Present and Future of Teacher Education Admission: Perspectives From Europe

Pipere, Anita; Kravale-Pauliņa, Mārīte; Oļehnoviča, Eridiana

doi:10.2478/jtes-2022-0011

Cited by 5 publications

(5 citation statements)

References 49 publications

(39 reference statements)

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“…It would be preferable also for helping students to establish a coherence between different school subjects (McClune, Alexander & Jarman, 2012) which a highly appreciated path to take for implementing the Vison II approach in teaching science in schools (Valladares, 2021). Here we can refer to recent studies conducted in Latvia that highlight the necessary changes for teacher educators and teacher education curriculum in Latvia (Pipere et al, 2022;Odina, Mikelsone & Grigule, 2021), e.g., to include in all subject teaching more topics related to scientific literacy such as research ethics, presentation of scientific results, and others (Davidova & Zariņa, 2021;Jurgena, Cēdere & Keviša, 2015).…”

Section: Discussionmentioning

confidence: 99%

To Be or Not to Be a Great Educator

2023

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The COVID-19 pandemic has brought teachers professional and personal challenges, creating particularly stressful crisis-like conditions for their learning and development. The aim of this qualitative study is to conceptualise teachers' learning experiences that have accompanied the transformations of their professional activity during the COVID-19 pandemic. Narrative interviews of teachers were conducted in Latvia in the spring/summer of 2022. They were coded and analysed according to thematic analysis method. This article entails the results of the first stage of the study. The study found that teachers' learning experiences during the COVID-19 pandemic are characterised by the paradigm of transformative learning as overcoming. Thematic structure of the learning experiences was developed and comprises 4 themes (dealing with limitations, seeking support from community, learning on the go, drawing conclusions) as well as 13 subthemes, which describe teachers' experiences in rich detail, revealing their complexity and variability. The article offers conclusions on the conceptualisations of teachers' experiences, discusses support and conditions needed to benefit from the experience and points to the significant role of context, relationships, and dedication for teachers to have beneficial learning experiences accompanying the transformations of their professional activity during the COVID-19 pandemic.

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Section: Discussionmentioning

confidence: 99%

To Be or Not to Be a Great Educator

2023

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“…Transformative sustainability education includes solidarity, considering the experiences of students, awareness of social and environmental issues, and promoting participation in teaching and learning (Bedford, 2022). However, other researchers point out the risk that focusing primarily on psychological aspects (such as motivation, communication skills, or well-being promotion) may negatively impact academic quality in the future (Pipere et al, 2022). Sustainable personal development, based on the values of sustainable development, ensures the individual's positive relationship with others in the long run, greater satisfaction with his/her life, including work (Briede & Drelinga, 2020).…”

Section: Building Competence and Self-confidence In New Roles And Rel...mentioning

confidence: 99%

A More Sustainable Approach to Evaluating Teacher’s Work

Briede,

Drelinga

2023

Journal of Teacher Education for Sustainability

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The evaluation of teacher’s work has traditionally been a cornerstone of educational systems worldwide, driven by the need to maintain educational standards and ensure teacher accountability. Recognizing the limitations of conventional evaluation practices, a growing movement advocates for a more sustainable and inclusive approach that values the complex nature of teaching. The aim of the research is to analyse ways for incorporating a more sustainable framework in the assessment of teacher’s daily work. The data of 73 observed lessons protocols allow concluding that the recorded statistical data provide only a general overview of classroom practices. Qualitative data serve as a valuable tool for gaining in-depth insights into the context of the classroom problems and the direction toward possible solutions. The main findings of the study: prioritizing student learning and promoting their sustainable development, with an emphasis on independent learning and developing meta-cognitive skills are significant factors of our proposed approach to teacher’s work evaluation, as well as taking into consideration teachers’ beliefs, experience and attitudes in line with the observers’ subjectivity.

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“…Through these principles, it is possible to emphasize a key role of learning environments, which are expected to be inclusive, safe, and non-discriminating to facilitate all learnersí growth. However, other researchers point to the risk that focusing mainly on psychological aspects (e.g., motivation, communication skills, or promoting well-being) could lead to diminishing academic quality in the future (Pipere et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

A Conceptual Framework for Sustainable Promotion of a Positive School Climate: Context, Challenges, and Solutions

Martinsone,

Di Sano,

D’Elia

et al. 2023

Journal of Teacher Education for Sustainability

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There is a common understanding among researchers and practitioners that the learning environment is a key aspect of the adjustment and well-being of students and teachers. There is a necessity to translate the findings of individual studies on building positive learning environments to a comprehensive and integral framework to sustain and promote a positive school climate using a holistic approach. Sustainability in this theoretical paper is approached as a dynamic, continuous, and long-term process of consciously and consistently implementing actions, strategies, and values at all levels and in all environments to facilitate and maintain a positive climate in educational settings. This conceptual approach, based on action research in the fields of education and psychology, will help to broaden perspectives on both positive school climates and sustainability to improve the understanding and practices of all stakeholders in education. As such, this article presents a conceptual framework as well as guidelines for the assessment of sustainably promoting a positive school climate.

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Present and Future of Teacher Education Admission: Perspectives From Europe

Cited by 5 publications

References 49 publications

To Be or Not to Be a Great Educator

To Be or Not to Be a Great Educator

A More Sustainable Approach to Evaluating Teacher’s Work

A Conceptual Framework for Sustainable Promotion of a Positive School Climate: Context, Challenges, and Solutions

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