Graduate students occupy social positions within institutions of higher education that are rife with role strain and, relative to broader power relations within these institutions, are marginalized. ...In this study, we inquire how the social positions and concomitant roles of graduate students shape their mental health experiences, investigating potential institutional sources of stress. Our findings suggest that master's and doctoral students have unique mental health concerns related to their roles and social positions as graduate students. Major institutional sources of stress include role strain, mentor relationships, isolation, and funding.
Purpose
This paper investigates and reports on the study abroad experiences of 22 teacher candidates from the Southeast region of the USA (
n
=22). The purpose of this paper is to examine the teacher ...candidates’ development of social and emotional learning through their international teaching experiences.
Design/methodology/approach
The study is framed by Critical Cosmopolitan Theory, which is a theoretical lens for a critical understanding of the development of global competencies for critical consciousness. The paper uses a case study research design (Yin, 2008), which included data collected via artifact analysis, participant interviews and participant observation through field notes.
Findings
The study found how the study abroad and international teaching experiences were instrumental in aiding in the teacher candidates’ social and emotional learning. This included the adoption of culturally responsive teaching practices, development of reading the world and enactment of taking action to rewrite the world.
Research limitations/implications
One of the limitations is the relatively small sample size. This is due, in part, to the high cost associated with study abroad. The high cost of study abroad can be a barrier for students to access the cross-cultural experiences afforded by study abroad. The hefty price tag of study abroad often limits the number of teacher candidates at public institutions who can go on study abroad (Malewski and Phillion, 2009). A future research agenda is needed about ways to help off-set the costs in order to make study abroad more affordable and equitable.
Practical implications
The practical implications of this paper are that it provides an instructive lens for how to integrate social and emotional learning within a study abroad experience. At the same time, the paper connects socio-emotional learning (SEL) with the development of global competencies and global citizenship.
Social implications
The social implications relate to the practical implications in that the paper illustrates how SEL is connected to the development of global citizenship development. The study weds the critical cosmopolitan framework with SEL to show how learners develop empathy through reading and rewriting the world.
Originality/value
The case study presented in this paper highlights the possibilities of study abroad in tandem with international teaching experiences to help prepare teachers with SEL features like fostering empathy, developing culturally responsive practices, and becoming critically conscious and cosmopolitan. The study fills a gap in the literature regarding the development of SEL among elementary education teacher candidates through study abroad and international teaching experiences.
Identified components of existing residency teaching programs are as follows: (1) structured seminars, (2) practical teaching experiences, (3) teaching portfolio development, and (4) teaching ...mentorship. The purpose of this evaluation was to determine whether these components contribute to the development of residentsʼ self-perceived comfort and confidence in teaching. A survey was designed to determine the extent to which the four components are integrated into teaching programs and their relationship to a residentʼs self-perceived comfort and confidence in his or her teaching abilities. An electronic survey link was e-mailed to the directors of all American Society of Health-System Pharmacists (ASHP)-accredited Pharmacy Practice residencies (n = 546) requesting the survey be forwarded to the 2009–2010 residents. The four components were assessed for the likelihood of an association with the residentsʼ perception of their confidence for teaching skills using a univariate logistic regression analysis. Structured seminar participants reported comfort and confidence in developing objectives, assessing learning, managing classroom environs, and developing portfolios. Participants with practical teaching experiences reported confidence in presenting lectures. Those who precepted reported confidence in implementing active learning strategies, assessing learning, precepting APPE students, and providing feedback to students. Residents who maintained portfolios reported comfort and confidence in portfolio development and writing teaching philosophies. Mentored residents reported comfort and confidence in managing classroom environments. Structured seminars and practical experiences had the greatest influence on enhancing residentsʼ comfort and confidence in teaching experiences. These components should be carefully considered as essentials when developing residency teaching programs.
