Fidel Cacheda, Manuel F. López-Vizcaíno, Diego Fernández, V. Carneiro
In this work we focus on the early identification of academic failure in higher education as a mean to allow educators to provide an early intervention and help students on a risky position to achieve academic success. For this purpose, we define a dataset of more than one thousand students with their respective grades collected from a Computer Networks course on a Computer Science degree at a Spanish university throughout four years. From the dataset we extract different features corresponding to the laboratory and quiz assignments proposed to the students during the course that intend to represent the effort and accomplishment achieved by the students. A preliminary analysis of the dataset shows a potential relation between the scores achieved throughout the course and the final exam mark. The aim is to predict if a student will pass or not the final exam using only information extracted from the different laboratory and quiz assignments. In this sense, we define a data mining classification task following a supervised learning approach where a selection of well-known machine learning algorithms is evaluated following a 10-fold cross-validation scheme to assess the performance and robustness of the models. Our results show that using Random Forest we can accurately predict in more than 91% of the cases if a student will pass or not the final exam, achieving a F1-score of 0.916. Moreover, we perform a feature importance analysis highlighting how laboratory assignments features have a higher contribution to the learning model than quiz assignments.
{"title":"EARLY IDENTIFICATION OF ACADEMIC FAILURE ON HIGHER EDUCATION: PREDICTING STUDENTS’ PERFORMANCE USING AI","authors":"Fidel Cacheda, Manuel F. López-Vizcaíno, Diego Fernández, V. Carneiro","doi":"10.36315/2023v1end047","DOIUrl":"https://doi.org/10.36315/2023v1end047","url":null,"abstract":"In this work we focus on the early identification of academic failure in higher education as a mean to allow educators to provide an early intervention and help students on a risky position to achieve academic success. For this purpose, we define a dataset of more than one thousand students with their respective grades collected from a Computer Networks course on a Computer Science degree at a Spanish university throughout four years. From the dataset we extract different features corresponding to the laboratory and quiz assignments proposed to the students during the course that intend to represent the effort and accomplishment achieved by the students. A preliminary analysis of the dataset shows a potential relation between the scores achieved throughout the course and the final exam mark. The aim is to predict if a student will pass or not the final exam using only information extracted from the different laboratory and quiz assignments. In this sense, we define a data mining classification task following a supervised learning approach where a selection of well-known machine learning algorithms is evaluated following a 10-fold cross-validation scheme to assess the performance and robustness of the models. Our results show that using Random Forest we can accurately predict in more than 91% of the cases if a student will pass or not the final exam, achieving a F1-score of 0.916. Moreover, we perform a feature importance analysis highlighting how laboratory assignments features have a higher contribution to the learning model than quiz assignments.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"55 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90451975","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 current study we have investigated the development of logical and mathematical reasoning among mature population, following Piaget's theory of cognitive development. The purpose of the present study is examining if continued biological development and/or continued accumulation of life experience, learning and education can develop into formal operation. The findings indicate that, only about 25% of the population moves to the formal operational stage, and this is before the age of 20. Furthermore, learning was affected by domain specificity. Our findings show that about one fifth of illiterate population have the ability of performing formal thinking. This percentage is close to that of literate population thus suggesting that development of formal operation is regulated innately
{"title":"THE DEVELOPMENT OF FORMAL THINKING","authors":"Ghada Wattad, David Chen","doi":"10.36315/2023v1end086","DOIUrl":"https://doi.org/10.36315/2023v1end086","url":null,"abstract":"In the current study we have investigated the development of logical and mathematical reasoning among mature population, following Piaget's theory of cognitive development. The purpose of the present study is examining if continued biological development and/or continued accumulation of life experience, learning and education can develop into formal operation. The findings indicate that, only about 25% of the population moves to the formal operational stage, and this is before the age of 20. Furthermore, learning was affected by domain specificity. Our findings show that about one fifth of illiterate population have the ability of performing formal thinking. This percentage is close to that of literate population thus suggesting that development of formal operation is regulated innately","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"49 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84880086","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}
