Teacher Training - Science topic

Most welcome sir

Thank you Dr. Pravat Kumar Dhal , the title is too long. It also seems that the title carries the main objective as well as the specific objective. The title can be shortened to read "Attitude and Teaching Aptitude of Students: A Comparative Study.”

Hope this is helpful.

Let me point to the following negative opinion related to the distance learning and education. Coronavirus Diseases (COVID-19) increase the black market of education. Look around you and count how many black offices for solving the exams and assignments are there.

From my point of view, e-learning alone will not succeed without traditional learning. Furthermore, I see that e-learning hasn't achieved the desired aims or results for developing countries and traditional learning is better. This is because there are many black offices for solving exam questions!! These offices made online learning a trading stock that resembles the slave-market.

differentiated two aspects of motivation: initiating motivation which was concerned with the reasons for doing something and deciding to do something, and sustaining motivation referring to the effort for sustaining or persisting in doing something. Dörnyei and Ushioda (2001, 2011) identified two dimensions of defining motivation on which most researchers would agree: direction and magnitude of human behavior. Accordingly, motivation specifies the reason why people decide to do something, how long people are willing to sustain the activity and how hard they are going to pursue the activity.

As for teacher motivation, Sinclair (2008) defined it in terms of attraction, retention, and concentration as something that determines 'what attracts individuals to teach, how long they remain in their initial teacher education courses and subsequently the teaching profession, and the extent to which they engage with their courses and the teaching profession (2008, p. 37). Dörnyei and Ushioda (2011) highlighted the two dimensions of teacher motivation in accordance with their conceptions of motivation, namely, the motivation to teach and the motivation to remain in the profession. Their review of literature came to a conclusion of four featured components of teacher motivation: prominent intrinsic motivation which was closely related to the inherent interest of teaching; social contextual influences relating to the impact of external conditions and constraints; temporal dimension with emphasis on lifelong commitment; and demotivating factors emanating from negative influences.

Try to find free journal in open access and Asian Journal Advances

The general assumption is that people do not inherit the talents and professional knowledge required for teaching. Although some people are born with a more pleasing demeanour, teaching abilities and expertise are acquired over time.

Hello Jimela

As far as I am aware, the only education-related journal functioning in PNG at present is 'Contemporary PNG Studies'. PNGJEd and PNGJTEd are not current. Otherwise, the UOG Library has a very good collection of theses on teacher education in PNG. My books and articles on PNG teaching on RGate also have extensive reference lists.

Regards

Gerard

Good luck, with your research. I am a teacher of English from Morocco.

Best wishes,

Hi Alicia Beachy

Thank you for your response! I think you're right; we have to develop an outcome measure specifically for our project. But I wanted to make sure there weren't any similar measures already developed and available.

Your examples are good, and in line with what we are thinking (i.e., some type of Likert scale questionnaire that taps into the various outcome of interest). Thanks again!

Best,

-Lasse

that is to do research!

There are many publications on this issue. We did a lot of work on interaction practices in classroom too. But when you have to start reading about it, I would advice a book of Courtney Cazden, Classroom Discourse (1988).

Sorry Ariful, it is not about technology to assume the question, it is about how in the knowledge that you must work on the subject you teach, you are able to integrate the SDG-2030 with meaning for the subject, for the students and for the degree or degree they study !!

Thanks for your interest

Hi Helge Fischer

Might be slightly off topic. Please see the paper below on implementing digital training in manufacturing. Interestingly, we have started doing the classroom based training again but utilise the digital training as a prerequisite to classroom based training, so that we can gauge the overall understanding the individuals already have prior to the classroom based learning approach.

I suppose this is an example of what you are talking about. We looked at what educational institutes were doing, during the pandemic to teach students. We had a similar issue as we didn't want to put on classroom based training due to the close quarters environment associated with classroom based learning so in the short term created digital training which can be utilised anywhere i.e. home, office, shop floor and at any time.

Hope this might be of some use.

Best Regards

Martin

First, you have to devise the particular educational issues you will address. For instance, if they are dyslexic and how they perceive or deal with it.

Now, use search engines to get some references on the topic.

Try to watch videos on the subject to learn the jargon.

