In the field of the implementation of Information and Communication Technologies in schools there is a tendency to show the positive aspects of carrying out innovative school policies in Centres of education, promoting the recognition of existing school practises, and the knowledge of teaching staff. This involves groups of teachers who have voluntarily improved their own teaching practise by careful planning, the materials employed and the presentation of the stages involved in a particular school project. In the following paper we will discuss the proposal of ‘good teaching practise’ transforming it into realistic consideration, namely ‘ practical cases’. We will consider that when presenting teaching aids for the promotion and diffusion of innovations, one continues to make use of tried and tested approaches in teaching, which pay attention to the cultural characteristics of the professional groups in question. The potential of Practical Cases for promoting change in professional development depends on their credibility among peers, and of the interest awoken by studying the proposal of public disclosure of projects, which reflect similar situations to those recognised as already valid teaching experience. KEYWORDS: Professional Teaching Development, Innovation educative, ICT in education, Practical Cases, Case Studies.
{"title":"STRATEGIES FOR PROFESSIONAL DEVELOPMENT IN TEACHING BASED ON THE USE OF DIGITAL RESOURCES: PRACTICAL CASES","authors":"César Bernal Bravo, Antonia Rodríguez Fernández","doi":"10.15181/ATEE.V2I0.653","DOIUrl":"https://doi.org/10.15181/ATEE.V2I0.653","url":null,"abstract":"In the field of the implementation of Information and Communication Technologies in schools there is a tendency to show the positive aspects of carrying out innovative school policies in Centres of education, promoting the recognition of existing school practises, and the knowledge of teaching staff. This involves groups of teachers who have voluntarily improved their own teaching practise by careful planning, the materials employed and the presentation of the stages involved in a particular school project. In the following paper we will discuss the proposal of ‘good teaching practise’ transforming it into realistic consideration, namely ‘ practical cases’. We will consider that when presenting teaching aids for the promotion and diffusion of innovations, one continues to make use of tried and tested approaches in teaching, which pay attention to the cultural characteristics of the professional groups in question. The potential of Practical Cases for promoting change in professional development depends on their credibility among peers, and of the interest awoken by studying the proposal of public disclosure of projects, which reflect similar situations to those recognised as already valid teaching experience. KEYWORDS: Professional Teaching Development, Innovation educative, ICT in education, Practical Cases, Case Studies.","PeriodicalId":409755,"journal":{"name":"Education in a Changing Society","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114411521","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 is sought to highlight the notion of professional well-being of school heads. The relevance of the research topic is presupposed by the tensions that contemporary Lithuanian school heads encounter with under the conditions of continuous change in education. The theoretical model of factors that have an impact on school heads’ professional well-being serves as a methodological approach for investigation into the said phenomenon in Lithuania. Empirical data gained through focus group discussion provides evidence on Lithuanian school heads’ l professionawell-being constitution. KEYWORDS: well-being, Lithuanian school heads. DOI: http://dx.doi.org/ 10.15181/atee.v1i0.674
{"title":"THEORETICAL AND EMPIRICAL INVESTIGATIONS INTO PROFESSIONAL WELL-BEING OF LITHUANIAN SCHOOL HEADS","authors":"J. Melnikova","doi":"10.15181/ATEE.V1I0.674","DOIUrl":"https://doi.org/10.15181/ATEE.V1I0.674","url":null,"abstract":"The article is sought to highlight the notion of professional well-being of school heads. The relevance of the research topic is presupposed by the tensions that contemporary Lithuanian school heads encounter with under the conditions of continuous change in education. The theoretical model of factors that have an impact on school heads’ professional well-being serves as a methodological approach for investigation into the said phenomenon in Lithuania. Empirical data gained through focus group discussion provides evidence on Lithuanian school heads’ l professionawell-being constitution. KEYWORDS: well-being, Lithuanian school heads. DOI: http://dx.doi.org/ 10.15181/atee.v1i0.674","PeriodicalId":409755,"journal":{"name":"Education in a Changing Society","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130109143","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}
