CEEOL - Browse Subjects Result

We kindly inform you that, as long as the subject affiliation of our 300.000+ articles is in progress, you might get unsufficient or no results on your third level or second level search. In this case, please broaden your search criteria.

EXAMINING EMPLOYMENT QUALITY AMONG FEMALE IMMIGRANT TRAINEES IN TAIWAN

Author(s): Ya-Ling Wu / Language(s): English Issue: 6/2021

This study examined a proposed model of employment quality among female immigrants after their participation in vocational training in Taiwan, drawing on the developmental-contextual model of career development. It simultaneously tested the relationship between the distal contextual variable (i.e., perceived Taiwanese attitudes toward immigrant women (PTAs)), proximal contextual variables (i.e., vocational training experiences (VTEs) and social support (SS)), the individual-level variable (i.e., self-perceived employability (SPE)), and employment quality (EQ) in the model. A questionnaire survey was conducted among 447 female immigrant trainees who had worked for over 6 months after vocational training in Taiwan. The results supported the proposed model based on the developmental-contextual approach, which explained 56.9% of the variance in EQ. The results further revealed that PTAs positively affected SPE, VTEs and SS. In turn, VTEs and SS positively directly and indirectly affected EQ through their impacts on SPE, and SPE positively influenced EQ. The three most important factors that determined the EQ of immigrant women who participated in vocational training were VTEs, SPE, and PTAs.

More...

CHANGES IN THE NUMBER OF IDEAS DEPENDING ON TIME WHEN CONDUCTING SCIENTIFIC CREATIVITY ACTIVITIES

Author(s): Daehyeok Kang,Jongwon Park,Hanghwa Hong / Language(s): English Issue: 4/2015

Teaching creativity is one of the major goals of science class. This study examined how much time is necessary to conduct a scientific creativity task requiring fluency in middle schools. To accomplish this, 76 and 45 scientifically gifted and ordinary students respectively generated as many ideas as possible for the creativity task. The results revealed that ordinary students spent, on average, approximately 20 minutes to generate 3.49 ideas per student. However, gifted students concentrated on the task for a longer time (roughly 60 minutes), and consequently generated greater (11.53) and more elaborate ideas. In comparing the ordinary students’ fluency with their school science scores, no relationship was found between them. This indicates that only teaching science cannot guarantee the development of creativity. Therefore, it is concluded that teaching fluency in middle schools is necessary and can possibly encourage creativity, provided that teachers can secure a minimal amount of time required to do so. Finally, the limitations of this study and further studies are discussed.

More...

PROSPECTIVE SCIENCE TEACHERS’ LEVELS OF UNDERSTANDING AND EXPLANATION OF ANIMAL AND PLANT CELLS: DRAW-WRITE

Author(s): Huriye Deniş Çeliker / Language(s): English Issue: 4/2015

Understanding science concepts and being able to explain them is important for science teachers. The perception of students about the concepts of science is related to teachers who use these concepts. In this study, it was aimed to determine prospective science teachers’ (n=152) levels of conceptual understanding and ability to explain animal and plant cells by drawing and written explanations. In the study, descriptive survey design has been used. As for the outcome of the research, the conceptual understanding of prospective science teachers regarding plant and animal cells was not adequate. In addition, prospective science teachers’ level understanding and explanation the animal cells and plant cells was found out to be associated with each other. Prospective teachers’ writing and drawing scores are remarkably in favor of writing and significantly differ. The majority of prospective teachers had difficulty over drawing concepts. Recommendations are presented on the basis of these results.

More...

