@article {1709, title = {TEACHER EDUCATION STUDENTS{\textquoteright} EXPERIENCES IN UNDERGRADUATE ONLINE MATHEMATICS COURSES}, journal = {Problems of Education in the 21st Century}, volume = {82}, year = {2024}, month = {February/2024}, pages = {Continuous}, type = {Original article}, chapter = {102-116}, abstract = {Having been shifted from traditional to online learning due to the community quarantine implementation, it is valuable to determine students{\textquoteright} views about taking courses online. This research aimed to explore the teacher education mathematics major students{\textquoteright} experiences with taking undergraduate mathematics courses online, precisely the benefits and challenges they encountered, and in what way they dealt with these challenges. The design used in this study is qualitative exploratory research by distributing open-ended questions to selected Bachelor of Secondary Education in mathematics students (N = 76) from a state university in the province of Bulacan, Philippines. Data were explored through thematic coding. The results indicated that among the gains of taking mathematics courses online, the students mostly gained from a convenient study time to access applicable web-based references and resources. In spite of unpredictable internet networks, limited teacher and peer interaction, vague learning content and discussions, some distractions, and a lack of satisfactory learning resources, independent and self-paced study paired and fired with enough self-motivation are suggested.}, keywords = {mathematics courses, online learning, online mathematics, teacher education, thematic coding}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/24.82.102 }, url = {https://oaji.net/articles/2023/457-1708676868.pdf}, author = {Ignacio Jr., A. G.} } @article {1642, title = {STUDY ABROAD AND PRE-SERVICE TEACHERS{\textquoteright} GLOBAL COMPETENCE}, journal = {Problems of Education in the 21st Century}, volume = {81}, year = {2023}, month = {April/2023}, pages = {Continuous}, type = {Editorial}, chapter = {172-175}, abstract = {Globalization has made the world a more interdependent and multicultural society. Global issues, including regional conflicts, pandemics, and climate change, affect human life across boundaries and cultures and require people to collaborate in solving problems. Under this context, teachers with a global perspective and diverse values can enhance students{\textquoteright} world views, foster respect for difference, and develop responsibility for a more sustainable and inclusive world. Thus, the need for professional development to prepare teachers to be globally competent has been extensively recognized. Recently, the study abroad program as an effective means of developing global competence has been increasingly researched and implemented in teacher education program (Huang et al., 2023; Okken et al., 2019). Unlike stand-alone training courses, studying abroad provides immersive opportunities for participants to expose themselves to different educational systems and cultures. Such intercultural encounter experiences can broaden teachers{\textquoteright} pedagogical repositories and skills to teach diverse students, enhance understanding of global issues, and facilitate reflection on personal and professional identities.}, keywords = {educational systems, inclusive world, multicultural society, teacher education}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/23.81.172}, url = {https://oaji.net/articles/2023/457-1683097251.pdf}, author = {Cheng, C.-C. and Huang, K.-H.} } @article {1554, title = {IDENTIFYING IMPLEMENTATION CHALLENGES FOR A NEW COMPUTER SCIENCE CURRICULUM IN RURAL WESTERN REGIONS OF THE UNITED STATES}, journal = {Problems of Education in the 21st Century}, volume = {80}, year = {2022}, month = {April/2022}, pages = {Continuous}, type = {Original article}, chapter = {353-370}, abstract = {Like much of the world, the United States is rapidly implementing the teaching of computer science into both primary and secondary school curricula. Uncovering what challenges U.S. schools in general{\textemdash}and rural U.S. schools in the unique environment of more mountainous regions of the U.S. in particular{\textemdash}face in implementing new curricula is not well established in the scholarly literature base. If reform advocates are able to anticipate implementation challenges, they might be more effective in facilitating needed changes. In response, the overarching research question is addressed: What are the challenges of delivering multi-age computer science in the rural, mountain regions of the western U.S.? This two-phase research project first identifies the anticipated challenges to implementing the curriculum by curriculum designers (Phase 1), and then goes on to compare those anticipated challenges to those identified by classroom teachers after completing a teacher training program (Phase 2). Thirteen teachers completed the training program in May and July of 2021, and five were selected to be interviewed. Transcripts of the interviews were analyzed in open, axial, and selective coding to identify recurrent and dominant themes. First, a qualitative methodology through the lens of the constructivist theory was used. Then, conventional narrative inquiry methods were employed to investigate the narratives using thematic analysis. The Phase 1 concerns of adhering to curriculum standards and using appropriate programming languages were contrasted to the Phase 2 themes of the future importance of coding for all students, confidence in pedagogy, the difficulty of coding, and issues of approval and safety. The results of this study serve as a bridge between the mandates created by education leaders and the actual experiences of the participating teachers tasked with delivering the curriculum. }, keywords = {computer science education, fidelity of implementation, professional development, STEM, teacher education}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/22.80.353}, url = {https://oaji.net/articles/2022/457-1651338527.pdf}, author = {Astrid K Northrup, PE and Andrea C. Burrows and Timothy F. Slater} } @article {1542, title = {REFLECTIVE THINKING AND INQUIRY SKILLS AS PREDICTORS OF SELF-EFFICACY IN TEACHING MATHEMATICS}, journal = {Problems of Education in the 21st Century}, volume = {80}, year = {2022}, month = {February/2022}, pages = {Continuous}, type = {Original article}, chapter = {213-231}, abstract = {This study aims to show to what extent the variables of reflective thinking, inquiry skill and mathematics teaching self-efficacy belief affect each other, to show their rates of explaining each other, and to show whether inquiry skill is a mediating variable in the relationship between reflective thinking and mathematics teaching self-efficacy belief. The data which were collected to test the hypotheses regarding the relationships to be shown were evaluated with structural equation modeling. A relational screening model was used in the research. The participants of the study were 304 prospective primary school teachers studying in their third and fourth years in the Basic Education Department of Education Faculties in two different state universities in Turkey. As data collection tools, the {\textquotedblleft}Reflective Thinking Level Determination Scale{\textquotedblright}, {\textquotedblleft}Inquiry Skills Scale{\textquotedblright} and {\textquotedblleft}Mathematics Teaching Efficacy Belief Instrument{\textquotedblright} were used. According to the results of the study, reflective thinking affects mathematics teaching self-efficacy belief