Lessons in Social Action: Equipping and Inspiring Students to Improve Their World

Marshall, Jill; Klein, Ana María

doi:10.1080/00377990903221962

Cited by 10 publications

(11 citation statements)

References 5 publications

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“…We directed a sensible investigation of logical deals with the work brain science and brain science of expert advancement (Marshall, J. et al, 2009) combination and blend of the aftereffects of long haul instructive perceptions shows that the inspiration of educators of professional training establishments, specifically, to decide their very own needs, targets, direction on the execution of expert exercises is one of the most significant assignments of vocation improvement arranging. Simultaneously, self-inspiration is significant, that is, every instructor's attention to inside (individual) thought processes in fruitful expert action and vocation improvement.…”

Section: Findings and Discussionmentioning

confidence: 99%

The Features of Pedagogical and Psychological Characteristics of Career Growth Among Educators of Vocational Educational Institutions

Selvaraj¹,

Shalini²,

Kotteswaran³

et al. 2019

HSSR

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Purpose of the study: This examination endeavors to inspect the mental and instructive qualities of profession development among instructors of professional instructive establishments. It additionally endeavors to break down the lexical and semantic substance of the related ideas of "proficient vocation", "proficient advancement", "proficient development" and "expert development". Methodology: This examination utilized coherent investigation of logical works, speculation of viewpoint and translation alternatives for understanding the substance of expert profession, proficient improvement, and vocation development so as to distinguish the mental and educational highlights of profession advancement of educators of professional schools. It likewise utilized hypothetical investigation, examination, and speculation of applied perspectives on the issue under examination so as to decide the issue topical parts of taking care of the logical issue; strategy for explanation is to discover the idea of the creator's translations, including the professional success of professional instructive educators and to detail the finishes of the investigation. Main Findings: Four fundamental highlights of the mental part of the instructor's vocation development have been distinguished, to be specific: inspiration, innovativeness, self-awareness, and expert development. The outer variables that impact the course of instructors' vocation development are likewise featured. Applications of this study: This work is appropriate in numerous parts of the instructive segment. Hence its importance leaves no inquiries as the work will be valuable for instructors as well as for further improvement in approach course for training in the future. Novelty/Originality of this study: For the first run-through, interior and outside parts of educators' profession development were breaking down and the essential mental perspectives were featured.

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Section: Findings and Discussionmentioning

confidence: 99%

The Features of Pedagogical and Psychological Characteristics of Career Growth Among Educators of Vocational Educational Institutions

Selvaraj¹,

Shalini²,

Kotteswaran³

et al. 2019

HSSR

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“…Traditional teacher education programs have been criticized for neglecting to prepare teachers to function in a "culturally pluralistic and global society" (Sue, Bingham, Porche-Burke, & Vasquez, 1999, p. 1066. One expectation is that teacher educators equip teachers and preservice teachers with the necessary tools to address issues of social justice and equity in their classrooms (Marshall & Klein, 2009). To account for this issue, we designed an international study abroad program to invite preservice teachers to "analyze the relationship between language and power" (Hadjioannou & Fu, 2007, p. 44) so that they might teach their own students how to overcome the injustices that are imposed upon them through various information sources.…”

Section: Introductionmentioning

confidence: 99%

A

Lussier

Assaf²,

Hoff³

2019

FIRE

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The purpose of this study was to explore how preservice teachers (PST) became aware of literacies in global and local contexts and to understand how PST conceive of literacy after experiencing an international service learning (ISL) study abroad program in rural South Africa. For this qualitative grounded theory study, we used critical literacy and humanizing pedagogy as theoretical frames for designing the program and analyzing data. Findings show PST experienced a

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“…One expectation is that teacher educators equip teachers and preservice teachers with the necessary tools to address issues of social justice and equity in their classrooms (Cochran-Smith, 2004;Marshall & Klein, 2009). Reading teacher educators (e.g., Lazar, 2007;Mosely, 2010;Dozier, Johnston, & Rogers, 2006) are responding to such expectations by developing courses and programs that help teachers ''analyze the relationship between language and power'' (Hadjioannou & Fu, 2007, p. 44) and construct knowledge about critical literacy so that their own instruction will address social injustices that are perpetrated through various information sources.…”

mentioning

confidence: 99%