ethanporcaro/eric-fulltext-meta huggingface dataset:
Preparing Globally Competent Teachers to Address P-12 Students&apos; Needs: One University&apos;s Story
Author: Brennan, Sharon
Date: 2019-00-00
Type: Journal Articles
Subjects: Elementary School Students,Secondary School Students,Preschool Children,Teacher Education Programs,Study Abroad,Student Teaching,Cultural Awareness,Student Needs,Student Diversity,Teacher Competencies,Standards,Program Effectiveness,Foreign Countries

In this article, two teacher educators share the evolution of an Overseas Student Teaching (OST) program embedded in the University of Kentucky's Educator Preparation Program (EPP). The goal of this initiative is to help candidates who participate in this program develop skills associated with global competence so they can better address the needs of P-12 students from a wide range of diverse backgrounds when they enter the profession. We begin with a rationale explaining the importance of global competence for teachers as seen through a policy and theoretical lens. We also identify possible obstacles involved in initiatives such as ours and offer suggestions about how to overcome them. Then, we describe the curriculum OST participants follow including key assignments and tools used to guide and assess their progress. We conclude with expansion plans designed to help more teacher candidates in our EPP become globally competent teachers whether or not they participate in the overseas initiative.
What Is It All for?: The Intentions and Priorities for Study Abroad in Canadian Teacher Education
Author: Ingersoll, Marcea
Date: 2019-00-00
Type: Journal Articles
Subjects: Study Abroad,Teacher Education Programs,Preservice Teachers,Individual Development,21st Century Skills,Student Mobility,Educational Experience,Citizenship,Global Approach,Employment Potential,Professional Development,Cultural Awareness,Cultural Differences,Outcomes of Education,Foreign Countries,Intention,Educational Objectives,Practicums,Program Descriptions

Within the research literature and in public discourse on higher education, attention has focused on the need for new graduates to develop 21st century skills for success in an increasingly globalized world. Calls for institutions of higher education to support student mobility abound, with intentions that some have categorized as neoliberal and others ascribe to notions of global citizenship. In this paper, we bring together literature from the fields of internationalization, teacher education, and study abroad to provide a conceptual framing and response to an inquiry into the following research question: In what ways does a study abroad experience support the development of preservice teachers? Through a multi-phase, multiple-perspective case study approach, we draw on qualitative interview data to illuminate how faculties of education and their students conceptualize the role of study abroad in the development of preservice teachers. The intentions for these programs cluster under four themes: global citizenship, personal growth, professional development, and employability. The concept of structured encounters with difference emerges out of these themes as a conceptual frame for future study abroad initiatives.
Nations within a Nation: Cross-Cultural Field Insights in an Anishinaabe Context
Author: Heimer, Lucinda G.
Date: 2019-00-00
Type: Journal Articles
Subjects: Case Studies,Undergraduate Students,Preservice Teachers,Early Childhood Education,Tribal Sovereignty,Cultural Influences,Field Experience Programs,American Indians,American Indian Culture,Mentors,College Faculty,Researchers,Cross Cultural Studies,Cultural Awareness,Educational Experience,Metacognition,American Indian Education,Culturally Relevant Education,Teaching Methods,Curriculum Development,Teacher Student Relationship,Parent Teacher Cooperation,Trauma,Reflective Teaching,Ethnography,Student Attitudes

This case study of undergraduate early childhood education pre-service teachers in an international field experience examines living, working, and studying in a sovereign nation while still &quot;at home&quot; within the United States. In our various roles (researcher, pre-service teacher, faculty mentor), we explored the impact of colonization as we lived and worked with people who are Anishinaabe. We viewed the larger issues that tribal sovereignty brings to education in terms of federal and state standards. Our research focuses on the impact of this cross-cultural field experience on the pre-service teachers' understanding of self as related to cross-cultural teaching. We employed a reflective multilayered process before, during, and following the field experience, and used qualitative emergent coding methods. Pre-service teachers developed an awareness of their individual comfort zones, recognized the power in strengths-based versus deficit-based approaches, and gained clarity on the cultural role of education and the role of culture in education. With this new knowledge, teachers may be better able to create culturally relevant curriculum and pedagogies in ways that allow for more meaningful connections with students and their families.
Students&apos; Redesign of Mandatory Assignments in Teacher Education
Author: Drange, Eli-Marie D.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Assignments,Instructional Design,Preservice Teacher Education,Teacher Educators,Preservice Teachers,Student Reaction,Public Speaking,Writing Assignments,Norwegian,English (Second Language),Social Sciences,Natural Sciences