positively and significantly and explains it significantly. Reflective thinking affects inquiry skills positively and significantly and explains it significantly. Inquiry skill affects mathematics teaching self-efficacy belief positively and significantly. Reflective thinking and inquiry skill together explain mathematics teaching self-efficacy belief highly and significantly. Inquiry skill has a partial mediating effect between reflective thinking and mathematics teaching self-efficacy belief. }, keywords = {inquiry skill, mathematics teaching, prospective primary school teachers, reflective thinking, teacher education}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/22.80.213}, url = {https://oaji.net/articles/2022/457-1645651278.pdf}, author = {Mehtap Saracoglu} } @article {1238, title = {TEACHER EDUCATORS{\textquoteright} SELF-REPORTED PREPAREDNESS TO TEACH STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN HIGHER EDUCATION}, journal = {Problems of Education in the 21st Century}, volume = {77}, year = {2019}, month = {October/2019}, pages = {Continuous}, type = {Original article}, chapter = {584-597}, abstract = {This research explores teacher educators{\textquoteright} self-reported preparedness to teach students with special educational needs. Teacher educators are concerned with preparing the next generation of teachers who will, in turn, be addressing the needs of students with special educational needs within schools. Being able to address this important task also in their own teaching at the teacher education program is important for their own credibility. In total, 104 teacher educators at two university faculties completed an online questionnaire with questions about teaching students with special education needs. The results showed a significant difference between the educators{\textquoteright} self-reported professional development needs. At University B, educators rated their own competence as well as the organizational ability to meet students with special educational needs higher than educators at University A, regardless of disability. One explanation for the differences in self-rated competence might be due to the mandatory courses about how to teach students with special educational needs, shaping a community of practice with a shared knowledge among the teacher educators at University B. However, the experienced challenge lies in difficulties to transform the knowledge of what is required and expected into practical solutions for teaching students with special educational needs. }, keywords = {disability research, inclusive teaching, professional development, special educational needs, teacher education}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/19.77.584}, url = {http://oaji.net/articles/2019/457-1571384344.pdf}, author = {Mona Holmqvist and Lotta Anderson and Lisa Hellstr{\"o}m} } @article {1164, title = {CUTTING THE PREVALENCE OF PLAGIARISM IN THE DIGITAL ERA: STUDENT TEACHERS{\textquoteright} PERCEPTIONS ON PLAGIARISM IN INDONESIAN HIGHER EDUCATION}, journal = {Problems of Education in the 21st Century}, volume = {76}, year = {2018}, month = {October/2018}, pages = {Continuous}, type = {Original article}, chapter = {663-677}, abstract = {It seems that plagiarism has not been seen as misconduct in higher education in some developing countries including in Indonesia which might be affected by cultural, economic, and technological issues. The research aimed at exploring the perceptions of Indonesian student teachers towards plagiarism in four higher education institutions. The research was undertaken as a mixed-method research. Questionnaire and face to face interviews were the instruments to collect data. A paper-based questionnaire was administered to 534 student teachers while face to face interviews were conducted with twenty voluntary participants. The data from the questionnaire were analyzed and presented in the form of percentages, frequencies, and standard deviation while interview data were first analyzed by transcribing the audiotaped interviews into texts, which were then read line-by-line to find and list every significant statement relevant to knowledge of plagiarism definition, research ethic, and research misconduct types, attitudes towards plagiarism, practicing of plagiarism, and reasons of plagiarism among twenty participants. Results showed that most student teachers knew the definition of plagiarism, but they did not know the types of research misconduct. They considered plagiarism as an act of stealing but being unable to avoid in for their study. They tended to do plagiarism because they wanted to save time and they considered about the pressure of their study. Based on the findings of this study, it is important that participants should be required to have more education on plagiarism and its effects and consequences on the ethics of research and education. More strict policies should be implemented to evaluate and supervise plagiarism emerged in Indonesian higher education institutions for undergraduate programs.}, keywords = {Indonesian higher education, plagiarism in higher education, student teachers, teacher education}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/18.76.663}, url = {http://oaji.net/articles/2017/457-1540320224.pdf}, author = {Maimunah and Lenny Marzulina and Herizal and Muhamad Holandyah and Amirul Mukminin and Robin Pratama and Akhmad Habibi} } @article {1091, title = {VIEWS OF A GROUP OF PRE-SERVICE SCIENCE TEACHERS ON THE USE OF EXPERIMENTAL ACTIVITIES IN SCIENCE TEACHING}, journal = {Problems of Education in the 21st Century}, volume = {75}, year = {2017}, month = {December/2017}, pages = {Continuous}, type = {Original article}, chapter = {525-534}, abstract = {Teachers often consider experimental activities to be fundamental to the teaching of scientific concepts. However, there are different views about their purpose in science classes; these views are linked to teachers{\textquoteright} different understandings of the construction of scientific knowledge. It was analyzed the views of 19 pre-service science teachers (PST) on the use of experimental activities in science classes. These PSTs were enrolled in the subject of science teacher training course of a Brazilian federal university. In their course work, the PSTS were organized into groups and they participated in a pedagogical activity during which they reported their views on two experimental scripts. They answered questions about how they would use these experiments in the future. The activity occurred in two stages: the first was before studying texts on the nature of science with an emphasis on the role of experimentation in the foundation of hypotheses; the second stage was after this. The data analysis was performed using the content analysis technique. The results suggest the importance of debates and deep themes in training courses for science teachers, so that experimental activities are not seen reductively and only as ways to motivate classes or to complement theory, but rather as potential aids in the construction of scientific meaning. }, keywords = {experimental activities, nature of science, teacher education}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/17.75.525}, url = {http://oaji.net/articles/2017/457-1513710311.pdf}, author = {Elaine A. Colagrande and Simone Alves de Assis Martorano and Agnaldo Arroio} } @article {1037, title = {IMPACT EVALUATION OF TWO MASTER COURSES ATTENDED BY TEACHERS: AN EXPLORATORY RESEARCH IN ANGOLA}, journal = {Problems of Education in the 21st Century}, volume = {74}, year = {2016}, month = {December/2016}, pages = {Discontinuous}, type = {Original article}, chapter = {49-60}, abstract = {The present research aims to evaluate the impact of two master courses offered by one public higher education institution in Angola on the professional development of Angolan teachers and also on the broader educational community. The two courses were attended by 393 teachers. The data of 45 answered questionnaires and six verbatim transcripts of individual semi-structured interviews were analysed. According to the teachers perspective the courses contributed to teachers{\textquoteright} personal growth and changes of practices, as well as improved students{\textquoteright} learning (micro context of impact). Although to a lesser extent, impact on broader contexts was also identified, indicating that changes occurred also within other teachers and elements of the surrounding school community (meso context of impact) as well as the community of educational research (macro context of impact). The results in discussion are of relevance for further investment on post graduation courses (master level) for teachers offered by higher education institutions. Outlined recommendations could potentially contribute to impact enhancement (and understanding) of academic post-graduation courses{\textquoteright} attended by in-service teachers, particularly those integrated in recent higher education systems of post conflict countries, such as the Republic of Angola. }, keywords = {Angola, impact evaluation, master courses, post-graduation, teacher education, teachers{\textquoteright} professional development}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/16.74.49}, url = {http://journals.indexcopernicus.com/abstract.php?icid=1227394}, author = {Betina Silva Lopes and Nilza Costa and Bernardo Filipe Matias} } @article {1003, title = {PRIMARY SCHOOL STUDENT TEACHERS{\textasciiacute} CLASSROOM TALK DURING INQUIRY-BASED BIOLOGY LESSONS}, journal = {Problems of Education in the 21st Century}, volume = {69}, year = {2016}, month = {February/2016}, pages = {Discontinuous}, type = {Original article}, chapter = {37-56}, abstract = {In schools, classroom talk is often dominated by teachers{\textasciiacute} lecturing or asking closed questions followed by teachers{\textquoteright} evaluative feedback. When the teacher presents ideas to students or uses the question-response feedback, the talk is considered as authoritative talk. On the other side, during dialogic talk, the teacher reacts to students{\textasciiacute} views and responses. The important role of the teachers in promoting dialogic classroom talk has been demonstrated in many previous studies. However, little is known about how student teachers use different talk forms, especially in inquiry-based biology lessons which is the focus of this research. The primary school student teachers{\textquoteright} lessons {\textendash} a total of 14 lessons of five student teachers {\textendash} were videotaped and audiotaped. The data were analysed using theory-based content analysis. The results show that the primary school student teachers used more authoritative classroom talk than dialogical classroom talk in their inquiry-based lessons. Mainly, non-interactive authoritative talk form was used by all student teachers, and interactive dialogic talk form was used least. Authoritative talk was used in all stages of the inquiry-based lesson. Dialogic talk was used more during introduction and examination stages. The findings suggest that in teacher education, student teachers need scaffold in talking with pupils when carrying out inquiry-based teaching.}, keywords = {authoritative talk, dialogic talk, inquiry-based lesson, primary school, teacher education}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/16.69.37}, url = {http://journals.indexcopernicus.com/abstract.php?icid=1199765}, author = {Matti Hiltunen and Sirpa K{\"a}rkk{\"a}inen and Tuula Keinonen and Markus H{\"a}hki{\"o}niemi and Sami Lehesvuori and Pirjo Tikkanen} } @article {1018, title = {TEACHER-EDUCATOR VERSUS TEACHER-LEADER}, journal = {Problems of Education in the 21st Century}, volume = {72}, year = {2016}, month = {August/2016}, pages = {Discontinuous}, type = {Editorial}, chapter = {4-5}, abstract = {Recently, in Lithuanian educational discourse there has been a lot of discussion about leadership. This has become so popular phenomenon that quite often one even does not go deep into the most important parameters of this phenomenon. Leadership phenomenon is not a very new thing, having started to be investigated more exhaustively as far back as the second half of the 20th century, however, over the last decade a lot of attention has been devoted to this in Lithuania. One can reasonably assert, that this is even a matter of fashion. During the aforementioned period, various questions such as teacher leadership, leadership development in schools (as if everyone has to be only a leader), leadership influence on organisation management and other have been investigated in one way or another. On the other hand, quite a lot of attention has been devoted to school managers, having in mind that they should not be just managers, but real managers {\textendash} leaders. There is no intention to discuss various leadership concepts or to give any recipes how to turn teachers and managers to leaders. Moreover, there exists a vast diversity of concepts. It is obvious, that poor, ineffective and unsuitable management affects the teachers and the teaching learning process itself. It is logical, that this aspect has to be evaluated, and only people suitably prepared and ready for this should become managers of educational institutions. On the other hand, it wouldn{\textquoteright}t be fair to identify managers and management with leadership.}, keywords = {educational discourse, leadership phenomenon, teacher education}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/16.72.04}, url = {http://journals.indexcopernicus.com/abstract.php?icid=1221614}, author = {Vincentas Lamanauskas} } @article {959, title = {FACING THE PEDAGOGICAL CHALLENGE OF TEACHING UNACCOMPANIED REFUGEE CHILDREN IN THE SWEDISH SCHOOL SYSTEM}, journal = {Problems of Education in the 21st Century}, volume = {64}, year = {2015}, month = {April/2015}, pages = {Discontinuous}, type = {Original article}, chapter = {66-74}, abstract = {The social inclusion of refugee children is an important issue in Sweden and many other European countries. Sweden accepts more than 20\% of all unaccompanied immigrant children in the EU. Logically, effective schooling is needed for these children to create the necessary pre-conditions for their successful integration into society. However, political interest and state funding concentrates instead on assuring good quality living conditions and legal support for incoming minors, leaving the responsibility for their education to underfunded municipal schools. Accordingly, a study conducted in a municipal secondary school and a university teacher education in Northern Sweden revealed low preparedness to meet the educational needs of immigrant children. Sociocultural and socio-political theoretical lenses were used in the study to understand the situation. Pedagogical action was taken on the teacher education programme in Ume{\r a} to improve the situation and issues concerning the integration of unaccompanied immigrant minors in the Swedish school system were explored in an interdisciplinary course at the end of the students{\textquoteright} teacher training. In group interviews and guided discussions during the course, student teachers recognised existing systemic problems