Formative assessment (FA) is considered one of the most powerful tools to enhance learning and influences the development of inquiry skills . However, few studies have addressed how Life Sciences teachers plan for formative assessment in inquiry-based teaching. A lesson plan is one of the crucial tasks for any science teacher since it assists in the presentation of a lesson. Lesson plans show how students will be moved toward obtaining specific objectives. This paper reports on five grade 10 Life Sciences teachers' planning for formative assessment in inquiry-based teaching. The ESRU framework guided this study. The ESRU cycle consists of four elements; the teacher elicits ( E ) questions to check students’ ideas, the student ( S ) response, the teacher recognises ( R ) the students’ response, and then uses ( U ) the student's response to promote learning. The ESRU comprises complete and incomplete cycles. A complete cycle is when all four elements are visible and incomplete if Elicit, Student response, and Recognize; or only Elicit and Student response. The lesson plan analysis looked at the ESRU cycles' elements in the questions planned to see if the questions were focused on the epistemic or conceptual dimensions. It also looked at how the entire lesson was planned. This research is a part of a more extensive qualitative study where data was collected through lesson observations, interviews, and lesson plans. The study was conducted to describe teachers’ formative assessment practices in inquiry-based pedagogy. This paper reports only on lesson plans. One lesson plan was requested per teacher. Participants were purposively selected based on their teaching of the subject and conveniently sampled according to their proximity to the researcher’s residence. Findings from all five teachers are as follows; when planning a lesson, it was evident that the five teachers planned for FA. In terms of ESRU, Eliciting and Using strategies were evident in the planned questions. The S tudent’s response was not included when planning since it is the students’ responses during the lesson and can only be captured when the teaching is happening. The R ecognising strategies were also not included in the lesson plans since they depend on learners’ responses. Four teachers planned more questions focused on epistemic than conceptual structures. The findings signal that there is still a need to train teachers to plan lessons that focus equally on conceptual and epistemic dimensions.
{"title":"LIFE SCIENCES TEACHERS’ PLANNING OF LESSONS FOR FORMATIVE ASSESSMENT IN INQUIRY-BASED TEACHING","authors":"Thandiwe Dlamini, U. Ramnarain","doi":"10.36315/2023v1end128","DOIUrl":"https://doi.org/10.36315/2023v1end128","url":null,"abstract":"Formative assessment (FA) is considered one of the most powerful tools to enhance learning and influences the development of inquiry skills . However, few studies have addressed how Life Sciences teachers plan for formative assessment in inquiry-based teaching. A lesson plan is one of the crucial tasks for any science teacher since it assists in the presentation of a lesson. Lesson plans show how students will be moved toward obtaining specific objectives. This paper reports on five grade 10 Life Sciences teachers' planning for formative assessment in inquiry-based teaching. The ESRU framework guided this study. The ESRU cycle consists of four elements; the teacher elicits ( E ) questions to check students’ ideas, the student ( S ) response, the teacher recognises ( R ) the students’ response, and then uses ( U ) the student's response to promote learning. The ESRU comprises complete and incomplete cycles. A complete cycle is when all four elements are visible and incomplete if Elicit, Student response, and Recognize; or only Elicit and Student response. The lesson plan analysis looked at the ESRU cycles' elements in the questions planned to see if the questions were focused on the epistemic or conceptual dimensions. It also looked at how the entire lesson was planned. This research is a part of a more extensive qualitative study where data was collected through lesson observations, interviews, and lesson plans. The study was conducted to describe teachers’ formative assessment practices in inquiry-based pedagogy. This paper reports only on lesson plans. One lesson plan was requested per teacher. Participants were purposively selected based on their teaching of the subject and conveniently sampled according to their proximity to the researcher’s residence. Findings from all five teachers are as follows; when planning a lesson, it was evident that the five teachers planned for FA. In terms of ESRU, Eliciting and Using strategies were evident in the planned questions. The S tudent’s response was not included when planning since it is the students’ responses during the lesson and can only be captured when the teaching is happening. The R ecognising strategies were also not included in the lesson plans since they depend on learners’ responses. Four teachers planned more questions focused on epistemic than conceptual structures. The findings signal that there is still a need to train teachers to plan lessons that focus equally on conceptual and epistemic dimensions.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84939579","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}
