Who was going to become a teacher? The socio-economic background of primary school teachers in northern Sweden 1870–1950

Marklund, Emil

doi:10.1080/0046760x.2020.1760946

Cited by 6 publications

(4 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…similar situation in Norway in 1870s: male students were often sons of farmers and female teachers generally had a higher social background, which caused significant differences between the male and female teachers. Marklund (2021b), 32. 136 Mikkola (1937 It was supposed that the students needed more practice in Finnish, because for most of the women it was a less familiar language.…”

Section: Multilingualism At the Jyväskylä Seminarymentioning

confidence: 99%

Language Shift as a Way of Acquiring New Citizenship and a Profession: The Educational Background of the First Female Students at the Jyväskylä Teachers Seminary

Kotilainen

2024

Nord J Educ Hist

View full text Add to dashboard Cite

This article sheds light on gendered aspects of the early years of the Finnish teacher training system. It focuses on the first generation of female students at the Jyväskylä Teachers Seminary in central Finland, their educational background, and their language competences. My main sources are the students’ applications to the seminary, which I explore with the help of the collective biographical method. The Jyväskylä Teachers Seminary, the first Finnish-language teacher training college for elementary school teachers in Finland, was established in central Finland in 1863, partly in response to the increasing significance of the Finnish language to the nation. For the girls who entered the seminary, their preparatory private education and the language shift they experienced there from Swedish to Finnish were significant factors both in their training as teachers and in the opportunity to gain a public profession of their own, as well as a new kind of female citizenship. Most of these women had graduated from private schools or had only private tutoring at home.

show abstract

Section: Multilingualism At the Jyväskylä Seminarymentioning

confidence: 99%

Language Shift as a Way of Acquiring New Citizenship and a Profession: The Educational Background of the First Female Students at the Jyväskylä Teachers Seminary

Kotilainen

2024

Nord J Educ Hist

View full text Add to dashboard Cite

show abstract

“…The inclusive religious education program introduced involves developing a curriculum that introduces knowledge of different religions and promotes a broader understanding of the values of Pancasila. (Marklund, 2021;Shihab, 1997;Suswanta, 2018) During his leadership, there were various educational programs that encouraged the understanding of other religions. An example is student exchange programs between religious educational institutions from various religions.…”

Section: Inclusive Religious Education Programmentioning

confidence: 99%

Promoting Inclusive Education Through Gus Dur's Understanding of Pancasila as a Principle of Religious Life in Indonesia

Suparjo

2023

IJIRME

View full text Add to dashboard Cite

This article explores the thoughts of Gus Dur, a prominent Indonesian leader, on the role of Pancasila as a principle of religious life in Indonesia and its implications for developing inclusive education. The objectives of the article are to examine Gus Dur's perspective on pluralism, inclusivity, and interreligious dialogue, and to analyze the policies and initiatives implemented during his leadership that promoted inclusive religious education. The article employs a literature review methodology with a content analysis approach to explore the relevant literature and scholarly works on Gus Dur's thoughts and the implementation of inclusive education policies. The findings reveal that Gus Dur‘s open vision on Pancasila as state principle and religious life advocated for an inclusive understanding and praxis for Indonesian social and religious life; and in turn, it revealed the importance of inclusivity in religious education. It fostered the development of a generation that is inclusive and tolerant, contributed to harmony and interreligious coexistence in Indonesia, and established a foundation for global openness and respect for human rights. It also helps in overcoming religious conflicts, enriching individual and spiritual lives, and building a society that values diversity and mutual respect.

show abstract

“…For students to actively participate in the learning process, the design seeks to provide student-centered learning that can teach them. The lesson plan must be a mature plan that can predict all the possibilities that will occur during the implementation of learning, from the initial stage, the core to the closing stage [26]. The advancement of information technology and digital devices must also change how teaching and learning occur.…”

Section: Introductionmentioning

confidence: 99%

Evaluating teaching readiness using the TPACK model: factor, reliability and validity analyses for Indonesian economics teacher candidates

Handayani,

Hussin,

Norman

2024

P Sci Edu

View full text Add to dashboard Cite

Introduction. The preparedness of future economics teachers matters as it affects the quality of education, student results, workforce training, critical thinking abilities, global mindset, college prep, and adjustment to shifting economies. The future generation needs educated people to act as members of society and the world economy; hence, it requires a cadre of trained economists and teachers and is significantly shaped by intrinsic factors such as technological, pedagogical, and content knowledge (TPACK). This study refines and validates a measurement instrument to reliably and validity assess the essential competencies of these teachers, tailored to meet the evolving standards of economics education. Materials and Methods. The study used an online questionnaire with a purposive sample of 100 pre-service economics educators from Indonesia for Explanatory Factor Analysis (EFA) and 389 samples for Confirmatory Factor Analysis (CFA), all of whom had completed their teaching practicums. Then, statistical analysis was conducted using EFA in SPSS and CFA in AMOS. The EFA was employed to determine how well the instrument’s items capture the components of the TPACK framework and their relevance to the prospective teachers’ readiness for professional practice post-graduation. The CFA is Performed to guarantee that each variable analyzed has the validity of the configuration and the reliability of the construct as needed and is used to establish the extent to which the measured variable may represent the construct or variable that has previously been considered. Results. This study first developed seven factors, namely Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), Pedagogical Content Knowledge (PCK), Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), and Technological, Pedagogical and Content Knowledge (TPACK), consisting of 39 items. However, four items were removed because their factor loading was below 0.50. As a result, 35 items were retained as the factor loading was significantly greater than .50. The Cronbach's alpha value for each item of the TPACK construct was > .60 and met all the criteria of goodness of fit index, which means that it meets the requirements and can measure the TPACK construct in measuring job readiness of prospective teachers in Indonesia. As this study fulfills the requirements of validity and reliability of the constructs that lead to TPACK, the results of this study will help prospective teachers prepare themselves to become professional economics teachers. Conclusion. The teaching readiness of prospective teachers can be assessed using valid and reliable tools such as EFA in pilot testing and CFA in large-scale analysis assessments of the TPACK construct with 35 question items.

show abstract

Who was going to become a teacher? The socio-economic background of primary school teachers in northern Sweden 1870–1950

Abstract: View related articles View Crossmark data Who was going to become a teacher? The socioeconomic background of primary school teachers in northern Sweden 1870-1950

Cited by 6 publications

References 2 publications

Language Shift as a Way of Acquiring New Citizenship and a Profession: The Educational Background of the First Female Students at the Jyväskylä Teachers Seminary

Language Shift as a Way of Acquiring New Citizenship and a Profession: The Educational Background of the First Female Students at the Jyväskylä Teachers Seminary

Promoting Inclusive Education Through Gus Dur's Understanding of Pancasila as a Principle of Religious Life in Indonesia

Evaluating teaching readiness using the TPACK model: factor, reliability and validity analyses for Indonesian economics teacher candidates

Contact Info

Product

Resources

About