in the education of immigrant children and expressed a feeling of a lack of practical intercultural competence to meet such children. }, keywords = {intercultural education, refugees, teacher education}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/15.64.66}, url = {http://oaji.net/articles/2015/457-1432232330.pdf}, author = {Oleg Popov and Erik Sturesson} } @article {910, title = {DEVELOPING A TEACHER EDUCATION PROGRAMME TO PROMOTE SCIENTIFIC LITERACY IMPROVING A POSITIVE ATTITUDE ABOUT SCIENCE}, journal = {Problems of Education in the 21st Century}, volume = {60}, year = {2014}, month = {July/2014}, pages = {Discontinuous}, type = {Original article}, chapter = {134-155}, abstract = {Usually elementary teacher education has pitfalls in developing important dimensions of scientific literacy (SL) through science teaching. So, to refine some Teacher Education Program (TEP) characteristics is important to potentiate their positive attitudes towards links amongst science technology and society themes (STS) so that they may improve their students{\textquoteright} SL. This study aims at identifying characteristics of a TEP that promote teachers{\textquoteright} key attitudes about STS and develop dimensions of teaching practice transferral to teachers{\textquoteright} practices to foster their students{\textquoteright} SL. It reports a longitudinal case study (3 years) to refine characteristics of a TEP, answering the questions: a) what features should a TEP have, to improve consistently positive attitudes of teachers about STS?, (b) which gains in teachers{\textquoteright} attitudes towards the STS were obtained from the implementation of TEP? The TEP incorporated, progressively, findings based on literature and other characteristics resulting from improvements, namely: (a) exploring contexts and using materials and equipment from daily routine; (b) developing epistemic practices related with experimental work in open challenge activities; (c) transferable teacher mediation traits. The TEP, with the referred characteristics, allowed teacher to develop important attitudes about: scientific inquiry, willingness to engage in issues related to science and science as a social enterprise.}, keywords = {scientific literacy, teacher education, teachers STS attitudes}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/14.60.134}, url = {http://oaji.net/articles/2015/457-1421876900.pdf}, author = {J. Alexandre Pinto and J. Bernardino Lopes and Ant{\'o}nio Alberto Silva and Carla A. Santos} } @article {884, title = {TEACHER EDUCATION AS A PROMOTER OF HEALTH: TEACHER STUDENTS{\textquoteright} PERCEPTIONS ABOUT MEDICINE EDUCATION}, journal = {Problems of Education in the 21st Century}, volume = {58}, year = {2014}, month = {March/2014}, pages = {Discontinuous}, type = {Original article}, chapter = {82-98}, abstract = {Being a part of health education from primary school to the university level, medicine education is a fairly new opening in the field of education. The purpose of this study was to clarify Finnish primary school teacher students{\textquoteright} (N=21) perceptions about medicine education. Data was collected in several ways: a questionnaire, shared blog writings and group discussions. Teacher students{\textquoteright} perceptions about the content of medicine education were quite limited. Although they were well aware of the importance of the proper use of medicines, they also highlighted the discussion of misuse, which is not in accordance with the aims and methods of medicine education. Teacher students only mentioned a few methods on how to teach the proper use of medicines, having themselves had few experiences of medicine education from their own time at school. In teacher education, medicine education could be developed using teaching methods that particularly concentrate on the critical search for information, also emphasizing the importance of modeling, and co-operation with parents and health experts. This study increases and broadens researchers{\textquoteright} and teacher educators{\textquoteright} knowledge about the challenges of medicine education both in teacher education and in schools.}, keywords = {health education, medicine education, teacher education}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/14.58.82}, url = {http://oaji.net/articles/2014/457-1420361404.pdf}, author = {Sirpa K{\"a}rkk{\"a}inen and Katri H{\"a}meen-Anttila and Kirsti Vainio and Tuula Keinonen} } @article {767, title = {A DILEMMA IN UPPER SECONDARY TEACHER EDUCATION}, journal = {Problems of Education in the 21st Century}, volume = {47}, year = {2012}, month = {November/2012}, type = {Editorial}, chapter = {5-5}, abstract = {There is a consensus about primary and lower secondary teacher education in that Faculty of Education is actively responsible for preparing them for their future teaching careers. However, a struggle between Faculty of Science and Faculty of Education has still been continuing to come up with an agreement for upper secondary teacher education. For example, the undergraduate students attend subject matter courses in Faculty of Science and then take pedagogical (content knowledge) courses in Faculty of Education at most of the developed countries, i.e. USA, Germany, England. Despite the fact that this program seems to have been time efficient for pedagogical courses, this has lacked of motivating them to become the upper secondary teachers. In fact, motivation and enthusiasms to be a teacher play a significant role to learn how to teach.}, keywords = {teacher education, teaching competency, upper secondary school}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/12.47.05}, url = {http://oaji.net/articles/2014/457-1413728750.pdf}, author = {Muammer {\c C}al{\i}k} } @article {740, title = {EARLY SCIENCE EDUCATION AND ITS RELEVANCE}, journal = {Problems of Education in the 21st Century}, volume = {45}, year = {2012}, month = {July/2012}, type = {Editorial}, chapter = {4-9}, abstract = {This text begins with a concern related to teacher education which will focus on early childhood education, specifically in regards into the sciences and knowledge relating to the axes undertaken to frame the curriculum of the first stage of basic schooling as nature, culture and society. Science for young children should be considered as the foundation of all later development and is clear that it is not understood as it should be. But now, it is being more discussed taking account that these children have their development in a holistic perspective (Johnston, 2009; Johnston \& Tunnicliffe, 2008). It should be noticed that the approach of knowledge related to science in Early Childhood Education, discussed in this text, does not take place in an isolated way, should be developed on a proposal mainly integrating the different fields of knowledge, to explore, in the articulation of knowledge, the wealth of exploitation and appropriating the world by the children. }, keywords = {science teaching, scientific knowledge, teacher education}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/12.45.04}, url = {http://oaji.net/articles/2014/457-1413727203.pdf}, author = {Claudia Valentina Assump{\c c}{\~a}o Gallian and Agnaldo Arroio} } @article {762, title = {IMPROVING QUALITY OF THE EDUCATIONAL PROCESS BY RAISING TEACHERS{\textquoteright} COMMUNICATION SKILLS}, journal = {Problems of Education in the 21st Century}, volume = {46}, year = {2012}, month = {October/2012}, type = {Original article}, chapter = {109-115}, abstract = {The quality of the educational process can be measured by different criteria. These criteria are based on factors, including good communication as an important aspect. Similarly to good communication being able to improve the quality of life, the quality of the educational process largely depends on the communication ability of teachers or implementers of education. In his or her job, the teacher has to master communication on different levels: with his or her superior (the principal), colleagues, parents and pupils (students). Not only does the teacher have to educate students by example, he/she occasionally also need to provide assistance in solving conflicts so as to avoid peer violence. During their studies at the university, student teachers should acquire good communication skills. Even though these have been introduced in the content of pedagogical study programmes, their extent is still not sufficient. This paper presents an example of trial Communication in Education laboratory work that was implemented with three generations of 4th year students {\textendash} future teachers of technical education. Their reaction was very positive and they expressed the desire for additional work to be prepared.