Student Active-Learning Approaches in Teacher Education | Chapter 5 | Research Highlights in Language, Literature and Education Vol. 8

 This stage argues a greater stress to pupil-centered, active education, approaches in teacher educationa beginnning already in lectures for one subjects of the DCEM1 methods module.Engaging students energetically in the teaching and learning process has existed proved to be an persuasive method in classroom. Our method for encouraging student partnership in lectures is to create them co-lecturers with the faculty member.We employ student-co-teacher and student-listener response, which is regularly attended at the conclusion of a programme of specific curricular parts, to track the influence and quality improvement of their effects-teacher's activities. Students self – thinkings are confronted with techer's trainer attention. Some significant findings are elucidated in compliance with instructor competences. Performing a lecturer’s duty during academic curricular lectures provides any of teachers’ competences by Bologna process. In this role the juniors participate in the following groupings: as teacher instructor - student pair or teacher instructor - student & student crew. In order to monitor the efficiency and quality bettering of lectures’ activities we use the students’- participants response or self-reflections, communicated to lecturer-trainer who guarantees the collection of continuous response, which takes place at the end of the program of distinguishing curricular units. Analysis of used checklist included six concerning details parameters, namely: Organisation, Aims/Professional information/skills, Didactic principles, Communication, Performance environments, Quality of the teacher-trainer’s work and welcome/her personal characteristics and so forth.The ongoing judgment of the student-co-lecturer model (acquired on the basis of students’ response) confirms greater graduate interaction in the adoption of two together compulsory curricular contents, in addition to the acquisition of convincing scholar experience (ability) in the adoption of didactic law, in particular the implementation of the standard of activity and the enforcement of the standard of democratic relations 'tween specimens of each didactic position. CO- lecture's activities are treasured regarding to optional AADIDG2 educational pinciples. Student's criticisms dwelt on the short end of the deal of colloquium problems/tasks that maybe correlated with subject-distinguishing competence, defined as the understanding of content and methods of chemistry instruction.

Author(s) Details:

Darinka Sikosek,
Faculty of Natural Science and Mathematics, Department of Biology, Chair of Chemical Education, University of Maribor, Slovenia.

Please see the link here: https://stm.bookpi.org/RHLLE-V8/article/view/11494