{"title":"THE POWER OF HIGHER EDUCATION CURRICULUM IN SHAPING CHARACTER AND PERCEPTION: A SOCIAL CHANGE DIMENSION","authors":"","doi":"10.36315/2023v1end136","DOIUrl":"https://doi.org/10.36315/2023v1end136","url":null,"abstract":"","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"13 4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86828819","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}
A fundamentalist religious practice determines daily life, personal beliefs, and interaction with fellow human beings. Children and adolescents who grow up in fundamentalist homes are often collaterally involved in their parents’ religious practice. Therefore, a self-determined decision about potential religious participation is usually anticipated and exchanged for authoritarian patterns of upbringing. When this practice demands blind trust in the universality of the religion and its scriptures, this is mainly reflected in educational practices and how authority determines them. The ability to doubt is fundamental, particularly regarding critical opinion-forming, social participation, and democratic involvement. But how does the possibility of young people learning to doubt situate itself in this field of tension of religious infallibility? To pursue this topic, the influence of multi-layered authority in a religious fundamentalist education on the emergence and handling of doubt is examined and compared to the requirements for developing an autonomous personality. A delegitimation of doubt in pedagogical practice can lead to difficulties in the child's autonomy development. It is, therefore, in the interest of society and institutions to promote the ability to exercise autonomy. This paper attempts to generate a broader and interdisciplinary understanding of the interaction of doubt in religious fundamentalism and the development of rational autonomy.
{"title":"DOUBT IN RELIGIOUS FUNDAMENTALISM: EDUCATION BETWEEN AUTHORITY AND RATIONAL AUTONOMY","authors":"Rahel Kellich","doi":"10.36315/2023v1end046","DOIUrl":"https://doi.org/10.36315/2023v1end046","url":null,"abstract":"A fundamentalist religious practice determines daily life, personal beliefs, and interaction with fellow human beings. Children and adolescents who grow up in fundamentalist homes are often collaterally involved in their parents’ religious practice. Therefore, a self-determined decision about potential religious participation is usually anticipated and exchanged for authoritarian patterns of upbringing. When this practice demands blind trust in the universality of the religion and its scriptures, this is mainly reflected in educational practices and how authority determines them. The ability to doubt is fundamental, particularly regarding critical opinion-forming, social participation, and democratic involvement. But how does the possibility of young people learning to doubt situate itself in this field of tension of religious infallibility? To pursue this topic, the influence of multi-layered authority in a religious fundamentalist education on the emergence and handling of doubt is examined and compared to the requirements for developing an autonomous personality. A delegitimation of doubt in pedagogical practice can lead to difficulties in the child's autonomy development. It is, therefore, in the interest of society and institutions to promote the ability to exercise autonomy. This paper attempts to generate a broader and interdisciplinary understanding of the interaction of doubt in religious fundamentalism and the development of rational autonomy.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91182692","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}
Cinthya Kayser, M. Penn, U. Ramnarain, Hsin Kai Wu
Scientific inquiry abilities and the nature of scientific inquiry (NOSI) are critical in building a scientifically literate citizenry. However, little information is available regarding the inquiry abilities of young learners between the ages of 5-7 years, though it is widely agreed that children are born inquirers. Among the reasons why inquiry abilities in young children are not explored is the need for reliable research instruments to measure these abilities. Most existing research excludes the measurement of young learners’ inquiry abilities but tends to report more on the inquiry abilities of middle and high school learners. This study aims to adapt an existing performance-based assessment (PBA) and apply it in measuring the inquiry abilities of young learners aged 5 to 7 years in the South African context. The study aims to report on learners’ innate