Abstract: Modern approach evolved modern museums as dialogue centres which make close contact with visitors based on learning in order to present its exhibition objects. Along with twenty first century, being one of the most important places among the social functions of museums, “education” has almost been one of the traditional functions of them. Besides the educational facilities which museums provide visitors, they should also develop their physical structures in a contemporary line, and reconsider them in a way that highlights individual experience and visitor interaction during the time spent in there. In order to maximize interaction between visitors and museums, museum education which is developed by using pedagogical methods and grounding on various values, concepts and information has a close relation with visual culture that is an interdisciplinary concept. Visual culture has put popular objects into museums and been an important subject on which modern museums focused in order to provide their sustainability. Modern museums produce information and aim to spread information to all classes in a society by using educational activities; also when they are considered as living places, they are used to practice the functions of visual culture. These practices have been helpful for developing information technologies in museums especially for the last thirty years and, resulted in implementing a structural reform and revisions in regard to integrating these technologies with museum perception. In the frame of these revisions, online technologies, simulations, interactive presentations and digital exhibitions are at the first place. These chances that took place in museums have been the source for from the collections of these institutions to their policies and also from the use of human resources to digitalizing of their activities. The purpose of this study is to identify the visual culture activities which take place in modern museums in the framework of educational activities, and to display practice samples in Turkish museums in detail. The study is a result of a descriptive survey model research that contains samples regarding visual culture practices in the world and Turkish museums. The study is limited with state and private museums which are tied to Turkish Republic Ministry of Culture and Tourism and inspected by the relevant ministry. Visual culture practices that took place in these museums are gathered by using structured interview forms and commented by analyzing content analysis.

Abstract: This work is devoted to the problems of institutional changes in the electricity sector. Development of theoretical and methodological basis for the study of institutional relations of economy and energy will significantly influence the creation of the original effective energy strategy. The subject concerns millions of households. It is known that the problematic aspects of the institutional environment - keeping costs and externalities in pricing policies, the formation of the institutional environment saving, determination of the behavior of economic agents and the electricity market , etc. require permits. In general, scientific and practical significance of the study is large.

Abstract: Instruments to measure teachers’ professional competencies with good context validity have been discussed before. We propose a measuring instrument based on vignette testing that analyzes professional competencies for science education using extended teaching contexts. It assesses pedagogical content knowledge (PCK) and compares it to pedagogical knowledge (PK). The test consists of text vignettes that describe authentically complex teaching situations in biology, chemistry and physics and then asks open-ended questions. It is analyzed by means of content analysis, thereby integrating quantitative and qualitative methods. The evaluation of the instrument is indicative of a valid measurement instrument and has shown promising potential for assessing competencies. We used the vignette test to compare the competencies of students in different training programs and with different educational backgrounds with the objective of improving science teacher education. The testing format developed in this study proved to be able to assess teachers’ professional competencies validly in their situational context of teaching. Results show a significant increase in competencies among science teacher students in the course of their training. The results of the control group (science students not pursuing a career in teaching) are remarkably poorer. Moreover, differences were identified when comparing the vignette based competency profiles of science teacher students and teacher students of other subjects, the latter scoring significantly lower in PCK. In addition, we compared competencies of students from different teacher training programs and found differences for students trained in interdisciplinary approaches (combining the disciplines biology, chemistry and physics) and students in separate-discipline approaches.

Abstract: This paper aims to present the specific educational services to adolescents who are under socio deprivation of liberty in the State of São Paulo - Brazil. The criminal liability of the young is by application of educational measures called that vary according to the severity of the offense and the ability of the young to fulfill it, with an education a right secured to this young man, regardless of offense. The qualitative research sought social practices of young offenders reported in theses and dissertations on specific topic, and the technique of classroom observation and informal conversations with the teachers, the period between 2008 and 2013 was also used. As a result, we found that formal education for these teens run as a space conquest of rights that were previously denied. Right attention, respect, acceptance, love, because the faculty deal with these teens with a look that recognizes them as subjects of rights and, in addition, comprise the peculiar developmental condition that pervade, understanding the anguish, doubts and behaviors sometimes inadequate.