EXPLORING THE RELATIONSHIP BETWEEN COGNITIVE STRUCTURE OUTCOMES AND TEST ACHIEVEMENTS OF PRE-SERVICE SCIENCE TEACHERS ON CHEMICAL BONDING VIA FLOW MAPPING

Author(s): Elif Atabek-Yigit / Language(s): English Issue: 4/2015

The relationship between cognitive structure outcomes of students and their test achievement was examined in this study. A question form and two types of tests (a multiple-choice test (MCT) and a true-false test (TFT)) were used to gather the research data. According to the results of this study, extend, richness and integratedness of students’ statements significantly correlated to their scores in TFT. Also, richness of students’ statements was significantly correlated to their MCT scores. Describing and comparing were significantly correlated with MCT scores, while describing, comparing and inferring were significantly correlated with the students’ TFT scores. Therefore, it can be said that tests reflect students’ cognitive structures. Furthermore, students with higher order thinking skills can be identified by TFT rather than with MCT. Students’ misconceptions about the research topic were also examined, and they were generally on the classification and types of chemical bonds.

More...

TERTIARY ECONOMY AND MANAGERIAL STUDY FIELDS AND ISSUES OF SCIENCE EDUCATION AIMED AT DATABASE SYSTEMS

Author(s): Ján Záhorec,Alena Hašková,Michal Munk,Martin Bílek / Language(s): English Issue: 4/2015

Currently science education is understood not only as education in mathematics, physics and chemistry, but also as an education in informatics. To analyze the current state of informatics education within the tertiary economy and managerial study fields was the aim of the research, the purpose of which was to support curricula innovation in the relevant study programmes and to bring their content closer to the demands and needs of the labour market. An original feature of the research has been the fact that it has been based on students` points of view. The research sample consisted of students of the concerned study programmes in the Slovak and Czech Republic. The paper presents methodology of the carried out questionnaire survey and main findings related to the data recorded at items focused on database systems and technologies. The obtained data related to the respondents` opinions and the assessments of the selected learning topics taught within their study programmes and the importance of these topics for the respondents` professional career were processed according to the factors of the country, gender and field of the study. The results showed a significant dependence of the respondents` answers on their field of the study independently on their gender and the country in which they took their study.

More...

Nowe modele edukacji i pedagogika przyszłości – zarys problemu

Author(s): Stanisław Juszczyk / Language(s): Polish Issue: 5/2021

The work characterizes the modern state of European school education, technological changes taking place in the economy, translating into social, economic and educational changes, as well as new trends in school education, called Education 4.0. Therefore, the most important features of new education models and related examples of schools of the future are described: Ørested Gimnazjum (Kopenhagen, Denmark) - with spaces of innovative learning; Green School in Bali (Indonesia) – pursuing innovative education and teaching goals; The Waldorf School of the Peninsula (California, USA) as an example of innovative teaching and learning; Awecademy (Canada) – implementing an innovative training program; or The Knowledge Society (USA and Canada), which includes an innovative curriculum.

More...

TRANSPIRATION DIDACTIQUE EN LMD : LA PÉDAGOGIE UNIVERSITAIRE AFRICAINE ACCULTURÉE À L’EXERCICE

Author(s): Jean Désiré Banga Amvéné / Language(s): French Issue: 2/2021

What specific university pedagogy is the Bologna process, otherwise known in Africa as the LMD (Licence-Master-Doctorat) System, actually accompanied by ?This evaluative research argues that, in Central Africa, the LMD system is more interested in didactic perspiration, synonymous with acculturation to exercise or personal work of the learner, than in didactic transposition or the pedagogic processing of the subjects taught. Actually, the pedagogic Rules or Procedure of the University of Yaoundé 1 confirm this hypothesis through two indicators : the volume of activities and the learning time allocated to students. This pedagogical perspiration seems likely to reduce the gap between the expected and the actual performance of students at the end of a course, therefore curbing academic failure.

More...

ACTIVE LEARNING TROUGH EDUCATIONAL RESOURCES IN UNIVERSITY COURSES

Author(s): Carmen Maria Țîru / Language(s): English Issue: 2/2021

It is essential that at the university level, each educational activity ensures the active involvement of students. The university course must be in line with this goal. The academic presentation must be accompanied by modalities and teaching materials that ensure analysis, conceptual comparisons, argumentation, critical thinking, and the relationship with real life and the future profession. This research goal is to investigate the responses of 20 university teachers regarding the use of educational resources/materials to sustain active learning and student-centred learning in the course activity. The research results show that the university teacher uses modern educational resources and a variety of them. These resources sustain their lecture and involve the students in different active learning contexts.

