Conceptualization of the term “attention” and understanding of underlying processes or states in psychological or lay terminology tends to be very diverse. This means that attention as a ...pre-condition for successful and effective learning could be differently perceived by teachers and differently by pupils. In the present paper we focus on differences in ways of capturing attention preferred by teachers and pupils.
Emotions and cognition have long been treated as separate processes in
psychology. Emotions were considered a distractor of rational processes, and
it was endeavoured, especially at school, to reduce ...the influence of emotions
to the lowest level possible. However, the contemporary research in the field
of neurobiology and psychology states the complete opposite - that emotions
and cognition are inextricably bound. Every kind of learning has an emotional
grounding, while the emotional processes are necessary in order to utilise
any kind of knowledge in everyday life. The first part of the current paper
provides an overview of the studies dealing with the influence of emotions on
the learning process, perception, attention, memory, critical thinking and
motivation. In the second part of the paper, we speak about emotions in the
educational context, and in the third about the implications of the studies
dealing with emotions for education. The new insights into the relation
between the emotional and cognitive processes inevitably have a bearing on
the process of teaching and learning, as well as on teacher education. It is
necessary to raise teachers? awareness of the importance of emotions in
education and the consequent professional commitments and tasks as early as
in the stage of pre-service education.
Purpose: English as Foreign Language (EFL) teachers tend to demonstrate low literacy levels in instructional materials and feel unprepared to use materials effectively. To better prepare pre-service ...EFL teachers for real classrooms that they will teach upon graduation, current K-12 teachers can provide significant insights into the needed competences of prospective teachers. With this purpose, the study aimed to investigate the competences in utilizing instructional materials needed by EFL teachers to become effective teachers to teach at the context of K-12 public schools. Research Method: The study used qualitative research methods. Data were collected through semi-structured interviews from 19 veteran EFL teachers teaching at K-12 public schools in Ankara. In order to gain a wide range of teacher perspectives on the knowledge and skill requirements for instructional materials, a maximum variation sampling technique was used. Data were subjected to content analysis. Findings: The results suggested that pre-service EFL teachers need to be competent in using a wide range of instructional materials (i.e., printed, visual, authentic, technological, web-based and self-produced) and material related areas (i.e., adaptation, selection, use and design) to use materials for different purposes (i.e., motivational, instructional, classroom management, for general or overall improvement of students and learnability) under some challenging conditions that may affect their utilization of instructional materials. Implications for Research and Practice: In case that the expected competences are adequately addressed at teacher-education programs, the disconnection between the universities and school environment could be solved and pre-service EFL teachers would feel ready and competent to teach upon graduation from teacher education programs.
INTRODUCCIÓN. En un contexto de marcada heterogeneidad en la formación recibida para impartir AICLE, este artículo presenta el proceso de diseño y validación de un instrumento de medida del nivel de ...integración de los principios metodológicos AICLE en los estilos de programación de docentes habilitados/acreditados de centros bilingües. MÉTODO. El objetivo es validar una herramienta que sirva para medir la competencia docente para programar AICLE y diagnosticar las áreas que requieren formación. Para ello ha sido necesario definir el constructo “programación AICLE” a partir de un modelo de programación que integra los principios fundamentales del enfoque. Este constructo ha servido para diseñar la estructura inicial del cuestionario. Esta primera versión fue sometida a una validación de expertos, que ha permitido reducir el número de ítems y mejorar su claridad, precisión y relevancia. El cuestionario resultante ha sido aplicado a una muestra aleatoria estratificada de 383 docentes, de 47 centros bilingües de primaria y secundaria, distribuidos en las cinco direcciones de área territorial de la Comunidad de Madrid. RESULTADOS. Los análisis realizados han demostrado que el cuestionario es una herramienta fiable y válida para recoger información sobre el constructo que mide y han permitido diseñar una versión final del cuestionario denominado CIPMA (Cuestionario de Integración de los Principios Metodológicos AICLE). DISCUSIÓN. Todo ello permite concluir que el CIPMA es un cuestionario validado y listo para ser aplicado en otros contextos, con otras muestras, para medir la competencia de los docentes habilitados para programar AICLE y diagnosticar sus necesidades reales de formación. Esta estrategia de medición de la competencia y el diagnóstico de necesidades de formación concretas puede contribuir a lograr una mayor homogeneización de la competencia docente para programar lecciones de AICLE en los centros bilingües.
The interest in research on collaboration with parents is becoming more apparent as family engagement changes. Such engagement is conditioned by the family's interest in changing its position in ...general and in becoming involved in the curriculum of the educational institution. The questionnaire was constructed and carried out in order to evaluate teachers' attitudes regarding collaboration with parents. Exploratory factor analysis was employed on a sample of 545 school and preschool teachers. Factor structure was established using principal component analysis, and a three-factor solution was obtained, explaining 42% of the variance, cumulatively. The extracted components supported previous theoretical underpinnings about three dimensions-parental involvement in education, teacher competences for working with parents and expectations from collaboration-which may shed light on the teacher-parent partnership. The Cronbach's alphas for those dimensions were .833, .854 and .633, respectively. In the second part of the study, a confirmatory factor analysis, using a new sample (N = 268), was administered on the three-factor model of the data. With the exception of significant X2's (371.41; p < .01), all other indices of fit of the respecified model indicated a close fit of the data to the model, which was demonstrated by the indices of x2/df = 1.89, while the RMSEA with a 90% confidence interval was 0.057 CI 0.048 - 0.066, the NNFI reached a value of 0.94 and the CFI was 0.95. The results provide guidelines for improving initial teacher education and point to the knowledge and skills needed for empowering preschool and primary school teachers in their collaboration with parents.
