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1
Ward, Phillip, Murray F. Mitchell, Hal A. Lawson, and Hans van der Mars. "Chapter 4: Physical Education Teacher Education Initial Certification: Meeting the Challenges." Journal of Teaching in Physical Education 40, no. 3 (July 1, 2021): 372–81. http://dx.doi.org/10.1123/jtpe.2020-0242.
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The physical education teacher education (PETE) faculty charged with oversight and delivery of initial teacher licensure programs confront several challenges. Some necessitate responses to revised and new standards, while others can be reframed as timely opportunities for improvement and innovation, whether in response to or in anticipation of rapid, dramatic societal change. Six examples of challenges as opportunities are discussed in this chapter: (a) the need to determine the skills, essential knowledge, values, and sensitivities for work practices in the schools of the future; (b) the dual priority for evidence-based practices in PETE and in school programs; (c) PETE faculty members’ obligations to adapt their pedagogical practices and revise preservice programs in concert with expert, veteran teachers from schools with exemplary programs; (d) manifest needs to make choices among competing, evidence-supported physical education program models; (e) needs and opportunities to redesign PETE programs, especially those located in kinesiology departments; and (f) emergent policy imperatives to demonstrate the value-added effects, both short- and long-term, on tomorrow’s teachers.
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Tuli, Fekede, and Temesgen Oljira. "Exploring the Challenges of Initial Teacher Preparation: Voicing the Concerns from the Field." Randwick International of Education and Linguistics Science Journal 1, no. 1 (June 23, 2020): 22–35. http://dx.doi.org/10.47175/rielsj.v1i1.26.
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It is widely recognized that the best education systems have the best teachers, and a school can only ever be as good as its teachers. However, the quality of a teaching force is dependent on the availability of good quality teacher education program. Hence, the purpose of this study was to explore the challenges of initial teacher preparation program from insiders’ perspectives. Data were collected via semi-structured interview and analyzed narratively. The findings of the study revealed that failure to attract the right people into teaching, poor quality of teacher training programs, weak University and School partnership, unfair and disproportionate treatment of teacher education, policy- practice gap, poor teacher retention strategy, and poor information and communication technology integration as the challenges undermining the teacher education program. The need to attracting best and brightest candidates into the profession, strengthening teacher education programs, improving the management of teacher education, valuing teachers and improving their status are areas identified as implication of the study.
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Thomas, Jeff, Bianca Coleman, and Ebba Herrlander Birgerson. "Preparing Initial Teacher Education Students for Flexible Learning Programs." Australian Journal of Teacher Education 47, no. 1 (January 2022): 66–79. http://dx.doi.org/10.14221/ajte.2022v47n1.5.
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In Australia, there is currently no official training pathway or qualification required for working in Flexible Learning Programs (FLPs). This causes a problem for both new teachers wishing to work in this area and for employers who have no way of knowing whether a new teacher has the appropriate skills or knowledge to teach in this alternative context. To address this problem, we designed and implemented a program during which Initial Teacher Education (ITE) students were given the opportunity to experience teaching in a FLP. Here we report on the experiences and perceptions of the preparation program from the perspectives of the key stakeholders, including the ITE students, FLP staff, and the young people attending the FLP. All stakeholders perceived the project to be a success in enabling the ITE students to gain valuable theoretical knowledge and practical experience of the FLP context.
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Green, Nicole, Vicki Christopher, and Michelle Turner. "A Content Analysis of Documentation of Nature Play in Early Childhood Teacher Education Program in Australia." Australian Journal of Teacher Education 47, no. 5 (May 2022): 15–32. http://dx.doi.org/10.14221/ajte.2022v47n5.2.
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This study theoretically aligns with research that purports that nature play positively contributes to sustainability stewardship. Early childhood teachers can plan for and nurture children’s capabilities and dispositions for sustainability stewardship. Initial teacher education programs contribute to the professional learning of preservice early childhood teachers’ perceptions regarding nature play. This article details the findings of content analysis to explore and uncover the existence of nature play in online, publicly available documents representing twenty-two early childhood teacher qualifications. In what ways is nature play evidenced in early childhood initial teacher education programs in Australia? The findings highlight potential discrepancies between the values related to nature play in the early childhood field and the content in initial teacher education programming. The article concludes with implications for teacher education programs and proposed recommendations for ongoing research.
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Estelles, Marta, and Jesús Romero. "Tacit assumptions of citizenship education: A case study in Spanish initial teacher education." Education, Citizenship and Social Justice 14, no. 2 (May 21, 2018): 131–48. http://dx.doi.org/10.1177/1746197918771336.
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Current curricula, which organize initial teacher education programs, include, among their stated purposes, preparing teachers to help their future students to grow as global, participatory, and ethically engaged citizens. However, we know little about how teacher educators prepare their students to be citizens. This article analyses how a group of teacher educators from a public university in Spain understand citizenship education, exploring the net of metaphors and idealized visions they seem to share, regardless of their formal conceptualizations. The discussion of the findings considers the implicit hierarchies of these shared assumptions that define what is deemed as real, desirable, and possible in citizenship education. Implications for teacher education are also contemplated.
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Pedro, Ana, João Piedade, João Filipe Matos, and Neuza Pedro. "Redesigning initial teacher’s education practices with learning scenarios." International Journal of Information and Learning Technology 36, no. 3 (June 3, 2019): 266–83. http://dx.doi.org/10.1108/ijilt-11-2018-0131.
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PurposeThe construction of learning scenarios is a way to plan for teaching activities, promoting the development of skills related to problem solving, collaboration, critical thinking and creativity. Using learning scenarios as a lesson planning strategy becomes a powerful tool in initial teacher education. On the one hand, it mobilizes teaching-related scientific concepts, and on the other hand, it offers opportunities to think on innovative pedagogic approaches involving strategies and capacities essential for the future teacher. Research shows that teacher education programs within real school contexts enriched with digital technologies represent an important factor in increasing the quality of teachers’ preparation and their future professional practice. The paper aims to discuss these issues.Design/methodology/approachThe authors present the analysis of practice of design and implementation of learning scenarios in teachers’ initial education courses developed with students of teaching master degrees. Activity theory is used in the analysis of a case study of a student-teacher in Computer Science.FindingsThe results have been analyzed, contributing to the specification of the principles underlying the learning scenarios in initial teacher education.Research limitations/implicationsResults show the affordances and possibilities of using learning scenarios as structuring resources for the initial teacher education practice.Originality/valueTherefore, the use of learning scenarios brings a set of potentialities to teacher training given its prospective nature.
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Stagg Peterson, Shelley, Lori Huston, and Roxanne Loon. "Professional Lives and Initial Teacher/Educator Education Experiences of Indigenous Early Childhood Educators, Child Care Workers and Teachers in Northern Ontario." Brock Education Journal 28, no. 2 (June 17, 2019): 17–32. http://dx.doi.org/10.26522/brocked.v28i2.683.
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Analysis of focus group and narrative data, together with a review of initial educator/teacher education programs designed for northern Indigenous educators/teachers, provide implications for culturally appropriate programs that address the unique needs of northern Canadian Indigenous educators and teachers. The professional trajectories and initial teacher/educator education experiences of five Indigenous early childhood educators and teachers provide insight into the challenges of becoming credentialed and the outcomes of accredited programs designed in collaboration with northern Indigenous leaders to respond to the challenges.
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Humphrey, Daniel C., and Marjorie E. Wechsler. "Insights into Alternative Certification: Initial Findings from a National Study." Teachers College Record: The Voice of Scholarship in Education 109, no. 3 (March 2007): 483–530. http://dx.doi.org/10.1177/016146810710900304.