As you do the steps above, take notes. Do not underestimate your doubts. As you build some knowledge about the subject, then you will have a repertoire of questions of your own and will be able of reaching out your educational ecosystem and ask questions to researchers. If people ignore you, then it is THEIR problem. Rejection is part of the process.

Research requires curiosity, persistence and tolerance to frustration.

It should be the responsibility of the employer

Interesting

Good teachers teach students what they need to know. Great teachers arose their desire and passion for learning. They prepare students for their future.

Prof. Binu Pathippallil Mathew

I am a physics teacher, and despite, I live in hyperinflationary Venezuela, I try to teach myself about the new and powerful methods of teaching and learning (flipped classroom just to mention one and so on) by looking at MOOCs freely available.

Yes, we all have to improve our teaching competencies, since teaching with MSL is evolving quickly.

Best Regards. The future is ours if we want so.

Dear Carmem Fruhauf de Oliveira,

Your research idea is very interesting. I am sharing my thoughts on it. As mentioned in your question, I consider a game between the government and a potential teacher and it proceeds as follows.

Suppose the government arranges for training and the teachers decide to participate. Now the government must choose the amount of investment. This will create a level of teaching skill which, along with teacher's effort, will become input to produce a particular quality of a good, say 'teaching'. This good will have public good characteristics for the students. On the other hand, a teacher will get a fixed income but only after completion of the training period i.e. in future period. So he will discount his future utility to obtain utility in the present period. But if he does not participate in training, he can still get a job (may be as a contractual teacher) instantaneously but at a lower salary and will produce a low quality public good.

If the government does not invest in training then it will spend that amount in some other development projects which will yield some level of social benefits. In that situation, if a teacher opts for teaching job he will get a lower salary (compared to what he would be getting as a trained teacher) and will produce an inferior quality of the public good (teaching service).

The government, being a social planner, will take decision through maximizing social welfare which will include the payoffs of all the agents, whereas, a teacher will decide by maximizing his own utility.

This is merely a draft of what I thought. You can build a model considering suitable functions and solve it.

With regards,

Tilak Sanyal

unfortunately it is different in different countries, and in different universities. in our republic, for example, the more the better ((

In setting up a new research journal in teacher ed. and educ. research I would consider a number of aspects resp. requirements:

1. You need to have or to establish a publishing organization unit (publisher)

2. You need an editorial board and you must convince well known colleagues from the field of education to join the board.

3. You have to decide about the frequency of the appearance of the journal per year, i. e. about the number of volumes p.y.

4. You must have a clear idea of the profile of the journal: should it comprise all scientific aspects of teacher education and educational research: historical, philosophical, psychological, sociological, economical and political dimensions or only some of them,? iI the latter case they have to be named.

5. Should the journal be devoted to qualitative and / or quantitative research?

6. You must gain well known researchers to serve as peer reviewers of the papers submitted.

7. You must convince well known researchers to submit papers of high quality at your journal.

I wish you luck and success.

We live in a time when our understanding of the role of the teacher and the power of Values Education are coalescing. No longer is Values.

Education on the periphery of the central roles to be played by the teacher and the school in our society. It is at the very heart of these roles. Unlike the assumptions that seem to underpin so many of our concerns around structures, curriculum, and resources, Values Education is more clearly than anything I could point to in

contemporary education premised on the power of the teacher to make a difference.

While the artifacts of structure, curriculum, and resources are not denied, the focus is, appropriate to the insights of the day, on what we describe as “ … the greatest source of variance that can make a difference.” In the case of Values Education, the belief is around the teacher’s capacity to make a difference by

engaging students in the sophisticated and life-shaping learning of personal moral development.

I suggest that the nature, shape, and intent of Values Education has the potential to refocus the attention of teachers and their systems on the fundamental item of all effective teaching, namely the teacher her or himself, the quality of the teacher’s knowledge, content, and pedagogy, and above all on the teacher’s capacity to form the kinds of relationships with students which convey their commitment and care and which become the basis of forming personal character and tomorrow’s citizenry. I know it is a challenging thought for many who, rightly or wrongly, we're trained to think differently about the role of the teacher and the social agency of the school.

However, Values Education or no Values Education, we live in a society that is shouting out a new charter to us. Values Education is one powerful means by which we might realize this charter.

The main thing: research updated bibliographic references on the topic you are commenting and also, look for experiences that can help you to know what has been done.