More...

ADULT EDUCATION IN CONTINUING TRAINING

Author(s): Ecaterina Sarah Frăsineanu / Language(s): English Issue: 2/2021

The article is a plea for the education of adults, continuously, as part of their lifelong learning. The main arguments are: professional development, personal development, occupational diversification, completion/ updating of experience, adaptation to society. From a theoretical point of view, adult education must regard: self-determination, the role of experiences, their preparation and orientation for learning, internal motivation and the need for knowledge. At the application level, following interactions in short training courses with teachers engaged in lifelong learning, several options for transformative learning have emerged, which support the needs of personalization, so that the skills developed can be used in both professional contexts (formal) as well as in non-formal or informal ones. By reporting to the highly computerized society, now, but also in the future, adults can be successfully framed in forms of low-frequency, blended-learning, distance learning. However, the continuing training of teachers also encounters difficulties, resistance to change as there are personal differences in grasping its relevance. Our critical analysis has weighed the strengths, the weaknesses, the opportunities and the threats, and what remains important is the identification of realistic solutions, not pessimistic, constructive and well-founded ones. Therefore, in order to integrate the competencies required by the current society into the didactic approach, continuing training courses can be implemented, the actual integration can be used, through personal reorganization or through managerial or collegial support, in participating in online learning communities and sharing teaching experiences.

More...

Hayat Bilgisi Ders Kitaplarında Yer Alan Soruların Eleştirel Düşünmeye Katkısının Öğretmen Görüşlerine Göre İncelenmesi

Author(s): Murat Şahin / Language(s): Turkish Issue: 13/2021

The aim of this study is to examine the contribution of the questions in the Life Science course books to critical thinking according to the views of teachers. A case study pattern, which is one of the qualitative research methods, was used in the research. The study group consists of 12 Classroom Teachers working in the province of Van in the 2018-2019 academic year. In order to determine the study group, criterion based sampling method was used. Data were collected by semi-structured interview form developed by the researcher. Content analysis method was used for data analysis. The findings obtained at the end of the research are as follows: 1- Classroom teachers see individuals with critical thinking skills as inquiring, having a different perspective, producing solutions to problems, assimilating information, and making analysis and evaluation. 2- While the first grade teachers stated that the questions in the Life Studies textbooks contributed positively to the critical thinking skills of the students, the second and third grade teachers stated that they did not. 3- All of the classroom teachers suggested increasing the number of questions and linking the questions with real life so that the questions in the Life Studies textbooks could contribute more to the critical thinking skills of the students.

More...

Kompetencje profesjonalne nauczyciela. Deskrypcje i reinterpretacje

Author(s): Marzenna Magda-Adamowicz / Language(s): Polish Issue: 38/2021

Referring to the lexical sources and authorities of Polish pedeutology, the author of the text takes as a teacher’s competence a set of messages, skills, habits and attitudes that allow for efficient teaching and upbringing of children. Teacher’s pedagogical competence is developmental. She presented four classifications of teacher’s pedagogical competence for M. Czerepaniak-Walczak, R. Kwaśnica, S. Dylak and J. Szempruch. On this basis, she formulated her own classification, distinguishing her competences: improvement and self-education, didactic, educational and creative, which she then studied. Differing competences do not pretend to completeness and exclusivity. However, the indicated competences of the teacher determine the conscious organization of the educational situation. In the course of work, the newly undertaken tasks affect the development of his pedagogical competence. The studied competencies are important in the pedagogical work of the teacher. Their perception changes with development, vision, mission, concepts and assumptions of education. An important condition for the development of competences is the teacher’s reflexivity and responsibility.

More...

„Splot aktywności” w twórczej pracy dydaktycznej nauczycieli akademickich

Author(s): Zofia Okraj / Language(s): Polish Issue: 36-37/2020

The aim of this article is to present a part of the research results on the creative didactic work of academic teachers conducted using the descriptive case studies and theoretical-methodological concept of “ESA” by Howard E. Gruber. The paper contains a description and interpretation of the regularity emerging from research related to the involvement of the examined academic teachers in numerous forms of activity connected with the implementation and dissemination of didactic solutions invented/adapted for the first time/creatively modified by teachers in the area of: strategies/concepts/methods/teaching techniques and didactic means used in this process.