abilities that develop naturally without formal instruction at kindergarten (grade R) and early primary to inform early science interventions. Three Afrikaans schools were conveniently selected as samples. Afrikaans is one of eleven official languages spoken in South Africa, and with no existing literature on Afrikaans learners’ inquiry abilities in the foundation phase, a gap was explored. Data for the study was qualitatively gathered from 120 foundation phase learners (pre-schoolers to third graders) through an orally presented Performance-based Assessment of Kindergarteners’ Scientific Inquiry Abilities (PAKSIA). Audio-recorded oral assessments were transcribed and translated into English. Transcripts were then scored using an adapted rubric to generate numerical scores on learners’ performance. The numerical data were then analysed to provide descriptive statistics of participants’ inquiry abilities. Of the four inquiry abilities assessed, high scores were realised in the experimentation and observation abilities. The results suggested that young learners have innate abilities to engage in inquiry activities. A multisensory and “play” approach to the adapted PAKSIA supported learners’ engagement with tasks using their senses. Younger learners aged 5 and 6 struggled with more abstract questions, such as predicting or measuring without a measuring instrument. However, learners aged 7 displayed adequate abilities to predict, plan, design, investigate and communicate their results. The PAKSIA is a baseline assessment for educators to identify what inquiry abilities need more implicit nurturing and development. Some implications and recommendations for foundation phase learning are also made herein.
{"title":"MEASURING INQUIRY ABILITIES OF YOUNG LEARNERS USING A PERFORMANCE-BASED ASSESSMENT","authors":"Cinthya Kayser, M. Penn, U. Ramnarain, Hsin Kai Wu","doi":"10.36315/2023v1end143","DOIUrl":"https://doi.org/10.36315/2023v1end143","url":null,"abstract":"Scientific inquiry abilities and the nature of scientific inquiry (NOSI) are critical in building a scientifically literate citizenry. However, little information is available regarding the inquiry abilities of young learners between the ages of 5-7 years, though it is widely agreed that children are born inquirers. Among the reasons why inquiry abilities in young children are not explored is the need for reliable research instruments to measure these abilities. Most existing research excludes the measurement of young learners’ inquiry abilities but tends to report more on the inquiry abilities of middle and high school learners. This study aims to adapt an existing performance-based assessment (PBA) and apply it in measuring the inquiry abilities of young learners aged 5 to 7 years in the South African context. The study aims to report on learners’ innate abilities that develop naturally without formal instruction at kindergarten (grade R) and early primary to inform early science interventions. Three Afrikaans schools were conveniently selected as samples. Afrikaans is one of eleven official languages spoken in South Africa, and with no existing literature on Afrikaans learners’ inquiry abilities in the foundation phase, a gap was explored. Data for the study was qualitatively gathered from 120 foundation phase learners (pre-schoolers to third graders) through an orally presented Performance-based Assessment of Kindergarteners’ Scientific Inquiry Abilities (PAKSIA). Audio-recorded oral assessments were transcribed and translated into English. Transcripts were then scored using an adapted rubric to generate numerical scores on learners’ performance. The numerical data were then analysed to provide descriptive statistics of participants’ inquiry abilities. Of the four inquiry abilities assessed, high scores were realised in the experimentation and observation abilities. The results suggested that young learners have innate abilities to engage in inquiry activities. A multisensory and “play” approach to the adapted PAKSIA supported learners’ engagement with tasks using their senses. Younger learners aged 5 and 6 struggled with more abstract questions, such as predicting or measuring without a measuring instrument. However, learners aged 7 displayed adequate abilities to predict, plan, design, investigate and communicate their results. The PAKSIA is a baseline assessment for educators to identify what inquiry abilities need more implicit nurturing and development. Some implications and recommendations for foundation phase learning are also made herein.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"75 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86791795","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}
Giovanna Lucia Piangiamore, S. Maraffi, F. Sacerdoti, Tropomag WP3 Team