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Background Alternative teacher certification has become an increasingly popular strategy for addressing both teacher quality and teacher shortages. However, there is little agreement about what constitutes alternative certification, and there is little known about the types of programs that prepare highly qualified teachers. The debate over alternative certification has fueled a variety of assumptions about participants and programs that are based on opinion or the limited research base. Focus of Study Our research describes in detail seven programs to understand who participates in these programs and what learning opportunities the programs provide. We test proponents’ and opponents’ assumptions about alternative certification against national data and data from the seven programs. Research Design We employed multiple data collection activities at both the program and participant levels. We conducted case studies of seven alternative certification programs, including multiple interviews with key personnel and document reviews. We surveyed program participants twice—once at the beginning of their participation in the program, and again at the end of their first year of teaching. We also observed a sample of participants teaching and interviewed them both at the beginning and end of their first year of teaching. Findings We find that both sides of the debate fail to capture the variation in participants’ characteristics and their experience in the programs. Alternative certification program participants are a diverse group of individuals who defy generalization. In addition, we find a great deal of variation between and within alternative certification programs. In contrast to simplistic characterizations, we find teacher development in alternative certification to be a function of the interaction between the program as implemented, the school context in which participants are placed, and the participants’ backgrounds and previous teaching experiences. Conclusions We conclude by questioning the usefulness of comparing different alternative certification programs and instead suggest that a better unit of analysis would be a subgroup of individuals with similar backgrounds, school placements, and learning opportunities.
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Letina, Alena, and Mario Vasilj. "Challenges of implementation of cooperative learning in initial teacher education." Školski vjesnik 70, no. 1 (2021): 371–97. http://dx.doi.org/10.38003/sv.70.1.12.
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This paper discusses the concept of cooperative learning and the role of education of future teachers in the development of their competencies for their implementation in teaching. The aim of this paper is to research the content of relevant literature and to determine whether previous research has sufficiently included an analysis of the competence of teachers and students of teacher education and the role of educational programs in training them to successfully apply ccooperative learning. It was found that, due to the lack of appropriate competencies of teachers for the implementation of this teaching strategy, its application is often neglected. Therefore the development of adequate knowledge, skills and positive beliefs of future teachers about cooperative learning can be considered priorities of their formal education. It was found that so far only a few studies have been conducted on the actual competencies of future teachers for the successful implementation of this teaching strategy, and there is a lack of research on whether teacher education programs adequately support their development. Therefore, this paper concludes on the need to undertake research that will provide a more concrete insight into the current situation and encourage quality and more frequent application of cooperative learning in teaching practice.
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CEYLAN, Eda, and İrem ÇOMOĞLU. "A Thematic Analysis of Action Research in Initial Teacher Education: Reflections and Future Directions." Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, no. 54 (December 28, 2022): 1314–28. http://dx.doi.org/10.53444/deubefd.1169772.
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This systematic literature review aims to gain a comprehensive understanding of the opportunities thataction research (AR) provides for initial teacher education and the challenges that teacher educators andpre-service teachers (PSTs) may experience during the AR process. We analyzed 20 empirical studies onAR conducted in initial teacher education programs, adopting a hybrid approach to thematic analysis. Thefindings indicate that AR is a promising practice that helps PSTs to reflect critically, (re)construct theirteacher identity, see students as partners, value collaboration, and (re)conceptualize their understanding ofresearch. However, it is also important to consider the challenges faced during the AR process, such aspracticum restrictions, assessment demands, weak communication between partners, and time constraints.Therefore, it is essential to consider AR within initial teacher education as distinct from in-service ARpractices since the needs and concerns of PSTs might be different in this transitional period of theirlives. Implications are included for initial teacher education programs which are planning to use AR as atool for teacher learning and development
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Ulubey, Özgür, and Semra TİCAN BAŞARAN. "Evaluation of 2018 initial teacher training programs." Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi 9, no. 2 (December 26, 2019): 263–300. http://dx.doi.org/10.31704/ijocis.2019.012.
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The aim of this study is to evaluate the initial teacher training programs updated in 2018 in Turkey. In the study, the basic interpretive research design was used. Participants of the study were 32 faculty members from different programs in a faculty of education of a university in the western part of Turkey. Data were collected via face to face interviews using semi-structured interview form. Findings of the study generally revealed that 2018 initial teacher training programs were not prepared in line with curriculum development principles. The faculty members think that the changes in the programs cannot meet the needs of qualified teacher training. They recommended updating the teacher training programs in line with the curriculum development principles, increasing the weekly course hours, adding the implementation hours in the courses and adding the school experience course back to the programs.
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Granados-Beltrán, Carlo. "Disrupting Colonial Tensions in Initial Language Teacher Education: Criteria Based on Critical Interculturality." Íkala, Revista de Lenguaje y Cultura 27, no. 3 (September 16, 2022): 627–45. http://dx.doi.org/10.17533/udea.ikala.v27n3a03.
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Colombian English Language Teaching (ELT) is experiencing a paradigmatic change guided by the decolonial turn. This turn has enriched the debate about the implementation of a bilingual policy in Colombia, its impact on languages otherthan English, the purposes of learning English in the country, and English teacher practices and identities. This article shares the results of a critical ethnography that collected data from students and teacher educators from elt preparation programs and institutional and legal documents. Results indicate that, in Colombian elt, there are six discursive tensions representing coloniality. These are (a) English teachers as instructors or as educators; (b) native or non-native English speakers; (c) poor image of foreign language teachers as opposed to an idealized language teacher; (d) instrumental or cognitive and intercultural purposes for learning English; (e) emphasis on disciplinary knowledge or on interdisciplinary knowledge; and (f ) division or integration between theory and practice. To counter these tensions, a set of criteria are proposed. These criteria are: (a) elt preparation graduates are professionals in language pedagogy; (b) they are multilingual educated teachers; (c) they are well-rounded professional educators; (d) English is a means of recognizing diversity; (e) elt preparation programs embrace interdisciplinarity as a decolonizing option; and (f ) ELT preparation programs promote praxis. To conclude, the criteria proposed aim to shift initial language teacher education from an instrumental vision to a reflexive one, considering what is being learned, how, with whom, in what contexts, and the reasons that justify it.
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Kaçaniku, Fjolla, Irene Maderbacher, Franz Erhard, and Blerim Saqipi. "I Want to Become a Teacher because…? Student-Teachers Change in Attitudes of Becoming Teachers in Austria and Kosovo." Education Research International 2022 (January 5, 2022): 1–11. http://dx.doi.org/10.1155/2022/9355679.
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The motivation for career choice motivation of student-teachers is a well-studied topic with a representative theoretical basis in teacher education research that has a long-standing tradition in the international research landscape. However, in understanding the pressing questions of why young people choose to become teachers, only a few longitudinal and comparative studies have been carried out that focus on the development of motivation for choosing a teaching career. This longitudinal study reports on the effects of time within initial teacher education and how it influences student-teacher attitudes and motives about the teaching profession. This article is a product of a larger study that aims at addressing the existing literature gap by examining student-teacher change in attitudes of becoming teachers in Austria and Kosovo starting from initial teacher education, during early stages of their teaching career as novice teachers, and to more advanced stages of their teaching career. This is a panel study located within a longitudinal design. In this study, a questionnaire and student-teacher reflection texts were used as instruments. Data were collected in three phases during which 673 student-teachers participated in face-to-face administered questionnaire as follows: 341 (phase 1), 185 (phase 2), and 147 (phase 3), as well as 19 student-teacher reflections. Questionnaire data were analysed using the general linear model (GLM) with repeated measures test, whereas the reflection text data were analysed using thematic analysis. The findings in this longitudinal study provide evidence that student-teacher attitudes and motives for becoming teachers can change over time during the initial teacher education in Austria and Kosovo, and they can be influenced by in-school experiences during teaching practice. The study concludes that motives for choosing a teaching career are primarily intrinsic, are not time-stable, and change over the course of studies. The study findings have clear implications for initial teacher education programs in addressing changes in student-teachers’ attitudes of becoming teachers. The insights gained from the findings of this study lead to recommendations that initial teacher education programs should strengthen teaching practice to better manage the preparation of students and teachers and their entry into the teaching profession.
