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71.
The close linkage between different institutions is widely recognized as a method of improving teacher education. This paper introduces an attempt to link university teacher training programmes with further teacher education thereby showing the benefits of the approach and factors influencing its success. To enable teachers and student teachers to participate, a blended learning course programme was designed. The findings presented in this article are based on a course evaluation comprising data from 19 teachers and 88 student teachers. The findings indicate that teachers and student teachers benefit in many ways through cooperative learning. For example, both groups appreciated having multiple perspectives and the opportunity to exchange their experiences and opinions. Communication and interaction between teachers and student teachers is significant to make cooperative learning successful. Adequate communication and interaction, satisfying for both participant groups, are crucial for the success of this approach. 相似文献
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Skar Gustaf B. Lei Pui-Wa Graham Steve Aasen Arne Johannes Johansen Marita Byberg Kvistad Anne Holten 《Reading and writing》2022,35(2):509-538
Reading and Writing - Until children can produce letters quickly and accurately, it is assumed that handwriting disrupts and limits the quality of their text. This investigation is the largest... 相似文献
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Johannes Giesinger 《Educational theory》2012,62(6):609-620
In this essay, Johannes Giesinger discusses the educational significance of Immanuel Kant's conception of human dignity. According to Kant, Giesinger claims, children can and should be educated for dignity: on the one hand, children realize their dignity by developing the capacity for moral autonomy; on the other hand, this capacity can only evolve if children's sense of their own dignity — that is, their self‐respect — is awakened. Educating children means, for Kant, helping them to develop a proper relation with themselves and thereby become moral persons. 相似文献
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Siv Flaesen Almendingen Johannes Tveita 《美中教育评论》2009,6(4):45-48,66
Ten teachers, from preschool to secondary school have tried out puppets as a stimulus in science lessons. Data were gathered by teachers answering a questionnaire and by interviewing the teachers. We report what teachers have experienced by using puppets in science classrooms and in science activities in preschools. Data indicate that the puppet can be used to stimulate science both in preschool, primary school and secondary school. Probably the puppet must be used in different ways in preschool and primary school than in secondary school to get the pupils to accept them. This pilot study has given us courage and ideas to start a following-up study in using puppets in science. 相似文献
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Currently, competencies are mostly assessed with paper and pencil tests. Nevertheless, for some competencies, using paper and pencil tests is problematic for three reasons. For (a) competencies requiring complex interactions under time constraints, (b) complex competence constructs, and (c) competencies requiring using a computer, a computer-based assessment provides several advantages compared to a paper and pencil-based assessment. Nevertheless, none of the two testing media is superior to the other in a general way. Thus, the testing medium which provides the best opportunities for a proper operationalization of the competence construct at stake should be selected. If both paper and pencil and computer seem applicable for measuring a competence construct, precisely costing out and comparing the two alternatives is recommended. Within this comparison, not only the additional costs caused by using computers but also the specific costs of paper and pencil-based assessment should be considered. 相似文献
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Johannes W. Fedderke Raphael de Kadt John M. Luiz 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2000,6(3):257-281
This paper analyses various data on the South African schooling system since 1910. The data collected for the study cover a wide range of education indicators, from pupil enrolments, pupil teacher ratios, real expenditure (aggregate and per capita), matriculation pass rates, to some indicators of the quality of matriculation passes. The authors provide an indication of both inputs into and outputs of the educational system. In broad terms, the data indicate that from an educational perspective South Africa followed a modernisation trajectory that, although it drew ever larger numbers of pupils into the schooling system, was partial, distorted and fundamentally dysfunctional. The educational process was strongly affected by racial factors. To the extent that education is an important determinant of long run growth performance of economies, this implies that South Africa's educational policies were inimical to its long run growth. 相似文献