More...

Formalne i nieformalne uwarunkowania roli zawodowej wychowawcy świetlicy szkolnej

Author(s): Agnieszka Kaczor / Language(s): Polish Issue: 36-37/2020

The aim of the article is to show the formal and informal conditions of the educator’s work in the after-school club. Embedded in the assumptions of the activist worldview, empirical research aimed to determine the perception by the subjects of work in the after-school club and preparation for it. A qualitative approach was used to collect, analyse and interpret the data. The knowledge gained as a result of interviews about seniority, reasons for taking up employment in the after-school club and predisposition to work in this place, revealed the low prestige of the role of professional educator of the after-school club. Given the unique working conditions in the after-school club, it was established that after-school club educators should be prepared to work in this place. The basis of the knowledge and skills acquired during the studies in the field of work methodology in the after-school club can significantly facilitate the professional identification, as well as become the basis for building awareness of the professional role played, so that in the long term the educator can develop reflexiveness towards himself as an after-school club educator and plan personal and professional development.

More...

Pomiędzy piętnem a potencjałem - badania w działaniu (action research) w społeczności dotkniętej wykluczeniem we Wrocławiu

Author(s): Hanna Achremowicz / Language(s): Polish Issue: 36-37/2020

The aim of the article is to present the results of pedagogical action research in social excluded society - residents of social hotel in Wrocław. Area of research concentrated on needs and potentials of the residents. The research was conducted according to the action research methodology and had three stages. Conclusions of the research pointed out that the community was touched by a stigma, which was a result of living in a social hotel. Residents felt a lack of security and recognition. The results of the research was the diagnosis of the residents’ potentials, such as neighborhood, subsidiarity and the ability to create a home-like atmosphere in highly degraded conditions. The research was accompanied by animation activities. They were based on the idea of empowerment, showing the hotel residents’ ability to act and organize.

More...

Belief in life as a zero-sum game in terms of stress and the social world perception

Author(s): Katarzyna Potaczała-Perz / Language(s): English Issue: 36-37/2020

Perceiving the world as a zero-sum game can intensify the level of stress associated with current life situation, and may condition adaptation of some coping strategies that are used by the people who are in stressful situation and have such understanding of the surrounding environment. In addition, perceived stress and coping strategies may explain people’s belief that life is a zero-sum game. The purpose of this article is the attempt to answer the question whether there is a relationship between belief in life as a zero-sum game, perceived stress and the use of specific coping strategies. It also aims at checking whether perceived stress and coping strategies are predictors for belief in life as a zero-sum game.

More...

Edukacja włączająca w opiniach i ocenach nauczycieli - doniesienia z badań

Author(s): Anna Nowak / Language(s): Polish Issue: 35/2020

Implementation of inclusive education requires appropriate awareness on the part of teachers and their proper training. The rationale behind the research conducted among teachers was the importance of their opinions and assessments for the process of teaching, tutoring and supporting students and strengthening the effects of these processes as well as shaping positive social attitudes towards education of persons with special educational needs (SEN). The aim of the research was to examine teachers’ opinions and assessment of inclusive education (also measures undertaken by the Ministry of National Education) and to identify the needs regarding support for teachers in this area. The research was of a diagnostic type; a diagnostic survey was used and an original questionnaire was devised for the purpose. The research involved 112 teachers from the Silesian Voivodeship. This paper presents the results of the aforementioned survey. The conclusions drawn based on the conducted research are as follows: inclusive education was evaluated positively; what was emphasized was the social aspect and benefits for the student with SEN, problems and difficulties of inclusive education related to organisational deficiencies, failure to adjust requirements to the needs of students with special educational needs and failure to prepare teachers for inclusive education were identified, problems related to the lack of acceptance of pupils with SEN by non-disabled peers and the negative attitude to inclusive education shown by parents of pupils with SEN were mentioned, traditions concerning the way students with disabilities are educated in Polish schools were recognised as not insignificant, the need for further training of teachers, cooperation with parents and their pedagogisation were stressed while a competent supporting teacher was most often mentioned as a form of support for teachers in inclusive education, preparation of standards for diagnosing development needs, educational requirements and diagnostic tools, as well as development of a new model of education for students with SEN were acknowledged as the most important activities to be undertaken by the Ministry of National Education.