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Widiastuti, Yuanita Kristiani Wahyu, Upik Elok Endang Rasmani, and Siti Wahyuningsih. "Early Childhood Education Teachers Consistency of E-Learning Programs." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 5, no. 2 (January 16, 2021): 1799–806. http://dx.doi.org/10.31004/obsesi.v5i2.1010.
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The e-learning program is a new program implemented at the early childhood education level. The teacher of the main character in the application of e-learning has a dilemma in running this program. The focus of the study identified the consistency of early childhood education teachers in implementing e-learning programs during the Covid-19 pandemic. Using quantitative methods with purposive sampling technique. Data obtained through interviews (G-Form) with respondents 50 ECE teachers in the city of Surakarta. Field facts are that there is no teacher consistency in implementing e-learning programs such as the absence of daily or weekly learning plans in implementing e-learning, uncertain teaching schedules, and unsupported learning media. This shows that 80% of ECE teachers implement e-learning and 20% implement mixed learning. Teacher consistency can be improved through training provided by the government, provision of educational facilities by schools, learning innovations according to health protocols and initial motivation to teach
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Knaus, Marianne June, Gill Kirk, Pauline Roberts, Lennie Barblett, and Bev Adkin. "Improving assessment accountability in initial teacher education programs through benchmarking." Benchmarking: An International Journal 28, no. 7 (January 29, 2021): 2299–314. http://dx.doi.org/10.1108/bij-06-2020-0289.
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PurposeIn Australia, political imperatives that drive the Tertiary Education Quality and Standards Agency (TEQSA) and Australian Institute for Teaching and School Leadership (AITSL) call for a new understanding of assessment at the tertiary level. Assessment strategies are under the microscope to provide accountability but are increasingly called to measure a wider set of attributes considered important in equipping graduates to meet 21st century opportunities and challenges. This paper reports on a shared benchmarking exercise between two universities to ensure the current assessment strategies in their undergraduate early childhood programs meet such requirements.Design/methodology/approachData were collected using qualitative methodology and conceptualised using an interpretivist frame that enabled the collaborative groups to socially construct the meaning of assessment and identify what was specific, unique and different across the two programs. A cross-case analysis enabled a robust examination of the data.FindingsFindings identified key structural and procedural differences between the two benchmarked university programs in terms of cohort size, university policies around assessment points, the use of exams and the choices surrounding professional experience placements.Practical implicationsImplications of the research note the complexity of contextual factors such as university policies on assessment and the impact these have on the quality of assessment.Originality/valueThis paper is unique in that it used the conceptual framework for self-evaluation from TEQSA and followed their six key phases of benchmarking.
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Al-Maamari, Saif. "Incorporating Citizenship Education Framework in Social Studies Teachers’ Education Programme in Sultanate of Oman." International Journal of Humanities and Social Science Research 7 (September 15, 2021): 1–12. http://dx.doi.org/10.6000/2371-1655.2021.07.01.
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Educational system in Oman is attempting to educate Omani students to be "good" citizens in an increasingly globalized society. However, a few studies that have been conducted until now in Oman revealed a gap between the intentions of the educational policy of teaching citizenship education in the schools and the actual practices of teacher education preparation programs. Therefore, any endeavor to develop citizenship in Oman schools will not achieve its goals without taking teacher education into account both pre-service and in-service. Accordingly, the present study aims to propose a framework for developing citizenship education in the initial teacher education in Oman. This descriptive study highlighted the gap between the policy and practice in social studies teacher education. The international literature reveals that student teachers feel insufficiently prepared to develop citizenship and Omani student teachers are not exceptional. Thus, the present study proposed a framework to incorporate citizenship education in the current teachers' preparation programs. Furthermore, the study reveals the inadequate presence of the topic of citizenship in teacher education. Therefore, teachers' understanding of citizenship becomes shallow, which undoubtedly leads to superficial learning on the part of the students. Therefore, a framework was proposed to develop citizenship in teacher education. This framework consists of the rationale behind the change, the Layout of the ground for change in teacher education, the mechanisms of the change, and the areas of the change.
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Kinchin, Gary D. "Entering secondary physical education student- teachers’ expectations of their program of initial teacher education." International Journal of Physical Education, Fitness and Sports 8, no. 1 (March 28, 2019): 85–94. http://dx.doi.org/10.26524/ijpefs19111.
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The views and beliefs held by entering student teachers can be shaped by their expectations of teaching and initial teacher education. Whilst interest has investigated student teachers’ expectations little exists in physical education. This qualitative paper examines the entering expectations held by 24 PGCE secondary physical education student teachers. Informed by the published literature on student teacher expectations and the specific purposes of this study, data were collected from participants on the first day of their initial teacher education course in the form of an open-ended survey that included eleven items. Participants discussed a range of expectations related to course content, pedagogy, course structure and staffing responsibilities and contributions. Student teachers should be encouraged to explore their expectations and consider which specific elements align with initial preconceptions concerning their teacher education.
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Emanovský, Petr, and Bronislava Štěpánková. "INSIGHTS INTO INNOVATION OF INITIAL SCIENCE TEACHER TRAINING." Problems of Education in the 21st Century 45, no. 1 (July 20, 2012): 10–18. http://dx.doi.org/10.33225/pec/12.45.10.
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The quality of science education is a very contemporary didactic topic at present. Improving the quality of this education is unthinkable without a quality science teacher training at universities and other educational institutions. Some innovation of contents and organization of the study programme for future science teachers was realized within the ESF project "Professional science teacher training for careers in a competitive environment" at Faculty of Science of Palacký University in Olomouc, Czech Republic. The project focuses on improving the training of teachers of all science branches in connection with the growing needs of the current competitive labour market. One of the main aims of the project leading to this improvement was the creation of new and innovated subjects oriented to teaching practice. A research focused on finding benefits of the new subjects for students was realized within the project. The objective of the research was to investigate the difference between students’ expectations and real benefits of the subjects. The research results were very useful as a feedback for a subsequent modification of the study programs. Some particular examples of the process and results of the research are described in the paper. Key words: initial teacher training, science subjects, innovation, evaluation.
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Randi, Judy, and Karen Zumwalt. "Initial Choices: Promising to Teach." Teachers College Record: The Voice of Scholarship in Education 119, no. 14 (November 2017): 1–22. http://dx.doi.org/10.1177/016146811711901405.
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This article explores the motivations of the 25 exemplar elementary, secondary English, and secondary math teachers at the time they chose to enter teaching either through New Jersey's alternate route (AR) program or college-based (CB) programs in the state. The article presents data that reveal these teachers’ underlying reasons for embarking on a teaching career and the circumstances that led them to a particular pathway. Their reasons for choosing teaching as a career are characterized on a continuum from passion (altruism) to pragmatism (practical considerations). The article then compares demographic characteristics and motivational influences of each group. Although these new recruits chose different pathways, the reasons they provided for teaching seem to characterize a changing teacher workforce rather than reveal striking differences between pathways.