Greetings for 2021! I think there are two approaches to this question (1) Teacher education that is timeless (2) Specific requirements of the 21st century. I'll do the second first..

Common thoughts about the specific requirements of the 21st century include - preparing students and teachers for an unknown, constantly, rapidly changing future, characterised by technology, climate and planetary well-being, the development of creativity (creative, new solutions), perhaps a much more radical approach to schooling - changing the walls, locations, curriculum, age groups, individual differentiation.....There are also many teaching pathways - and people are not settled necessarily into these for life - preparing teachers initially for the next 5-10 years maybe as much as can now be done. It is not a 'one-off'.

The timeless requirements of teaching for which teacher education needs to help prepare are: That teachers are committed to the wellbeing and development of each child entrusted to them, that they can be flexible in their educative approaches, that they are themselves continuing learners, committed to their own development as human beings, that they are curious, thoughtful, caring, and have the personal resources to cope with a variety of students, all of whom will need versatility, patience, insight. If people are going to 'train' to teach - it is not a mechanistic, methodological matter only - it is deeply personal.

My research is about a 'holistic principle' for education and therefore teacher education in the 21st century: That children (students) and their learning, and the universe in which human beings participate are viewed from a 'whole' perspective. This perspective is fundamental to contemporary teacher education. Best. N

Teacher Student interaction is important for learning process. Online learning has become a new normal since the start of this pandemic of COVID 19. Online learning will increase the learning capability of the students and increase self reliance provided they have the zeal and interest to do so. Online learning too has its own advantages and disadvantages. Like a double edged sword.

As a result, teachers are suddenly faced with the challenge of how to continue their students’ education. While this might seem a daunting task, there are several ways teachers can utilize the technology and resources already available to support online learning and ensure students still receive a quality education. 

cited from

https://www.futurelearn.com/info/blog/resources-for-online-teaching-during-coronavirus

I consider emotional intelligence as a rather stable trait:

Dear Dr. Pavithra Raghava ,

Pl. See this link:

https://buros.org/competency-standards-student-assessment-educational-administrators

Dear all, firstly I would like to thank you for your valuable contributions to this discussion. Dear Abdelkader Mohamed Abdelkader Elsayed , my special gratidues for sharing such a comprehensive resource! It will definitely aid me in the presenting a background for VR-assisted instruction in my future work. However, the document you shared may arise some copyright issues from the publicators for you. With my sincere apologies, may I suggest you to just provide a reference for this splendid contribution rather than the URL?

Dear Raad Sh. Alnayli , I am happy that this discussion gained your interest and praise. Thank you for your contribution!

Dear Saif N.A. Almaamari , thank you for your meaningful suggestion! In fact, I am particularly interested in the reflectivity-laden methods in my research as well, an example from my preliminary inquiries:

I have just added this paper to my "To-be-read" list. Let me know if there are related research in the future investigating the practices of PSTs please!

One last time, I sincerely thank you for your valuable contributions!

Is there still room for collaboration ? Please keep me posted-Thanks.

using E-learning tools is very promising in many countries but in other countries, it is still out of their map due to the networks, security... I recommend the use of Youtube or recorded lectures for such countries suffer from the low speed of the network.

Please following this link:

Teachers can't have any perspectives. Besides their hard work caste intellectuals know nothing. Out of pocket, out of elbows, out of credit.

The success of a CPD programme is dependent on the extent to which the packaging of content knowledge and curricula experiences are geared towards (1) translation of that knowledge in practice, and the (2) transformation of one's practices in the practice site.

This is indeed a difficult situation! Could you continue collecting data by interviewing the teachers via Zoom? Even if you don't have the final observations, you would still be able to collect almost all of the data. Interviewing via Zoom should be equally valid to interviewing in person.

Best of luck completing your dissertation!

Well in my point of view, pedagogy learning is more to studying cases method, therefore the dialogue is driven to problem solving, not normative issue. My suggestion for the best practice should be discussion about global trend. It is better for high school student to do this kind of practice, at least as a teacher you have already prepare them for higher level of learning (university). Hope this will be helpful...Cheers :)

In reality, it is hard for the graduate of online programs to enjoy full opportunities in the job market. The transition is difficult because of the HR people hiring new teachers normally comes from a different educational setup (on-campus/ classroom). Therefore, they do not recognise the online graduate potentially competing with the graduate coming from the traditional educational setup.

