Active learning promoting student teachers’ professional competences in Finland and Turkey

This study investigates student teachers’ active learning experiences in teacher education (TE) in Finnish and Turkish contexts and attempts to determine how active learning methods’ impact student teachers’ professional competences. Student teachers (N = 728) assessed their active learning experiences and the professional competences they achieved during TE. Self-regulated and collaborative learning provided the theoretical framework for the active learning measurements. The professional competences included a wide range of teacher responsibilities in schools and society. The data were collected by a survey. A quantitative analysis utilising a regression analysis approach provided strong evidence that active learning has an impact on professional competences. A qualitative analysis further revealed that active knowledge creation with high engagement in learning tasks and a collaborative learning culture were important modes of active learning. While the study focused on two different TE systems, active learning was important in student teachers’ professional development in both contexts.     

基于B/S模式的网上学习系统的设计与实现

结合网上学习系统,探讨了B/S软件结构开发技术,并给出了利用SQLSERVER2000作为后台数据库,通过Web远程进行查询、更新,对数据库系统实施管理的具体方法.     

The State of Cooperative Learning in Postsecondary and Professional Settings

Modern cooperative learning began in the mid- 1960s (D. W. Johnson & R. Johnson, 1999a). Its use, however, was resisted by advocates of social Darwinism (who believed that students must be taught to survive in a “dog-eat-dog” world) and individualism (who believed in the myth of the “rugged individualist”). Despite the resistance, cooperative learning is now an accepted, and often the preferred, instructional procedures at all levels of education. Cooperative learning is being used in postsecondary education in every part of the world. It is difficult to find a text on instructional methods, a journal on teaching, or instructional guidelines that do not discuss cooperative learning. Materials on cooperative learning have been translated into dozens of languages. Cooperative learning is one of the success stories of both psychology and education. One of the most distinctive characteristics of cooperative learning, and perhaps the reason for its success, is the close relationship between theory, research, and practice. In this article, social interdependence theory will be reviewed, the research validating the theory will be summarized, and the five basic elements needed to understand the dynamics of cooperation and operationalize the validated theory will be discussed. Finally the controversies in the research and the remaining questions that need to be answered by future research will be noted.