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Tempera, Tiago, and Luís Tinoca. "Project-based learning in initial teacher education: contributions for the professional development of elementary school teachers." Revista Tempos e Espaços em Educação 15, no. 34 (June 18, 2022): e17576. http://dx.doi.org/10.20952/revtee.v15i34.17576.
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This study aims to understand how Project-based learning, addressed in initial teacher education programs, is reflected in the practices and professional development of elementary school teachers, as it is a method that contrasts with students' conceptions about teaching and promotes the development of pupils’ skills and knowledge. The study uses a multiple case study design, in which the main data collection techniques are interviews and document analysis. The results show that initial teacher education institutions are concerned with the integration of this teaching method in its programs, although its approach is insufficient for future teachers and beginning teachers to implement it with confidence. Data also reveal the need for greater monitoring by higher education institutions during teachers' induction phase, in order to support them during the constraints of this stage, encouraging the use of active teaching methods and contributing to an early stage of their professional development.
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Blanton, Linda P., Mildred Boveda, Lorena R. Munoz, and Marleen C. Pugach. "The Affordances and Constraints of Special Education Initial Teacher Licensure Policy for Teacher Preparation." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 40, no. 1 (September 20, 2016): 77–91. http://dx.doi.org/10.1177/0888406416665449.
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Initial licensure polices in special education were examined to determine how these policies support or hinder reform efforts to develop teacher education programs that prepare graduates for the increasingly complex needs of diverse students. Initial special education licensure policies are described with an emphasis on the differences across states on two key options: whether licensure for special education teachers is a stand-alone initial license or whether the state requires a general education license prior to obtaining a second license in special education. As the field grapples with how best to prepare both general and special education teachers who can teach to high standards for students with disabilities, the influence of these options is examined in relation to four contemporary issues facing special education and the trade-offs that accrue when a particular licensure option is adopted.
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Rutter, Alison. "Teacher Choices: Teacher Development." Teachers College Record: The Voice of Scholarship in Education 119, no. 14 (November 2017): 1–32. http://dx.doi.org/10.1177/016146811711901409.
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This article explores the individual and institutional professional choices related to the teacher development of the 19 exemplar elementary, secondary English, and math teachers who were still teaching 10-plus years after they entered teaching, either through New Jersey's alternate route (AR) program or college-based (CB) programs in the state. By examining the history of teacher development reform movements affecting the careers of these teachers and the ways in which these exemplar teachers chose to build their careers, two case studies are drawn to demonstrate the impact of the institution as well as the individuals’ professional motivation. The cases highlight the different professional paths and choices these teachers selected. In conclusion, the article recognizes that, rather than their initial choice of pathway, teachers’ development into mature veterans was affected most by their ongoing individual choices of professionalism, which include the effects of the institutions in which they chose to work.
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Ebrahimi, Alice, and Esmail Faghih. "Integrating corpus linguistics into online language teacher education programs." ReCALL 29, no. 1 (June 24, 2016): 120–35. http://dx.doi.org/10.1017/s0958344016000070.
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AbstractThis study reports on a qualitative study which explored 32 pre-service teachers’ evaluations of two online seven-week introductory courses in corpus linguistics (CL). Data were gathered through questionnaires, participants’ written journals, post-course semi-structured email interviews, and discussion forum entries. The qualitative analysis of data revealed that for successful integration of CL into online language teacher education programs, several procedures should be employed. These include: providing the necessary technological infrastructure in educational settings; incorporating CL instruction in initial stages of language teacher education degree programs and extending it throughout the whole curriculum; focusing more on the practical aspects of CL with much emphasis placed on the necessary pedagogical knowledge and skills for successful exploitation of CL; introducing user-friendly tools and encouraging indirect use of corpora in the absence of necessary technological facilities; providing adequate and effective instructional materials (text-based reading materials, screen capture videos, hands-on activities, etc.) along with sufficient instructor support; and encouraging the participants to reflect on the approach critically. The findings may promise implications for language teacher educators to effectively introduce CL to student teachers in virtual learning environments.
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Childs, Ruth, Kathryn Broad, Kelly Gallagher-Mackay, Yael Sher, Kerry-Ann Escayg, and Christopher McGrath. "Pursuing Equity in and Through Teacher Education Program Admissions." education policy analysis archives 19 (August 30, 2011): 24. http://dx.doi.org/10.14507/epaa.v19n24.2011.
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This case study investigated equity in teacher education admissions. Through document analysis and structured interviews with ten past or current members of the admissions committee in a large initial teacher education program in Ontario, we developed an understanding of equity in teacher education admissions as encompassing two foci: equity in admissions—that is, equity of access for applicants to the program—and equity through admissions—that is, equity of educational opportunity and outcomes for the children in the schools where the teachers trained by the programs will eventually teach. Our analysis illustrates the importance of recognizing both foci and the tensions between them
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Boyd, Wendy, Linda Mahony, Jane Warren, and Sandie Wong. "The Design of Early Childhood Teacher Education Programs: Australian Employer Perspectives with International Program Comparisons." Australian Journal of Teacher Education 47, no. 6 (June 2022): 69–84. http://dx.doi.org/10.14221/ajte.2022v47n6.5.
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Provision of quality early childhood education and care (ECEC) supports children’s learning with strong agreement that early childhood teachers (ECTs) are central to quality provision. In many countries, it is mandatory that ECEC services employ ECTs. However, Australian ECT employers report that early childhood graduates are not always well-prepared to work in ECEC settings. This may be because what constitutes optimal early childhood initial teacher education programs (EC ITE) is unclear. To investigate the design of EC ITE programs this research reports on (i) design of EC ITE programs across international contexts; and (ii) 19 Australian ECT employers’ perspectives on EC ITE program design. Findings indicate little consensus on the design of EC ITE programs, with inconsistencies across and within countries. Australian employers identified shortcomings in graduates knowledge. This research highlights recommendations to understand how programs prepare ECTs, by conducting research tracking preservice teachers from EC ITE programs into ECEC teaching.
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Zhang, Lawrence Jun. "Curriculum Innovation in Language Teacher Education: Reflections on the PGDELT Program’s Contributions to EFL Teachers’ Continuing Professional Development." Chinese Journal of Applied Linguistics 44, no. 4 (December 1, 2021): 435–50. http://dx.doi.org/10.1515/cjal-2021-0028.
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Abstract Initial teacher preparation and teachers’ continuing professional development are two significant pillars of the teacher education enterprise. The former encompasses a wide range of teacher-education initiatives at the levels of diploma, bachelor’s degree, postgraduate diploma, and even master’s degree for teacher licensure purposes. These are widely documented in the literature. What is important is how teacher professional development contributes to bolstering the teacher-educator force, which is relatively insufficiently documented due to the very fact that different educational systems have somewhat different expectations of such programs in relation to the ideologies and theories underpinning the teacher professional development program design and curriculum offering. Taking stock of a postgraduate diploma program in English language teaching (PGDELT) for teachers’ continuing professional development with a 31-year history housed at a premier teacher education institution in Singapore, which has successfully graduated over 1, 000 English language teachers for colleges and universities in China, I intend to highlight some of its key features, as a former student and then a lecturer on the program, in order to draw implications for sustainable growth of language teacher education programs, especially those whose main purposes are to prepare teachers of English as a second or foreign language (ESL/EFL) and provide continuing professional development opportunities for such inservice teachers.
