In the rapidly industrializing world of the 21st century, the many negative environmental impacts of modern-day human practices are becoming substantially more evident. One such problem not brought into considerable focus is chemical pollution in the oceans. As Taiwan is an island that relies heavily on the surrounding ocean for many economic practices, the harms and preventive measures of ocean chemical pollution must be discussed forthwith. This paper aims to conduct an analysis on the current scientific literature published on the topic of ocean chemical pollution and its various impacts specifically on Taiwan’s oceans but also aims to conduct a study on Taiwanese university students to investigate the role the current education system plays in establishing the basic understanding of the risks of ocean chemical pollution. This study was organized by surveying 62 university students from the Tainan National University of the Arts and the National Taipei University of Technology. Results showed that 59.7% of students reported they had never learned about ocean chemical pollution in school before, 17.7% of students reported they were not sure, and only 22.6% of students reported that they did learn about ocean chemical pollution in school. This statistically correlates to how only 25.8% of students answered chemical pollution as the most serious problem Taiwan’s oceans are facing. A fundamental understanding of ocean chemical pollution in the upcoming generation of young workers, who ultimately will take part in future governmental decision-making, is necessary in that it leads to: 1) an overall increased public support when the government or other private organizations take charge to implement solutions 2) an ability to develop lifestyles that reduce the risk of man-made ocean chemical pollution 3) a willingness to contribute to preventive measures.
{"title":"Promoting Ocean Literacy and Combating Chemical Pollution via Marine Education in Taiwan","authors":"Nethusari S. Rajapakse","doi":"10.22364/atee.2022.50","DOIUrl":"https://doi.org/10.22364/atee.2022.50","url":null,"abstract":"In the rapidly industrializing world of the 21st century, the many negative environmental impacts of modern-day human practices are becoming substantially more evident. One such problem not brought into considerable focus is chemical pollution in the oceans. As Taiwan is an island that relies heavily on the surrounding ocean for many economic practices, the harms and preventive measures of ocean chemical pollution must be discussed forthwith. This paper aims to conduct an analysis on the current scientific literature published on the topic of ocean chemical pollution and its various impacts specifically on Taiwan’s oceans but also aims to conduct a study on Taiwanese university students to investigate the role the current education system plays in establishing the basic understanding of the risks of ocean chemical pollution. This study was organized by surveying 62 university students from the Tainan National University of the Arts and the National Taipei University of Technology. Results showed that 59.7% of students reported they had never learned about ocean chemical pollution in school before, 17.7% of students reported they were not sure, and only 22.6% of students reported that they did learn about ocean chemical pollution in school. This statistically correlates to how only 25.8% of students answered chemical pollution as the most serious problem Taiwan’s oceans are facing. A fundamental understanding of ocean chemical pollution in the upcoming generation of young workers, who ultimately will take part in future governmental decision-making, is necessary in that it leads to: 1) an overall increased public support when the government or other private organizations take charge to implement solutions 2) an ability to develop lifestyles that reduce the risk of man-made ocean chemical pollution 3) a willingness to contribute to preventive measures.","PeriodicalId":286803,"journal":{"name":"To Be or Not to Be a Great Educator","volume":"6 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":"127821296","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}
In the contextual model of teacher competence by Blömeke et al. (2015), teachers’ situation-specific skills, like perception, interpretation, and decision-making (PID-skills) are regarded as central aspects that determine the performance of teachers in a classroom and are deemed as processes that revolve around student thinking and learning (Santagata & Yeh, 2016). Teachers’ ability to notice and meet students’ needs, in turn, influences their motivation and engagement in learning. In need-supportive teaching, teachers use instructional behaviors that support students’ basic psychological needs for competence, autonomy, and relatedness. The aim of the current qualitative study was to assess student teachers’ level of PID-skills for needs supportive teaching. Due to the situative characteristics of PID-skills, authentic classroom videos were selected to assess student teachers’ noticing, analyzing and decision-making skills. After watching video clips, semi-structured interviews were carried out. Content analysis was used to discover what aspects student teachers notice; what is the level of their interpretation and decision-making. The study was conducted with 10 first-year MA-level students of several subjects teachers´ programme. The results of the study reveal that although noticing skills are of a good level, interpretation and decision-making skills can be described through lower levels, which indicate the need to pay more attention on the targeted development of student teachers PID-skills in teacher education.
