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Observational narrative knowledging in early professional development of student teachers of English
This paper presents a narrative inquiry approach to understanding the early professional development (PD) of student teachers of English at a state university in Turkey. With the twofold functioning of narrative as a tool for both research and PD, we probe into how student teachers’ early PD trajectories are shaped through observational narrative knowledging. Data consisted of group discussions, semi-structured interviews, metaphor elicitations, and informal conversations that accompanied the main data collection tool, i.e., narrative frames collected during the practicum. The triangulated data were subjected to a multi-tiered collaborative content analysis. The findings showed that narrative-embedded observations helped student teachers organize and attach meaning to their early field experiences, and thus build on their self-awareness, critical thinking, and reflectivity for future classroom practices. We also reported how the participants reflected retrospectively, in the course of, and the posteriori of writing the classroom observational narratives. Through narrative knowledging, we offer a more nuanced approach to aiding student teachers’ early PD.
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Yusuf sahin 《美中教育评论》2011,(5):580-588
The aim of this paper is to determine the elements which hinder peace, and emphasize the importance of the contribution of foreign language learning to international peace. Language affects the thought and behavior of human beings. The attitude of a person knowing more than one language of a position is not the same as a person not knowing a foreign language because of that the first person can comment about the position in different standpoints. He can see and evaluate the events in a much broader perspective. As knowledge gives comfort, peace and confidence to the human beings, ignorance causes repulse and revulsion. Knowing a foreign language means entering a world of human beings thinking and believing differently, accepting different life-styles, illuminating, clarifying the obscurities which cause prejudice and revealing human behaviors which seem not comprehensible whereas they are actually very easy to understand. A theory can be developed from all explanations emphasizing the contributions of knowing a foreign language to the international communication. The theory is called ＂push and pull theory in communication＂. The huge building of ignorance, which is the place of big wars and conflicts, can be eliminated through the power of love and peace language. To obtain international peace, all the nations in the world should try to maintain and create legal and social background in order to realize their common goal ＂international peace＂. All the governments should come together and develop a common program which provides a contribution to the improvement of the international peace language, which should be taught as a lesson called ＂common peace language＂ in all countries. Foreign language teaching should be started at the very early stage if possible. The children＇s books must contain differences that are natural but not the things to be ashamed of or things to boast about. With the contributions of all countries, a foundation can be set up so that all successful students and teachers, especia 相似文献
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Education and Information Technologies - Accreditation studies and the number of programs that are accredited in engineering education are increasing day by day. In the auditing process, under the... 相似文献
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We explore academic literature on business ethics education and critically compare the themes emerging from different contexts. Outlining guidelines for analysis based on Southern Theory, we conduct a content analysis on a selection of English, peer-reviewed articles and then critically compare emergent themes from across the ‘Northern'–Southern’ divide. The results suggest commonality but also substantive nuances. One key difference concerns a concerted effort from the South to decipher daily business experiences in relation to prevalent business ethics frameworks focused on the North. Furthermore, using notion of phronetic science, we critically discuss our findings to highlight inherent dynamics of control and resistance. The paper concludes by suggesting future directions for business ethics curriculum development that is more sensitive to these dynamics and by suggesting an adoption of notions related to practical wisdom. 相似文献
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Mahfuzah Yusuf 《International Information and Library Review》2013,45(3-4):339-355
The paper highlights some of the issues relating to reliability and accountability of digital information with special reference to the Malaysian experience. Problems in establishing this accountability and reliability in records management in a digital environment are considered. Focus is also placed on the control measures and steps that need to be taken by the major players in records management in Malaysia in their work to preserve selected information. 相似文献
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Yusuf Ziya Olpak Serdal Baltaci Muhammet Arican 《Education and Information Technologies》2018,23(6):2323-2340
This study investigated the effects of two different accountability scoring mechanisms (ASMs), which were used during the peer instruction (PI) process, on preservice middle school mathematics teachers’ (PSTs) achievements in statistics and probability. In the spring semester of 2016–2017 academic year, 46 third-year PSTs, who had been attending a statistics and probability course, participated in the study. Based on their pre-test scores, the PSTs were randomly divided into two equally achieving groups (Group 1 and Group 2). The data of this study were collected using an academic achievement test and PI and course evaluation forms. A learning management system (LMS), which was a web-based application designed by the first author, was used in collecting the PSTs’ responses to the given conceptual questions. Two different ASMs were used in calculating the PSTs’ PI scores. The findings showed that the PSTs in Group 1 obtained significantly higher overall academic, PI, and post-test scores than the PSTs in Group 2. Therefore, the PSTs’ PI and overall academic achievement scores differed based on the ASM used. Thus, using an ASM during a PI process found to be effective in increasing the PSTs’ engagement in the peer discussion. Finally, the analysis of the PSTs’ opinions regarding to the PI, learning process, and learning environment indicated their overall satisfaction. 相似文献