Nordic walking (NW) is a particularly health-friendly type of physical activities. Sessions of NW are carried outdoors in “a natural sports hall”. (Upeniece I.2013) Adequate doses of physical activities are a compulsory part of treatment for patients of Type II Diabetes Mellitus. Several research have confirmed the positive effects of physical activities for this particular group of patients. Three of the included works of research (Fritz et al, 2013; Fritz et al, 2011; Gram et al, 2010) had a set research quality in the PEDro database, and it corresponded to high quality (6 points out of 10). All included works of research are randomised controlled works of research. NW activities for 4 months under the supervision an instructor substantially decrease the total amount of fat for patients with Type II Diabetes Mellitus and this reduction also lasted for one year after the sessions. NW activities for 4 months have improved sleep quality and the overall increase of physical activities, which represents a significant element of treatment and preventive measures for patients of Type II Diabetes Mellitus. NW the course is offered RSU students of medicine, rehabilitation Faculties. The increasing interest about NW in the schools for all ages group. KEYWORDS: Nordic walking, patients, Type II Diabetes Mellitus. DOI: http://dx.doi.org/ 10.15181/atee.v1i0.668
北欧步行(NW)是一种特别有益于健康的体育活动。西北运动会在户外“天然体育馆”进行。(Upeniece I.2013)足够剂量的体育活动是II型糖尿病患者治疗的强制性部分。一些研究已经证实了体育活动对这一特殊群体的积极影响。其中包括三项研究成果(Fritz et al .， 2013;Fritz et al .， 2011;Gram等人，2010)在PEDro数据库中有一个固定的研究质量，它对应于高质量(10分中的6分)。所有纳入的研究都是随机对照研究。在指导老师的监督下，为期4个月的NW活动显著降低了II型糖尿病患者的脂肪总量，并且这种减少在课程结束后持续了一年。4个月的NW活动改善了睡眠质量，整体增加了体力活动，这是2型糖尿病患者治疗和预防措施的重要组成部分。该课程面向西北州立大学医学院、康复学院的学生。各个年龄段的学生对西北大学越来越感兴趣。关键词:北欧步行，患者，II型糖尿病DOI: http://dx.doi.org/ 10.15181/atee.v1i0.668
{"title":"NORDIC WALKING FOR PATIENTS OF TYPE II DIABETES MELLITUS: A CRITICAL REVIEW","authors":"Irēna Upeniece, D. Šmite, V. Arnis","doi":"10.15181/atee.v1i0.668","DOIUrl":"https://doi.org/10.15181/atee.v1i0.668","url":null,"abstract":"Nordic walking (NW) is a particularly health-friendly type of physical activities. Sessions of NW are carried outdoors in “a natural sports hall”. (Upeniece I.2013) Adequate doses of physical activities are a compulsory part of treatment for patients of Type II Diabetes Mellitus. Several research have confirmed the positive effects of physical activities for this particular group of patients. Three of the included works of research (Fritz et al, 2013; Fritz et al, 2011; Gram et al, 2010) had a set research quality in the PEDro database, and it corresponded to high quality (6 points out of 10). All included works of research are randomised controlled works of research. NW activities for 4 months under the supervision an instructor substantially decrease the total amount of fat for patients with Type II Diabetes Mellitus and this reduction also lasted for one year after the sessions. NW activities for 4 months have improved sleep quality and the overall increase of physical activities, which represents a significant element of treatment and preventive measures for patients of Type II Diabetes Mellitus. NW the course is offered RSU students of medicine, rehabilitation Faculties. The increasing interest about NW in the schools for all ages group. KEYWORDS: Nordic walking, patients, Type II Diabetes Mellitus. DOI: http://dx.doi.org/ 10.15181/atee.v1i0.668","PeriodicalId":409755,"journal":{"name":"Education in a Changing Society","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121194646","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}
Topic of emigration from Lithuania became an important issue both in scientific dialogue and political arena. Huge migration waves bring nothing but social, economic, education and other problems for the country of origin and also for the decision making migrants. And the influence of migration touched already the most vulnerable part of the population – children. If they are left alone in Lithuania they suffer from separation with their parents, but if they migrate together they suffer as well, facing other issues, such as: foreign language, country, culture and different educational systems, if they have to transfer the school. School transition, adaptation in the new environment, new country by itself is already a very complicating and challenging process for the children’s development. Moreover, during such transition problems become even more complex and this time parental involvement plays an essential role. This research is based on the children perspective, how they see parental involvement in children adaptation process both in the new country and new school abroad. The aim of the study is to identify parental involvement in children adaptation process due to migration. KEYWORDS: parental involvement, school-age children, migration. DOI: http://dx.doi.org/ 10.15181/atee.v1i0.676
