Mathematics and its related competencies are used consciously and unconsciously in many of life’s everyday activities regardless of the country or geographical location, policies, social, economic or political situations. The abstract language of mathematics is understood throughout the world but is learned in a variety of different types and levels of institutions of learning. An everchanging globalized world prioritizes the need for mathematics. Therefore, the mathematics taught in school should give an understanding of mathematics and the tools to use mathematics effectively in new situations. It is common today that many countries are re-evaluating and revising their education system’s standards for mathematics teaching, recognizing the changing needs of the work force and society. Within the framework of a project implemented at the Faculty of Pedagogy, Psychology and Art at the University of Latvia, one of the main priorities of which is to promote the exchange of academic staff and cooperation in training future teachers, it was possible to evaluate and compare mathematics curricula in both countries. The aim of this paper is to do a preliminary analysis of the content of the basic education curricula in Latvia and U.S., focusing specifically on geometry and measurement, and seek data about the impact of the Standards on learning. The study, using document analysis, reviews the competency-based approach taken in Latvia’s Skola2030 (School2030), and compares it to the Common Core State Standards, implemented in the U.S. A review of the similarities and differences in the content and sequencing is explored. Reviewing the mathematics content in both countries showed more similarities than differences in geometry and measurement. The study looked at not only the mathematical content of the standards but also the approach both countries’ standards take in developing students’ conceptual understanding of primary mathematics to promote mathematical literacy for all students.
{"title":"Primary School Mathematics Education Curricula in the United States and Latvia","authors":"Astrida Cirulis, I. Helmane","doi":"10.22364/atee.2022.41","DOIUrl":"https://doi.org/10.22364/atee.2022.41","url":null,"abstract":"Mathematics and its related competencies are used consciously and unconsciously in many of life’s everyday activities regardless of the country or geographical location, policies, social, economic or political situations. The abstract language of mathematics is understood throughout the world but is learned in a variety of different types and levels of institutions of learning. An everchanging globalized world prioritizes the need for mathematics. Therefore, the mathematics taught in school should give an understanding of mathematics and the tools to use mathematics effectively in new situations. It is common today that many countries are re-evaluating and revising their education system’s standards for mathematics teaching, recognizing the changing needs of the work force and society. Within the framework of a project implemented at the Faculty of Pedagogy, Psychology and Art at the University of Latvia, one of the main priorities of which is to promote the exchange of academic staff and cooperation in training future teachers, it was possible to evaluate and compare mathematics curricula in both countries. The aim of this paper is to do a preliminary analysis of the content of the basic education curricula in Latvia and U.S., focusing specifically on geometry and measurement, and seek data about the impact of the Standards on learning. The study, using document analysis, reviews the competency-based approach taken in Latvia’s Skola2030 (School2030), and compares it to the Common Core State Standards, implemented in the U.S. A review of the similarities and differences in the content and sequencing is explored. Reviewing the mathematics content in both countries showed more similarities than differences in geometry and measurement. The study looked at not only the mathematical content of the standards but also the approach both countries’ standards take in developing students’ conceptual understanding of primary mathematics to promote mathematical literacy for all students.","PeriodicalId":286803,"journal":{"name":"To Be or Not to Be a Great Educator","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126967362","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}
Teachers’ beliefs influence their classroom activities and students’ involvement in learning more than knowledge or curriculum, beliefs can slow down the implementation of educational reforms, the introduction of new practices, or support it. Exploring beliefs is difficult, teachers may not be open in expressing existing beliefs, or they may be unsure of their own beliefs, replacing them with slogans that are socially acceptable narratives. The purpose of this study is to identify teachers’ beliefs that characterize student teaching, additionally evaluating how these beliefs affect teacher agency. The answers to these questions were obtained by implementing a case analysis – studying the narrative identity of all mathematics teachers of one school, while the research process is like ethnographic research, data is obtained by interviewing respondents and observing them in practical work. The belief identified as a result of the research is that the teacher’s main task is to prepare students for sufficiently high results in the mathematics exam, describing how the identity of a “good teacher” is formed, which brings with it agency – an active contribution to make it happen. The second identified belief – some students cannot study in the classroom together with the others, this demonstrates the absence of teacher agency, teachers’ responsibility for children whose learning is a challenge, these children are handed over to other agents – parents and private tutors.
