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1.
In multicultural societies, much attention is given to children's language learning possibilities. In Estonia, the early language immersion programme for kindergarten children was started in the year 2000. The programme, while considered to be successful, has raised the question of whether the children participating in it are adequately prepared for school. The objective of the present study is to observe the readiness for school of those children who have participated in the early language immersion programme, taking into consideration the objectives of the curriculum and their teachers' and parents' assessments. The method of this study was a questionnaire employed over a three-year period (2009–2011) involving the teachers and parents of those children who were beginning their primary school education. The results of the study revealed that, according to the assessments of their teachers and parents, the readiness for school of the children having completed the early language immersion programme was very good. Data prove that language immersion programmes provide children with enough preparation to make a smooth transition from kindergarten to school life. 相似文献
2.
This paper presents findings of a qualitative interview study of the role of emotions in the professional identity of student teachers. Strong positive and negative emotions (mostly related to pupils and supervisors) were expressed about personal teaching experiences. The results confirm that emotions play an important role in social learning and, therefore, influence the development of professional identity. The two most important findings were that negative emotions exercised the strongest influence and that supervisors neglected the role of positive emotions as a support for learning. The study supports the concept that it is important for teacher educators to help student teachers understand their emotional experiences (focusing foremost on positive factors in their experience) and to develop the ability to express their own emotions in addition to understanding the emotions of others. 相似文献
3.
In the current discussion of the intellectual capital, three main themes have been brought up: intangible assets, the dynamic capabilities to create and modify these assets, and the social relationships in which the knowledge processes take place, that is social capital. Within the latter view, knowledge is understood as a socially constructed and shared resource, and the focus is on the characteristics of the social relationships connecting the various actors and on the benefits these bring to the participants. Even though it is widely agreed that knowledge is essentially social by nature and that social capital does matter to the corporate bottom line, there are relatively few previous studies that have empirically examined the impact of social capital on organizational growth. To bridge this gap, the paper empirically examines how social capital residing in both intra-organizational and inter-organizational relationships of firms is related with organizational growth. The results suggest that contrary to the theoretical claims in the existing literature, social capital has only meagre role in promoting organizational growth. 相似文献
4.
Knowledge Management Research & Practice - Most of the existing research on intellectual capital (IC) has concentrated on identifying the key intangible resources and measuring their level in... 相似文献
5.
Aino Sallinen‐Kuparinen James C. McCroskey Virginia P. Richmond 《Communication Research Reports》2013,30(1):55-64
The purpose of this research was to make comparisons between Finnish persons and persons from other populations, particularly those from the United States, on a variety of common measures of communication orientations. The results of the study indicated that differences between Finnish and United States samples do exist, but the differences are primarily restricted to willingness to communicate and introversion. Data relating to communication apprehension and self‐perceived communication competence for the two cultures are remarkably similar. However, these two variables appear to be much less predictive of willingness to communicate for Finns than they are for Americans. 相似文献
6.
Lehte Tuuling Tiia Õun Aino Ugaste 《Journal of Adventure Education & Outdoor Learning》2013,13(4):358-370
ABSTRACTThe Estonian National Curriculum for Preschool Child Care Institutions values learning through games, observation and research in various environments. There are no official guidelines regarding the frequency of outdoor learning or the content that children should experience, but outdoor learning creates the best opportunities to accomplish this purpose. The aim of the current study is to clarify the opinions of teachers about outdoor learning and the possibility of utilizing it in learning activities. The data was collected by questionnaire which consisted of open-ended questions. The results showed that teachers do not practice outdoor learning very often, although they find studying outdoors to be important. The results helped to determine how preschool teachers see themselves as practitioners of outdoor learning and how outdoor learning supports the development of children. Based on the findings, outdoor learning should be included in the teacher training process. 相似文献
7.
This paper presents the findings of a qualitative interview study of the professional identity of 45 student teachers. The students described their personal experiences in teaching their own subject and the positive and negative emotions that were evoked. Students emphasized failure or success but not what they had or had not learned. Broader social contexts and professional relationships within the teaching community were marginalized.The study suggests developing the social aspects of learning to teach by supporting teacher identity formation in initial training. Stronger links between teacher education and society might better prepare students for their future work. 相似文献
8.
Maria Ruohotie-Lyhty Aino Korppi Josephine Moate 《Scandinavian Journal of Educational Research》2018,62(2):272-286
Teaching is recognised as an emotional practice. Studies have highlighted the importance of teachers’ emotional literacy in the development of pupils’ emotional skills, the central position of emotions in teachers’ ways of knowing, and in their professional development. This longitudinal study draws on a dialogic understanding of emotion to present findings from qualitative interviews with teachers. This study aims to provide further understanding in this area by offering a perspective into 7 foreign language teachers’ emotions in relation to their pupils during their first decade in the profession. The most important finding was that negative emotions decreased while the positive emotions increased. Understanding what emotions teachers face and how they deal with them may help practicing teachers better understand their daily work and support student teacher preparation. 相似文献
9.
Anette Sandberg Stig Broström Inge Johansson Thorleif Frøkjær Christa Kieferle Anja Seifert Angela Roth Maire Tuul Aino Ugaste Meeli Laan 《Early Childhood Education Journal》2017,45(1):71-81
This article explores how some children in Denmark, Estonia, Germany and Sweden describe their perspective on learning. The aim of the international study is to gain knowledge of how preschool children in Sweden, Denmark, Estonia and Germany reflect and perceive their learning in preschool and other surrounding social contexts. The results are based on 51 focus group interviews from 181 children. The results indicate that, in general, children from all four countries seem to be aware of their own learning. One can conclude that encouraging children to think about what they are doing and why they are doing it makes the activities more goal-oriented from the children’s perspective and thus more conscious. Children are able to describe their own perspectives on learning. 相似文献
10.
Aino‐Maija Lahtinen 《Scandinavian Journal of Educational Research》2013,57(5):481-493
The purpose of this study was to gain an understanding of the aspects of pedagogical interaction that give rise to negative emotional experiences among university teachers. The study used a phenomenological approach and the data was gathered by interviewing eight teachers from various disciplines in an open manner. The aim of the analysis was to identify the distressing aspects of various pedagogical situations and to identify the potential sources of teachers' negative experiences. The study showed that coping with the emotional load placed on them by the students, making pedagogical decisions under uncertain conditions and facing conflicting expectations and beliefs concerning the teaching‐learning process were the sources of negative emotions. Keeping in mind the subjectivity of human experience this study suggests that university teachers need to be better informed about the complex nature of pedagogical interaction especially when a teacher is regarded as a facilitator of learning. 相似文献