrl":"https://doi.org/10.17159/2520-9868/i90a01","url":null,"abstract":"The seeming disconnect between what novice teachers learn at university and what their first year of teaching demands has been described and lamented for decades. Researchers, teachers, and school managers often blame teacher education programmes for not preparing novice teachers for the realities of school. However, blaming student teachers' initial teacher education (ITE) programme is reductionist and ignores that this is only one of the complex systems that shape their practice. I argue that a more productive way to understand novice teachers' experiences is through a systems approach that engages with four nested systems that shape their practice-the system of the teacher (that encompasses their personal and professional identities and their knowledge and competences), the classroom system, the school system and the macro-educational system. In this paper, I present interview data generated from 30 novice teachers after they had been teaching for 18 months. The data shows that many challenges faced cannot be addressed by the ITE curriculum because they are grounded in other sub systems. I engage with what ITE programmes can do and suggest that the main influence of ITE is in developing student teachers' ethical commitment, professional identity, competences, and professional knowledge and in providing practical teaching experiences in different schools. I also highlight what aspects need to be addressed by the macro levels of the schooling system.","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84328335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Tracking the Effects: Examining the Opportunity Stratification Hypothesis in Action 追踪影响:检视行动中的机会分层假说

IF 1.3

Journal of Education Pub Date : 2023-04-14 DOI: 10.1177/00220574231168634

Kristian Edosomwan, Jemimah L. Young, B. Butler, J. Young, John A. Williams

引用次数: 0

Using critical pedagogy in English education: Disjunctures between pre-service teachers' preparation and opportunities for implementation 批判教学法在英语教育中的应用:职前教师准备与实施机会之间的脱节

IF 1.3

Journal of Education Pub Date : 2023-04-14 DOI: 10.17159/2520-9868/i90a04

N. Nkealah, John Simango

{"title":"Using critical pedagogy in English education: Disjunctures between pre-service teachers' preparation and opportunities for implementation","authors":"N. Nkealah, John Simango","doi":"10.17159/2520-9868/i90a04","DOIUrl":"https://doi.org/10.17159/2520-9868/i90a04","url":null,"abstract":"In many universities offering qualifications in education, Paulo Freire's critical pedagogy features prominently in curricula for pre-service teachers of English. Student teachers are prepared with the knowledge and skills that enable them to use approaches from critical pedagogy to teach English effectively in their classrooms upon graduation. Critical pedagogy affords pre-service teachers of English training in teaching critical literacy, a pedagogy of self-empowerment, and tools for teaching critical thinking. However, student teachers may not easily exploit these affordances when they start to teach since many constraints in the school system may impede the effective implementation of critical pedagogy in the English classroom. These constraints include the inflexible Annual Teaching Plan, the practice of teaching for assessment, and contradictions in the Curriculum and Assessment Policy Statement (CAPS). As a result, there is a disparity between the vision of teaching English in critical ways on the one hand and opportunities to realise this vision within the structures of South African policy on the other. In this article, we explore this disparity and its implications for learning to teach English within a critical pedagogy framework.","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87519029","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Four-Year College Completion Rates: What Accounts for the Variation? 四年制大学毕业率:差异的原因是什么?

IF 1.3

Journal of Education Pub Date : 2023-04-09 DOI: 10.1177/00220574231168938

Biniam Tesfamariam, Carlos Alamo-Pastrana, Elizabeth H. Bradley

引用次数: 0

Post-9/11 Veterans’ Pursuit and Completion of Post-secondary Education: Social Connection, Mental Health, and Finances 9/11后退伍军人对高等教育的追求和完成:社会联系、心理健康和财务

IF 1.3

Journal of Education Pub Date : 2023-04-06 DOI: 10.1177/00220574231168638

Nicole R Morgan, K. R. Aronson, Kimberly J. McCarthy, Brandon A. Balotti, D. Perkins

引用次数: 0