This open access book discusses the functionality of the use of the language of photography in teachers' initial and ongoing training. It analyzes the nature of photography as a representation ...system, facilitating inquiry and reflection on its practice for teachers and evocating on theories and beliefs that may guide their work in classrooms. Photography is used to represent symbolically and affectively possible contradictions in teaching activities or the inconsistencies between planned teaching tasks and the educational purposes pursued. Resolving these conflicts is one of the ways to promote professional development. This book also describes photo-elicitation and photographic storytelling as work procedures. By analyzing the contributions of these techniques, the development of teachers is improved.
This edited book provides a critical re-reading of the concept of teacher education, in addition to a re-thinking of the sole focus on Initial Teacher Education (ITE), with implications for education ...policy, theory, and practice. This book presents new investigations that explore the concept of teacher education from ITE to retirement and how this is being enacted within the various distinct European and international education contexts. It demonstrates teaching and teacher education as a deeply contested field within European education and within the different national contexts of Europe. Contributions in this book expose teacher education as a continuum of teacher learning that is set off from the beginning of the teachers' own schooling and continues throughout their entire teaching career. The chapters deal with various issues, namely teacher induction and mentoring; teacher agency; teachers as researchers; the role of the head teacher; schools as learning communities; and distinct ITE practices. It is intended for postgraduate students and researchers with an interest in teaching and teacher education, educational policies and politics, and educational philosophy, as well as practitioners.
El pensamiento computacional engloba procesos mentales que propician soluciones automatizadas a problemas específicos. Su integración en la educación primaria se sustenta en la mejora de habilidades ...resolutivas y adaptación al entorno digital. No obstante, la formación del profesorado y las estrategias eficaces para su implementación en aulas son aún ambiguas. Estas inquietudes se abordan en esta revisión sistemática, destacando la influencia de la práctica escolar en la configuración de planes de estudio de educación. Esta investigación examina la implementación del pensamiento computacional y la formación del profesorado en la etapa de educación primaria. Inicialmente, se identificaron 428 estudios en Scopus y Web Of Science, reduciéndose a 24 estudios empíricos publicados entre 2006 y 2023 tras aplicar los criterios de elegibilidad y la evaluación de calidad. Los resultados indican que muchos docentes intentan incorporar el pensamiento computacional sin suficiente formación. La programación de robots prevalece como estrategia principal y es la más demandada en la formación, mientras que el empleo de actividades desconectadas es limitado. No obstante, antes de promover el pensamiento computacional en primaria, se requiere mayor investigación, especialmente en los primeros cursos. Se insta a las Facultades de Educación a liderar el diseño y evaluación de programas de formación del profesorado, ofreciéndose pautas al respecto. La integración exitosa del pensamiento computacional en educación primaria demanda enfoques pedagógicos más sólidos respaldados por una formación docente adecuada.
This research aims to explore the mapping of Technological Pedagogical Content Knowledge (TPACK) components of instructors in implementing the Edupreneur-profiled curriculum in Islamic Higher ...Education Institutions (PTKI) in Aceh. The researchers employed interview methods, observations, and document reviews involving three heads of study programs and six instructors from three PTKIs (Islamic Higher Education Institutions) in Aceh, namely UIN Ar-Raniry, IAIN Lhokseumawe, and STAIN Teungku Dirundang Meulaboh. The data analysis was conducted interactively. Instructors teaching Edupreneurship-profiled courses have successfully integrated Content Knowledge (CK), Pedagogical Knowledge (PK), Technological Knowledge (TK), Pedagogical Content Knowledge (PCK), Technological Pedagogical Knowledge (TCK), and Technological Content Knowledge (TPK) as components of TPACK in their teaching practices. This research contributes to mapping these components, thereby aiding instructors in effectively implementing the entrepreneurship-profiled curriculum. In conclusion, this research provides valuable insights into the effectiveness of Open Educational Resources (OER) on creative thinking within the context of science subjects, filling a notable gap in the existing literature and offering a foundation for further exploration in educational practices.
Background
Due to recent lockdown conditions, which restricted opportunities for face‐to‐face contact and the ability to be physically in schools, the need for novel, safe ways to train pre‐service ...teachers emerged even more pressingly. Whilst virtual simulation has received some attention in pedagogy and its benefits have been demonstrated in many disciplines, there appears to be less synthesized evidence on the use of physical and/or mixed‐reality simulation utilized in teacher training.