This article explores specific aspects of literacy practices in teacher education in Norway, building upon data collected within the research project &quot;Digital literacy and use of learning resources in teacher education in Norway&quot; (DigiGLU). Our main aim is to explore how teachers in different subject courses in teacher education (TE) design mandatory assignments, and how students respond to these designs. After the extensive TE-reform in 2010, in revised plans and documents guiding professional training, mandatory assignments (both form and content) were considered more important for the students' learning process. In our investigation, the concepts of design for learning and design in learning, as described by Selander and Kress (2010), are considered fruitful as theoretical perspectives. The analysis focuses on oral presentations and traditional academic texts in four different TE-subjects. Our main finding, across subjects, is that there seem to be mismatches between the intentions behind the designs on the part of the assignment designers and the actual interpretation: hence the redesigned result by the receiver of the design. The article concludes with some reflections on why these mismatches occur, and what the implications might be for the students' academic development and the possible transfer of certain literacy practices to their occupational lives.
Articles on Biotechnology Teaching: Thematic Content Analysis Study
Author: Toman, Ufuk
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Biotechnology,Science Education,Science Instruction,Educational Research,Journal Articles,Periodicals,Content Analysis,Academic Achievement,Educational Trends,Trend Analysis,Research Methodology,Research Problems,Qualitative Research,Data Collection,Data Analysis,Sampling

This thematic content analysis done about teaching biotechnology which is researched in Turkey is conducted with 64 articles, from a total of 45 magazines published in Turkey from 2003 to 2018. An analysis of the research trends of Turkish researchers based on teaching biotechnology. In this research, it has been tried to guide the researchers by determining the trends in the field and research methods frequently used(changes according to publication years and languages, what kind of research problems on qualitative research subjects are emphasised, what research methods are used, data collection tools, sample or working group, data analysis methods). In studies conducted to investigate the biotechnology education in Turkey, it shows that there is not adequate studies to address the issue of biotechnology education. Biotechnology and its sub-rules, cloning, genetically modified organisms, biotechnological vaccines, genetic engineering and microbiology may require more space in curricula at early learning levels.
Flipped Classroom Approach in EFL Context: Some Associated Factors
Author: Yavuz, Fatih
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Blended Learning,Student Centered Learning,Teaching Methods,Learning Processes,Teacher Student Relationship,Critical Thinking,Thinking Skills,Educational Benefits

Foreign language teaching is one field that is changing and being updated to meet the needs of learners and recent advances lead to consider new perspectives, directions and approaches. As an example of blended learning, flipped classrooms have gained prominence in recent years owing to the interest in crucial impacts of online and learner-centred learning on foreign language learning process. Traditional teaching process is reversed which means that class time is dedicated to homework and activities whereas learners construct their own knowledge at home. In a flipped class, learners are encouraged to improve their critical thinking skills and evaluate their own learning since teachers take a role as a coach and mentor in this process. On the other hand, in a traditional class, the content of the lesson is delivered by the teachers directly and learners are passive receivers of the knowledge in the classroom.
What Are the Perceptions of the Students about Asynchronous Distance Learning and Blended Learning?
Author: Gunes, Sevim
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Freshmen,Student Attitudes,Asynchronous Communication,Distance Education,Blended Learning,Computer Mediated Communication,Second Language Learning,English (Second Language),Student Satisfaction,Preferences

This study aims to reveal the perceptions of the students about asynchronous distance learning (ADL) and blended learning (BL). Two groups of freshmen were included in the current study; the first group was taught English through ADL and the second group was taught English through BL which refers to the combination of face-to-face instruction and ADL process in the current study. In order to collect data, seven students were chosen from the ADL group and six students were chosen from the BL group. Semi-structured interviews were carried out with 13 students one by one. The results showed that the students in the ADL group were not pleased with being taught at a distance. On the other hand, the BL process was favoured by all of the BL students included in the interviews.
Acoustic Labyrinth: Validation of a Game-Based Heart Auscultation Educational Tool
Author: Coskun, Zeynep Nesrin
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Educational Games,Game Based Learning,Educational Technology,Technology Uses in Education,Medical Students,Medical Education,Acoustics,Human Body,Physiology,Skill Development,Program Effectiveness,Identification,Foreign Countries

