The Role of Reflection and Collaboration in the Evolution of a Group of Novice Secondary Education Science Teachers

Cuesta, Josefa; Azcárate, Pilar; Domingo, José María Cardeñoso

doi:10.14221/ajte.2016v41n5.9

Cited by 5 publications

(3 citation statements)

References 24 publications

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“…This aspect is encouraging, since most students do not consider using these methods in their future teaching practice and prefer others that are more in keeping with EfS, like problem-based learning (see Table 1, level 4, dimension 3). However, Figure 6 shows that traditional methods remain present until the end, since breaking away from the views that have been strongly structured during their training requires longer and more complex processes [62]. Their own teaching practice is likely to play an important role in the change of perspective.…”

Section: Do the Strategies Proposed By The Students To Integrate Efs And The Sdgs Into Their Teaching Practice Change After The Training mentioning

confidence: 99%

Education for Sustainability and the Sustainable Development Goals: Pre-Service Teachers’ Perceptions and Knowledge

2020

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The purpose of this study is to explore the change in the perceptions of pre-service teachers after participating in a training process on Education for Sustainability. The research was conducted during academic year 2019–2020 in the context of the Master’s Degree in Educational Research for Teachers’ Professional Development. The changes related to Education for Sustainability, the knowledge of the Sustainable Development Goals, and methodological strategies to integrate both were analysed. An initial and a final questionnaire as well as the activities developed by the students during the course were used to gather information. An analysis was performed of three dimensions (Education for Sustainability, the Sustainable Development Goals, and methodological strategies) with the help of the NVivo 12 Plus software programme. The results show progress was made in all three dimensions. The most significant changes were detected with regard to the knowledge of the Sustainable Development Goals, and the majority of the student teachers indicated they knew them on completing the training process. Their perception of Education for Sustainability evolved towards more complex views, while the methodological strategies proposed at the end of the training process did not differ significantly from the initial ones. This shows it is imperative to insist on training processes that include methodological strategies. By doing so, future educational professionals will be able to incorporate Education for Sustainability into their teaching practice.

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Section: Do the Strategies Proposed By The Students To Integrate Efs And The Sdgs Into Their Teaching Practice Change After The Training mentioning

confidence: 99%

Education for Sustainability and the Sustainable Development Goals: Pre-Service Teachers’ Perceptions and Knowledge

2020

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“…Knowing the basic elements of cooperative learning and how to apply them in the classroom is important but insufficient to encourage educational practices consistent with its pedagogical implications [86]. Designing, managing and assessing teaching-learning situations that promote the social construction of knowledge from dialogue, debate and negotiation require significant understanding of the internal dynamics of cooperative learning [87].…”

Section: Discussionmentioning

confidence: 99%

Social Interaction: A Crucial Means to Promote Sustainability in Initial Teacher Training

Carmona-Medeiro

Domingo

2021

Sustainability

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This study aims to identify the set of elements in the educational process that affect the creation of a teaching profile consistent with the principles of sustainability. In this research, we focus on identifying those sustainability attributes related to understanding social interaction and its role in the learning process of logical-mathematical knowledge. Social interaction is an essential part of the principle of collaboration. The study participants were 133 future teachers, students of the degree in Early Childhood Education at the Universidad de Cádiz (Spain). Qualitative methods and techniques were used to collect data, and mixed methods and techniques were employed for their analysis. The data relating to the student’s perception of the importance of social interaction in learning were gathered through the final reports produced by the students. The data were processed by classifying them into categories and subcategories. The meaning condensation method used enabled identifying 33 sustainability attributes linked to socio-cultural learning. Those attributes identify and describe the internal dynamics of cooperative learning and show the synergies and interrelationships between social interactions, socio-cognitive conflict and language. The results stress the importance of a meaningful understanding of the role of social interaction in learning in order to promote the principles of sustainability.

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“…This also leads to many kinds of negative issues in society such as gangsterism, hedonism, vandalism and more. All this occur due to unstable emotions from negative thoughts in one's affective domain in the face of the volatile social and economic ecosystems (Charoensuk 2007;Cuesta et al 2016). However, it is the Qur"an that Allah Almighty preserves throughout the ages that should be a guide in dealing with this challenge, wisely through consideration of the present life and the hereafter (Jum"ah 2019; Abdel-Khalek 2010).…”

Section: …………………………………………………………………………………………………… Introduction:-mentioning

confidence: 99%

The Concepts of Lataif Quraniyyah and Al-Suhbah as Recent Innovation in Reflective Teaching

Zabidi¹,

Zabidi²,

Tukiman³

et al. 2021

IJAR

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Learning methods in this Industrial Revolution 4.0 era extensively uses computers. This leads to effective abandonment of teacher-student relationship, namely al-Suhbah (Human bonding through social interaction). Excessive concern for syllabus completion and achievement in final exams focus on the cognitive domain of students, but neglect their psychomotor and affective domains. Reflective Teaching is very important in the aspect of students affective domain. Thus, this study highlights the combination of Lataif Quraniyyah (Quranic Subtleties) and al-Suhbah (Human Bonding) concepts as the main thrust for emphasizing the affective domain in order to balance it with the cognitive and psychomotor domains. This teaching innovation was implemented for students taking the course PPPN3103 al-Quran Education, for Semester 1 Session 2019/2020, and surprisingly proved effective in producing very positive results and impact on achieving the objectives or course learning outcomes outlined in Reflective Teaching.

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The Role of Reflection and Collaboration in the Evolution of a Group of Novice Secondary Education Science Teachers

Cited by 5 publications

References 24 publications

Education for Sustainability and the Sustainable Development Goals: Pre-Service Teachers’ Perceptions and Knowledge

Education for Sustainability and the Sustainable Development Goals: Pre-Service Teachers’ Perceptions and Knowledge

Social Interaction: A Crucial Means to Promote Sustainability in Initial Teacher Training

The Concepts of Lataif Quraniyyah and Al-Suhbah as Recent Innovation in Reflective Teaching

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