{"title":"Measuring Student Teachers Level of Situation-Specific Skills for Need-Supportive Teaching","authors":"Kadi Georg, K. Poom-Valickis","doi":"10.22364/atee.2022.07","DOIUrl":"https://doi.org/10.22364/atee.2022.07","url":null,"abstract":"In the contextual model of teacher competence by Blömeke et al. (2015), teachers’ situation-specific skills, like perception, interpretation, and decision-making (PID-skills) are regarded as central aspects that determine the performance of teachers in a classroom and are deemed as processes that revolve around student thinking and learning (Santagata & Yeh, 2016). Teachers’ ability to notice and meet students’ needs, in turn, influences their motivation and engagement in learning. In need-supportive teaching, teachers use instructional behaviors that support students’ basic psychological needs for competence, autonomy, and relatedness. The aim of the current qualitative study was to assess student teachers’ level of PID-skills for needs supportive teaching. Due to the situative characteristics of PID-skills, authentic classroom videos were selected to assess student teachers’ noticing, analyzing and decision-making skills. After watching video clips, semi-structured interviews were carried out. Content analysis was used to discover what aspects student teachers notice; what is the level of their interpretation and decision-making. The study was conducted with 10 first-year MA-level students of several subjects teachers´ programme. The results of the study reveal that although noticing skills are of a good level, interpretation and decision-making skills can be described through lower levels, which indicate the need to pay more attention on the targeted development of student teachers PID-skills in teacher education.","PeriodicalId":286803,"journal":{"name":"To Be or Not to Be a Great Educator","volume":"7 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":"130905561","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}
In crisis situations, on the one hand, teachers must be resilient, know not only how the didactic of the subject works, but also technologies, the psychology of pupils, classroom management, self- regulation, time management, self-compassion etc. Research on teachers’ social emotional health and resilience is important for quality learning and well-being at school, especially during the challenges of the COVID-19 pandemic. The following paper provides a description of the study that was carried out in Latvia on the problems of teachers’ social and emotional health distance learning during the COVID-19 pandemic, and in the context of an international study in the Erasmus + project research “Teacher resilience: problems and solutions. Supporting teachers to face the challenge of distance teaching’’. Therefore, the samples are denoted by N1 = 23, N2 = 635, N3 = 380, N4 = 245. The main question of the paper is: Which of the variables (burnout, work engagement strategies) most significantly predict teachers’ social-emotional health indicators? The results showed that there were statistically significant positive correlations between teachers’ SEHS-T, teacher engagement, and emotional burnout rates. The other results show low scores from SEHS-T which could indicate that teachers’ self-confidence could be problematic, which could be explained by their uncertainty about their work during distance learning in a stressful COVID-19 crisis and that they need support for developing their strengths. The other results show that Resilience are moderate medium, but about 18% of the sample demonstrates the lowest Resilience scores. Results from SEHS-T: the subscale of teacher work engagement Cognitive engagement (p< 0.001) is significant in predicting SEH-T indicators.
{"title":"Indicators of Social Emotional Health (SEHS-T) and Resilience in the Latvian Teachers’ Sample","authors":"Guna Svence, Ilze Briška, Vineta Apse","doi":"10.22364/atee.2022.63","DOIUrl":"https://doi.org/10.22364/atee.2022.63","url":null,"abstract":"In crisis situations, on the one hand, teachers must be resilient, know not only how the didactic of the subject works, but also technologies, the psychology of pupils, classroom management, self- regulation, time management, self-compassion etc. Research on teachers’ social emotional health and resilience is important for quality learning and well-being at school, especially during the challenges of the COVID-19 pandemic. The following paper provides a description of the study that was carried out in Latvia on the problems of teachers’ social and emotional health distance learning during the COVID-19 pandemic, and in the context of an international study in the Erasmus + project research “Teacher resilience: problems and solutions. Supporting teachers to face the challenge of distance teaching’’. Therefore, the samples are denoted by N1 = 23, N2 = 635, N3 = 380, N4 = 245. The main question of the paper is: Which of the variables (burnout, work engagement strategies) most significantly predict teachers’ social-emotional health indicators? The results showed that there were statistically significant positive correlations between teachers’ SEHS-T, teacher engagement, and emotional burnout rates. The other results show low scores from SEHS-T which could indicate that teachers’ self-confidence could be problematic, which could be explained by their uncertainty about their work during distance learning in a stressful COVID-19 crisis and that they need support for developing their strengths. The other results show that Resilience are moderate medium, but about 18% of the sample demonstrates the lowest Resilience scores. Results from SEHS-T: the subscale of teacher work engagement Cognitive engagement (p< 0.001) is significant in predicting SEH-T indicators.","PeriodicalId":286803,"journal":{"name":"To Be or Not to Be a Great Educator","volume":"68 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":"114018307","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}