Abstract: In this experiment, a Problem-based learning methodology (PBL) is used to teach physics to engineering students. The efficiency of PBL is measured and compared to traditional teaching methods. Our experiment shows no major differences in terms of knowledge acquisition, conceptualization and physical reasoning. On the other hand, PBL shows an influence on cross-knowledge acquisition. Implementing PBL with large groups of students has faced many challenges. PBL is a highly destabilizing and demanding method for students. To make them accept the method and the effort, PBL method has been adapted with closer guidance from tutors. A preparatory program has also been set up. The experiment also shows that the lecturers’ acceptance and understanding are key success factors. It is a long process for experienced lecturers to move from a teacher-centered teaching method to a student-centered pedagogy. Lecturers need strong support and guidance from PBL experts but also from the faculty itself. More complex timetables have been designed to manage large groups of students with limited staff. The constraint is to maintain the same number of teaching hours as for traditional teaching. If difficulties have appeared throughout this experiment, benefits have been noticed over time. Students develop problem solving methodologies as well as communication and organizational skills. These benefits have been noticed by companies and students’ acceptance has improved over time.

Abstract: This article presents research conducted in the Elementary School Department at the David Yellin Academic College of Education. The purpose of the present study is to use the action research approach to examine and illuminate the processes of professional development that occurred among a group of teacher trainers (teaching practice supervisor) over a series of cooperative learning sessions. The purpose of the learning sessions was to reinforce and expand the trainers’ training and teaching styles by introducing clear standards and ensuring the careful and spiral learning of tools, skills, and practical strategies suited for teaching work in the heterogeneous class. The goal of this process was to enhance the students’ ability to cope with the task of teaching in a heterogeneous class during their first few years in the field, and indeed throughout the course of their career. The findings of the research are presented according to the three periods during which the teacher trainers' learning sessions were conducted with the three participating groups: veteran teacher trainers, new teacher trainers and students. The findings reflect the influence of the cooperative learning processes on the training style of the teacher trainers, on the content taught by new and veteran teacher trainers and on the students' teaching practice.

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Abstract: We present in this article the documentation and analysis of a Service Learning (SL) experience conducted in the Faculty of Pedagogy of the University of Barcelona and entitled Els amics i amigues de la lectura [Reading Friends]. This is a training proposal in which first-year students on the pedagogy, social education, social work, and early childhood and primary education bachelor’s degree courses help the city’s children and adolescents to enjoy reading and improve their reading skills. The project sets out to achieve two essential goals. The first, to offer a response to a need which is crucial to pupils’ academic and personal success: raising their levels of reading competence. The second, to contribute to the improvement in university students’ initial training, offering a challenge which enables them to link theoretical knowledge and practical experience, develop basic professional skills and exercise social responsibility and civic engagement, while at the same time building an affective relationship with the pupils involved, with all that this represents. The article consists of five basic sections. In the first two we set out a brief overview of service learning and of the project itself, addressing some of the fundamental questions regarding its history and evolution. An overall vision of the experience architecture is presented in the third point, with a description of how its main phases develop. We go on to focus on analysis of one of the project’s key issues: the pedagogical relationship established between students and pupils. We close the article by offering a number of final conclusions, together with the consulted bibliography.

Abstract: This paper presents a case study of a group in initial primary teacher education students becoming researchers of their peers’ course experiences of school – university links. The connection between university teacher preparation programmes and work in school is a well-researched area with suggestions that there is a marked disconnect between the two. The project took an emergent approach to learning researching through carrying out a research project. Unlike many studies, both students and tutors were able to identify a range of links between their work in school and work in the university. Outcomes are presented for the becoming teachers as becoming researchers and as becoming teachers, as well as for the programme as a whole.

Abstract: The different types of typographies that we find today in the labels of our society lead us to rethink whether the typography that we are taught in school now and observe in school alphabets are functional for students in Elementary Education and Child Education, who later will have to read and to write with a typography that has nothing to do with what they have learned in school. In this paper, we describe a work experience in initial teacher training in which from the disciplines of Educational Process II and Language Teaching II we asked our university students what kind of typefaces they see in society and whether these are also those working in schools with students who are learning to read and write.