{"title":"CHILDREN PERSPECTIVE ON PARENTAL INVOLVEMENT IN THE EMIGRATION COUNTRY","authors":"Aleksandra Batuchina","doi":"10.15181/ATEE.V1I0.676","DOIUrl":"https://doi.org/10.15181/ATEE.V1I0.676","url":null,"abstract":"Topic of emigration from Lithuania became an important issue both in scientific dialogue and political arena. Huge migration waves bring nothing but social, economic, education and other problems for the country of origin and also for the decision making migrants. And the influence of migration touched already the most vulnerable part of the population – children. If they are left alone in Lithuania they suffer from separation with their parents, but if they migrate together they suffer as well, facing other issues, such as: foreign language, country, culture and different educational systems, if they have to transfer the school. School transition, adaptation in the new environment, new country by itself is already a very complicating and challenging process for the children’s development. Moreover, during such transition problems become even more complex and this time parental involvement plays an essential role. This research is based on the children perspective, how they see parental involvement in children adaptation process both in the new country and new school abroad. The aim of the study is to identify parental involvement in children adaptation process due to migration. KEYWORDS: parental involvement, school-age children, migration. DOI: http://dx.doi.org/ 10.15181/atee.v1i0.676","PeriodicalId":409755,"journal":{"name":"Education in a Changing Society","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128253624","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}
Pedagogical competence of a contemporary teacher and its continuous improvement is the key factor determining teacher’s professional development and high quality professional activity. Pedagogical competence of teacher students is formed and further developed not only during educational studies but also while conducting teaching practice. Since the quality of education is directly related with teacher pedagogical competence, it is necessary to emphasize formation of student teacher pedagogical competence. The article focuses on formation of student teachers’ professional competence during teaching practice. On the basis of experiential model, the pedagogical competence is analyzed through the students’ own experience. Written expression of opinion was used as an instrument surveying the personal experience. The respondents reflecting on their own experience were able to better perceive their own pedagogical competence and its formation during pedagogical practice. KEYWORDS: student teacher, pedagogical competence, competences.
{"title":"THE PECULIARITIES OF FORMATION OF STUDENT TEACHERS’ PEDAGOGICAL COMPETENCE","authors":"Emilija Urnėžienė","doi":"10.15181/ATEE.V2I0.640","DOIUrl":"https://doi.org/10.15181/ATEE.V2I0.640","url":null,"abstract":"Pedagogical competence of a contemporary teacher and its continuous improvement is the key factor determining teacher’s professional development and high quality professional activity. Pedagogical competence of teacher students is formed and further developed not only during educational studies but also while conducting teaching practice. Since the quality of education is directly related with teacher pedagogical competence, it is necessary to emphasize formation of student teacher pedagogical competence. The article focuses on formation of student teachers’ professional competence during teaching practice. On the basis of experiential model, the pedagogical competence is analyzed through the students’ own experience. Written expression of opinion was used as an instrument surveying the personal experience. The respondents reflecting on their own experience were able to better perceive their own pedagogical competence and its formation during pedagogical practice. KEYWORDS: student teacher, pedagogical competence, competences.","PeriodicalId":409755,"journal":{"name":"Education in a Changing Society","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125544905","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 discusses psychological prerequisites for development of value-based attitudes of junior school students striving for development of music and value-based education through integration of popular music into this process: topicality in the context of several theories of psychological development is substantiated, on the basis of the results of the educational project, the links between formation of musical activities and value-based attitudes as well as possibilities for improvement of this process are discussed. KEYWORDS: value-based education, value-based attitudes, popular music.