}, keywords = {personal orientation, reference framework, teacher education}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/12.46.109}, url = {http://oaji.net/articles/2014/457-1413728402.pdf}, author = {Mateja Ploj Virti{\v c} and Robert Repnik} } @article {678, title = {MULTICULTURAL COMPETENCE AND ITS DEVELOPMENT IN STUDENTS OF TEACHER EDUCATION CURRICULA}, journal = {Problems of Education in the 21st Century}, volume = {40}, year = {2012}, month = {March/2012}, type = {Original article}, chapter = {65-74}, abstract = {According to the Estonian State Integration Programme the system of education is considered to be one of the main areas of implementing the state integration policy. The main task of schools in Estonia is to support the feeling of belonging for permanent residents of the Estonian society by sharing common values and knowledge of the official language, and to create possibilities for understanding other cultures and establishing methods for cross-cultural communication with various ethnic groups. The purpose of the research is to study multicultural competence which is considered to be a key component of professional teacher education, as it is of interdisciplinary nature and comprises various aspects which contribute to the development of cognition, personality and professional activities. The research, conducted among students into the level of development of their multicultural competence, has revealed that Narva College students have a positive ethnic identity and quite a high degree of tolerance, which testifies to the positive attitude to their own and other cultures and students{\textquoteright} readiness for intercultural communication. To support the development of multicultural competence in students there has been devised a programme based on such educational components as the comprehensive knowledge of research methods and practices in multicultural education; formation of positive respectful attitude towards native and other cultures; development of skills to support culture-centred education and effective cross-cultural communication; and with inclusion of professional pedagogical activities being based on the humanistic approach and efficient pedagogical interaction. The research covers key points of how the principles of multilingual and multicultural education are realised in everyday teaching practices to achieve corresponding learning outcomes.}, keywords = {multicultural competence, principles of multicultural education, teacher education}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/12.40.65}, url = {http://oaji.net/articles/2014/457-1408532021.pdf}, author = {Anna D{\v z}alalova and Nina Raud} } @article {776, title = {PROPOSIONAL COURSES OF TEACHER EDUCATION: ISSUES AND CHALLENGES}, journal = {Problems of Education in the 21st Century}, volume = {47}, year = {2012}, month = {November/2012}, type = {Original article}, chapter = {110-125}, abstract = {The research focuses on the reformulation of undergraduate courses in universities in the state of Parana, Brazil. The research problem arises in the context of reformulations in the courses of teacher formation, the undergraduate courses encouraged by the demands of current educational policies for these courses, with the following questions: What changes to current policies of teacher education were produced in the organization of undergraduate courses? The overall objective was to analyze the reformulations of the undergraduate courses in relation to established priorities and the implications to the professional development of teachers indicating the tensions caused in this process and to indicate alternatives that contribute to the improvement of basic teacher education. The methodology of the study considers the assumptions of the theory as practice of expression, performs the analysis of educational legislation, organization of curriculum matrices of undergraduate courses at universities in the State of Parana and includes interviews with coordinators and teachers from the course. Results show that the courses differ in the composition of the curriculum matrices in each of the institutions examined, as for example: the organization of the curriculum regarding the disciplines that are part of it; sorting the disciplines; the number of hours of each discipline; the design of the training process; the apprenticeship supervision processes. This means that the tensions and priorities generated at each university in the constitution of the identity of the undergraduate courses are disparate from the proceedings in which these courses are instituted because of the institutional clashes priorities. The performed reformulations extend the amount of teaching time for teaching practice, starting from the first year of the course, in the form of professional practice and in the final years the completion of supervised practice. However, the university remains far removed from the elementary school, the academic disciplines do not articulate these practices. It is noteworthy that the undergraduate courses in Brazil have been the subject of debates and proposals, since the 1.980s.}, keywords = {professional development, teacher education, undergraduate courses}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/12.47.110}, url = {http://oaji.net/articles/2014/457-1413729255.pdf}, author = {Joana Paulin Romanowski and Pura Oliver Martins and Simone Manosso Cartaxo} } @article {778, title = {TEACHER CAREERS AND TEACHER EDUCATION : A BRAZILIAN DILEMMA}, journal = {Problems of Education in the 21st Century}, volume = {47}, year = {2012}, month = {November/2012}, type = {Original article}, chapter = {144-151}, abstract = {The professional aspect of teacher education is in the core of a more general context of teachers{\textquoteright} work. One of the most marking issues of this work{\textquoteright}s conditions, as cause and consequence of many problems, is its insertion in a career framework. At which point of this framework are teaching careers? What consequences for the teaching work may be anticipated from this relative position of teaching in the general career framework? Let us examine this situation from the Brazilian viewpoint. To discuss this subject, a study that deals with career hierarchy in higher education, the socioeconomic profile of undergraduates of some careers related to teacher formation and the position of these careers in the Brazilian university context was conducted. Socioeconomic data were obtained from national microdata of undergraduate students in a time series from 2000 to 2008. The investigation concluded that there is a strong internal hierarchy among careers in Brazil, revealing its effects in symbolic, intra institutional, employment, salary, and corporate terms. This scenario has persisted over time, without the entry of new profiles in teaching careers, traditionally addressed to low-income students.