This article aims to illuminate the structure of initial language teacher education in 25 European countries and to identify similarities and differences between different countries on issues ...concerning the content and structure of teacher training programmes in order for somebody to be qualified to work as a French language teacher in secondary education. The article provides a comparative analysis of academic curricula for the initial training of teachers of French in countries members of the European Centre for Modern Languages. The document of the European Commission European Profile for Language Teacher Education-a Frame of Reference (2004), which identifies 40 items as important items in foreign language teacher education, is a point of reference for conducting the survey. The primary aim of the survey is the formulation of conclusions for the academic curricula addressed to student teachers of French language, with respect to the structure, knowledge, strategies and values that the European academic curricula for initial language teacher education give emphasis on. It identifies best practices and recommends ways of improving the existing academic curricula for enhancing cooperation of all those involved in language teacher education policy.
A relevant field of research in teacher’s professional competence assessment is taking the factor of motivation into account, as this enables teachers to differentiate between, i. e. to be aware of ...the significance of the individual professional competences and their development through their assessment. This research supports the understanding of how important motivation is in the process of the (continual) development of a teacher’s professional competence, taking his/her perception of the importance of competences in the educational process into account. The emphasis of the current research lays on the perception of the assessment by the selected number of primary and secondary school teachers. The following is the range of teacher's motivation perception: 1) motivating, 2) discouraging, 3) unnecessary, and 4) unfair in the process of life-long development of their professional competences. The research aim is to find out the differences in the individual motivational degrees in mutual assessment (motivating, discouraging, unnecessary, unfair, and other) relating to professional competences and find out the differences between the perception of the importance of the respective professional competences in the motivational category. Seven hundred thirty respondents - primary and secondary school teachers from Slovakia – participated in the research. The results showed the difference between the perception of the importance of professional competences among teachers who consider assessment to be motivating, discouraging, unnecessary, or unfair concept. Motivation towards assessment supports student-oriented competences, educational process and self-development of the teacher.
INTRODUCCIÓN. Esta investigación tiene como objetivo evaluar las competencias instrumentales e interpersonales del profesorado generalista de educación primaria con el fin de identificar necesidades ...formativas. MÉTODO. La metodología empleada en este estudio es de carácter cuantitativo, con diseño no experimental y enmarcado dentro de los estudios ex-post-facto. El instrumento utilizado es un cuestionario elaborado ad hoc que analiza la percepción del alumnado de 5º y 6º de primaria (N = 253) de la Comunidad de Madrid sobre las competencias instrumentales e interpersonales de sus profesores (N = 14). RESULTADOS. Los resultados de los estudios descriptivos y diferenciales muestran fortalezas en el profesorado en el dominio de la materia, en la claridad de sus explicaciones, justicia en las correcciones y en la preocupación por transmitir ánimo a sus alumnos y espíritu de superación. El profesorado presenta debilidades, principalmente, en aspectos metodológicos y didácticos como el trabajo en grupo y por proyectos o el uso de recursos tecnológicos. El análisis clúster permitió la identificación de tres perfiles diferentes de docentes en la muestra de estudio. DISCUSIÓN. Los resultados muestran las fortalezas y las debilidades en distintos aspectos competenciales del profesorado que permiten establecer vías de actuación para la mejora de la formación docente en primaria. web URL: http://recyt.fecyt.es/index.php/BORDON/article/view/38844
Među dominantnim pojmovima (ne samo) u području učiteljske izobrazbe svakako je pojam kompetencije. Rad se bavi pitanjem jesu li današnji ustroji učiteljske izobrazbe usmjereni na stjecanje ...profesionalnih kompetencija novum u povijesti učiteljske izobrazbe ili su i njima okosnica klasične (sadržajne) sastavnice učiteljske izobrazbe kojima se, u duhu vremena, danas pristupa novom terminologijom. U članku se u tu svrhu analiziraju i uspoređuju aktualni standardi za učiteljsku izobrazbu u Njemačkoj kao i pristup učiteljskoj izobrazbi u početcima ustrojavanja profesionalne sveučilišne izobrazbe učitelja. Rezultati njihove analize i usporedbe pokazuju da su konstitutivne sastavnice današnjih kurikuluma učiteljske izobrazbe bile sadržajne sastavnice učiteljske izobrazbe već u povijesno prvom nacrtu sveučilišne, specifično učiteljske izobrazbe. Cilj joj je bio kao i danas kvalificirati učitelja za kompetentno obavljanje dužnosti svojstvenih učiteljskom pozivu, iako se pojmom kompetencije još nije operiralo.
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