{"title":"Teachers’ Beliefs about Teaching and Learning: Why is It Still a Challenge?","authors":"Solvita Lazdina, Evi Daga-Krumina","doi":"10.22364/atee.2022.17","DOIUrl":"https://doi.org/10.22364/atee.2022.17","url":null,"abstract":"Teachers’ beliefs influence their classroom activities and students’ involvement in learning more than knowledge or curriculum, beliefs can slow down the implementation of educational reforms, the introduction of new practices, or support it. Exploring beliefs is difficult, teachers may not be open in expressing existing beliefs, or they may be unsure of their own beliefs, replacing them with slogans that are socially acceptable narratives. The purpose of this study is to identify teachers’ beliefs that characterize student teaching, additionally evaluating how these beliefs affect teacher agency. The answers to these questions were obtained by implementing a case analysis – studying the narrative identity of all mathematics teachers of one school, while the research process is like ethnographic research, data is obtained by interviewing respondents and observing them in practical work. The belief identified as a result of the research is that the teacher’s main task is to prepare students for sufficiently high results in the mathematics exam, describing how the identity of a “good teacher” is formed, which brings with it agency – an active contribution to make it happen. The second identified belief – some students cannot study in the classroom together with the others, this demonstrates the absence of teacher agency, teachers’ responsibility for children whose learning is a challenge, these children are handed over to other agents – parents and private tutors.","PeriodicalId":286803,"journal":{"name":"To Be or Not to Be a Great Educator","volume":"2005 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128298101","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}
Oskars Kaulēns, I. Lūsēna-Ezera, Gunta Siliņa-Jasjukeviča, Ilze Briška
The idea of the school as a learning organisation (SLO) has become a topical issue in many countries due to the rapid changes in curricula and the management of educational institutions. The process of purposeful implementation of SLO has started in the Latvian education system too. Within the framework of the project “Competence Approach to Curriculum” (School2030) implemented by the National Centre for Education (Republic of Latvia), not only the current curriculum documents are reviewed and improved, but also the introduction of SLO in general and vocational education in Latvia is realised – a school where each student’s deep learning is supported, students, teachers, school management and other staff learn individually and together, a school that is constantly changing and ready to meet the new challenges. SLO is also important for ensuring the assessment and monitoring of the quality of education. Consequently, the issue of SLO is also relevant for the Latvian State Education Quality Service in the accreditation and self-evaluation of educational institutions and the improvement of their principals’ professional competence. The aim of the research is to evaluate the mutual coherence and interaction of different levels of policy (education level, municipal level) in the successful implementation of SLO in general education in Latvia. In order to indicate the extent to which the approaches implemented at different levels of educational policy are consistent with the conceptual model of SLO, the theoretical concept of SLO is analysed in the study – key components, operating principles and preconditions for successful school transformation. The study also describes the international experience in the implementation of the SLO model, thus revealing the possible transfer of the experience of other countries to the Latvian educational context.