{"title":"PSYCHOLOGICAL PREREQUISITES FOR DEVELOPMENT OF SCHOOL STUDENTS’ VALUE-BASED ATTITUDES THROUGH INTEGRATION OF POPULAR MUSIC","authors":"Asta Rauduvaite","doi":"10.15181/ATEE.V2I0.648","DOIUrl":"https://doi.org/10.15181/ATEE.V2I0.648","url":null,"abstract":"The article discusses psychological prerequisites for development of value-based attitudes of junior school students striving for development of music and value-based education through integration of popular music into this process: topicality in the context of several theories of psychological development is substantiated, on the basis of the results of the educational project, the links between formation of musical activities and value-based attitudes as well as possibilities for improvement of this process are discussed. KEYWORDS: value-based education, value-based attitudes, popular music.","PeriodicalId":409755,"journal":{"name":"Education in a Changing Society","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121559507","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 ultimate aim of self-control is to focus attention on physical, spiritual, and social health. Self-control abilities facilitate the improvement of mental balance and mental health, assist the development of academic skills and knowledge, and shape inner harmony of a child. Physical education at a junior school age is one of the underused possibilities for the development of self-control abilities. J. Liukkonen (2007), B. Zimmerman, A. Kitsantas (2005) claim that use of the self-control strategy during physical education classes allows a person to control emotions and effectively improve one‘s physical abilities. Research aim – to reveal the effect of self-control model on self-control and physical abilities of junior school learners at the age of 10–11. Research methods: literature review, pedagogical experiment, qualitative content analysis. Analysis of research results is based on a pedagogical experiment conducted during 2011–2012 with IV grade learners of general education schools in Klaipeda, Kaunas and Raseiniai (Lithuania) cities. Qualitative research had a sample of 24 experimental group learners. The fundamental manifest and latent content meaning and defined data categories attest to the positive dynamics of the following self-control abilities: ability to assess the parameters of physical fitness, ability to understand one’s physical activity, ability to apply different self-control strategies, ability to apply psychosocial self-control abilities in practice, motivation for improving one‘s physical abilities, and satisfaction due to emotional and behavioral self-control. KEYWORDS: self-control, physical education, junior school learners. DOI: http://dx.doi.org/ 10.15181/atee.v1i0.664
自我控制的最终目的是把注意力集中在身体、精神和社会健康上。自我控制能力有助于提高心理平衡和心理健康，有助于学业技能和知识的发展，塑造儿童的内心和谐。初中时期的体育教育是一种未被充分利用的发展自我控制能力的可能性。J. Liukkonen (2007)， B. Zimmerman, a . Kitsantas(2005)认为在体育课中使用自我控制策略可以使人控制情绪，有效地提高身体能力。研究目的:揭示自我控制模式对10-11岁初中生自我控制和身体能力的影响。研究方法:文献综述、教学实验、定性内容分析。研究结果的分析基于2011-2012年在克莱佩达、考纳斯和拉塞尼奈(立陶宛)市普通教育学校四年级学生中进行的教学实验。定性研究选取了24个实验组的学习者作为样本。基本的显性和隐性内容意义和定义的数据类别证明了以下自我控制能力的积极动态:评估身体健康参数的能力、理解自己的身体活动的能力、应用不同自我控制策略的能力、在实践中应用心理社会自我控制能力的能力、提高自我控制能力的动机、情绪和行为自我控制的满意度。关键词:自我控制;体育教育;初中生DOI: http://dx.doi.org/ 10.15181/atee.v1i0.664
{"title":"EFFECT OF SELF-CONTROL MODEL ON SELF-CONTROL AND PHYSICAL ABILITIES OF JUNIOR SCHOOL LEARNERS AT THE AGE OF 10-11: CHILDREN’S REFLECTIONS","authors":"Vytė Kontautienė, A. Vilkas","doi":"10.15181/ATEE.V1I0.664","DOIUrl":"https://doi.org/10.15181/ATEE.V1I0.664","url":null,"abstract":"The ultimate aim of self-control is to focus attention on physical, spiritual, and social health. Self-control abilities facilitate the improvement of mental balance and mental health, assist the development of academic skills and knowledge, and shape inner harmony of a child. Physical education at a junior school age is one of the underused possibilities for the development of self-control abilities. J. Liukkonen (2007), B. Zimmerman, A. Kitsantas (2005) claim that use of the self-control strategy during physical education classes allows a person to control emotions and effectively improve one‘s physical abilities. Research aim – to reveal the effect of self-control model on self-control and physical abilities of junior school learners at the age of 10–11. Research methods: literature review, pedagogical experiment, qualitative content analysis. Analysis of research results is based on a pedagogical experiment conducted during 2011–2012 with IV grade learners of general education schools in Klaipeda, Kaunas and Raseiniai (Lithuania) cities. Qualitative research had a sample of 24 experimental group learners. The fundamental manifest and latent content meaning and defined data categories attest to the positive dynamics of the following self-control abilities: ability to assess the parameters of physical fitness, ability to understand one’s physical activity, ability to apply different self-control strategies, ability to apply psychosocial self-control abilities in practice, motivation