}, keywords = {careers hierarchy, sociology of education, teacher education}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/12.47.144}, url = {http://oaji.net/articles/2014/457-1413729342.pdf}, author = {Hustana Maria Vargas} } @article {537, title = {THE EFFECT OF LEARNING STYLE PREFERENCE ON COURSE ACHIEVEMENT AMONG PRESERVICE ENGLISH TEACHERS}, journal = {Problems of Education in the 21st Century}, volume = {29}, year = {2011}, month = {May/2011}, type = {Original article}, chapter = {71-81}, abstract = {The purpose of this research is to explore the effect of preservice English teachers{\textquoteright} preferred learning styles and reading strategies on course achievement and other course-related studies. The participants were 28 second-year student teachers from the English Language Teacher (ELT) Education department at Mugla University in Turkey, who were taking the core course Language Acquisition in the spring 2009-2010 academic year. During the course, student teachers were asked to independently read a chapter on Second Language Acquisition (SLA) theories from The Principles of Language learning and teaching by H. D. Brown (2000), develop a poster reflecting those theories, and complete an open-ended questionnaire which aimed to explore their learning style and reading strategy preferences. Students were also informed that this chapter would be covered in the final exam. The data used in the study were student teachers{\textquoteright} preferred learning styles, reading strategies, posters and test results. Using the scores from the final exam, 14 students from higher scoring group and 14 students from lower scoring group were chosen for the study. Each group represented 25\% of the total test-taking population. Preferred learning styles and reading strategies were qualitatively analyzed. The results showed that student teachers from both groups preferred more or less the same learning styles and reading strategies. Of note, however, was that the students from the lower score group preferred additional reading strategies that appeared to positively affect part of their test results. It was concluded that learning-strategy awareness and training activities can have a constructive impact on ELT course achievement.}, keywords = {learning style preferences, teacher education}, issn = {1822-7864}, url = {https://oaji.net/articles/2014/457-1405178701.pdf}, author = {{\c S}evki K{\"o}m{\"u}r} } @article {594, title = {HOW TO DEVELOP INDIGENOUS PEOPLES{\textquoteright} EDUCATION? ISSUES AND SOLUTIONS OF S{\'A}MI EDUCATION}, journal = {Problems of Education in the 21st Century}, volume = {34}, year = {2011}, month = {October/2011}, type = {Original article}, chapter = {34-49}, abstract = {This research presents today{\textquoteright}s educational challenges of one indigenous people: the S{\'a}mi. The data was collected by school ethnography in Norway during 2001-2007 in six S{\'a}mi schools. In spite of the many centuries{\textquoteright} educational efforts, the S{\'a}mi have not managed to form their own school culture because the current school system has been imported in the S{\'a}mi areas by outsiders, namely western educators and missionary workers. S{\'a}mi education relates to a whole new dimension at a time when Norway is engaged in another S{\'a}mi primary school education reform, while in other countries inhabited by the S{\'a}mi people{\textemdash}Finland, Sweden, and Russia{\textemdash}the situation is much more challenging. In this study, results concerning the history-bound and practical problems of S{\'a}mi education are introduced. Based on the results, it will be discussed how teacher education should be developed and what issues should be paid attention to in order to develop S{\'a}mi education. }, keywords = {indigenous people, primary school education, teacher education}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/11.34.34}, url = {https://oaji.net/articles/2014/457-1406611925.pdf}, author = {Pigga Keskitalo and Kaarina M{\"a}{\"a}tt{\"a} and Satu Uusiautti} } @article {650, title = {IMPROVEMENT OF FOREIGN LANGUAGE TEACHER EDUCATION IN ALBANIA}, journal = {Problems of Education in the 21st Century}, volume = {38}, year = {2011}, month = {December/2011}, type = {Original article}, chapter = {50-60}, abstract = {Foreign language teaching has been the subject of many changes in Albania in response to the social and economic changes that have taken place in the country and in Europe. The foreign language teacher should be able to teach communicative language and intercultural education. This asks for teachers who work to develop professionally by applying active teaching and learning strategies. Teacher education is the basis for this radical change demanded from the teachers. University of Tirana is working to meet this challenge. Based on the problems experienced, beliefs and attitudes future teachers share, new Master Courses on Teacher Education have been designed and applied in the last two years. They aim at improving teachers{\textquoteright} language and teaching skills by having a balanced proportion of content and pedagogical subjects, teaching practice and research. A well designed curriculum is seen as crucial to teacher education. A survey has been conducted on the outcome of the new curricula of Teacher education. The main focus has been to make our foreign language teaching and learning comparable to that of the region by keeping to the standards of European Common Framework of Modern Languages. }, keywords = {language teaching, learning skills, teacher education}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/11.38.50}, url = {http://journals.indexcopernicus.com/abstract.php?icid=971787}, author = {Esmeralda Kromidha and Elida Tabaku} } @article {577, title = {PLURILINGUALISM IN TEACHER EDUCATION FOR MULTICULTURAL SCHOOLS AND KINDERGARTENS IN ESTONIA}, journal = {Problems of Education in the 21st Century}, volume = {32}, year = {2011}, month = {July/2011}, type = {Original article}, chapter = {113-120}, abstract = {Plurilingualism as the principle and the aim of education policies presupposes that all teachers know several languages, are aware of particularities of multicultural educational environments and can apply methodology of content and language integrated learning. This paper will discuss how these principles of plurilingualism are realized in teacher education in Estonia which is a multicultural country inhabited by representatives of more than 100 ethnicities with Estonians being the title nation. The Russian language is spoken by almost 30\% of the 1.3 million population of the country. Such an ethnic and linguistic composition of the society puts forward a number of challenges for the Estonian system of education {\textendash} to its system of general education with 20\% of it working in Russian, to tertiary education and to teacher education in particular. One of the ways of meeting the requirements set to plurilingual teacher education is the implementation of a trilingual teacher education model with the focus being placed on content and language integrated learning (CLIL) and with language immersion being a part of it. By analyzing various aspects