{"title":"Implementation of the School as a Learning Organisation: Latvian Educators’ Experience","authors":"Oskars Kaulēns, I. Lūsēna-Ezera, Gunta Siliņa-Jasjukeviča, Ilze Briška","doi":"10.22364/atee.2022.16","DOIUrl":"https://doi.org/10.22364/atee.2022.16","url":null,"abstract":"The idea of the school as a learning organisation (SLO) has become a topical issue in many countries due to the rapid changes in curricula and the management of educational institutions. The process of purposeful implementation of SLO has started in the Latvian education system too. Within the framework of the project “Competence Approach to Curriculum” (School2030) implemented by the National Centre for Education (Republic of Latvia), not only the current curriculum documents are reviewed and improved, but also the introduction of SLO in general and vocational education in Latvia is realised – a school where each student’s deep learning is supported, students, teachers, school management and other staff learn individually and together, a school that is constantly changing and ready to meet the new challenges. SLO is also important for ensuring the assessment and monitoring of the quality of education. Consequently, the issue of SLO is also relevant for the Latvian State Education Quality Service in the accreditation and self-evaluation of educational institutions and the improvement of their principals’ professional competence. The aim of the research is to evaluate the mutual coherence and interaction of different levels of policy (education level, municipal level) in the successful implementation of SLO in general education in Latvia. In order to indicate the extent to which the approaches implemented at different levels of educational policy are consistent with the conceptual model of SLO, the theoretical concept of SLO is analysed in the study – key components, operating principles and preconditions for successful school transformation. The study also describes the international experience in the implementation of the SLO model, thus revealing the possible transfer of the experience of other countries to the Latvian educational context.","PeriodicalId":286803,"journal":{"name":"To Be or Not to Be a Great Educator","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129243796","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}
Current challenges in the labor market associated with rapid globalization, digitalization, and skills gaps, cause features such as a learning community, opportunities for collaboration, student self-efficacy, social skills, coherent intercultural communication, and self-realization to play a significant role in students’ professional development. Successful interpersonal and social participation in society as well as skills such as independence, self-confidence, decision-making, openness to change, and responsibility, which are emphasized in the definition of professional autonomy, are also fundamental to their development. To prepare university students for the labor market, it is necessary to consider the above and develop students’ professional autonomy to close the gap between students’ theoretical learning and the development of practical professional pursuits. Despite the importance of professional autonomy, its concept in educational sciences is not sufficiently defined and described, as it lacks a theoretical basis. For that reason, this research aims to study the etymology of professional autonomy, the typology of professional autonomy, and how professional autonomy is measured in higher education by conducting a systematic literature analysis. The results of this study reveal divergent definitions of professional autonomy, the scope of its concept, and explain the applicability of tools for measuring professional autonomy in higher education. Additionally, it identifies three levels of professional autonomy: general, collegial, and individual.
{"title":"Professional Autonomy as a Cornerstone for Effective Professional and Social Activity","authors":"Alise Oļesika, Z. Rubene","doi":"10.22364/atee.2022.20","DOIUrl":"https://doi.org/10.22364/atee.2022.20","url":null,"abstract":"Current challenges in the labor market associated with rapid globalization, digitalization, and skills gaps, cause features such as a learning community, opportunities for collaboration, student self-efficacy, social skills, coherent intercultural communication, and self-realization to play a significant role in students’ professional development. Successful interpersonal and social participation in society as well as skills such as independence, self-confidence, decision-making, openness to change, and responsibility, which are emphasized in the definition of professional autonomy, are also fundamental to their development. To prepare university students for the labor market, it is necessary to consider the above and develop students’ professional autonomy to close the gap between students’ theoretical learning and the development of practical professional pursuits. Despite the importance of professional autonomy, its concept in educational sciences is not sufficiently defined and described, as it lacks a theoretical basis. For that reason, this research aims to study the etymology of professional autonomy, the typology of professional autonomy, and how professional autonomy is measured in higher education by conducting a systematic literature analysis. The results of this study reveal divergent definitions of professional autonomy, the scope of its concept, and explain the applicability of tools for measuring professional autonomy in higher education. Additionally, it identifies three levels of professional autonomy: general, collegial, and individual.","PeriodicalId":286803,"journal":{"name":"To Be or Not to Be a Great Educator","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132361510","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}