Parents are important educational partners in schools as they are the first educators of their children and play an important role in their children’s education, educational targets, and future professions for their children. Parents have their expectations about their children’s educational targets but are these expectations connected with targets defined in education documents, and more important – are these expectations aimed at the future perspective of education? The purpose of the study was to compare the educational targets of parents with educational targets defined in education documents – Latvia education system change project “School 2030” (Skola 2030), Sustainable Development Strategy of Latvia until 2030, and UNESCO new social contract for education for 2050. The methodology used in this study was an express – survey for parents, in May 2022, with the open question “What do you expect for your child’s educational targets?”; literature and source analysis with mapping review strategy, documents detecting the perspective of the education; finding educational target keywords, analysing data, and synthesising categories with data collected in express – survey; data analysis was done using data identifying method by selected keywords. Analysing three educational documents with the future perspective, 7 educational targets as keywords were found and analysed – curricula and skills, cooperation and collaboration, digitalization, inclusion, sustainability, research and innovations, and globalisation. 240 respondents participated in the express survey, detecting the problem of the research, that parents’ expectations only partly overlap educational targets defined in education documents. Analysing survey data, family and parents cannot be considered as educational partners in the educational process as is shown in literature and document analysis. There are two main survey answer tendencies – child-centred education and education based on knowledge and achievements. Parents’ behaviour is customer – centred, what is that school can provide for a child’s education.
{"title":"Parents’ Expectations about Children’s Education Targets in the Future Perspective in Latvia","authors":"Inese Barone, Baiba Kaļķe","doi":"10.22364/atee.2022.65","DOIUrl":"https://doi.org/10.22364/atee.2022.65","url":null,"abstract":"Parents are important educational partners in schools as they are the first educators of their children and play an important role in their children’s education, educational targets, and future professions for their children. Parents have their expectations about their children’s educational targets but are these expectations connected with targets defined in education documents, and more important – are these expectations aimed at the future perspective of education? The purpose of the study was to compare the educational targets of parents with educational targets defined in education documents – Latvia education system change project “School 2030” (Skola 2030), Sustainable Development Strategy of Latvia until 2030, and UNESCO new social contract for education for 2050. The methodology used in this study was an express – survey for parents, in May 2022, with the open question “What do you expect for your child’s educational targets?”; literature and source analysis with mapping review strategy, documents detecting the perspective of the education; finding educational target keywords, analysing data, and synthesising categories with data collected in express – survey; data analysis was done using data identifying method by selected keywords. Analysing three educational documents with the future perspective, 7 educational targets as keywords were found and analysed – curricula and skills, cooperation and collaboration, digitalization, inclusion, sustainability, research and innovations, and globalisation. 240 respondents participated in the express survey, detecting the problem of the research, that parents’ expectations only partly overlap educational targets defined in education documents. Analysing survey data, family and parents cannot be considered as educational partners in the educational process as is shown in literature and document analysis. There are two main survey answer tendencies – child-centred education and education based on knowledge and achievements. Parents’ behaviour is customer – centred, what is that school can provide for a child’s education.","PeriodicalId":286803,"journal":{"name":"To Be or Not to Be a Great Educator","volume":"52 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":"116265842","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}
Nowadays, the ideological focus of sustainable development is leading in all industries worldwide. Sustainable education enriches the understanding of the link between social, ecological, and economic needs; develops the ability to take responsibility for their own daily choices and contribute to a fairer future for present and future generations. All levels and areas of education invest in sustainable development, including higher education programs, which play a crucial role in putting sustainability ideas into practice. Therefore, in April 2022, the University of Latvia implemented the second round of the study, “Assessment of Competences of Higher Education Students and Dynamics of Their Development in the Study Period”, within which multidimensional research of students’ transversal competencies is continued. The first round of the study identified that the theoretical approaches to the distinction and consolidation of global and civic transversal competencies are contrasting. For that reason, this study aims to analyze civic and global transversal competencies’ common, diverse, and unifying aspects. The design of a cartographic review was chosen for conceptualization. The aim is to structure the literature items included in the study, based on which a classification scheme was created, and the field of aspect coverage was identified. The study data were analyzed using the qualitative data processing program NVivo 12.0. As a result, the various aspects of the two transversal competencies have been identified. The theoretical framework of global civic competence is formulated based on the aspects identified in the coverage field.
