Meaningful learning in teacher education

Kostiainen, Emma; Ukskoski, Tuija; Ruohotie‐Lyhty, Maria; Kauppinen, Merja; Kainulainen, Johanna; Mäkinen, Tommi

doi:10.1016/j.tate.2017.12.009

Cited by 154 publications

(133 citation statements)

References 54 publications

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“…This attitudinal change could suggest that their engagement in active learning through discussion, observation, evaluation, and summation during the course would relatively adjust their misled mindset on learning through activities and reflection. In fact, as stated in previous studies (Amobi, 2005;Fernández, 2010Fernández, , 2012Kostiainen et al, 2018), such a reflective approach on learning and teaching actions is the critical first step to make explicit reconstructing that leads to professional growth and improvement.…”

Section: Discussionmentioning

confidence: 83%

“…In fact, reflective practice is viewed as a means by which practitioners can develop a greater level of self-awareness about the nature and impact of their performance, which creates opportunities for professional growth and development (Loughran, 2002). In the field of teacher-education, reflective practice plays a central role as it facilitates teaching, learning and understanding (Amobi, 2005;Kostiainen et al, 2018;Lieberman & Miller, 2000;Loughran, 2002;Schön, 1987). Due to the complexity of teaching, teachers often question their practices for improving their students' performance and for their own professional development.…”

Section: Significance Of Reflective Teachingmentioning

confidence: 99%

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Reflective Teaching in an EFL Writing Instruction Course for Thai Pre-service Teachers

Nguyen¹

2019

The Journal of AsiaTEFL

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Reflective practice has been proved to be a meaningful way of learning about teaching and various aspects of teachers' work by several studies in different EFL teaching contexts. In Thailand, despite the commonly-reported problems about the English language education program for prospective English teachers, a few studies were conducted on how to improve the situation. By employing the reflective teaching approach, this study reports on how an educator assisted 48 Thai pre-service English teachers to learn how to teach English writing in the Writing Instruction course. The findings from the survey, the teacher-educator's notes during the course and the focus-group interview showed the considerable success of this teaching approach. Furthermore, the information from the evaluations on micro-teaching performances by the teaching groups, their peers and teacher-educator, and the students' reflections on their teaching strengths and weaknesses and their plans for reconstructing their teaching revealed some considerations for improvement. This study is thus expected to not only reflect on how teacher-educators are trying to improve the quality of English preservice-teachers in Thailand and to develop their experiences to be life-long learners, but also provide some insights to enhance reflective prospective teachers in other educational settings with similar teaching and learning cultures.

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Section: Discussionmentioning

confidence: 83%

Section: Significance Of Reflective Teachingmentioning

confidence: 99%

Reflective Teaching in an EFL Writing Instruction Course for Thai Pre-service Teachers

Nguyen¹

2019

The Journal of AsiaTEFL

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“…Meaningful learning in adult education is another challenging issue to improve learning efficacy. This approach to language learning requires changing the focus from the language as an educational aim to the language as a social medium [15]. Learning the language in the context gives adult learners more understanding of how to use vocabulary and grammar rules in the meaningful communication.…”

Section: Methodsmentioning

confidence: 99%

Instructional Principles and Approaches to English Course Design in Continuing Educatio

Kulamikhina¹,

Esmurzaeva²,

Danilova³

et al. 2019

Proceedings of the Internation Conference on "Humanities and Social Sciences: Novations, Problems, Prospects" (HSSNPP 2019)

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This study aims to design the program and instruction of an English course that stimulates adult learners' engagement in language learning and English communicative competence development in the continuing education. The authors have discussed the principles and approaches of adult education to the course design (personalized approach, meaningful learning, principles of visual education, technology-based communication) and efficacy of four classroom management strategies: a visual thinking strategy, video-based discussions, guided discovery activities, web-technologies-based communication tasks. The findings in this study prove the improvement of English communicative competence in adult learners.

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“…To enhance ethical and practical abilities, character education requires close coordination with other fields. Teachers need to guide children with special needs to develop selfawareness and self-discipline and instill ethical character or behavior through practice and examples presented by the teacher themselves every learning process (Kostiainen et al, 2018).…”

Section: Advances In Social Science Education and Humanities Researcmentioning

confidence: 99%

Character Education for the 21st Century in Developing the Careers of Children Special Needs in Vocational Inclusive School

Iswari¹,

Iswari²,

Nurhastuti³

et al. 2019

Proceedings of the 5th International Conference on Education and Technology (ICET 2019)

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This research aims to study and compile data is comprehensive, ranging from the new data and actual integrated on character education in developing the careers of children in need of special vocational education, then perform verification and validation data to identify where children in need of special vocational schools are there in having a good character in the development of his career as the blind children, deaf children and autistic children. They are capable of learning to follow suit with his talent and his interest in achieving careers in the future. Character education has always been integrated in every learning process in school either in an honesty, working, responsibility, confidence, persevering, meticulous and others. External research during the first year are learning implementation plan and the integrated learning materials on character education for individual learning in vocational secondary schools as education providers Inclusion in The City of Padang.

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Meaningful learning in teacher education

Cited by 154 publications

References 54 publications

Reflective Teaching in an EFL Writing Instruction Course for Thai Pre-service Teachers

Reflective Teaching in an EFL Writing Instruction Course for Thai Pre-service Teachers

Instructional Principles and Approaches to English Course Design in Continuing Educatio

Character Education for the 21st Century in Developing the Careers of Children Special Needs in Vocational Inclusive School

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