The article deals with an aspect of the research to explore the concept of teaching English grammar through bilingual comparativistics as one of the best methods of teaching English grammar at non-linguistic faculties of the university. This article seeks the answers to research questions: how effective is the bilingual education in teaching foreign languages comparing with monolingual one. The article aims is to substantiate theoretical aspects of teaching English through bilingual сomparativistics at the university level and to determine the main approaches to English effective assimilation by students at non-linguistic faculties. The data were collected by performing the content analysis of scientific literature via the Internet as electronic media in accordance with such criteria as the definition of other researchers’ achievements in the studied field of knowledge and determination of different points of view on the problem studied for defining perspectives of our research. The content analysis of the scientific literature was organized using such methods as the deconstruction method which takes into account such criteria as preserving the context of text meaning from primary sources and its correct use in the scientific research; the method of apperception which helped the research to be supplemented with the new information from other sources related to the chosen topic of the scientific project; the descriptive method allowed to highlight the key words in the study for substantiating authors’ points of view relying on them. The theoretical data were supported with the statistical data of the practical part of the research as a pilot research project on the use of a bilingual system for teaching English grammar through bilingual comparativistics for the second-year students of Faculty of Economics in V. N. Karazin Kharkov University. Theoratical aspects were studied at University of Latvia.are obtained. To confirm the effectiveness of the theoretically grounded statements of teaching English through bilingual comparativistics at the university level at the control stage of the experiment, all the indicators of students’ mastery of English grammar were diagnosed using the following criteria: motivative level (motivation, positive students’ attitude to teaching English grammar), substantive level (the development of analytical thinking), procedural level as a level of the formation of general educational skills (to be creative, educational: orientation in English grammar rules, correct oral speech, avoiding interference). Theoretical aspects and special approaches to improve a process of teaching English grammar through bilingual comparativistics at the university level for the error-free intercultural students’ communication are determined. The conceptual and terminological apparatus of the problem is characterized. Advantages and disadvantages of teaching English through bilingual comparativistics at the university level are specified. Fac
{"title":"Theoretical Aspects of Teaching English Grammar through Bilingual Comparativistics at the University Level","authors":"Larisa Izotova, Olena Saprunova","doi":"10.22364/atee.2022.25","DOIUrl":"https://doi.org/10.22364/atee.2022.25","url":null,"abstract":"The article deals with an aspect of the research to explore the concept of teaching English grammar through bilingual comparativistics as one of the best methods of teaching English grammar at non-linguistic faculties of the university. This article seeks the answers to research questions: how effective is the bilingual education in teaching foreign languages comparing with monolingual one. The article aims is to substantiate theoretical aspects of teaching English through bilingual сomparativistics at the university level and to determine the main approaches to English effective assimilation by students at non-linguistic faculties. The data were collected by performing the content analysis of scientific literature via the Internet as electronic media in accordance with such criteria as the definition of other researchers’ achievements in the studied field of knowledge and determination of different points of view on the problem studied for defining perspectives of our research. The content analysis of the scientific literature was organized using such methods as the deconstruction method which takes into account such criteria as preserving the context of text meaning from primary sources and its correct use in the scientific research; the method of apperception which helped the research to be supplemented with the new information from other sources related to the chosen topic of the scientific project; the descriptive method allowed to highlight the key words in the study for substantiating authors’ points of view relying on them. The theoretical data were supported with the statistical data of the practical part of the research as a pilot research project on the use of a bilingual system for teaching English grammar through bilingual comparativistics for the second-year students of Faculty of Economics in V. N. Karazin Kharkov University. Theoratical aspects were studied at University of Latvia.are obtained. To confirm the effectiveness of the theoretically grounded statements of teaching English through bilingual comparativistics at the university level at the control stage of the experiment, all the indicators of students’ mastery of English grammar were diagnosed using the following criteria: motivative level (motivation, positive students’ attitude to teaching English grammar), substantive level (the development of analytical thinking), procedural level as a level of the formation of general educational skills (to be creative, educational: orientation in English grammar rules, correct oral speech, avoiding interference). Theoretical aspects and special approaches to improve a process of teaching English grammar through bilingual comparativistics at the university level for the error-free intercultural students’ communication are determined. The conceptual and terminological apparatus of the problem is characterized. Advantages and disadvantages of teaching English through bilingual comparativistics at the university level are specified. Fac","PeriodicalId":286803,"journal":{"name":"To Be or Not to Be a Great Educator","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132967918","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}
The presented text responds to the repeated opening of the topic of qualification prerequisites for the teaching profession. The aim of the work is to measure and compare teachers‘ self-efficacy among teachers with different educational backgrounds. The main research question is how preparation for the teaching profession is mirrored in teacher self-efficacy. The research sample in this study consists of Czech teachers (n = 377) with different educational backgrounds (teachers’ educational programs from faculties of education, faculties of sciences, faculties of arts) also included those who have not pedagogical qualification (they have degree from university but not in teachers program). Quantitative measurement of teacher self-efficacy took place through the adapted Norwegian teacher self-efficacy scale (NTSES) for the Czech Republic, whose internal structure was verified by confirmatory factor analysis (CFA) and reliability measure by McDonald’s Omega and Cronbach’s Alpha. Statistical procedures used for data analysis were t-tests and ANOVA tests. The results in the text represent partial results from an ongoing research and suggest that teacher self-efficacy may be related to teachers’ educational background and that Czech version of NTSES is fit to be used for another measure of teacher self-efficacy in the Czech educational environment. Bigger and more representative sample is needed for the further research for more evidence of possible effect of educational background to teachers‘ self-efficacy.