{"title":"Global and Citizenship Competence Conceptualization Through Sustainability Paradigm","authors":"Dace Medne, Alise Oļesika, S. Baranova","doi":"10.22364/atee.2022.18","DOIUrl":"https://doi.org/10.22364/atee.2022.18","url":null,"abstract":"Nowadays, the ideological focus of sustainable development is leading in all industries worldwide. Sustainable education enriches the understanding of the link between social, ecological, and economic needs; develops the ability to take responsibility for their own daily choices and contribute to a fairer future for present and future generations. All levels and areas of education invest in sustainable development, including higher education programs, which play a crucial role in putting sustainability ideas into practice. Therefore, in April 2022, the University of Latvia implemented the second round of the study, “Assessment of Competences of Higher Education Students and Dynamics of Their Development in the Study Period”, within which multidimensional research of students’ transversal competencies is continued. The first round of the study identified that the theoretical approaches to the distinction and consolidation of global and civic transversal competencies are contrasting. For that reason, this study aims to analyze civic and global transversal competencies’ common, diverse, and unifying aspects. The design of a cartographic review was chosen for conceptualization. The aim is to structure the literature items included in the study, based on which a classification scheme was created, and the field of aspect coverage was identified. The study data were analyzed using the qualitative data processing program NVivo 12.0. As a result, the various aspects of the two transversal competencies have been identified. The theoretical framework of global civic competence is formulated based on the aspects identified in the coverage field.","PeriodicalId":286803,"journal":{"name":"To Be or Not to Be a Great Educator","volume":"27 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":"122450066","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 COVID-19 pandemic has radically changed the nature of the music teacher’s job. The aim of the study is to determine music teachers’ job satisfaction on four study scales – emotional well-being, social involvement, self-expression and achievement orientation. The following research questions were raised: RQ1: At what level do music teachers assess each of the study scales that describe job satisfaction? RQ2: Is there a statistically significant correlation between music teachers’ job satisfaction during the COVID-19 pandemic and their emotional well-being, social involvement, self-expression and achievement orientation? RQ3: Is there a statistically significant difference in the levels of job satisfaction between music teachers who work only in comprehensive schools and those who have additional work in other music-related educational institutions? A questionnaire was created to achieve the study aim, in which the respondents (N = 73) had to assess the importance of various factors that affect the music teacher’s job satisfaction on a Likert scale from one to four points. The study involved music teachers working in comprehensive schools and other educational institutions where music is acquired. The study results were reflected in four scales: (1) emotional well-being scale, (2) social involvement scale, (3) self-expression scale, and (4) achievement orientation scale. The study revealed that the respondents rated all job satisfaction scales at a moderate level. Music teachers’ job satisfaction during the COVID-19 pandemic is most affected by the inability to control school activities and the lack of positive emotions in daily life. The results do not show a significant difference in job satisfaction levels during the COVID-19 pandemic between music teachers who work only at comprehensive schools and those who have additional work in other music-related schools.