Though Online education is a good platform to reduce the cost, the challenges such as the availability of digital content and greater acceptance need to be addressed immediately.

Yes, it has to be

Reflection is also particularly useful for student teachers to identify their own assumptions and biases and how they can impact their perspectives of teaching and learning interactions. This is of growing importance in our increasingly culturally diverse classrooms.

Hello, please find attached a chapter we published recently about experimental research design. I hope you'll find it interesting for your research.

Your question was, ‘How best can TPACK Framework be applied for an efficient result in Nigeria Teacher Education?’. If I were you, I will be very careful in applying any theory or method developed and validated with Western samples. Nigerian teacher education context is different, so are it’s people. For one, what constitute thinking dimensions of Nigerian teacher candidates are different & more complex than their U.S. counterpart. This is an example based on a finding from my research. In essence, the efficiency and application of TPACK must be situated in context. It requires deconstruction before you can meaningfully apply it if your goal is not just to follow the “trend” that will amount to no real research and practice impact.

Good luck.

You might like to look at this study. We designed an experimental intervention for pre-service teachers workign in primary schools with regard to engineering:

Bill

I have definitely worked to adopt a more student-centered pedagogy than that which was used during my own schooling; I learn about my students' interests and try to incorporate them into the syllabus. In addition, I've made strong efforts to implement an Ethic of Care (Noddings, 1984), focusing more on my students' learning and personal needs rather than my own content-driven decision making. While it is very time consuming, I believe the payoff is worth the effort; students are more motivated and trust my decisions regarding content and assessments.

Dear Antoine Lecat

Everybody knows to get the most out of studying, you need to find what works best for you. Other people can’t tell you

how to study. All they can do is to tell you what works for them.

If you learn the same way as they do, their tips might be helpful. But if

your style is different from theirs, those tips might not be very useful to

you. In fact, they might even be a waste of your time.

Because of that, I will propose some of books who cover that topic.

1.Janet Gail Donald (2002) Learning to thinking published by Jossey-Bass

2. Lauren B. Resnick (1992) Education and learning to think published by Nacional Academy Press

3. M. G. Jackson (2008)Transformative Learning for a New Worldview published by Palgrave Macmillan.

In short, we need to teach our students how to learn, and they must find the style themselves.

I hope I have been of some help.

Yours sincerely

Andrija

Putting yourself into the understanding/ reception level of the students and beginning the lecture with some questions which are clarified in the process of discussion is essential. At the same time keeping yourself updated with the new teaching-learning aids is a vital part of the good lecture. I have started using "Google Classroom" from this year and found it to be interesting and exciting among the students.

Great suggestion Ari Tuhkala and thank you for the link to the publications page! I will definitely have a look for studies here.

Sujani - it doesn't seem to make much sense to use three different surveys with three different sample groups. It would be the same as conducting three different quantitative studies. The fact that you have started with qualitative case study interviews - one assumes that you are using a mixed methods approach? It would be better to create a 'hybrid' survey tool into one (that may not need testing) of the three tools you have - and use the same sample population.

The attitudes of mathematics teachers are very important

For pre service elementary teachers it might be valuable to look at the way you approach science during their undergraduate education. The Next Generation Science Standards approach to science education is something that future teachers would benefit from having modeled for them in undergraduate years.

I suggest an incremental approach. As academics we could start by creating some awareness of the need to contain school bullying among educational authorities who may in turn advocate for some sort of legislation which would then compel government to ensure that teacher training should include a compulsory course on bullying for all teachers.

I taught at the National Institute of Education in Singapore from 2003 to 2008. All Singapore science teachers are trained at the National Institute. My area of interest was in primary science education (grades K-6) . The training of primary teachers focused on preparing them to teach a specific curriculum, the national curriculum. The Singapore primary science curriculum model aligned closely with the Science Curriculum Improvement Study (SCIS) developed in the US in the 1960's. Science Content, Science Process Skills and Science Themes gave structure to the K-6 curriculum. Singapore adapted the SCIS model to make the science content more rigorous and strengthened both the science content and process skills by adding accountability through assessment. I believe the structure of the Singapore's primary science curriculum can be successfully adapted and implemented in other countries. One particular strength of the Singapore primary science curriculum is its success in preparing students to pass the high stakes, national, 6th grade leaving test. The problem solving ability required in this test correlates highly and often surpasses that required in many international exams such as the TIMMS. There are limitations, such as the narrowing of the curriculum to what is covered in tests, and cultural constraints. As you point out, educational environments and resources play a large factor in the successful transfer of such structured curricula and their underlying theories.