{"title":"Teachers with Different Educational Background and Their Self-Efficacy","authors":"Martin Fico","doi":"10.22364/atee.2022.09","DOIUrl":"https://doi.org/10.22364/atee.2022.09","url":null,"abstract":"The presented text responds to the repeated opening of the topic of qualification prerequisites for the teaching profession. The aim of the work is to measure and compare teachers‘ self-efficacy among teachers with different educational backgrounds. The main research question is how preparation for the teaching profession is mirrored in teacher self-efficacy. The research sample in this study consists of Czech teachers (n = 377) with different educational backgrounds (teachers’ educational programs from faculties of education, faculties of sciences, faculties of arts) also included those who have not pedagogical qualification (they have degree from university but not in teachers program). Quantitative measurement of teacher self-efficacy took place through the adapted Norwegian teacher self-efficacy scale (NTSES) for the Czech Republic, whose internal structure was verified by confirmatory factor analysis (CFA) and reliability measure by McDonald’s Omega and Cronbach’s Alpha. Statistical procedures used for data analysis were t-tests and ANOVA tests. The results in the text represent partial results from an ongoing research and suggest that teacher self-efficacy may be related to teachers’ educational background and that Czech version of NTSES is fit to be used for another measure of teacher self-efficacy in the Czech educational environment. Bigger and more representative sample is needed for the further research for more evidence of possible effect of educational background to teachers‘ self-efficacy.","PeriodicalId":286803,"journal":{"name":"To Be or Not to Be a Great Educator","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122106071","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}
Ensuring high-quality and inclusive education contributes to the development of the talent and potential of all learners, by making the right to education available, accessible, acceptable and adaptable to ever-changing society. The right to education is a universal right widely sanctioned at the international and national level. Despite legal protection, the realization encounters obstacles due to the social conditions and economic difficulties of individuals. The right to education knows no borders and nationality. Universality of the right to education is a prerequisite which require by the state, as the bearer of obligations, the construction of different bridges in legislation and policies towards inclusion in education. The paper addresses the social inclusion in education as a means to achieve and enjoy the right to education on equal bases. The research identifies different marginalised groups and the gaps that exist between their right to education and its realization. The dimension of social inclusion will be oriented based on the analyses of the key documents, legal framework, policies and strategies implemented by Albania. The paper highlights the steps needed to be taken by the state to implement inclusion in education, with the aim of enjoying the universal and unlimited right to education. Therefore, analyses of inclusive education will serve to take further steps toward universal right to education, as an embedded right in international human right law.