{"title":"Music Teachers’ Job Satisfaction During the COVID-19 Pandemic","authors":"Ligita Stramkale","doi":"10.22364/atee.2022.36","DOIUrl":"https://doi.org/10.22364/atee.2022.36","url":null,"abstract":"The COVID-19 pandemic has radically changed the nature of the music teacher’s job. The aim of the study is to determine music teachers’ job satisfaction on four study scales – emotional well-being, social involvement, self-expression and achievement orientation. The following research questions were raised: RQ1: At what level do music teachers assess each of the study scales that describe job satisfaction? RQ2: Is there a statistically significant correlation between music teachers’ job satisfaction during the COVID-19 pandemic and their emotional well-being, social involvement, self-expression and achievement orientation? RQ3: Is there a statistically significant difference in the levels of job satisfaction between music teachers who work only in comprehensive schools and those who have additional work in other music-related educational institutions? A questionnaire was created to achieve the study aim, in which the respondents (N = 73) had to assess the importance of various factors that affect the music teacher’s job satisfaction on a Likert scale from one to four points. The study involved music teachers working in comprehensive schools and other educational institutions where music is acquired. The study results were reflected in four scales: (1) emotional well-being scale, (2) social involvement scale, (3) self-expression scale, and (4) achievement orientation scale. The study revealed that the respondents rated all job satisfaction scales at a moderate level. Music teachers’ job satisfaction during the COVID-19 pandemic is most affected by the inability to control school activities and the lack of positive emotions in daily life. The results do not show a significant difference in job satisfaction levels during the COVID-19 pandemic between music teachers who work only at comprehensive schools and those who have additional work in other music-related schools.","PeriodicalId":286803,"journal":{"name":"To Be or Not to Be a Great Educator","volume":"29 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":"131388302","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}
From the school year 2020/2021 the implementation of a competence-based curriculum has started in Latvia which determines new learning outcomes for students and at the same time defines new professional development needs for teachers. There are changes in the content that teachers need to learn and the learning approach that teachers need to use for their professional development to ensure that they meet the new quality requirements of teaching. In order to successfully implement new teaching and learning approaches and to promote the development of a wider learning community, teachers’ formal professional development, such as attendance at lectures, seminars etc., has to be supplemented with informal professional development through sharing experiences, participation in learning groups, etc. The remote work experience of the COVID-19 pandemic has provided additional opportunities for a variety of online in-service teacher education activities based on principles of informal learning. The goal of the research conducted by the authors is to find out what is the interest of teachers to get involved in the teacher cooperation events “Emergency Methodological Assistance” organised by the Friendly Appeal Cesis State Gymnasium and what are the professional benefits of teachers’ participation in such informal learning activities. Within the framework of the research, a qualitative content analysis of the teachers’ reflection bulletins has been performed, which teachers have submitted at the end of events, evaluating their professional benefits from participation in the events. The data of the research show that teachers appreciate the opportunity to get acquainted with professionally tested and practical teaching methods and techniques for the implementation of new curriculum, to receive encouragement from other colleagues in the conditions of constant change and uncertainty, and to find professional partners among teachers for long-term planning and cooperation activities.
{"title":"Informal Learning for Creating Professional Support Groups for Teachers and School Leadership Teams: A Case Study","authors":"Oskars Kaulēns, Edīte Sarva","doi":"10.22364/atee.2022.19","DOIUrl":"https://doi.org/10.22364/atee.2022.19","url":null,"abstract":"From the school year 2020/2021 the implementation of a competence-based curriculum has started in Latvia which determines new learning outcomes for students and at the same time defines new professional development needs for teachers. There are changes in the content that teachers need to learn and the learning approach that teachers need to use for their professional development to ensure that they meet the new quality requirements of teaching. In order to successfully implement new teaching and learning approaches and to promote the development of a wider learning community, teachers’ formal professional development, such as attendance at lectures, seminars etc., has to be supplemented with informal professional development through sharing experiences, participation in learning groups, etc. The remote work experience of the COVID-19 pandemic has provided additional opportunities for a variety of online in-service teacher education activities based on principles of informal learning. The goal of the research conducted by the authors is to find out what is the interest of teachers to get involved in the teacher cooperation events “Emergency Methodological Assistance” organised by the Friendly Appeal Cesis State Gymnasium and what are the professional benefits of teachers’ participation in such informal learning activities. Within the framework of the research, a qualitative content analysis of the teachers’ reflection bulletins has been performed, which teachers have submitted at the end of events, evaluating their professional benefits from participation in the events. The data of the research show that teachers appreciate the opportunity to get acquainted with professionally tested and practical teaching methods and techniques for the implementation of new curriculum, to receive encouragement from other colleagues in the conditions of constant change and uncertainty, and to find professional partners among teachers for long-term planning and cooperation activities.","PeriodicalId":286803,"journal":{"name":"To Be or Not to Be a Great Educator","volume":"7 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":"127204704","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}
Over the last decade, learning and working in medicine have been increasingly influenced by digital tools and the “digital transformation” is now a popular topic. Today’s medical students are growing up in a digital age in which digital tools and devices are a regular part of their professional life. Digital transformation in healthcare is not just about technology but strategy and new ways of thinking. Developing digital competence is essential to health professional education to increase confidence in accessing the best evidence for clinical practice. Healthcare lecturers play a crucial role in promoting the acquisition of digital competencies and therefore need to be digitally competent themselves. This study aims to identify teachers’ digital competence at one medical college using the framework for the Digital Competence of Educators (DigCompEdu). A total of 47 medical college teacher participated. The results confirmed that the self-assessment instrument developed is reliable, valid, and thus suitable for measuring teachers’ digital competence. Generally, values are centred across the four major competence categories, and most participants obtain a score at the intermediate (B1) level. Investing in teacher training aimed at practical work with students is necessary, as the area showing the most significant weaknesses is Area 5: Empowering Learners. In particular, teachers also need to help their students use technologies in their education.