for improving one‘s physical abilities, and satisfaction due to emotional and behavioral self-control. KEYWORDS: self-control, physical education, junior school learners. DOI: http://dx.doi.org/ 10.15181/atee.v1i0.664","PeriodicalId":409755,"journal":{"name":"Education in a Changing Society","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132021209","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 aim of the paper is to analyse the restrictions on the collaboration of social pedagogue and form tutor when coping with bullying cases in school. To succesfully deal with the bullying issues in school, it is necessary to make use of different forms of collaboration and to remove restrictions on the collaboration of social pedagogue and form tutor. By the analysis of the expert-identified drawbacks and hindrances of collaboration, the following restrictions were identified: the failure to perceive the goals of collaboration, a shortage of time, a lack of the system of collaboration and /or its regulation, a lack of the specialists‘ motivation, and a lack of competence Only the development of a sustainable system of social pedagogue and form tutor’s collaboration will ensure effective work with schoolchildren, their parents, and pedagogues when coping with the bullying cases in school. KEYWORDS: social pedagogues, collaboration, bullying prevention. DOI: http://dx.doi.org/ 10.15181/atee.v1i0.662
{"title":"RESTRICTIONS ON THE COLLABORATION OF SOCIAL PEDAGOGUES AND FORM TUTORS IN THE IMPLEMENTATION OF BULLYING PREVENENTION IN SCHOOL","authors":"I. Klanienė, G. Šmitienė","doi":"10.15181/ATEE.V1I0.662","DOIUrl":"https://doi.org/10.15181/ATEE.V1I0.662","url":null,"abstract":"The aim of the paper is to analyse the restrictions on the collaboration of social pedagogue and form tutor when coping with bullying cases in school. To succesfully deal with the bullying issues in school, it is necessary to make use of different forms of collaboration and to remove restrictions on the collaboration of social pedagogue and form tutor. By the analysis of the expert-identified drawbacks and hindrances of collaboration, the following restrictions were identified: the failure to perceive the goals of collaboration, a shortage of time, a lack of the system of collaboration and /or its regulation, a lack of the specialists‘ motivation, and a lack of competence Only the development of a sustainable system of social pedagogue and form tutor’s collaboration will ensure effective work with schoolchildren, their parents, and pedagogues when coping with the bullying cases in school. KEYWORDS: social pedagogues, collaboration, bullying prevention. DOI: http://dx.doi.org/ 10.15181/atee.v1i0.662","PeriodicalId":409755,"journal":{"name":"Education in a Changing Society","volume":"154 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123264777","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 aim of this research is to analyze the Social Studies Teacher Education Program (SSTEP) and determine the problems encountered in practice according to the views of teacher educators and prospective teachers at Ankara University, Faculty of Educational Sciences. Two study groups of participants were included in this study. Ten prospective social studies teachers in their last year of matriculation constituted the first study group. The second group consisted of teacher educators lecturing in SSTEP. All participants voluntarily expressed their views on the official and operational curriculum. A focus group interview with prospective teachers and semi-structured interviews with teacher educators provided the data. Data collected from both study groups were analyzed using descriptive analysis technique. Results showed that some changes were necessary concerning the sequence of some courses per semester and the theory-practice balance of the courses in the program. Furthermore, some courses should be removed from the program and some new courses should be added. As for teacher educators’ and prospective teachers’ views on operational curriculum, it is emphasized that there are some problems related with physical conditions, teacher educators, learning-teaching processes, evaluation of teacher educators, student profiles, teaching practices, and a lack of some units. Results are thought to be significant in terms of contributing to the development of teacher education programs. KEYWORDS: social studies teaching, teacher education program, prospective teacher. DOI: http://dx.doi.org/ 10.15181/atee.v1i0.661