Objectives
The goal of this systematic scoping review was to summarize and synthesize the literature on the use of physical and/or mixed‐reality simulation in pre‐service teacher training.
Methods
A systematic scoping literature review combined with a textual narrative synthesis was undertaken. Ten reference databases were searched in May 2020: Academic search premier, CINAHL, Education Research Complete, Humanities International Complete, Psychology and Behavioural Sciences Collection, PsycInfo, Teacher Reference Center, Science Direct, Web of Science and Scopus.
Results and Conclusions
Following inclusion/exclusion criteria assessment and screening, 13 articles were included for appraisal and synthesis. Seven papers examined physical simulations, while the remainder examined mixed‐reality simulations. The evidence from this review suggests that simulation, including physical and mixed‐reality types, could be used as a tool to increase confidence, self‐efficacy, classroom management skills and communication.
Implications
In comparison to other fields (e.g., nursing, medicine and aviation) simulation in education appears to be in its infancy—more large‐scale research is needed. At the same time, this review indicates that mixed‐reality simulation in particular has the potential for contributing to teacher education, because it offers the potential for learning in various contexts when compared to traditional didactic teaching practices.
Lay Description
What is already known about this topic
Computer‐based simulation used in pre‐service teacher training can have a positive impact on specific skills development.
The use of virtual reality in relation to pedagogy and pedagogical environments already has a noteworthy evidence‐base, but an overview of physical and mixed‐reality simulations in pre‐service teacher education is underrepresented.
Virtual simulation is an emerging powerful tool to provide an inside experience, where pre‐service teachers can engage with the environment and virtual characters in a way that feels real
Mixed‐reality simulation involves real and simulated environments in which virtual and real objects, as well as people interact in real time.
What this paper adds
An overview of evidence for physical and mixed‐reality simulation used in pre‐service teacher education.
Evidence that physical and mixed reality simulation allow trainee‐teachers to reflect on their behaviour within a classroom setting and which is observable by other participants.
Implications for practice and/or policy
Educators should explore a range of simulation options in pre‐service teacher education to harness the different strengths of the technologies.
In the face of future emergencies, which may reduce face‐to‐face learning contexts, mixed‐reality simulation appears to be a promising approach to instil teaching skills whilst interacting with other participants
This book takes a comprehensive look at community engagement strategies in education to demonstrate the diverse nature of school-community relations and their value to promote their effective ...development. The author brings twenty years of experience in various educational settings in Ontario and California to examining community involvement policies and their interpretation, as well as school-community collaboration in practice. Chapters include recent research on school-community collaboration from the perspective of teachers, school district leaders, administrators, and support staff within two school districts in a low-income and culturally diverse urban community. The book also includes perspectives from community members involved in organizations across the city with a mandate to work with youth. In a time where students' academic, social, and emotional support needs are on the rise, this book offers a valuable resource for strengthening school-community relations and demonstrating the power of collaboration.
This open access book provides a current view on education, equity and inclusion within the lens of education for a sustainable North. The first book published by the University of the Arctic ...Thematic Network for Teacher Education for Social Justice and Diversity (Including the North: A comparative study of the policies on inclusion and equity in the circumpolar North, 2019) highlighted policies of inclusion and equity in education in national and regional contexts. This new book explores in more depth the provision of education across the north, focusing on challenges and innovations in meeting the needs of diverse learners in remote and rapidly changing contexts. While many texts address issues of equity, inclusion and diversity, they are almost all focused on the global South, and miss the lessons that can be learned from Northern regions. This book offers an extended essay on teaching and learning through various perspectives and experiences with the aim of creating a more sustainable North. It is structured around two main themes: 1) Supporting Teachers for Diversity and Inclusion in the Classroom including consideration of language and identity issues, 2) Engendering community solutions to structural and geographical challenges in education in the circumpolar north.
Adults seek out learning for very different reasons in different contexts, and this book is intended to support adult educators' development in responding to this rich array. There is no single way ...to be an adult learner, and so it should not be surprising that there is no single way to be an adult educator. However, the authors believe that all educators must demonstrate a commitment to meeting adult learners where they are. Adult educators should help learners move forward not only with new content knowledge, information, and skills, but also with new ways of making meaning and seeing themselves, their role, and the world. This volume introduces many theories and concepts that can help adult educators do this effectively.
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