{"title":"Digital Competence of Medical College Teachers According to DigCompEdu Framework","authors":"Sanita Litiņa, Karīna Svētiņa","doi":"10.22364/atee.2022.23","DOIUrl":"https://doi.org/10.22364/atee.2022.23","url":null,"abstract":"Over the last decade, learning and working in medicine have been increasingly influenced by digital tools and the “digital transformation” is now a popular topic. Today’s medical students are growing up in a digital age in which digital tools and devices are a regular part of their professional life. Digital transformation in healthcare is not just about technology but strategy and new ways of thinking. Developing digital competence is essential to health professional education to increase confidence in accessing the best evidence for clinical practice. Healthcare lecturers play a crucial role in promoting the acquisition of digital competencies and therefore need to be digitally competent themselves. This study aims to identify teachers’ digital competence at one medical college using the framework for the Digital Competence of Educators (DigCompEdu). A total of 47 medical college teacher participated. The results confirmed that the self-assessment instrument developed is reliable, valid, and thus suitable for measuring teachers’ digital competence. Generally, values are centred across the four major competence categories, and most participants obtain a score at the intermediate (B1) level. Investing in teacher training aimed at practical work with students is necessary, as the area showing the most significant weaknesses is Area 5: Empowering Learners. In particular, teachers also need to help their students use technologies in their education.","PeriodicalId":286803,"journal":{"name":"To Be or Not to Be a Great Educator","volume":"20 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":"129467924","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}
Today’s challenges make us change and sometimes, for example, in critical situations, forcefully transfer studying to digital spaces. One of the main objectives raised by educators is ensuring effective, collaborative interaction between learners and teachers or groups of learners involved in the educational process (Verstegen et al., 2016). E-learning is not an exception, there interaction and collaboration are also very important (Stadler et al., 2019). This raises a key question: how to ensure that interaction and collaboration are upheld in distance learning? To find an answer to this question qualitative case study was chosen. The case study considers the interaction and collaboration in solving physics problems. The aim of the research – to find in what ways does coherence between the Collaborative Problem Solving construct and various interactions help the teacher to strive for effective education of students during synchronous learning. Results show that cognition and practical activities are inseparable, when solving problems and cooperating in virtual environments. In addition, solving life-related problems in a virtual environment is one of the most effective ways to empower students to act. The findings of this research can be beneficial to teachers of natural sciences when striving to enhance distance learning in crisis and other extreme situations. It can also be an incentive to change attitudes towards the limitations of distance learning.