Game is a powerful educational tool able to involve students and keep their attention high, promoting cognitive development, discoveries, reasoning, and thinking. It is also an effective active form of learning which consolidates the acquired knowledge and carries out an authentic assessment through reality tasks and immediate feedback typical of the use of the digital games. Our gamy-learning experimentation focuses on new methods and practices of science communication, with the aim to face the challenge of educating about natural risks and climate change. The goal is to facilitate the automatic choice of good practices, by stimulating mind, intuition and logic in the perspective of team building in school-based civic education. The proper application of technological tools is a valuable aid for conscious communication for the next generation. A Computer Supported Collaborative Learning Education is experienced, in order to test the efficacy of our GeoQuest TROPOMAG digital adventure, and pave the ground for the implementation of the storytelling in an integrated table game. Our climate change role-playing videogame explores phenomena related to the possible effects of changes in the Earth's magnetic field on the atmosphere. The virtual adventure path is played on smartphones and follows alternative paths chosen by the players to develop the storytelling. As a result, students play not only “just for fun”, but also to actively participate in their learning process and acquisition of new knowledge, skills and competences in environmental issues.
{"title":"GEOQUEST TROPOMAG DIGITAL ADVENTURE PATH: WHEN SCIENCE IS A GAME","authors":"Giovanna Lucia Piangiamore, S. Maraffi, F. Sacerdoti, Tropomag WP3 Team","doi":"10.36315/2023v1end145","DOIUrl":"https://doi.org/10.36315/2023v1end145","url":null,"abstract":"Game is a powerful educational tool able to involve students and keep their attention high, promoting cognitive development, discoveries, reasoning, and thinking. It is also an effective active form of learning which consolidates the acquired knowledge and carries out an authentic assessment through reality tasks and immediate feedback typical of the use of the digital games. Our gamy-learning experimentation focuses on new methods and practices of science communication, with the aim to face the challenge of educating about natural risks and climate change. The goal is to facilitate the automatic choice of good practices, by stimulating mind, intuition and logic in the perspective of team building in school-based civic education. The proper application of technological tools is a valuable aid for conscious communication for the next generation. A Computer Supported Collaborative Learning Education is experienced, in order to test the efficacy of our GeoQuest TROPOMAG digital adventure, and pave the ground for the implementation of the storytelling in an integrated table game. Our climate change role-playing videogame explores phenomena related to the possible effects of changes in the Earth's magnetic field on the atmosphere. The virtual adventure path is played on smartphones and follows alternative paths chosen by the players to develop the storytelling. As a result, students play not only “just for fun”, but also to actively participate in their learning process and acquisition of new knowledge, skills and competences in environmental issues.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"54 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80407195","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}
Teacher training is a key element of the quality of the education system. Staying in the teaching career is determined by many factors, however, overcoming the so-called praxis-shock means the first step for beginner teachers. For teacher students, mentoring during practical training is the main support, that is why it is important to know how the triadic relationship between the school mentor, the teacher and the university works. In our heuristic research, interactions between mentors, students and university actors, as elements of the mentoring process were examined (Sternberg, 2016, Ben-Harush & Orland-Barak, 2019) . During our research (2021-2022) we asked mentors working in Hungarian teacher training and student teachers who had just completed their coherent teacher training practice. Research was carried out with mixed methods, qualitative (scientific literature exploration, focus group interview in 4x8 groups) and quantitative (self-developed questionnaire based on the results of focus group interviews with 280 mentors and 351 students. In the triadic relationship, the teacher candidate and his developmental process are in the focus. In our lecture we present a segment of the results of teacher candidates: how their professional development and self -efficacy are influenced by the activities of mentor, the organizational support of the school and the communication with the university. The results show that teacher candidates are fundamentally uncertain in assessing the impact of school as a supportive environment (teacher colleagues, leaders), they are rather linked to the person of the mentor. It is surprising that almost exclusively the intensity of the personal relationship with the mentor influences self-efficiency and professional development. The results are important primarily for mentors and schools, because it seems that it depends on them to what extent they can prepare candidates for the mental difficulties of the future career in a kind of "tutored reality shock".
