“It’s Kind of Twisted”: Professionalizing Discourse During Youth Documentary Making

This qualitative research article explores how youth create multimodal rhetoric during a service-learning course at a local youth media organization. The study takes a detailed look at how a group of teens wanted to gain access to the Discourse of the documentary making process but struggled with the confines of conventions of film as were represented by the professional documentary maker who was their instructor. The research combines sociocultural and cognitive research traditions while investigating the teens’ and instructor’s relationship and interactions concerning the production of rhetoric

“There’s Nothing Wrong with Fun”: Unpacking the Tensions and Challenges of Human Centered Design for Learning with Pre-Service Teachers

Research into practices of making within formalized education has primarily focused on K12 settings, inservice teachers in professional development, and pre-service teachers facilitating a maker experience for K12 students. Less is known about the professionalizing impact making and human centered design can have on pre-service teachers, especially in relation to how or if the experience deepens their understanding of content, pedagogy and human centered design. This study traces a group of pre-service social science teachers’ development of a meme generator to support learning history. By studying their process from inception to conclusion, we found students were less inclined to engage in deep thinking about their content and the teaching of that content in favor of a fun-focused approach to their prototype which they asserted both connected with history lovers and solved the problem of “boring content.” We then theorize that students’ limited amount of pedagogical knowledge, limited exposure to human centered design, and a lack of course scaffolds contributed to an echo-chamber which limited students’ ability to cultivate the empathy inherent in prototyping and making. Finally we outline the instructional implications for using human centered design with preservice teachers and describe the course maker project redesigns this study prompted

Digital competences for teacher professional development. Systematic review

This paper provides a systematic review of the literature on digital competencies and teacher professional development. The purpose of this study is identifying research trends and potential directions on this topic for future research. The method followed is based on the PRISMA Statement Guidelines for Systematic Reviews and Meta-analysis. After applying criteria of inclusion, exclusion and thematic belonging, the sample was constituted in 21 studies. The selected studies emphasize the importance of digital competence as one of the challenges facing teachers today, being mainly qualitative methodology studies. Among the conclusions we highlight that most of the selected studies reveal a lack of teacher training and insufficient ICT training

Ethical Competence in Master’s Degrees: Definition and Shaping Factors

The inclusion of ethical competence in the training of master’s degree students remains a challenge. It has important links to the professionalization process, but unevenness has been found in its development and implementation, and this appears to generate shortcomings in training processes. The aim of this study is to understand the meaning of ethical competence and to identify factors that facilitate its inclusion in master’s degree programs. A multicentre phenomenological study was carried out at universities in Spain and Argentina. Students and faculty from ten master’s degree programs in different subjects participated. Three broad overall categories emerged from our analysis: competencies related to the professional profile; factors in the professionalizing process; and training in ethical competence. These categories suggest that ethical competence is a core rather than an added value for any professional, thereby stressing the need to address its pedagogical importance in education

Designing the interface between research, learning and teaching.

Abstract: This paper’s central argument is that teaching and research need to be reshaped so that they connect in a productive way. This will require actions at a whole range of levels, from the individual teacher to the national system and include the international communities of design scholars. To do this, we need to start at the level of the individual teacher and course team. This paper cites some examples of strategies that focus on what students do as learners and how teachers teach and design courses to enhance research-led teaching. The paper commences with an examination of the departmental context of (art and) design education. This is followed by an exploration of what is understood by research-led teaching and a further discussion of the dimensions of research-led teaching. It questions whether these dimensions are evident, and if so to what degree in design departments, programmes and courses. The discussion examines the features of research-led departments and asks if a department is not research-led in its approach to teaching, why it should consider changing strategies

Learning Observation: The Demands of 21st Century Biology Learning in Senior High School

The sophistication of technology and access to information in the twenty-first century pushed education providers to transform preparing students to face a more challenging future. Effective and relevant teaching and learning strategies are needed in biology learning to meet the needs of future generations. Therefore, this study aims to observe the biology learning process in one of senior high school. A qualitative research approach with an observation method was used in this study. This research was conducted in class X SMA N 1 Tanjung, Brebes, Central Java. Data collection techniques used in this study are observation check list, questionnaires, and interviews. Observation of the biology learning process carried out focused on the lesson plan document, learning process, and interviews as well as student and teacher questionnaires on the biology learning process. The data collection process was carried out 3 times. The results obtained from this study indicate that teachers already know the demands of the curriculum and the needs of the 21st century. This can be seen from the of lesson plans made by the teacher. However, other findings from this study are, the skills of teachers in implementing the lesson plan with discovery learning methods are still not optimal. Learning activities undertaken have not yet led to the provision of student skills needed in 21st century. This research is expected to be used as a reference for improving the process of learning biolog

Chapter 6 - Teacher Education in Germany - Mentoring in School Internships

This chapter provides an overview of the current state of research on mentoring in practical teacher training, focussing on the quality of supervision and the relationships between mentor and mentee in practical phases at school. Using the example of the Lehr:werkstatt at Tübingen University's School of Education, it is shown how mentor-mentee interactions can be designed and what ideally distinguishes quality mentoring. First, the general characteristics and peculiarities of teacher education in Germany are described, with a special focus on the relationship between theoretical studies and practical relevance, and the much-discussed role of school-based practical phases that are integrated into university studies. Subsequently, central research results on the status and effectiveness of such school internships are presented, and the concepts and forms of school-based mentoring are clarified. Particular attention is given to the quality of supervision and relationships in mentoring constellations

TEACHERS PERCEIVED PROBLEMS OF CURRICULUM IMPLEMENTATION IN TERTIARY INSTITUTIONS IN CROSS RIVER STATE OF NIGERIA.

The study investigated teachers’ perceived problems of curriculum implementation in tertiary institutions. The need for this study was borne out of the concern over prevalent questions raised against the standard of the education system.  Three objectives were pursued; to identify perceived problems, causes, and possible solutions to curriculum implementation. 480 purposively selected teachers of tertiary institutions constituted sample for the study. A validated questionnaire with 3 sections constructed by the researchers formed the main instrument of the study. Data generated were subjected to statistical analysis using frequencies, means and ranking. The findings revealed the most frequently occurring problems, causes and possible solutions of the curriculum implementation. Based on the results obtained from the study, it was recommended that heads of departments and deans of faculties should be made to incorporate the task of monitoring their colleagues to the administrative task, a review of the curriculum to meet contemporary need of the society and the  need for a paradigm shift of some educational policies to result oriented policies so as to enhance proper curriculum  implementation. Keywords: Teachers’ Perceived problems, curriculum, curriculum implementation, Tertiar

Session 3 - What are concepts or conditions of success for a networked VET learning and teaching (oriented on competence, working practice, flexible, etc.) and especially for a networked Further Education system in VET?

Session 3 Concepts or conditions of success for networked VET learning and teaching, especially for Further Education. Participants presented their concepts and conditions of success for a competence-based and networked VET Education and Further Education. Following the theoretical approaches of sessions 1 and 2, session 3 presents ideas and models for Further Education concepts that were tested in practice. They come from nine African universities and one German university. The authors provide supportive and obstructive factors for competence-oriented Further Education in VET