The aim of the study was to validate a prototype of a game-based educational tool for improving auscultation skills. The tool was presented to 12 medical school students studying at a foundation university. The data collection tools of the study were: Cardiac sound identification form, educational tool evaluation form and auscultation survey form. Key findings of the study were: (1) Each medical student increased their identification skills and retention was possible; (2) The most incorrectly identified heart sound was the most correctly identified heart sound after using the tool; (3) Medical students sided with the tool for it is flexible, quicker method of learning and getting feedback, can be used anytime, anywhere without interruption of daily life; (4) Since students felt skillful and epic, in real-World tackling problems, on the mission; saving lives, and competitive, they repeated the content otherwise they would not; (5) The tool created a hype and motivation for further learning; and (6) Tool was effective on the users with possible restricted acoustic capability which could imply findings might also be used for improving listening skills and musical ear.
The Influence of Online Mathematics Learning on Prospective Teachers Mathematics Achievement: The Role of Independent and Collaborative Learning
Author: Tezer, Murat
Date: 2019-00-00
Type: Journal Articles
Subjects: Online Courses,Mathematics Instruction,Preservice Teachers,Mathematics Achievement,Cooperative Learning,Independent Study,Preservice Teacher Education,Foreign Countries,Integrated Learning Systems

The aim of this study is to influence of online mathematics learning on prospective teachers mathematics achievement based on the role of independent and collaborative learning. An experimental design model with pre-test and post-test control group was used in the study. The working group constitutes a total of 60 prospective teachers in the first and second years of education in the Department of Elementary Teaching and Preschool Teaching of a private university in 2016-2017 academic year in Northern Cyprus. As a means of data collection, mathematics achievement test consisting of 30 questions was administered as pre-test, and after the study, the same success test was administered as a post-test. As a result of the findings, it has been determined that the prospective teachers have a significant increase in their successes due to the teaching practices in online learning environments.
Science Students&apos; Conceptions of Factors That Will Differentiate Them in the Graduate Employment Market
Author: Jorre de St Jorre, Trina
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Attitudes,Science Education,Employment Potential,Curriculum Design,Employment Opportunities,Job Skills,Career Development,Work Experience Programs,Science Careers,Academic Degrees,Employment Experience,Social Networks,Extracurricular Activities,Transfer of Training,Specialization,Academic Achievement,Student Characteristics

To gain employment and a fulfilling career, students need to understand the skills and knowledge that are important and how to articulate and evidence their employability. This paper reports on research investigating science students' priorities related to immediate employment versus long-term employability and the factors that students perceive as important to these. Interviews with 138 science students from four Australian universities revealed that they were most focused on immediate employment. Students were keen to participate in opportunities to 'value add' to their degree, especially those that might help them to gain relevant work experience and professional networks. However, students' understanding of the relative importance of experiences and skills that would enhance their employability was variable, as was their understanding of the career pathways that they might pursue. The data analysis highlights the importance of explicitly designing curriculum to help students understand the career opportunities available; the skills and abilities needed for diverse careers; and the experiences through which they might develop and evidence these. Furthermore, to engage students, we need to help them to address their greatest and most immediate concerns about gaining employment at graduation, while also setting them up for successful and fulfilling careers.
Research into the Diversification of University Careers in Learning and Teaching and Intentionally Closing-the-Loop on Graduate Employability
Author: Arvanitakis, James
Date: 2019-00-00
Type: Journal Articles
Subjects: Higher Education,College Graduates,Job Skills,Employment Qualifications,College Role,Employees,School Personnel,Job Satisfaction,Employee Attitudes,Professional Personnel,College Faculty,Foreign Countries,Role

Universities are both a source of employable graduates and careers. This paper examines universities as developers and employers of their own graduates from the perspective of employees and recruited positions. Research questions were: what do learning and teaching careers look like at universities, and what are the occupational patterns, satisfactions and concerns of the staff in those careers? An autoethnographic account of employees' career journeys (all of whom were employed in learning and teaching or closely related areas) from five different universities were shared, compared and contrasted. Two of these universities are profiled as having a large proportion of students from target equity groups and therefore have intentionally recruited learning and teaching staff to widen student participation. A desktop review of six months of university employment vacancies from these two universities was conducted. A consistent theme across the autoethnographic stories was a feeling of being an outsider. The authors' hypothesis is that this is related to haphazard preparation for learning and teaching positions. Of the 322 university vacancies, 84% were for professional staff, 23% of which were in learning and teaching, with the most prevalent role being Coordinator. Fourteen per cent were for academic staff, 64% of which involved learning and teaching, and the most prevalent title was Lecturer/Senior Lecturer. Key takeaways include recommendations for universities to intentionally enhance the employability of graduates who pursue learning and teaching positions within universities, and for prospective university learning and teaching staff to enhance their employability.
Overt and Covert: Strategies for Building Employability Skills of Vocational Education Graduates
Author: Fraser, Cath Jane
Date: 2019-00-00
Type: Journal Articles
Subjects: Vocational Education,Employment Potential,Thinking Skills,Resilience (Psychology),Teamwork,Innovation,Positive Attitudes,Cultural Awareness,Entrepreneurship,Job Skills,Teaching Methods,Education Work Relationship,Foreign Countries,Institutional Cooperation,Self Management,Communication Skills,Higher Education