In Serbia, Psychology is an alternative course at the High School.

Students choose between ''Psychology'' and ''Sociology'' to attend for 2 years.

It is also an alternative course at the first year of Bachelor Studies at the University.

Training in technology

We use livetext at SQU. Fieldwork with students is assessed using a number forms on livetext that match NAEYC requirements for early educators. The students teachers are assessed by a cooperative teacher at school and a professor from the university.

Often in the UK people use Fellowship (Fellow /Senior Fellow /Principal Fellow) of the Higher Education Academy as a measurable qualification for teaching in higher education. Sometimes this is combined with a Post Graduate Certificate (PGCertTLHE or similar).

شكرا د. صلاح

Interesting topic. In Iraq, primary and secondary school teachers are either completed a bachelor's degree or from one of the teachers 'and teachers' training colleges. In other cases, they have completed their education in the basic education faculties, so that they are qualified to teach in these schools. I have mentioned in advance their university studies or in those specialized institutes and thus mastering the specialization required for teaching in such schools as math, language, science, sport, drawing or any other specialty.

Bullying was overcome by psychological rehabilitation methods

Thank you all of you for your valuable response and suggestions.

There were targeted concepts and teaching practices used to inform pre-service teachers to understand and deal with low socio-economic students, however this has all gone by the way following the redesigning of course/subject delivery. I imagine that this is responding to the economic rationalist approach from universities. (maybe not all, but certainly a few)

Dear Chiara Tasso,

This project is for the 2nd Metadiscourse Across Genres Conference to be held by CERLIS research group in Italy in 2019. You are more than welcome to join our conference. If you intend to share your research with the MAG audience, I would like to remind that the deadline for proposal submission is approaching. You can also follow us on Facebook: https://www.facebook.com/metadiscourseacrossgenres/

For further updates on MAG2019 conference, please visit: http://www.metadiscourseacrossgenres.com http://dinamico.unibg.it/cerlis/public/pagina%20MAG2019%202nd%20cfp%20last.html

Dear Fazleh,

This is a million dollar question. It is indeed a disturbingly interesting problem that teachers and universities are facing across the world. Just this morning, a lecturer posed this question when we were having a course in University pedagogy. The problem, however, had started in the US even some decades before1920s when Universities shifted their commitment from centers of advanced learning to research Universities. They did this by turning themselves into “‘corporations of the education industry’ to gather a lion’s share of social resources available to higher education ……and also to focus on educational products for the most important national markets.” What is noteworthy is that across the Atlantic and elsewhere, private financing and philanthropic sources have historically turned the University’s other institutional mandates (advanced learning and teaching) into research focus and issues that mattered to certain policy makers with economic and political clout.

But it seems that at least across the Scandinavia there is a better grasp of the problem; Universities provide courses for lecturers, researchers and PhD students so that they can develop their teaching skills in order to engage students better. Thus, teachers are respected and valued very much in the Nordics.

Elsewhere however, the problem is a little different and precious little is being done to solve it. This is because

1) There are so many adjuncts to do the teaching at a lower cost (most will never get tenure).

2) This also frees the main professors to engage in research and become more popular - this is good for the University’s brand but at the researchers’ cost: limited time, pressure and lessened incentives.

3) Research is also the main criteria for showcasing the intellectual power of universities in their quest to brand themselves. Hence, it remains the priority.

4) Apart from basic research, so many other forms of research have become mostly innovation-focused in collaboration with industry. Once the financial incentive structures are established, the researchers and the Universities see this as a path worth pursuing. Of course, that makes economic sense but at the expense of teaching.

“Why is teaching not valued by Universities?” Clearly, the research-focus has meant that teaching is sometimes undervalued and in some cases teachers are undermined and disrespected. In the short term it would be possible to gloss over such a problem, but the long-term effects can be very detrimental for teaching and learning.

What to do?

-Make teaching as important as research, in such a way that we incentivize both.

-Give more training to teachers/lecturers to develop their skills (as in Finland).

