The intention of the analysis in this paper was to determine, from interviews with 11 early years' teachers, what informed their knowledge of children's learning and teaching strategies regarding ...moral development. Overall, the analysis revealed four main categories: definitions of moral behaviour, understanding of children's learning, pedagogy for moral learning, and the source of knowledge for moral pedagogy. Children's learning was attributed by five of the teachers to incidental/contextual issues. Nine of the teachers reported using pedagogies that involved discussion of issues, in various contexts, as a way of teaching about social and moral issues. The majority of the teachers (n = 7) described the source of their knowledge of pedagogy as practical/observed as opposed to being theoretically informed. There was no clear relationship between teachers' definitions, understanding of children's learning, pedagogy or source of knowledge. These results suggests a strong need for the teaching of moral development to be given more prominence and addressed directly in in-service courses so that teachers are clear about their intentions and the most effective ways of achieving them.
In the study that aimed at evaluation of Teaching Visual Art course which takes place in undergraduate programs of Primary School Teaching Department in terms of Postmodern Art Education approach; ...and in this respect rearrangement of the course content and discovery of appropriate teaching methods, 14 weeks lesson plans were prepared according to postmodern art education approach. While these 14 weeks lesson plans were implemented on the experimental group, the course content that was determined in the framework of primary school teaching department undergraduate program teaching visual arts proficiency and already implemented beforehand was implemented on the control group. During the implementation process, developed evaluation instrument (pretest and posttest) was implemented on the experimental and control groups. Besides, in order to discover the appropriate teaching methods in the framework of 14 weeks lesson plans, each lesson was recorded on video and the records were analyzed after decoding.
This book provides teachers with practical ways of constructing lessons that will engage students and help them develop personal responsibility for their own learning.
Using marriage as a metaphor, this lighthearted, highly practical, and teacher-friendly resource helps general education teachers and special service providers successfully set up, conduct, and ...maintain co-teaching partnerships.
Education brings together recent research findings in childrens psychopathology with practical implications in educational settings. The text provides the latest user-friendly volume facts from ...neurosciences, psychology, special education, classroom management, child development, cross cultural research and can be used to guide educational professionals in typical or mainstreaming primary settings. The book presents in-depth background information and strategies to help pre-service and practicing teachers to understand, prevent and address the emotional, behavioral, and social problems found so often in todays schools. Techniques to understand and cope with anger, anxiety, attention or memory problems, problems in social interaction and school bulling and victimization, and ideas about practical implications and adaptations to the school environment are provided in a way easy to read and follow. If you are an educator of behaviorally challenging students in school settings or you are working with challenging children in another context, such as after-school or recreation program or a social services agency, you will find this book a comprehensive and indispensable resource.
The article elaborates and discusses the relation between professional college programmes in social work, nursing and primary school teaching and professional work in institutions, hospitals and ...schools. Empirical data from bachelor students in the beginning (first year) and the end (third year) of their programmes and from candidates three years after finishing college are analysed. Data from the three different professions are compared. The discussion focuses on why academic knowledge is valued relatively low in some of the professions and why it seems to be a gap between what competence professional workers need in their practice and what they have acquired in their college education.
This book identifies three stages of successful collaboration and provide research-based instructional techniques, case studies, sample activities for lesson plans, and additional resources for ...inclusive classrooms.
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