{"title":"TUTORED PRAXIS-SHOCK: TEACHER CANDIDATES' OPINION ON THE MENTAL EFFECTS OF SCHOOL MENTORING","authors":"Magdolna Chrappán, R. Bencze","doi":"10.36315/2023v1end008","DOIUrl":"https://doi.org/10.36315/2023v1end008","url":null,"abstract":"Teacher training is a key element of the quality of the education system. Staying in the teaching career is determined by many factors, however, overcoming the so-called praxis-shock means the first step for beginner teachers. For teacher students, mentoring during practical training is the main support, that is why it is important to know how the triadic relationship between the school mentor, the teacher and the university works. In our heuristic research, interactions between mentors, students and university actors, as elements of the mentoring process were examined (Sternberg, 2016, Ben-Harush & Orland-Barak, 2019) . During our research (2021-2022) we asked mentors working in Hungarian teacher training and student teachers who had just completed their coherent teacher training practice. Research was carried out with mixed methods, qualitative (scientific literature exploration, focus group interview in 4x8 groups) and quantitative (self-developed questionnaire based on the results of focus group interviews with 280 mentors and 351 students. In the triadic relationship, the teacher candidate and his developmental process are in the focus. In our lecture we present a segment of the results of teacher candidates: how their professional development and self -efficacy are influenced by the activities of mentor, the organizational support of the school and the communication with the university. The results show that teacher candidates are fundamentally uncertain in assessing the impact of school as a supportive environment (teacher colleagues, leaders), they are rather linked to the person of the mentor. It is surprising that almost exclusively the intensity of the personal relationship with the mentor influences self-efficiency and professional development. The results are important primarily for mentors and schools, because it seems that it depends on them to what extent they can prepare candidates for the mental difficulties of the future career in a kind of \"tutored reality shock\".","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89505764","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 lyrics from “Another brick in the wall’ by Pink Floyd released in 1979 inadvertently puts teachers on the backfoot, especially when the society can’t help to sing along. Although the song voices the feelings of many young adults pondering about teachers ruining their freedom by forceful actions of superiority, the majority of children, however, deem their primary school teachers as heroes. High school learners on the other hand, find themselves in a tussle with teachers; whether it might be an authority challenge or the need to be heard. Annually novice teachers instinctively rock up at schools as young and energetic postgraduates hoping to impact children’s lives; often finding themselves exhausted after their first year, occasionally considering leaving the profession. Is this an indication that novice teachers are unprepared for reality? This paper will not dispute any level of content knowledge nor ability to teach but will investigate whether a one-year internship could be beneficial to young graduates entering the teaching sphere. Professions in medical, engineering, accounting, and law require postgraduates to complete at least a calendar year internship prior to becoming full members. Some even expect their candidates to pass board exams including extending certain skills. On the other hand, our education students are only required to complete 21 weeks across their four years at university for full employment. Mastering some soft skills before postgraduate shoulder responsibility in the classroom setup could prove to be a valuable commodity in the education profession; with seasoned educators playing a vital part to instil these soft skills. Internships overall suggest that being present in the day-to-day activities often offer opportunities for growth which repeatedly include people management, integrating theory and practice. The study will aim investigate how strengths-based coaching can be utilized to assist mentors and novice teachers during their internship year. Research about strength-based coaching indicate that applying formerly acquired strengths to new challenges, could guide an individual to a higher percentage of achieving success.