{"title":"The Dimensions of Social Inclusion in the Right to Education","authors":"Heliona Miço","doi":"10.22364/atee.2022.57","DOIUrl":"https://doi.org/10.22364/atee.2022.57","url":null,"abstract":"Ensuring high-quality and inclusive education contributes to the development of the talent and potential of all learners, by making the right to education available, accessible, acceptable and adaptable to ever-changing society. The right to education is a universal right widely sanctioned at the international and national level. Despite legal protection, the realization encounters obstacles due to the social conditions and economic difficulties of individuals. The right to education knows no borders and nationality. Universality of the right to education is a prerequisite which require by the state, as the bearer of obligations, the construction of different bridges in legislation and policies towards inclusion in education. The paper addresses the social inclusion in education as a means to achieve and enjoy the right to education on equal bases. The research identifies different marginalised groups and the gaps that exist between their right to education and its realization. The dimension of social inclusion will be oriented based on the analyses of the key documents, legal framework, policies and strategies implemented by Albania. The paper highlights the steps needed to be taken by the state to implement inclusion in education, with the aim of enjoying the universal and unlimited right to education. Therefore, analyses of inclusive education will serve to take further steps toward universal right to education, as an embedded right in international human right law.","PeriodicalId":286803,"journal":{"name":"To Be or Not to Be a Great Educator","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125769019","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}
The use of games in higher education significantly benefits cognitive, motivational, affective, and sociocultural perspectives. This paper describes a mathematical challenge for first-year STEM students at the “College of Merit Camplus”, located in different cities in Italy from South to Nord, during the autumn of 2020 and 2021. Students in pairs play different puzzler games to reinforce mathematical prerequisites and basic knowledge. Due to the pandemic situation, non-digital games were forced to adjust to the remote environment. On the one hand, moving online was a challenge both from the organisational side and for the students that sometimes need to cooperate from different locations. On the other end, approaching the games remotely allowed students from colleges all around Italy to participate. The work describes and comments on each game in detail, considering the students’ performance. In general, it can be stated that students liked the playful experience, although they found themselves not wholly confident with some topics and the related time restriction. These games, first-of-all helped review and train the basic concepts; therefore, the students have a better approach to studying the first Mathematical course at the University. They found the games’ dynamics helpful in highlighting some simple tricks and common mistakes.
{"title":"Maths Games without Frontiers","authors":"Maria Giulia Ballatore, Luca Damonte, A. Tabacco","doi":"10.22364/atee.2022.43","DOIUrl":"https://doi.org/10.22364/atee.2022.43","url":null,"abstract":"The use of games in higher education significantly benefits cognitive, motivational, affective, and sociocultural perspectives. This paper describes a mathematical challenge for first-year STEM students at the “College of Merit Camplus”, located in different cities in Italy from South to Nord, during the autumn of 2020 and 2021. Students in pairs play different puzzler games to reinforce mathematical prerequisites and basic knowledge. Due to the pandemic situation, non-digital games were forced to adjust to the remote environment. On the one hand, moving online was a challenge both from the organisational side and for the students that sometimes need to cooperate from different locations. On the other end, approaching the games remotely allowed students from colleges all around Italy to participate. The work describes and comments on each game in detail, considering the students’ performance. In general, it can be stated that students liked the playful experience, although they found themselves not wholly confident with some topics and the related time restriction. These games, first-of-all helped review and train the basic concepts; therefore, the students have a better approach to studying the first Mathematical course at the University. They found the games’ dynamics helpful in highlighting some simple tricks and common mistakes.","PeriodicalId":286803,"journal":{"name":"To Be or Not to Be a Great Educator","volume":"120 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132032771","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}
One of the main tasks of teachers is to improve their professional competence, which begins with their education prior to teaching. During the education process, when the identity of a future teacher is formed, their attitude should include a commitment to continuous professional development. Therefore, teacher training programmes aim to increase young teachers’ readiness to engage in the development of their professional competences throughout their working lives. One of the best approaches to professional development is learning in the workplace as part of a team (i.e. mutual learning between employees). Pre-primary learning is important because a common understanding of the existing educational institution and a desire to learn from one another promote change in teachers’ personal approaches and in educational institutions at the organisational level. The theoretical framework of this research consists of theories on social learning, mutual learning, characterisation of preschool teachers’ professional competence in knowledge, skills, values and social behaviour and unity. Notably, it has been found that preschool teachers learn best and gain experience by learning from one another in their communities, which is reflected in their practices. This research aimed at examining the experience and opinions gained during the pedagogical practice of future teachers regarding the opportunities, advantages and disadvantages of mutual learning. The research methods included a literature review, and content analysis. The sample included 280 students from a preschool teacher study programme. This study uses a qualitative research method and the qualitative data processing programme NVivo. The results show that prospective teachers have developed different experiences of mutual learning during the implementation of study practice tasks. In general, students describe mutual learning in relation to the theoretical principles acquired in the study process.