今天的挑战使我们改变，有时，例如，在关键情况下，我们不得不将学习转移到数字空间。教育工作者提出的主要目标之一是确保学习者与教师或参与教育过程的学习者群体之间有效的协作互动(Verstegen et al.， 2016)。电子学习也不例外，互动和协作也非常重要(Stadler et al.， 2019)。这就提出了一个关键问题:如何确保在远程学习中保持互动和协作?为了找到这个问题的答案，我们选择了定性案例研究。案例研究考虑了在解决物理问题时的相互作用和协作。本研究的目的是找出协作解决问题建构和各种互动之间的一致性如何帮助教师在同步学习中努力实现对学生的有效教育。结果表明，在虚拟环境中解决问题、进行协作时，认知与实践活动是不可分割的。此外，在虚拟环境中解决与生活有关的问题是授权学生采取行动的最有效方法之一。本研究结果对自然科学教师在危机和其他极端情况下努力加强远程学习有一定的借鉴意义。它还可以激励人们改变对远程学习局限性的态度。
{"title":"Synchronous Online Learning for Solving Physical Problems in a Team: Challenges and Opportunities","authors":"Irmantas Adomaitis","doi":"10.22364/atee.2022.48","DOIUrl":"https://doi.org/10.22364/atee.2022.48","url":null,"abstract":"Today’s challenges make us change and sometimes, for example, in critical situations, forcefully transfer studying to digital spaces. One of the main objectives raised by educators is ensuring effective, collaborative interaction between learners and teachers or groups of learners involved in the educational process (Verstegen et al., 2016). E-learning is not an exception, there interaction and collaboration are also very important (Stadler et al., 2019). This raises a key question: how to ensure that interaction and collaboration are upheld in distance learning? To find an answer to this question qualitative case study was chosen. The case study considers the interaction and collaboration in solving physics problems. The aim of the research – to find in what ways does coherence between the Collaborative Problem Solving construct and various interactions help the teacher to strive for effective education of students during synchronous learning. Results show that cognition and practical activities are inseparable, when solving problems and cooperating in virtual environments. In addition, solving life-related problems in a virtual environment is one of the most effective ways to empower students to act. The findings of this research can be beneficial to teachers of natural sciences when striving to enhance distance learning in crisis and other extreme situations. It can also be an incentive to change attitudes towards the limitations of distance learning.","PeriodicalId":286803,"journal":{"name":"To Be or Not to Be a Great Educator","volume":"41 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":"131047799","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 paper is devoted to topical issue – multisensory approach in speech therapy. The aim of the paper is to substantiate the neccessity of multisensory approach in speech therapy sessions for pre-schoolers. The number of children with speech and language disorders is increasing every year and help is needed to alleviate the disorders. Children with developmental language disorder (DLD) have to work hard to overcome developmental difficulties. They have common features because of language problems, nevertheless they are so different in their learning styles, individual and personal characteristics, and the severity of their speech and language disorder. Speech therapist has to be creative and find the way to each child alongside the strict methodology, and promote their development. Multisensory approach in the essence is the use of all senses in the learning process and intervention. Speech therapists know how important it is to attach the attention and keep interest of a child to achieve the best results. Some senses are more accustomed in daily use; others are used only in special cases. The development in pre-school age is the basis for the future life, wellbeing and success. Therefore the fundamental must be strong, confident and reliable. Used methods: literature review based on specific key words in Google Scholar, questionnaire for speech therapists and statistical analysis of the obtained results. Main results specify frequently used senses (vision, hearing, touch) and more rarely used senses (smell and taste). Nevertheless the results of speech therapy intervention suggests more frequent use of all the senses. One of the conclusions is related to the need in the education of future speech therapists to pay more attention to the use of a multisensory approach in daily sessions for children with speech and language disorders.
{"title":"Multisensory Approach in Speech Therapy for Preschool Children","authors":"Sarmite Tubele","doi":"10.22364/atee.2022.55","DOIUrl":"https://doi.org/10.22364/atee.2022.55","url":null,"abstract":"The paper is devoted to topical issue – multisensory approach in speech therapy. The aim of the paper is to substantiate the neccessity of multisensory approach in speech therapy sessions for pre-schoolers. The number of children with speech and language disorders is increasing every year and help is needed to alleviate the disorders. Children with developmental language disorder (DLD) have to work hard to overcome developmental difficulties. They have common features because of language problems, nevertheless they are so different in their learning styles, individual and personal characteristics, and the severity of their speech and language disorder. Speech therapist has to be creative and find the way to each child alongside the strict methodology, and promote their development. Multisensory approach in the essence is the use of all senses in the learning process and intervention. Speech therapists know how important it is to attach the attention and keep interest of a child to achieve the best results. Some senses are more accustomed in daily use; others are used only in special cases. The development in pre-school age is the basis for the future life, wellbeing and success. Therefore the fundamental must be strong, confident and reliable. Used methods: literature review based on specific key words in Google Scholar, questionnaire for speech therapists and statistical analysis of the obtained results. Main results specify frequently used senses (vision, hearing, touch) and more rarely used senses (smell and taste). Nevertheless the results of speech therapy intervention suggests more frequent use of all the senses. One of the conclusions is related to the need in the education of future speech therapists to pay more attention to the use of a multisensory approach in daily sessions for children with speech and language disorders.","PeriodicalId":286803,"journal":{"name":"To Be or Not to Be a Great Educator","volume":"36 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":"126387455","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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