Resumen El objetivo del trabajo es presentar una experiencia docente por medio de la cual se generaron acciones para propiciar el pensamiento interdisciplinar entre las matemáticas y las ciencias de ...la información. La metodología utilizada se basó en el diseño de estrategias apoyadas en la lectura de dos textos, utilizando como técnica la sistematización didáctica, sustentada en una matriz interdiscursiva como instrumento de registro y análisis de información, en la que se evidenciaron relaciones y significados entre textos. Los resultados revelan la activación de mecanismos para la apropiación compleja e interdisciplinaria del conocimiento y también la concepción de la lectura como herramienta para dominar procesos intelectivos desde un enfoque dinámico. Como conclusión se señala que los ejercicios intertextuales movilizan diversos tipos de saberes para interactuar en los entornos globales de la actualidad.
This article discusses the reasons and teaching objectives of an array of new undergraduate courses on public administration and public policy management which have emerged recently in Brazil. While ...in 2001 there were only two undergraduate courses teaching formal public administration in the country, by 2015, they had risen to 40, and also included more diverse but related courses, such as public policy management, public management, public policy, and other similar ones. If one adds to this figure, distance education, and technological undergraduate courses, the total courses in these areas in Brazil amount to approximately 130 and an estimate of 25,600 students’ enrolments. All these courses are understood as belonging to the same field of knowledge, a statement made public by a national movement of professors, course coordinators, and students that stated the specificities and identity of this field of knowledge. This group became known as “The Public Field” movement, declaring the need for training students and future practitioners or academics within courses that are concerned with the public interest and democratic, and ethical governments. The discussion in the article focuses on two main aspects. First, the institutional and political reasons that opened a “window of opportunity” for these courses to emerge in Brazil. Second, the pedagogical objectives of these courses are discussed, and two experiences of innovative teaching in two Brazilian universities are presented as an example of the training objectives these courses are trying to achieve.
본 연구의 목적은 학문화 관점을 통해 1970년부터 현재까지 영국과 한국의 체육교육과 강좌의 변화과정을 비교분석하여 최근 활발히 진행 중인 한국 체육교사교육과정 개편에 시사점을 탐색하는데 있다. 이를 위해 교육과정 문서 자료를 수집하고 교수, 교사 그리고 학생과 인터뷰를 진행하였다. 수집된 자료는 Kirk et al.(1997)의 분석틀을 바탕으로 문서 ...분석(documentary methods)과 근거 이론(grounded theory)으로 분석하였다. 이에 따라 나타난 결과는 첫째, 영국과 한국 모두 교육과정의 시수는 감소하고 있다. 둘째, 영국의 경우 1970년대 교육과정 학문화의 필요성으로 인해 스포츠내용학 강좌의 비중이 증가했지만 이 후 학교 현장 적용의 한계로 인해 그 시수는 크게 감소한 반면, 1980년대 이를 극복하기 위해 스포츠교육학 강좌가 적극 도입되어 현재 가장 높은 시수를 확보하고 있다. 한국의 경우 여전히 스포츠내용학의 비중은 높게 유지되고 있지만 교사교육 강화의 일환으로 최근 스포츠교육학 강좌가 증가하였다. 셋째, 영국의 경우 현장 교육 강화를 위해 교생실습 기간이 15주에서 32주로 점진적으로 증가하였으나 한국의 경우 여전히 4주로 유지되고 있다. 마지막으로, 영국 일반 교육학 강좌는 1990년대 초반 폐지되었고, 한국의 경우 그 비율이 점차 감소하였으나 최근 급격하게 증가했다. 이를 바탕으로 한국의 체육교육과는 스포츠내용학 강좌의 구조, 내용에 대한 논의가 필요하고 스포츠교육학의 늘어난 강좌 수에 따른 결과를 보여주어야 한다. 이를 위해 본 연구에서는 체육교육과 내 전공 진입제도를 제안한다.