-Make teaching count as much as research during evaluation. Of course, sometimes universities need to adjust both, based on individual aptitude. Some people are more research oriented while others are more teaching oriented. Universities can figure out where and how to allocate who in order to get the optimal results-taking into consideration their areas of strength.

Please see: Roger L Geiger. To advance knowledge: The growth of American research universities, 1900-1940. Oxford University Press. Acknowledgements to colleagues from my pedagogy course.

While empirical studies for the correlation between Industry 4.0 and Education 4.0, the preliminary observations and conversations are ongoing. Higher education would have to upgrade its programmes to outfit students for the highly digitised and automated environment of Industry 4.0. The latter would involve partnering with industry's learning factories to this end. "Smart" education would be a natural progression in "Smart" cities, a framework for which is still emerging but would definitely require preparing faculty for this digital transformation. The following resources can shed further light on your question:

Best regards,

Debra

the ESP teaching is intended to develop language learning skills and structural knowledge of English under the promise of interest in content of the ESP language subject .selecting appropriate teaching materials can help to raise learner‟s motivation and keep them stimulating .Strevens (1988), an ESP specialist, gives four implications for higher motivation in ESP courses:

 Being focused on the learners‟ needs, they waste no time 

They are relevant to learners 

They are successful in imparting learning 

They are more cost-effective than General English courses.

Today's classrooms are diverse with digital natives using much technology, so teachers would need additional pedagogy to function effectively, if not before entering but certainly in-service supported by an assigned mentor. There articles help to shed light on the latter:

Debra

For any standardized instrument/questionnaire, researcher has to take permision directly from authors. It is better to search author by using different search engines e.g. LinkedIn, facebook, Twitter or email. If you are unsucessful to approach author/s, then it is advisable to change instrument. Just acknowledgment is not enough to take author permission.

Kind regards

MOOCs are actually time saving, more effective if correctly reconnoitered or implemented. the problem many view them as a waste of time is the lack of seriousness among the trainees. most of them, if not all, of those i have observed spent most of their time on useless internet material instead of studying. so my advice is, if you are to use them make sure the trainees are only gonna be on the MOOC platforms thus they will dedicate their time on the studies.

More reading

Hi Natalie,

I am a Secondary school teacher and like most of my colleagues, we are well aware of the issues of mental health and well being and the link to student development and by extension behavioral and academic challenges. Despite the knowledge gained from my current studies on educational issues, with mental health and well-being reported as one of the major current issues, I still feel inadequately trained and able to identify and subsequently deal with mental health issues. I wish teachers were better trained to identify and guide students to available helps and supports prior to behaviors that can sometimes have lifelong repercussions are displayed. Early diagnosis and intervention is key to helping these students and of course this cannot be done if the persons who are in direct interactions with these students on a daily basis are ill-equipped. I have attached a link and a few articles that you can peruse for your research

Safiya

Here's what's available on RG that can helpful for you:

From my experience, parents are interested in children's grade, so teachers tend to focus more on raising students' grades as oppose to the holistic development of the child: http://www.wholechildeducation.org/assets/content/mx-resources/WholeChild-MakingTheCase.pdf

Best regards,

Debra

You could use my propositions to analyze discourse. If it be usefull, I will be gratefull.

Hello,

To provide the teachers with a Personal Learning Environment (PLE) and professional development, we need systematic plans and programs to help them to take control of their own personal learning experiences. One of the possible ways of catering to the PLE these days is to develop educational technology which can respond to the way people are using digital tools for for learning allowing them to manage their own learning spaces by joining other communities with common interests. Differently stated, a PLE approach is a facility for the individual teacher to access and perpetually manipulate digital artifacts for consolidating their ongoing learning experiences. For this purpose, the telecollaboration approach is essentially meritorious. Telecollaboration comes in two different but complementary models; namely, eTandem and telecollaboration. While the former is adopted to cater to linguistic skills, learner autonomy and lifelong language learning abilities of the teachers , the latter aims at improving teachers' intercultural communicative competence (ICC) skills. As Eleanor Roosevelt rightly observes, " the purpose of life is to live it, to taste experience to the utmost, to reach out eagerly and without fear for newer and richer experience.” Notably, the telecollaborative based PLE is a bridge to such wonderful experiences.

Best regards,

R. Biria