{"title":"ANALYZING OFFICIAL AND OPERATIONAL CURRICULUM OF SOCIAL STUDIES TEACHER EDUCATION","authors":"M. Hamsi, G. Yılmaz, F. Bikmaz","doi":"10.15181/ATEE.V1I0.661","DOIUrl":"https://doi.org/10.15181/ATEE.V1I0.661","url":null,"abstract":"The aim of this research is to analyze the Social Studies Teacher Education Program (SSTEP) and determine the problems encountered in practice according to the views of teacher educators and prospective teachers at Ankara University, Faculty of Educational Sciences. Two study groups of participants were included in this study. Ten prospective social studies teachers in their last year of matriculation constituted the first study group. The second group consisted of teacher educators lecturing in SSTEP. All participants voluntarily expressed their views on the official and operational curriculum. A focus group interview with prospective teachers and semi-structured interviews with teacher educators provided the data. Data collected from both study groups were analyzed using descriptive analysis technique. Results showed that some changes were necessary concerning the sequence of some courses per semester and the theory-practice balance of the courses in the program. Furthermore, some courses should be removed from the program and some new courses should be added. As for teacher educators’ and prospective teachers’ views on operational curriculum, it is emphasized that there are some problems related with physical conditions, teacher educators, learning-teaching processes, evaluation of teacher educators, student profiles, teaching practices, and a lack of some units. Results are thought to be significant in terms of contributing to the development of teacher education programs. KEYWORDS: social studies teaching, teacher education program, prospective teacher. DOI: http://dx.doi.org/ 10.15181/atee.v1i0.661","PeriodicalId":409755,"journal":{"name":"Education in a Changing Society","volume":"97 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114838087","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}
Within the last few years of the 21st century, the renewed interest in formative assessment has been matched with curricular reforms as well as the development of cognitive psychology. Actual studies provide a multidimensional image of assessment: the attempts to define the components of formative assessment are matched with the enquiries for the individuation of the interconnection modalities between assessment and the teaching-learning process. To arrange an assessment design aimed to guide students towards an even more accurate activity of exploration of one’s own knowledge and abilities represents a difficult step. To obtain benefit form formative assessment new development should focus on conceptualising well-specified approaches built around process and methodology rooted within specific content domains. It is important to understand how formative assessment is intended and consequently implemented in a specific educative system. Starting from this assumption the present paper reports results of a survey aimed to investigate Italian primary teachers’ representations on formative assessment. Although the context of this paper is the Italian school system, we thought the paper highlights issues of formative assessment and forms of teacher training. It has relevance to international debate on teaching, learning, and formative assessment practices and artefacts. KEYWORDS: formative assessment; teachers’ representations; professional development. DOI: http://dx.doi.org/ 10.15181/atee.v1i0.658
{"title":"FORMATIVE ASSESSMENT AND TEACHERS’ PRACTICE: IMPLICATIONS FOR EDUCATIONAL RESEARCH AND PROFESSIONAL DEVELOPMENT","authors":"Serafina Pastore, Monica Pentassuglia","doi":"10.15181/ATEE.V1I0.658","DOIUrl":"https://doi.org/10.15181/ATEE.V1I0.658","url":null,"abstract":"Within the last few years of the 21st century, the renewed interest in formative assessment has been matched with curricular reforms as well as the development of cognitive psychology. Actual studies provide a multidimensional image of assessment: the attempts to define the components of formative assessment are matched with the enquiries for the individuation of the interconnection modalities between assessment and the teaching-learning process. To arrange an assessment design aimed to guide students towards an even more accurate activity of exploration of one’s own knowledge and abilities represents a difficult step. To obtain benefit form formative assessment new development should focus on conceptualising well-specified approaches built around process and methodology rooted within specific content domains. It is important to understand how formative assessment is intended and consequently implemented in a specific educative system. Starting from this assumption the present paper reports results of a survey aimed to investigate Italian primary teachers’ representations on formative assessment. Although the context of this paper is the Italian school system, we thought the paper highlights issues of formative assessment and forms of teacher training. It has relevance to international debate on teaching, learning, and formative assessment practices and artefacts. KEYWORDS: formative assessment; teachers’ representations; professional development. DOI: http://dx.doi.org/ 10.15181/atee.v1i0.658","PeriodicalId":409755,"journal":{"name":"Education in a Changing Society","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122729805","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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