of the model the authors will present the advantages and challenges of its realization. }, keywords = {multiculturalism, teacher education}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/11.32.113}, url = {https://oaji.net/articles/2014/457-1406541722.pdf}, author = {Nina Raud and Anna D{\v z}alalova and Katri Raik} } @article {583, title = {A TEXTILE-BASED LEARNING GAME AS A DESIGN CHALLENGE: A LEARNING BY DESIGN PROJECT IN TEACHER EDUCATION}, journal = {Problems of Education in the 21st Century}, volume = {33}, year = {2011}, month = {August/2011}, type = {Original article}, chapter = {50-61}, abstract = {High quality teachers and teacher education are the key components in meeting the challenges education has confronted over the past few decades. Thus, the focus in teacher education can no longer be on theory-based and lecturing-based pedagogy. This article describes one pilot-project in teacher education which may break down the traditional concept of a curriculum unit, disciplines, and knowledge-based and teacher-centred instructional strategies. This pilot-project was contextualized within the framework of learning-by-design. The students{\textquoteright} design challenge was to produce a textile-based learning game for teaching textile material knowledge at school. The idea of this article is to describe the produced learning game, the students{\textquoteright} learning process, and their experiences while playing the game with pupils. The data derives from artefacts, essays and portfolios from two craft student teachers. The project changed the learners{\textquoteright} practices: the students had to solve the design challenge; they needed different kinds of skills, multi-disciplinary knowledge, holistic thinking, information processing, critical evaluation and co-operation to support the activity. The produced learning game integrated different school subjects. Almost invariably, all the pupils liked to learn textile material knowledge through playing, the only thing the students would have altered was the size and the rules of the game. }, keywords = {learning game, learning-by-design, teacher education}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/11.33.50}, url = {https://oaji.net/articles/2014/457-1406576145.pdf}, author = {Sinikka P{\"o}ll{\"a}nen and Leena Vartiainen} } @article {637, title = {VISUAL TOOLS IN TEACHING LEARNING SEQUENCES FOR SCIENCE EDUCATION}, journal = {Problems of Education in the 21st Century}, volume = {37}, year = {2011}, month = {December/2011}, type = {Original article}, chapter = {48-58}, abstract = {The accelerated development of information and communication technologies followed by several studies in the cognitive theory area, have promoted the use and the construction of many visual tools (3D concrete models, statics or dynamics virtual 2D and 3D images, simulations, animations, interactive software, etc) that have been available to educators. With this research it was aimed to investigate how in-service teachers (n=14) enrolled in a teachers{\textquoteright} training course of 40h, understand the nature and the role of visualizations in science teaching as well as the impact of this training. It was also discussed the nature and role of models in science. During the training teachers were invited to build in group teaching learning sequences (TLS) about some science content using visualizations. At the beginning a questionnaire to identify some previous conceptions on this issue have been applied and analyzed. On a later stage it was analyzed the TLS made by them and the audiovisual record of their oral communications to the class. It was also analyzed the final semi-structured interview with these teachers{\textquoteright} groups. As main results we highlight a development of the knowledge about these tools, especially on the impact of the visual language on apprenticeship and on the notion of scientific model. We could also observe a change on the reasons and criteria to use these tools. According to the findings it can be said that this training has expanded the teachers{\textquoteright} initial notion of models and the theoretical background that support the use of this visual resources which was reflected on theirs TLS.}, keywords = {teacher education, visual tools, visualization}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/11.37.48}, url = {https://oaji.net/articles/2014/457-1408435793.pdf}, author = {Celeste Ferreira and M{\'o}nica Baptista and Agnaldo Arroio} } @article {354, title = {PRIMARY SCHOOL TEACHER STUDENTS{\textquoteright} PERCEPTIONS OF TECHNOLOGY}, journal = {Problems of Education in the 21st Century }, volume = {19}, year = {2010}, month = {March/2010}, type = {Original article}, chapter = {27-35}, abstract = {Technology education in the Finnish comprehensive school is an integrated subject, {\textquotedblleft}Technology and the Individual{\textquotedblright} being one of the cross-curricula themes. It is accepted that students{\textquoteright} conceptions are related to their teachers{\textquoteright} conceptions. From the viewpoint of primary technology education and the development of primary teacher education, it is important to know teacher students{\textquoteright} perceptions of technology and technology education. This study focuses on how primary teacher students think about technology. Results showed that teacher students understand technology from quite a limited perspective, thinking that technology in their everyday life is mostly based on domestic appliances, computers and mobiles. Although the teacher students{\textquoteright} perceptions of technology were limited, their overall experiences towards it were positive. After the cross-curricula course, they viewed technology more broadly, understanding e.g. the history of technology, technological responsibility and its impact at the individual, social and global level. Emphasis was placed on the teacher students{\textquoteright} abilities to apply technology and use it with their pupils in their future teaching profession. Despite limitations, the study provides insight into teacher students{\textquoteright} perceptions of technology and it also contributes for further understanding in the area of cross-curricula themes.}, keywords = {primary education, teacher education}, issn = {1822-7864}, url = {http://oaji.net/articles/2014/457-1399917102.pdf}, author = {Sirpa K{\"a}rkk{\"a}inen and Tuula Keinonen} } @article {212, title = {TEACHING ABOUT INTOXICATING SUBSTANCES IN PRIMARY SCHOOL: TEACHER STUDENTS{\textasciiacute} THOUGHTS ON THE SUBJECT}, journal = {Problems of Education in the 21st Century }, volume = {11}, year = {2009}, month = {May/2009}, type = {Original article}, chapter = {78-85}, abstract = {Exposure to harmful substances such as alcohol, tobacco and drugs, is a danger and risk for the well being and health of children. The better children understand these dangers, the easier it is to avoid the adverse effects. Several studies have dealt with harmful substances and the well-being of young people. However, the role of formal, as well as informal education has not been studied as extensively. This paper presents the first preliminary results from a larger project. This project focuses on what and how toxicology is taught in Finnish schools and how children and young people get information about harmful compounds. The aim of the project is to create a better way of teaching toxicology in school. This paper reveals teacher students{\textquoteright} thoughts on the teaching of intoxicating substances in primary school. Teacher students wrote before their studies of module {\textquotedblleft}The Human being{\textquotedblright}. The result of the study shows that primary school teacher students thought that teaching which relates to intoxicating substances, should be neutral and based on facts. We believe that the preliminary results of this study will be useful in improving the teaching of intoxicating substances in teacher education.