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Gingiss, Phyllis Levenson, Nell H. Gottlieb, and Susan G. Brink. "Increasing Teacher Receptivity toward Use of Tobacco Prevention Education Programs." Journal of Drug Education 24, no. 2 (June 1994): 163–76. http://dx.doi.org/10.2190/2uxc-na52-cal0-g9rj.
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An empirical examination of teacher receptivity to and practice of tobacco prevention education provides the foundation for comprehensive staff development to increase diffusion of drug prevention education curricula. Randomly-selected first grade Texas teachers ( n = 313) were asked to complete a questionnaire during the first and second years of the Smoke-Free Class of 2000 (SFC2000) project. Initially 64 percent of recipients used materials. However, two of every five first-year users did not maintain use one year later, and many who intended use never implemented. Principal components analysis of fourteen items pertaining to receptivity resulted in four scales with acceptable reliability scores: general receptivity to tobacco prevention education, personal support for teaching tobacco prevention education, personal involvement, and school involvement in tobacco prevention. Scales were predictive of initial and continued use and provide a teacher receptivity measure to guide staff development.
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Mandarino, Mônica Cerbella Freire, and Kaizô Iwakami Beltrão. "Licenciaturas no Brasil: Cursos e formandos." education policy analysis archives 26 (January 15, 2018): 3. http://dx.doi.org/10.14507/epaa.26.3285.
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The present article deals with the initial formation of teachers in Brazil from 2000 to 2015. Using data from the census of Higher Education for these 15 years, we analyzed the supply of courses and the volume of enrollments and graduates of teacher certification programs, prolonging the extensive study on teacher education coordinated by Gatti. In addition to this survey, we present an analysis of the socioeconomic profile of the graduates of teacher certification programs, with data from the Enade student questionnaire. This analysis is based on the construction of two variables (factors) using statistical techniques of Optimal Scaling of Ordinal Variables and Factor Analysis. The results show that graduates of teacher certification programs are among those economically disadvantaged and among those who work during the higher education course. It is also shown that most of the graduates, even in 2014, already worked in the area of Education, which may be an effect of the requirement of a higher level for teaching.
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Pelliccione, Lina, Valerie Morey, Rebecca Walker, and Chad Morrison. "An evidence-based case for quality online initial teacher education." Australasian Journal of Educational Technology 35, no. 6 (December 28, 2019): 64–79. http://dx.doi.org/10.14742/ajet.5513.
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The rapid expansion of fully online delivery of initial teacher education (ITE) seen in the past decade has generated some concerns about impact on teacher quality. This is set within broader, sustained concerns about ITE generally. Much of the criticism of online ITE has been made without sufficient evidence to support the claims, largely due to the still-nascent evidence base. The data presented here contributes to that evidence base by providing demographic and academic achievement insights for cohorts of graduate teachers (N = 2008) across the years 2012 to 2018 who have engaged in fully online ITE at an Australian university. The literature has recognised the traditional barriers to accessing higher education for many of these students, including women, the mature-aged, and those with family and work responsibilities. Performance data for online ITE students within their programs demonstrates that they are breaking through these barriers associated with the digital divide. Analysis of who these people are, where they come from, and how they are performing provides valuable insights into online ITE, at a time when the value of broadening access to education and digital equity are being widely acknowledged.
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Chaaban, Youmen, and Rania Sawalhi. "Student teachers’ development as teacher leaders during the practicum experience." Journal of Applied Research in Higher Education 12, no. 5 (December 17, 2019): 927–42. http://dx.doi.org/10.1108/jarhe-04-2019-0093.
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Purpose The purpose of this paper is to explore the nature of student teachers’ development as teacher leaders during a 12-week practicum experience at Qatari government schools. Design/methodology/approach The investigation involved a qualitative research methodology entailing multiple data generation methods, including pre/post interviews, weekly journals, mid- and post-reflective essays, classroom observations and multiple assignments. Data analysis was carried out using deductive and inductive methods, by adapting the conceptual framework of teacher leadership practices, identity and views, but allowing for new analytical themes to emerge. Findings Upon initiating leadership practices, two pathways to leadership development were revealed, mediated by the presence or absence of supportive factors. Both pathways, however, led to the development of divergent teacher leadership identities and varying views toward teacher leadership. Originality/value The study includes implications for the design of initial teacher preparation programs designed to prepare student teachers as teacher leaders.
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Driver, Melissa K., and Kate Zimmer. "A Guide to Integrating Mixed-Reality Simulation in Initial and Advanced Special Education Programs." Journal of Special Education Preparation 2, no. 1 (May 11, 2022): 48–57. http://dx.doi.org/10.33043/josep.2.1.48-57.
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Mixed-reality simulation (MRS) is an innovative and promising approach in teacher preparation programs. While the use of MRS as a practice-based learning opportunity (PLO) in special education teacher preparation and professional development continues to grow, integrating this novel technology can be daunting for faculty members and school leaders. The purpose of this practitioner guide is to further explain the utility of MRS, provide detailed explanation and resources for integrating this technology as a PLO in teacher preparation, and illustrate an example of how MRS can be used in special education coursework.
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Feiman-Nemser, Sharon. "From Preparation to Practice: Designing a Continuum to Strengthen and Sustain Teaching." Teachers College Record: The Voice of Scholarship in Education 103, no. 6 (December 2001): 1013–55. http://dx.doi.org/10.1177/016146810110300601.
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This paper was written to stimulate discussions and debate about what a professional learning continuum from initial preparation through the early years of teaching could be like. Drawing on a broad base of literature, the author proposes a framework for thinking about a curriculum for teacher learning over time. The paper also considers the fit (or misfit) between conventional approaches to teacher preparation, induction and professional development and the challenges of learning to teach in reform-minded ways and offers examples of promising programs and practices at each of these stages. The paper is organized around three questions: (a) What are the central tasks of teacher preparation, new teacher induction, and early professional development? (b) How well do conventional arrangements address these central tasks? (c) What are some promising programs and practices at each stage in the learning to teach continuum that promote standards-based teaching and enable teachers to become active participants in school reform?
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Randi, Judy. "Exploring Options: From Preparation to Placements." Teachers College Record: The Voice of Scholarship in Education 119, no. 14 (November 2017): 1–32. http://dx.doi.org/10.1177/016146811711901402.
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This article describes and compares the preparation experiences of the 25 exemplar elementary, secondary English, and math teachers entering teaching through college-based (CB) programs or the New Jersey Teacher Education Project, one of the nation's first alternative routes (AR) to certification. The article then follows these teachers into their first experience “on the other side of the desk.” For CB candidates, their initial foray into teaching occurred in a classroom “borrowed” from a mentor teacher, who worked side by side with the novice. For AR candidates immediately assigned to a classroom of their own, the initial placement extended throughout the school year, and mentors were at times difficult to find. The article continues to follow these novice teachers through their first six years and presents data on those who remained in their initial placement setting and those who chose to leave teaching or move on to a new school. The article highlights the challenges novice teachers face when teachers’ preparation and expectations are mismatched with school culture and work assignments.
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Botes, Wiets. "The Development and Use of Improvised Science-Teaching Models: A Case of Natural Science Pre-Service Teachers." International Journal of Learning, Teaching and Educational Research 20, no. 5 (May 30, 2021): 18–37. http://dx.doi.org/10.26803/ijlter.20.5.2.