More...

ARETOLOGICZNE I WYCHOWAWCZE IMPLIKACJE ZJAWISKA INFLACJI SŁOWA

4.50 €

Preview

ARETOLOGICZNE I WYCHOWAWCZE IMPLIKACJE ZJAWISKA INFLACJI SŁOWA

Author(s): Piotr Tomasz Nowakowski / Language(s): Polish Issue: 2/2021

The author addresses aretological and educational issues related to the contemporary phenomenon of the inflation of words. The development of modern means of communication made it possible for human beings to broadcast their ideas and emotions on a virtually unlimited scale. However, just as an increased supply of money leads to a decrease in its value, an immoderate use of words causes a decline in their importance, as it were, their inflation. Even meaningful words and phrases, if used in excess and without restrain, lose their original significance. The author observes that the mass media have greatly increased the scale of the phenomena, ever present in the history of humankind, of loquacity, or garrulousness, and empty verbosity. By grounding the discussion in the tradition of realistic philosophy, he seeks ways to counteract the tendency in question and finds them in the formation of virtues. In particular, he focuses on prudence in speech, moderation in speech, and speech-related reciprocal justice, including discretion. In his considerations, the author not only explains theoretically what virtue is, but also proposes some educational guidelines. To control one’s language and to develop the relevant skills, one needs to ground one’s educational and self-educational efforts in a threefold ability: to speak, to be silent, and to listen.

More...

Od obrazovanja do neobrazovanja

Author(s): Miona Ilić / Language(s): Serbian Issue: 4/2021

From education to non-education: three theories, translated, prepared and an introductory study written by Igor Cvejić, Predrag Krstić, Belgrade: Institute of Philosophy and Social Theory, Novi Sad: Akademska knjiga, 2020, 150 pages.

More...

Dzieci, które nie mówią, ale się komunikują. Komunikacja alternatywna w terapii logopedycznej

Author(s): Agnieszka Franieczek-Madalińska,Natalia Wojciechowska / Language(s): Polish Issue: 2/2020

The article focuses on the use of alternative communication by speech therapists and the presentation of its concepts. The theory of the act of speaking and the basic concepts of communication are reconstructed. The perspective of an intellectually disabled child and the basic criteria for classifying the phenomena accompanying alternative communication are discussed. The latter part of the article contains the differentiation between alternative and augmentative communication systems. The aim of the article is to systematize the knowledge about alternative and augmentative communication (AAC).

More...

FOCUS ON THE TRANSLATION TRAINEE

Author(s): MICHAŁ KORNACKI,Paulina Pietrzak / Language(s): English Issue: 2/2021

A learner-based approach to translator training has already been recognised and discussed in translator education for the last few years (González-Davies 2004; Kelly 2005; Kiraly 1995, 2000; Massey et al. 2019). With the main focus on learning rather than training and the translator rather than the product or the process of translation, the observed trend in translation studies can be called ‘translator studies’ (Chesterman 2009). The tendency has been for the teacher-centred approach to be gradually replaced by manners of teaching which favour learner autonomy (Gonzalez Davies 2004). Nonetheless, due to the multiple demands that translator teachers must fulfill, they still happen to be regarded as the main active performers in the educational process. Invaluable as the teacher’s agency is for shaping the educational reality that translation trainees experience, translator education requires ensuring that student-oriented education actually involves freeing teachers and students from their traditional roles, to break out of the routine in which they have been rooted for years. It is worth emphasising that the roles and responsibilities of the translator teacher and student are equally important. The article looks at the translation educational process with the main focus on trainees who are supposed to build their career in the uncertain and indeterminate translation industry of the future.

More...