}, keywords = {intoxicating substances, teacher education}, issn = {1822-7864}, url = {http://oaji.net/articles/2014/457-1392408652.pdf}, author = {Sirpa K{\"a}rkk{\"a}inen and Tuula Keinonen and Risto Juvonen} } @article {107, title = {REASONS BEHIND THE FINNISH SUCCESS IN SCIENCE AND MATHEMATICS IN PISA TESTS}, journal = {Problems of Education in the 21st Century }, volume = {6}, year = {2008}, month = {May/2008}, type = {Original article}, chapter = {18-26}, abstract = {Finnish teacher educators with the research background joined in a common enterprise to gather information from the Finnish education system and used practices in teaching science and mathematics to explain the Finnish students{\textquoteright} success in the international PISA (Program for International Student Assessment) assessment. The items dealt with were the following: the Finnish school system and teacher education, learning environments, gender issues, influential factors outside the school, and teaching science and mathematics at the comprehensive school. From the articles by 40 authors the book {\textquotedblleft}How Finns Learn Mathematics and Science?{\textquotedblright} was produced. The explanations for Finnish success based on the authors{\textquoteright} conceptions can be classified into three groups: Teacher and teacher education, school and curriculum, and the national developmental projects. Most probably a true explanation will be a combination of several factors as no single clear explanation was found, although research-based teacher education seems to be a rather influencing factor.}, keywords = {explanations for Finnish success, PISA program, teacher education}, issn = {1822-7864}, url = {http://oaji.net/articles/2014/457-1392232848.pdf}, author = {Maija Ahtee and Jari Lavonen and Erkki Pehkonen} } @article {132, title = {TOWARDS A MULTICULTURALLY COMPETENT TEACHER IN BUILDING A SUSTAINABLE COMMUNITY}, journal = {Problems of Education in the 21st Century }, volume = {7}, year = {2008}, month = {June/2008}, type = {Original article}, chapter = {39-47}, abstract = {The primary goal of this study is to focus on teachers{\textquoteright} perception of their own multicultural competence. This study examines the perception of teachers of themselves in their competency of multicultural knowledge, awareness and practice. The study reflects teachers{\textquoteright} level of multicultural competence as a desired ideal and its correlation with the existing level of teachers{\textquoteright} competency. The study puts forward a research question: To what extent do teachers{\textquoteright} perceive themselves to be multiculturally competent. Do teachers perceive multicultural competence as significant in fostering the ideals of a sustainable society? For this purpose the survey was designed to measure the characteristics of a multiculturally competent teacher by using 5 points scale. This article sets forth a variety of questions to re-direct process of revision and refinement of multicultural training in Latvia. Learning sensitivity towards other groups requires time and energy. This takes time to learn to observe, empathize, and appreciate other people{\textquoteright}s ways of doing things in order to become culturally competent. Multicultural people have a broader, richer and more accurate worldview. }, keywords = {cultural and religious diversity, multicultural competence, teacher education}, issn = {1822-7864}, url = {http://oaji.net/articles/2014/457-1392234868.pdf}, author = {Dzintra Ili{\v s}ko and Svetlana Ignatjeva} } @article {56, title = {DEVELOPMENT BARRIERS OF THE PEDAGOGICAL EDUCATION AND HOW TO OVER-COME THEM}, journal = {Problems of Education in the 21st Century }, volume = {2}, year = {2007}, month = {September/2007}, type = {Original article}, chapter = {155-160}, abstract = {The barrier in teacher education is looked upon as a crisis point at which the effective functioning and development of the system is hindered but there is a potential opportunity to get over such a predica-ment. To make a barrier an incentive for further development it must be sensed as such at the level of cognition and evaluation of the complexity and ambiguity of situation. According to the survey conducted by the Centre of teacher education development the problems of a young teacher are those of theoretical and methodological levels. The reasons for such a situation are diverse. The article in question will exam-ine the side-effects of universitization in teacher education resulting in the shift from practical to funda-mental preparation. The phenomenon when fundamental disciplines are studied to the detriment of special professional ones is not unprecedented. And the way out consists in recreation of the cultural function of education rather than reduction of fundamental courses. The article proposes the ways to overcome the obstacles in teacher education development with regard to the problem of universitization. This will make the educational system geared to the actual needs of the individual, society and state.}, keywords = {barriers of development, overcoming side-effects of universitization, teacher education}, issn = {1822-7864}, url = {http://oaji.net/articles/2014/457-1392220764.pdf}, author = {Anna Torkhova} } @article {24, title = {SCIENCE AND TECHNOLOGY EDUCATION IN FINNISH COMPREHENSIVE SCHOOLS: FOUR CASES}, journal = {Problems of Education in the 21st Century }, volume = {1}, year = {2007}, month = {August/2007}, type = {Original article}, chapter = {50-62}, abstract = {Science-Technology-Society (STS) approach has been found to be an effective framework in science education. STS-approach is expected to increase citizens{\textasciiacute} abilities to carry out the social responsibility in collective decision making concerning issues related to science and technology. At school, the teacher can view, especially after practising STS-instruction her/himself, that it is an integrated curriculum that promotes students{\textasciiacute} scientific knowledge, process skills, citizenship behaviours, and decision-making abilities. Science and Technology Education at the University of Joensuu has been planned in order to increase primary school teacher students{\textasciiacute} knowledge about science education including science contents, science pedagogy as well as environmental and technological education. STS-approach is applied in planning Science and Technology Education for teacher students. After theoretical studies about STS-approach, primary school teacher students also have to practice STS-teaching themselves in the lower level of the comprehensive school (primary school, grades 1-6). In this paper, four cases of these STS-approaches in Finnish primary schools are presented. The cases include learning about plastics, electricity, water and air, and human body, and the cases are planned and carried out by several primary school teacher students in teams. The cases presented here are planned for and carried out with fifth or sixth graders (age of 10-12) in rural schools. }, keywords = {primary science, science and technology education, teacher education}, issn = {1822-7864}, url = {http://oaji.net/articles/2014/457-1392217631.pdf}, author = {Tuula Keinonen} }