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The study aimed to describe how a team of final-year pre-service teachers followed the process of improvisation to develop and utilise improvised science-teaching models during a teaching practicum experience. Guided by a conceptual understanding of the process of improvisation, this purposeful qualitative case study sought to respond to a series of research questions. These research questions are: “What are the issues that necessitate the need to develop science-teaching models for a teaching practicum experience?”, “How could the process of improvisation enable Natural Science pre-service teachers to develop improvised science-teaching models for a teaching practicum experience?” and “To what extent do the Natural Science pre-service teachers utilise the improvised science-teaching models in their teaching practicum?” Data collection methods such as spontaneous free-response e-mail communications, a focus-group discussion, and the use of photo-voice methodology yielded rich empirical data. The findings revealed how the Natural Science pre-service teachers ultimately engaged with the improvisation principles to develop improvised science-teaching models from low-cost and recycled materials. The paper further describes how the improvised science-teaching models were introduced in the pre-service teachers’ Natural Science lesson delivery as part of a model-based teaching approach. Findings from the study suggest that initial teacher education programs render environmental and contextual consciousness in shaping pre-service teachers for the diverse schooling contexts. The study further suggests that initial teacher education programs be intentional towards structuring module course material to make the skill of improvisation accessible to pre-service teachers as part of their teacher development.
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Metz, Mike. "The Role of Teacher Educators’ Personal Histories and Motivations in Shaping Opportunities to Learn about Social Justice." Teachers College Record: The Voice of Scholarship in Education 120, no. 7 (July 2018): 1–34. http://dx.doi.org/10.1177/016146811812000708.
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Background As social-justice-focused teacher education programs continue to gain prominence, a wealth of research explores approaches for preparing teachers for social-justice-minded teaching. This study looks closely at a key aspect of teacher education programs frequently absent from the research—the teacher educators (TEs) themselves. Focus of Study The study intentionally expands the consideration of TEs’ identities beyond reductive demographic characteristics to explore how the personal histories and motivations of TEs impact teacher candidates’ (TCs’) opportunities to learn about teaching for social justice. Setting and Participants The study follows two parallel sections of a single teacher education course taught by two different TEs. Because the TEs taught from the same syllabus, within the context of the same program, the impact of each TE's instructional choices is revealed. Research Design Using a comparative case study design, data sources included field notes, audio recordings of class meetings, course readings and materials, and two interviews with each TE. Audio recordings were transcribed and analyzed following a micro-ethnographic discourse analysis approach. The second interview took place after initial analysis of the data, allowing the TEs to respond to initial findings. Findings Although both TEs focused on social justice topics, in alignment with the program goals, their choices of what topics to focus on differed greatly. One TE used the course readings to open up discussions of gender and sexuality, critically examining heteronormative ideals and a dismissive attitude toward adolescent relationships and sexuality. The other TE used the same readings and assignments to create inquiry into complicated issues of racial and ethnic identity with implications for classroom teaching. In each case, the choices by the TEs in how they framed discussions and assignments and what ideas they took up and built on during class interactions shaped the curriculum in unique ways. These instructional choices corresponded to each TE's own personal experiences and motivations. Conclusions The findings suggest that research on teacher education programs must look beyond course syllabi or the structural components of a program to understand the opportunities to learn provided to TCs. Decisions by TEs during classroom instruction shape very different opportunities to learn. These decisions are based, at least partially, on TEs’ unique personal histories and motivations. When considering how teacher education programs address the issue of social justice, a TE's own history and motivations will impact the enacted curriculum as much as, if not more than, the written curriculum. As we continue to wrestle with how to prepare teachers for a diverse and inequitable society, teacher education programs and teacher education research would benefit from more nuanced consideration of the role TEs play in what gets taught in teacher preparation courses.
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Idrizović, Džejla, and Emina Dedić Bukvić. "Zastupljenost metodike nastave sa školskom praksom na studijskim programima za obrazovanje budućih nastavnika prirodnih nauka / Representation of Teaching Methodology with School Practice in Study Programs for the Education of Pre-Service Science Teacher." Journal of the Faculty of Philosophy in Sarajevo / Radovi Filozofskog fakulteta u Sarajevu, ISSN 2303-6990 on-line, no. 24 (November 10, 2021): 476–96. http://dx.doi.org/10.46352/23036990.2021.476.
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Teaching methodology is a key segment in the initial education of future teachers. It is a science that studies legality in the field of teaching and learning, but in a specific, clearly defined field of activity. That is, it is a science that explores what to learn, how to learn and teach, as well as how and with what support certain teaching contents are learned. Future teachers, during their initial education, in parallel with the professional knowledge from selected subjects of study, acquire knowledge, develop skills and attitudes on how to teach this subject of study and how future generations will acquire, adopt, form knowledge and skills through their own activity. The aim of this paper is to determine the representation of teaching methodology with school practice in study programs for the education pre-service science teachers. Based on the aim, a qualitative research was conducted, in which the legal provisions regulating the teaching processes at the University of Sarajevo were primarily analysed, with an emphasis on the pedagogical-psychological and didactic methodological group of subjects in the study programs for education of pre-service science teachers at the University of Sarajevo. The total of 11 teacher education programs for education of pre-service science teachers at the Faculty of Science, University of Sarajevo, were analyzed. The analysis and description of official study programs that prepare future science teachers showed an unequal treatment of teaching methodology practices in the study programs of this higher education institution. We identified different approaches in creating goals and outcomes for teaching content from teaching methodology, unequal number of ECTS credits for this segment of initial education, and also the specifics of certain teaching methodology in study programs have been recognized. The results and recommendations can offer ideas for reflection that will improve the initial education for education of pre-service science teachers. The results of the research also emphasize the responsibility of university teachers in the process of creating curricula with an emphasis on pedagogical-psychological and didactic-methodological area.
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Pozas, Marcela, and Verena Letzel. "Pedagogy, Didactics, or Subject Matter? Exploring Pre-service Teachers’ Interest Profiles." Open Education Studies 3, no. 1 (January 1, 2021): 163–75. http://dx.doi.org/10.1515/edu-2020-0151.
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Abstract Interest has been considered an important determinant of teacher quality. However, research into teacher interest, and more specifically, pre-service teachers’ interest is limited. Hence, the current study tackled the current gaps in pre-service teachers’ interest and aimed to explore pre-service teachers’ interest profiles based on the multidimensional framework of teacher interest. A total of 225 pre-service teachers, enrolled in various initial teacher education programs of two universities in Germany, participated voluntarily in the study. The results revealed two distinct pre-service teachers’ profiles based on the three teacher interest factors. Interestingly, the two profiles did not significantly differ in their subject interest levels, but did vary in their didactic and educational interest. In addition, the findings also revealed gender and school track differences in pre-service teachers’ interests and profiles. Consequences for future research and teacher education are discussed in detail.
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Weishaar, Phillip M., Wendy W. Fuchs, and Llena R. Williams. "An initial investigation of preservice teachers in the United States and possible applications to Ukraine: perceived knowledge of response to intervention." Social welfare : interdisciplinary approach 2, no. 2 (December 28, 2012): 10–22. http://dx.doi.org/10.15388/sw.2012.28209.
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Ukraine and the United States are engaged in education reform movements to improve quality of future teachers. Reform in the United States focuses on the use of evidence-based practices and data-based decision making. Reform in Ukraine focuses on democratic, learner-centered education. Using one university in the United States, this research investigates the degree to which preservice teacher candidates in different teacher training programs (early childhood, elementary, secondary, special education) perceive knowledge of components from the Response to Intervention model, a major focus of school reform. Application of the study to Ukraine is discussed.
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Jinna, Hyunjin, Yong-Jik Lee*, and Ester Johanna. "Preparing Mainstream Teacher Candidates to Work with English Language Learners: Dissonance and Care Developing Agency." European Journal of Educational Research 11, no. 3 (July 15, 2022): 1303–14. http://dx.doi.org/10.12973/eu-jer.11.3.1303.