Knowing how well higher education providers prepare learners for the working world is becoming increasingly important at all programme levels, and this is nowhere more apparent than with vocational education training. Ensuring our learners can hit the ground running and become immediately productive is essential for the relevance, and probably the survival, of New Zealand's Institutes of Technology and Polytechnics (ITPs). Yet while there is much commentary about the challenges of transitions from tertiary study into employment and the 'employability skills gap', there is all too little given to how this is being addressed in teaching. This paper describes the work of an inter-institutional research collaboration into current approaches being used to embed skills that enhance employability. Drawing on a number of frameworks and models, the research team selected ten core attributes: &quot;positive attitude,&quot; &quot;communication,&quot; &quot;teamwork,&quot; &quot;self-management,&quot; &quot;willingness to learn,&quot; &quot;thinking skills,&quot; &quot;resilience,&quot; &quot;innovation,&quot; &quot;entrepreneurship&quot; and &quot;cultural competence.&quot; The team then identified a range of strategies being used by highly commended teachers to enhance the ten employability skills: firstly, by observing classroom and online practices of 23 selected teachers from participating organisations; and secondly through follow-up interviews with the same teachers. The key takeaway of this research is raised awareness and intentionality of the overt and covert approaches vocational educators are using to enhance the employability of their students.
Integrating Career Development Learning into the Curriculum: Collaboration with the Careers Service for Employability
Author: Bridgstock, Ruth
Date: 2019-00-00
Type: Journal Articles
Subjects: Career Development,Curriculum Enrichment,Employment Potential,Educational Cooperation,Universities,Foreign Countries,College Faculty,Career Counseling,Strategic Planning,College Students

Career development learning has a demonstrable positive impact on the graduate employability of higher education learners. This is particularly the case if it is integrated into the curriculum rather than experienced as an add-on or included in finite curriculum elements. However, integration of career development learning into curriculum is a significant and challenging undertaking in course design, and also in facilitation of learning experiences. Academics manage crowded curricula in their disciplinary areas, and many also have external course accreditation requirements to deal with that may not include career development elements. In many institutions there is mixed understanding of what career development learning entails, no clear top-level strategic support, and unprecedented numbers of enrolled students across digital and on-campus provision. This article explores challenges and opportunities in integrating career development learning into curriculum in higher education, and identifies effective strategies for doing so at institutional, school, and program levels. It draws upon case studies comprising more than 30 interviews across nine universities in Australia and internationally, exploring how cross-disciplinary collaboration between career development practitioners, learning and curriculum designers, and academic units can be effective in enacting curricular career development learning at scale. The article suggests strategies for institutional leaders, academics, and careers practitioners in higher education insitutions at different stages in the curricular career development learning journey.
Evaluating Quality in Professional Experience Partnerships for Graduate Teacher Employability
Author: Walker, Rebecca
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teacher Education,Preservice Teachers,Employment Potential,Partnerships in Education,College School Cooperation,Career Readiness,Schools of Education,Internship Programs,Outcomes of Education

Over recent years, much has been said about the quality of Australian initial teacher education. Concerns about the preparation of pre-service teachers and the capacity of graduates to meet the demands of the classroom have re-emphasised professional experience as a fundamental component of high-quality teacher preparation. Simultaneously, this focus on professional experience has emphasised the importance of partnerships. Through policy, the formalisation of partnerships between initial teacher education providers and early learning centres and schools has been linked to quality assurance and auditing cycles which report on the ways that providers prepare graduates for teaching. The employability of suitably-prepared graduates and their early career traction are of particular interest to policy makers, regulators and teacher educators alike. As a result, establishing an evidence base for quality in professional experience partnerships is paramount. This paper reports on the evolution of a strategic partnerships model between one provider and its growing network of partner schools. This model has been developed through a comprehensive evaluation process, examining the nature of formal partnerships and the outcomes associated with them. Data presented here highlights outcomes identified by stakeholders as influential and enacted through formal partnerships. Analysis of data also emphasises ongoing priorities for partnership development, implementation and evaluation, collectively understood to be closely connected to graduate employability.