1979年发行的平克·弗洛伊德(Pink Floyd)的《墙上的另一块砖》(Another brick in The wall)的歌词无意中让教师们处于不利地位，尤其是当整个社会忍不住跟着唱的时候。虽然这首歌表达了许多年轻人的感受，他们担心老师用强势的优越感破坏了他们的自由，但大多数孩子都认为他们的小学老师是英雄。另一方面，高中学习者发现自己与老师发生了争执;无论是对权威的挑战，还是需要被倾听。每年的新教师本能地以年轻而充满活力的研究生的身份出现在学校，希望影响孩子们的生活;经常在第一年之后发现自己筋疲力尽，偶尔会考虑离开这个行业。这是否表明新手教师没有准备好面对现实?本文不会质疑任何水平的内容知识或教学能力，但将调查一年的实习是否有利于年轻毕业生进入教学领域。医学、工程、会计和法律等专业要求研究生在成为正式会员之前至少完成一年的实习。一些公司甚至希望他们的候选人能够通过委员会的考试，包括扩展某些技能。另一方面，我们的教育学生只需要在大学四年中完成21周的全职工作。在研究生承担起课堂设置的责任之前，掌握一些软技能可能会被证明是教育行业的一件有价值的商品;经验丰富的教育工作者在灌输这些软技能方面发挥着至关重要的作用。总的来说，实习表明，参与日常活动通常会提供成长的机会，其中包括人员管理、理论与实践的结合。本研究的目的是调查如何利用基于优势的指导来帮助导师和新教师在他们的实习年。关于基于力量的教练的研究表明，将以前获得的优势应用到新的挑战中，可以指导个人获得更高比例的成功。
{"title":"A STRENGTH-BASED MENTORSHIP PROGRAMME FOR NOVICE TEACHERS ILLUMINATED BY ACQUIRED STRENGTHS","authors":"Shaun Peens","doi":"10.36315/2023v1end116","DOIUrl":"https://doi.org/10.36315/2023v1end116","url":null,"abstract":"The lyrics from “Another brick in the wall’ by Pink Floyd released in 1979 inadvertently puts teachers on the backfoot, especially when the society can’t help to sing along. Although the song voices the feelings of many young adults pondering about teachers ruining their freedom by forceful actions of superiority, the majority of children, however, deem their primary school teachers as heroes. High school learners on the other hand, find themselves in a tussle with teachers; whether it might be an authority challenge or the need to be heard. Annually novice teachers instinctively rock up at schools as young and energetic postgraduates hoping to impact children’s lives; often finding themselves exhausted after their first year, occasionally considering leaving the profession. Is this an indication that novice teachers are unprepared for reality? This paper will not dispute any level of content knowledge nor ability to teach but will investigate whether a one-year internship could be beneficial to young graduates entering the teaching sphere. Professions in medical, engineering, accounting, and law require postgraduates to complete at least a calendar year internship prior to becoming full members. Some even expect their candidates to pass board exams including extending certain skills. On the other hand, our education students are only required to complete 21 weeks across their four years at university for full employment. Mastering some soft skills before postgraduate shoulder responsibility in the classroom setup could prove to be a valuable commodity in the education profession; with seasoned educators playing a vital part to instil these soft skills. Internships overall suggest that being present in the day-to-day activities often offer opportunities for growth which repeatedly include people management, integrating theory and practice. The study will aim investigate how strengths-based coaching can be utilized to assist mentors and novice teachers during their internship year. Research about strength-based coaching indicate that applying formerly acquired strengths to new challenges, could guide an individual to a higher percentage of achieving success.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89692916","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}
{"title":"PERFORMING SMALL PROJECT ASSESSMENT IN CIVIL TECHNOLOGY THROUGH HEUTAGOGY APPROACH TEACHING AND LEARNING PROCESS","authors":"","doi":"10.36315/2023v1end115","DOIUrl":"https://doi.org/10.36315/2023v1end115","url":null,"abstract":"","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79279629","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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