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<p style="text-align: justify;">The increase of English language learners (ELLs) in the United States of America (USA) public school classrooms and the diversification of the global education landscape urges initial teacher preparation programs to equip mainstream teachers with appropriate skills, knowledge, and dispositions to teach ELLs. This paper reports findings from a focus group study on elementary teacher candidates' (TCs') field experiences with ELLs. Based on interviews with four groups of TCs who completed their two practicums with ELLs, the study illustrates how mainstream TCs perceive their field experiences as future teachers of ELLs. The findings suggest that TCs recognize dissonances and develop care toward ELLs through their engagements in ELL-specific field experiences. The study also demonstrates how the recognition of dissonances led to changes in TCs' beliefs and values, which was observed through their imagination. Informed by their field experiences with ELLs, TCs began forming professional agency as future teachers by imagining specific teaching strategies, methods, and approaches they would like to implement with ELLs. Implications and future directions of teacher education programs are also discussed.</p>
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du Plessis, Anna Elizabeth, Madonna Cullinan, Galina Gramotnev, Dmitri K. Gramotnev, Ngoc T. H. Hoang, Leah Mertens, Kim Roy, and Adele Schmidt. "The multilayered effects of initial teacher education programs on the beginning teacher workforce and workplace: Perceptions of beginning teachers and their school leaders." International Journal of Educational Research 99 (2020): 101488. http://dx.doi.org/10.1016/j.ijer.2019.09.010.
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Gill, Barry, and Brian Hand. "professional standing of the replacement teacher in the education community: a country region's perspective." Australian and International Journal of Rural Education 2, no. 1 (January 7, 2020): 35–48. http://dx.doi.org/10.47381/aijre.v2i1.269.
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As Australian schools move towards the twenty-frrst century more attention is being drawn to the professionalism of teachers. This has led to the recent publication of two NBEET reports, Teacher Education in Australia (September 1990) and Australia's Teachers: A Blueprint for the 90's (January 1991). These reports recognise the need for a reconceptualisation and urgent action in regards to the initial training and continuing education of Australia's teachers. Each goes into considerable detail about the need, scope and format of programs of professional development, and each highlights the importance of Employer/Higher Education Institution co-operation in such programs.
The La Trobe University College of Northern Victoria and the Bendigo Regional Office of the Victorian Ministry of Education are in the process of developing this co-operation, especially in the post initial teacher education area. Through the Research Centre for Teacher Development at the La Trobe University College of Northern Victoria, a project is underway to develop this process in close consultation with, and the full co-operation of the Loddon Campaspe Mallee Regional Office. This paper reports on the initial outcome.
Fifty-eight Primary Replacement Teachers (RTs) responded to a questionnaire regarding their employment status, professional qualifications, days worked in 1989 and 1990, and their in-service involvement and in-service needs. The investigation was undertaken in order to provide local Ministry and University College personnel with information to assist in planning future in-service needs for this particular group of teachers.
In Victoria during 1990 the Ministry employed 40,000 teachers in primary, secondary and special schools. There is constantly a pool of 10,000 teachers on leave without pay from the Ministry. During the 1989-90 financial year 14,000 teachers were employed as Replacement Teachers in primary and secondary schools. Some of these Replacement Teachers came from the pool of teachers on leave without pay, but there is still a large group of teachers whose only source of employment is RT work.
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Perines, Haylen, and Nina Hidalgo. "What Do Student-Teachers Think About The Integration of Research Into Teacher Education Programs?" Educational Practice and Theory 44, no. 1 (July 1, 2022): 95–109. http://dx.doi.org/10.7459/ept/44.1.07.
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This research reports on some results of the Initiation FONDECYT Project “Presence and importance of integrating research in teaching education and how it is perceived by students and lecturers”. It aims at identifying student-teachers’ perceptions about intent to research, research activities conducted by student-teachers as part of their initial training, and research context. This descriptive ex post facto study explores the perceptions of 634 undergraduate students of teaching programs at the University of La Serena (Chile). A survey was administered to measure student-teachers’ perceptions. The findings show that intent to research has the highest scores, whilst research activities have the lowest ones. Therefore, one of the conclusions is that student-teachers have positive evaluations of the importance of educational research for their training. Another conclusion is that the existence of a positive research culture within universities that supports all the individuals involved is a crucial element to strengthen the link between student-teachers and educational research.
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Arnott, Stephanie, and Marie-Josée Vignola. "The Common European Framework of Reference (CEFR) in French immersion teacher education." Journal of Immersion and Content-Based Language Education 6, no. 2 (October 23, 2018): 321–45. http://dx.doi.org/10.1075/jicb.17008.arn.
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Abstract Over 11% of Canadian students are currently enrolled in French immersion (FI) – a program where French is a subject of study and is the language of instruction in at least two content areas. Research shows that stakeholders in FI initial teacher education (ITE) programs identify French language proficiency development as an area of high priority; however, Canadian ITE programs do not typically provide linguistic support. This article reports on an adaptation and implementation of the Common European Framework of Reference (CEFR) (specifically, the European Language Portfolio [ELP]) as part of a remedial 24-week French writing course in an FSL ITE program focused on developing French proficiency. Student-teachers (n = 25) and the course instructor identified strengths and challenges associated with this initiative via surveys and interviews. Findings show participant convergence and divergence on the portfolio experience, raising implications for decision-making related to its use in ITE programs targeting FI teachers.
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Anderson, Michael James, and Kelly Freebody. "Developing Communities of Praxis: Bridging the theory practice divide in teacher education." Articles 47, no. 3 (March 18, 2013): 359–77. http://dx.doi.org/10.7202/1014864ar.
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Teacher education in universities is under pressure. In many new education policies there is a renewed focus on teacher quality, and therefore quality initial teacher education. In some countries this renewed focus has led to a resurgence of “alternative approaches” to teacher education such as Teach for America / Australia. One of the most persistent complaints about pre-service teacher education is that educational theory presented in these programs does not relate sufficiently to the real work of teachers. In an attempt to overcome these real or perceived divides, tertiary drama educators at the University of Sydney constructed a professional experience program based on both the community of practice model (Lave and Wenger, 1991) and Frierean notions of praxis (1972). The community of praxis approach emphasises the importance of integrating theory and practice to support the development of beginning teachers. This article outlines the development, implementation, and evaluation of this approach, including the reasoning behind its foundation and the theoretical and practical significance of such an approach for teacher-educators.
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MYTSYK, H. M., and M. I. PRYSHLIAK. "ВИКОРИСТАННЯ НАЗВ ПРОФЕСІЙНИХ КВАЛІФІКАЦІЙ В ОСВІТНЬО-ПРОФЕСІЙНИХ ПРОГРАМАХ 016.01 – ЛОГОПЕДІЯ ПЕРШОГО (БАКАЛАВРСЬКОГО) РІВНЯ ВИЩОЇ ОСВІТИ." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 2, no. 2 (October 4, 2021): 36–49. http://dx.doi.org/10.31494/2412-9208-2021-1-2-36-49.