The aim of this study is to examine the directions of Physical Education Teacher Education (PETE) programs in Korea through the historical changes of each one PETE institute in England and Korea from the 1970s to 2010s based on academicisation. Document analysis and grounded theory were used to analyse historical sources and interviews. I identify four findings. First, the amounts of hours in curricula in both PETE courses have been reduced. Second, discipline knowledge in England was a first priority in the 1970s but has urgently reduced since the 1980s because of the growth and adoption of sport pedagogy. In Korea, discipline knowledge has still kept as a first priority for 40 years. However, professional knowledge in Korea has increased to enhance PETE since the middle of 2000s. Third, teaching experiences in England has increased by nearly double from 15 weeks to 32 weeks. In Korea, student have, and continue to participate in only four weeks of teaching experience. Fourth, education studies in England abolished in the 1990s. In Korea, they urgently increased in 2009. I conclude by confirming the need to study a structure and content of units of discipline knowledge and professional knowledge. I propose a system for selection of majors in the Department of Physical Education.
Desarrollado en un campus regional de una universidad, ubicada a 200 millas al sur de Santiago de Chile, el estudio se enfoca en la visión inicial de su trabajo docente en educación media, que ...comienzan a construir desde el aula 50 estudiantes de las carreras de Pedagogía en Lengua Castellana; Historia; y Matemáticas. El enfoque cualitativo adoptado se apoya en la teoría fundamentada. Y la estrategia utilizada fue el incidente crítico, para recoger la información proporcionada, luego de su primer período de práctica como docentes en distintos liceos. Los resultados evidencian las funciones de la evaluación como especialmente destacadas para el mejoramiento de sus actividades docentes, centradas en el proceso de aprendizaje de su estudiantado. Sin embargo, la universidad debería enfatizar, además, la presentación de desafíos vinculados con la realidad, para poner en contexto capacidades, procedimientos y esquemas establecidos teóricamente, que en su trabajo profesional enfrentarán.
The crisis which we live, has prompted an explosion of citizen participation in the collective space. This requires a positive reaction by the educational community and involves a new strategy for ...social change from the class group, from exploratory and research methodologies that require the dynamic action of individuals. This work is also the main motivations and interests of the students of Higher Level Training Course in Social Integration with the intention of describing a profile and to him the contributions made by the educational relationship. These studies are unknown to most but between their curricular objectives, aims to develop the autonomy of people with a clear allusion to the dynamism in the local space (Arriaga, 2007). We encourage this methodology supported proposals Navarro and Puig (2010), in this respect by stating that the effectiveness of the curriculum are linked to the charisma and affection with which the educator connect achieve the group classroom learning are more effective when the commitment and involvement of teachers are associated with the objectives of the curriculum, since the proximity in the same plane enables the detection of risks, promotes interaction and potentially a key positive development climate projective transform reality and social from the classroom.
La complejidad generada por la crisis coyuntural que actualmente vivimos, ha motivado una eclosión de la participación ciudadana en el espacio colectivo. Ello exige una reacción positiva por parte de la comunidad educativa e implica una nueva estrategia para el cambio social desde el grupo clase, a partir de metodologías exploratorias como la investigación acción que exijan el dinamismo de los individuos. El presente estudio, además nos muestra las principales motivaciones de los estudiantes de formación profesional superior en Integración Social, acercándonos a su perfil descriptivo. Estos estudios aunque desconocidos para la mayoría, contemplan entre sus bases curriculares, favorecer el desarrollo autónomo de las personas con una clara alusión a la dinamización del espacio local (Arriaga, 2007). Impulsamos el presente trabajo apoyados en las propuestas de Navarro y Puig (2010) respecto la relación educativa, al señalar ésta como una herramienta capaz de vincular los contenidos curriculares a la esfera afectiva entre docentes y estudiantes, generando además un compromiso que favorece la interacción, posibilita la detección de problemáticas y el desarrollo de climas positivos en la realidad social, desde la experiencia del grupo aula.
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