Teacher Education

Since the publication of Emotional Learning Method (ELM) in 2011, which was marked vertebral lines working in university teaching using emotional techniques, some data have been obtained and some interesting results that support the high
potential of this method, personal knowledge and academic results oriented. In this paper we have researched on emotional answer to ELM by an adult learner profile (between 25 and 55 years) in classes of Architectural workshop. Although this is part of a much larger study, it has been proven that stands a figure previously not targeted in the method, and corresponding to an expert teaching
emotional skills to guide students with specific blocks in developing lessons, and harmonizes their development, we will call this figure Emotion Manager Teacher (EMT). The analysis of the results points to a promising increased security and confidence in the students, and their academic results, after application of ELM.

This exploratory study invited 285 Japanese university students studying English as a foreign language (EFL) to reflect on what demotivated and remotivated them. Students charted the ups and downs of their English learning histories and then completed a questionnaire in which they explained the causes of their demotivation and the pathways, unintentional or intentional, by which they became remotivated. This data was analyzed in terms of the affective and attitudinal conditions which students brought with them into the classroom. Students
with positive antecedent conditions were found to have experienced fewer periods of demotivation in the past and exhibited more dynamic use of a wide range of strategies in their attempts to remotivate themselves. There is evidence to suggest that these learners also had more exposure to such strategies in use. Based on this hypothesis, we compiled and returned the strategies they reported to seed their self-motivational practices.

Conversations about reparations are not about money but about people and about the way that people are seen and valued in our society. These are difficult conversations, and we have found that what is most challenging about the idea of reparations today is the notion that America still owes a debt to black people. We have spent the past couple of years wrestling with the question about whether reparations—as Ta-Nehisi Coates so eloquently argued in his article, The Case for Reparations—could ameliorate inequality for black people in America.

Vivemos, no século XXI com crises ambientais interconectadas, que causam efeitos sociais e econômicos extremos, dentre as quais podemos citar a pandemia da Covid-19, a emergência climática e o ataque à biodiversidade. No Brasil, as discussões sobre a pauta socioambiental tornam-se urgentes diante do contexto político neoliberal e de negacionismo científico. A Educação Ambiental (EA) tem sido reconhecida como estratégica fulcral na abordagem desses problemas e na formação das pessoas. Considerada como um campo plural, a EA relaciona-se com uma variedade de teorias e conceitos sobre esta prática educativa e ambiental. Nesse sentido, este e-book “Educação Ambiental no contexto de crises: múltiplas interfaces” reúne resultados de pesquisas e ensaios teóricos em torno da EA sobre diferentes perspectivas. Propõe fomentar discussões em torno da disseminação e fortalecimento da EA versando sobre temas relacionados à algumas emergências ambientais atuais, em diálogo com políticas públicas, p...

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To systematically explore the structural racism that teacher educators of Color endure, this article uses a critical race theory lens to analyze the findings from qualitative questionnaires with 141 Black, Latinx, Indigenous, and Asian American teacher educators who work in diverse universities across the United States. We learned that many of the participants in our study were hired to teach race and racism among race-evasive colleagues and predominantly white students that are enabled to protect and leverage their whiteness. As we frame their experiences, we argue that teacher education programs are, in fact, structured for teacher educators of Color to experience racial stress and harm. We end by suggesting steps teacher education programs can take to advance racial justice.

For some savvy scholars and industry insiders, fully online learning— where instruction takes place entirely (or nearly so) over the Internet—and blended instruction—where instruction takes place both online and in a traditional physical space—were inevitable at all levels of education. But for many K-12 educators and the universities that prepare them, its emergence seemed sudden and rapid (Graham, 2006). Once it was here, online learning promised opportunities to take courses that were otherwise unavailable at traditional schools, including advanced courses and credit recovery. Online learning also offered the potential to reduce scheduling conflicts (Picciano, Seaman, Shea, & Swan, 2012). However, scholars have also sounded warnings about potential policy and practical challenges for students who need extra support for learning, including those with disabilities, in online envi

Through year-long focus group interviews with members of a secondary English Education cohort this paper considers both 1) participants' understandings of sexuality and race and 2) how participants' understandings of sexuality and race shaped their interactions with one another. Themes established through data analysis suggested that 1) participants maintained positioned racism as an historical issue that contrasted with the contemporaneity of LGBTQ issues; 2) participants resisted intersecting race and sexuality; 3) participants silenced Andy, the only queer student of color, when she argued for the intersectionality of race and sexuality.

Development of Achievement Test on Statistical Application and Interpretation for Assessing Learning of Educational Researchers through Module s. K. tyagi Community Participation in School: Prospects and Challenges Kashif matiN aNd arshad iKram ahmad Food Safety: Law and Education aNurag Bhardwaj Comments on the Draft New Education Policy with Particular Reference to Teacher Education and National Research Foundation m. C. rEddEPPa rEddy Hem Raj and Mamta Garg explain the existing quality of elementary education in Himachal Pradesh and point out that the input indicators of quality associated with pupils, teachers and school infrastructure were of suitable level to a large extent in most of the schools whereas learners' outcome was not adequate. The study done by Sambit Kumar Padhi highlights the diverse plans executed by the state of Chhattisgarh such as curriculum review, computer literacy mission, introduction of English language, appointment of teachers, training of in-service teachers, infrastructure amenities, allocation of complimentary school books and uniforms, Mid day meal scheme, insurance and scholarships for students so as to advance the elementary education. The study titled 'Development of Achievement Test on Statistical Application and Interpretation for Assessing Learning of Educational Researchers through Module' by S. K. Tyagi, focuses on testing the teaching of statistical application and analysis to researchers in education through a module and the challenges involved in its implementation. The paper titled 'Community Participation in School: Prospects and Challenges' by Kashif Matin and Arshad Ikram Ahmad, highlights the challenges of community participation in school through the experience of accomplishment of SSA, RMSA and RTE Act. Anurag Bhardwaj's paper titled 'Food Safety: Law and Education' focuses on food safety laws in India and a range of schemes taken by governments, at countrywide, state and local levels to appropriate food safety and nutrition to education. M. C. Reddeppa Reddy's paper titled 'Comments on the Draft New Education Policy with Particular Reference to Teacher Education and National Research Foundation' provides an insightful analysis of the fourteenth (National Education Funding) and fifteenth (Teacher Education) chapters of the draft policy. This issue of JIE provides articles and research papers on a variety of themes and issues under School Education and Teacher Education. We hope that our readers will be able to relate their personal experiences with the issues and concerns discussed by the authors of these articles and research papers. We also look forward to suggestions and comments on the articles published. We invite our readers to contribute to the journal by sharing their knowledge in the form of articles, research papers, case studies and book reviews.