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The practice of using the professional qualifications names which are awarded to higher education applicants is examined in the article based on the analysis of educational and professional programs of specialty 016 Special education with specialization 016.01 – speech therapy of the first (bachelor’s) higher education level of some higher educational institutions. It is noted that the availability of recommended list of professional qualifications of the specializations which are established of the Ministry of Education and Science of Ukraine in the Standard of higher education of Ukraine of the first (bachelor’s) higher education level of specialty 016 Special education is a more important issue and therefore requires the attention of scientists. It is found out that questions of using professional qualifications names in educational and professional programs of specialty 016.01 Special education (Speech therapy) are solved differently. Mostly in such programs, direction to assigning to higher education applicants, who have successfully completed it, the professional qualification of «speech therapist», to a lesser extent – «teacher-speech therapist assistant» is observed. It is stated that not one of directories of the qualification characteristics workers’ professions operating in Ukraine does not contain the qualification characteristics of a speech therapist and the requirements for the educational degree of the employee required to hold the position of a speech therapist have not concretized enough. The absence of qualification characteristics of a speech therapist to a certain extent causes problems in determining the list of main jobs that are inherent to this position (profession). Taking into account the level of complexity of the problems which to be solved by a speech therapist and teacher-speech therapist assistants in professional activity, the idea was proposed of orienting educational and professional programs of specialty 016 Special education with specialization 016.01 – speech therapy of the first (bachelor’s) higher education level for preparation only speech therapists awarding its graduates the professional qualification of «speech therapist». In turn, the preparation of teacher-speech therapist assistants should be carried out according to the educational and professional programs of the initial level (short cycle) of higher pedagogical education. Of point of view the existing close connection between a teacher-speech therapist and a speech therapist, it is proposed to reconsider the qualification requirements for the primary position of teacher-speech therapist, providing the possibility of its occupation by persons with a bachelor’s degree. Key words: educational and professional program, educational qualification, professional qualification, speech therapist, assistant teacher-speech therapist.
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Hieu, Duong Thi Hong, and Nguyen Hoang Thien. "Exploring the Reality of Organization of Pedagogical Courses and Practicums for Pre-Service Teachers under the New Model of Initial Teacher Education in Vietnam through A Case Study." Journal of Advances in Education and Philosophy 6, no. 4 (April 26, 2022): 240–46. http://dx.doi.org/10.36348/jaep.2022.v06i04.006.
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This study investigates the effectiveness of pedagogical courses and practicums in the A+B teacher education model at the University of Education, Vietnam National University, Hanoi. Most of the participants in the study said that they were implemented effectively, helping to equip students with what they need to become high school teacher s. However, the practicums at the University of Education are still in need of innovation when compared to the corresponding programs in many other countries. The implementation time of the A+B teacher education model has only been around a decade, so it is necessary to make continuous adjustments for the betterment of this model. The research results not only help stakeholders in the reform of teacher education at the University of Education, but also serve as reference information for other institutions in the process of innovating teacher education programs and models, particularly when it comes to pedagogical courses as well as practicums.
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Blackmore, Karen. "Asking the right questions." International Journal of Mentoring and Coaching in Education 8, no. 3 (September 2, 2019): 163–81. http://dx.doi.org/10.1108/ijmce-09-2018-0052.
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Purpose The purpose of this paper is to explore whether aspects of co-coaching could support primary science teacher education in a university–school initial teacher education (ITE) partnership program in England. Design/methodology/approach A mixed methodological approach was taken, comprising of student teachers responding to a coaching questionnaire blended with a qualitative exploration of audio-recorded student teacher co-coaching conversations. Informal student teacher discussion groups were used as a means to discern their attitudes and beliefs pertaining to co-coaching within taught university sessions. Findings Analysis and subsequent integration of data showed that many aspects of co-coaching supported student teacher pedagogical knowledge acquisition and professional development. Additionally, questionnaire responses and small-group discussions revealed that student teachers developed positive attitudes to this mode of learning. Originality/value This study evaluates the innovative use of co-coaching techniques during primary teacher science education, and the outcomes have clear implications for the design of ITE programs in England and potentially further afield.
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Santagata, Rossella, Johannes König, Thorsten Scheiner, Ha Nguyen, Ann-Kristin Adleff, Xinrong Yang, and Gabriele Kaiser. "Mathematics teacher learning to notice: a systematic review of studies of video-based programs." ZDM – Mathematics Education 53, no. 1 (February 5, 2021): 119–34. http://dx.doi.org/10.1007/s11858-020-01216-z.
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AbstractTeacher noticing has become increasingly acknowledged as a fundamental aspect of teacher professional competence. Teacher education scholars have examined how the development of noticing might be supported both in initial teacher education and in professional development. In mathematics teacher education, several studies have explored the use of video as a supporting tool for teacher noticing. It remains unclear how this body of work builds on the various theoretical perspectives of noticing prevalent in the literature, thus broadening our understanding of noticing. Furthermore, the field has not examined systematically the extent to which research has leveraged the affordances of digital video technologies, and whether scholars have employed different research methods to answer questions that are critical to teacher educators. This survey paper reviews studies published in the last two decades on programs centered on mathematics teacher noticing that used video as a supporting tool for teacher learning. Thirty-five peer-reviewed papers written in English were identified and coded along three dimensions: (1) theoretical perspectives; (2) use of video technologies; and (3) research questions and methods. This review summarizes important findings and highlights several directions for future research. Most studies involved pre-service teachers, and only a few centered on in-service teachers. Developers of the large majority of programs took a cognitive psychological perspective and focused on the attending/perceiving and interpreting/reasoning facets of noticing. Few studies used video-based software and few studies used grouping, and even fewer used randomized grouping. Evidence of program effects on responding and decision making, and on instructional practice, is limited and should be extended in the future.
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Stylianou, Michalis, Pamela Hodges Kulinna, Donetta Cothran, and Ja Youn Kwon. "Physical Education Teachers’ Metaphors of Teaching and Learning." Journal of Teaching in Physical Education 32, no. 1 (January 2013): 22–45. http://dx.doi.org/10.1123/jtpe.32.1.22.
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This study was informed by the literature on teaching metaphors and the theory of occupational socialization. Its purpose was to examine in-service Physical Education teachers’ initial (before entering the profession), current, and ideal metaphors of teaching, related factors, and potential differences in participants’ metaphors based on their teaching experience. A mixed-methods approach was employed for this study, including a modified version of an existing survey (N = 66; Alger, 2009) and interviews (N = 13). Descriptive statistics indicated that while participants predominantly embraced teacher-centered metaphors initially, about half of them reported their current and ideal metaphors as student-centered. Constant comparison and analytic induction techniques revealed three themes and several subthemes: (a) fluidity (own definitions, combination of metaphors), (b) formation of initial views of teaching (acculturation, professional socialization), and (c) evolutionary forces and constraints (experience, pressure of test scores, time allocation, resources). These results have implications both for preservice and in-service teacher education programs.
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Ledger, Susan, Christine Ure, Madeline Burgess, and Chad Morrison. "Professional Experience in Australian Initial Teacher Education: An Appraisal of Policy and Practice." Higher Education Studies 10, no. 4 (November 18, 2020): 116. http://dx.doi.org/10.5539/hes.v10n4p116.
Full textAbstract:
Legislative guidelines regulate professional experience within initial teacher education (ITE) but little is known about teacher educators’ perspectives on how these guidelines are operationalised. ITE providers, in collaboration with school partners, implement a range of programs designed to develop pre-service teachers’ ‘classroom readiness’. We examine how current legislation influences the delivery of professional experience, the provision of funding, and support for university-school partnerships and in-school supervision. This analysis highlights ambiguities in the interpretation of the legislative guidelines, creating a disconnection between policy and practice, an over-reliance on the ‘good will’ of key stakeholders, and competing demands between the ‘actual’ and ‘hidden’ costs of professional experience. Without reform of both policy and practice ITE providers will continue to be constrained when attempting to meet regulatory expectations. These findings demonstrate a need for government departments and ITE regulators to work more closely to improve integration of policy and practice for professional experience.