{"title":"Future Preschool Teachers’ Experiences of Mutual Learning in the Work Environment","authors":"Ilze Šūmane, Līga Āboltiņa","doi":"10.22364/atee.2022.62","DOIUrl":"https://doi.org/10.22364/atee.2022.62","url":null,"abstract":"One of the main tasks of teachers is to improve their professional competence, which begins with their education prior to teaching. During the education process, when the identity of a future teacher is formed, their attitude should include a commitment to continuous professional development. Therefore, teacher training programmes aim to increase young teachers’ readiness to engage in the development of their professional competences throughout their working lives. One of the best approaches to professional development is learning in the workplace as part of a team (i.e. mutual learning between employees). Pre-primary learning is important because a common understanding of the existing educational institution and a desire to learn from one another promote change in teachers’ personal approaches and in educational institutions at the organisational level. The theoretical framework of this research consists of theories on social learning, mutual learning, characterisation of preschool teachers’ professional competence in knowledge, skills, values and social behaviour and unity. Notably, it has been found that preschool teachers learn best and gain experience by learning from one another in their communities, which is reflected in their practices. This research aimed at examining the experience and opinions gained during the pedagogical practice of future teachers regarding the opportunities, advantages and disadvantages of mutual learning. The research methods included a literature review, and content analysis. The sample included 280 students from a preschool teacher study programme. This study uses a qualitative research method and the qualitative data processing programme NVivo. The results show that prospective teachers have developed different experiences of mutual learning during the implementation of study practice tasks. In general, students describe mutual learning in relation to the theoretical principles acquired in the study process.","PeriodicalId":286803,"journal":{"name":"To Be or Not to Be a Great Educator","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121737258","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}
The concept of transversal skills is a crucial element in competency-based approach in Latvia, which is specified in project Skola2030 and gradually has been approbated since 2017 in schools in Latvia. Teachers were provided with the methodological tools to practise these skills successfully, however, there are still struggles in this field. The objective of the research was to demonstrate the evidence regarding whether the principles of IDEO workbook are appropriate (‘fits’) Latvian educational context, particularly, the notion of Skola2030 transversal skills. Based on fit and feasibility theory this work addressed the research question: ‘How does the design of IDEO workbook’s skill set fit to the transversal skills of Skola2030 methodological tool in English lessons?’ The examination used statistical descriptive frequency analysis of the transversal skills of each document and comparative analysis between the two document sets included in each of them, using Excel software. The results show that the Skola2030 methodological tool for teachers on transversal skills in language areas stresses critical thinking, collaboration, and digital skills, whereas IDEO workbook underlines critical thinking, creativity and entrepreneurship, and self-directed learning. The high fit of both documents suggests that the adaptation of the IDEO workbook in the schools of Latvia could considerably enrich the Skola2030 educational offer. Suggestions for the improvement of the IDEO workbook and its adaptation are put forward.
{"title":"IDEO Workbook in English Lessons: A Fit Analysis to Skola2030 Transversal Skills","authors":"Ieva Margeviča-Grinberga, A. Sidorova","doi":"10.22364/atee.2022.28","DOIUrl":"https://doi.org/10.22364/atee.2022.28","url":null,"abstract":"The concept of transversal skills is a crucial element in competency-based approach in Latvia, which is specified in project Skola2030 and gradually has been approbated since 2017 in schools in Latvia. Teachers were provided with the methodological tools to practise these skills successfully, however, there are still struggles in this field. The objective of the research was to demonstrate the evidence regarding whether the principles of IDEO workbook are appropriate (‘fits’) Latvian educational context, particularly, the notion of Skola2030 transversal skills. Based on fit and feasibility theory this work addressed the research question: ‘How does the design of IDEO workbook’s skill set fit to the transversal skills of Skola2030 methodological tool in English lessons?’ The examination used statistical descriptive frequency analysis of the transversal skills of each document and comparative analysis between the two document sets included in each of them, using Excel software. The results show that the Skola2030 methodological tool for teachers on transversal skills in language areas stresses critical thinking, collaboration, and digital skills, whereas IDEO workbook underlines critical thinking, creativity and entrepreneurship, and self-directed learning. The high fit of both documents suggests that the adaptation of the IDEO workbook in the schools of Latvia could considerably enrich the Skola2030 educational offer. Suggestions for the improvement of the IDEO workbook and its adaptation are put forward.","PeriodicalId":286803,"journal":{"name":"To Be or Not to Be a Great Educator","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121490888","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}
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