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Journal articles on the topic 'ITE programs'

Author: Grafiati

Published: 10 January 2023

Last updated: 31 July 2025

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1

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 (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 acro

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Hofmeister, Sabrina, Thomas R. O'Neill, and Dennis J. Butler. "Comparative Analysis of the American Board of Family Medicine and American College of Osteopathic Family Physicians In-Training Examinations." Family Medicine 50, no. 10 (2018): 746–50. http://dx.doi.org/10.22454/fammed.2018.205747.

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Background and Objectives: Family medicine residency programs accredited by the Accreditation Council for Graduate Medical Education and the American Osteopathic Association typically require their residents to take the American Board of Family Medicine’s In-Training Examination (ITE) and the American College of Osteopathic Family Physicians’ In-Service Examination (ISE). With implementation of the single accreditation system (SAS), is it necessary to administer both examinations? This pilot study assessed whether the degree of similarity for the construct of family medicine knowledge and clin

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Ngo, Nga Thi Hang, Thao Tran, Ha Ngo, Voc Thi Phan Thi, Du Trong Nguyen, and Long Thanh Nguyen. "Teacher readiness for teacher leadership competences." Journal of Infrastructure, Policy and Development 8, no. 13 (2024): 9784. http://dx.doi.org/10.24294/jipd9784.

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In this time of ambiguity, change, and conflict, integrating teacher leadership into initial teacher education (ITE) programs is crucial. However, complexities exist regarding ITE quality globally and in Vietnam specifically. This study explores the perceptions of different ITE stakeholders in Vietnam towards teacher leadership and factors that impact prospective teachers’ preparedness for teacher leadership based on the Teacher Leadership Model Standards. Using mixed methods, data were collected from surveys with pre-service teachers, in-service teachers, and teacher educators in various univ

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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 (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 preparatio

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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 (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

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Sisson, Stephen D., Amanda Bertram, and Hsin-Chieh Yeh. "Concurrent Validity Between a Shared Curriculum, the Internal Medicine In-Training Examination, and the American Board of Internal Medicine Certifying Examination." Journal of Graduate Medical Education 7, no. 1 (2015): 42–47. http://dx.doi.org/10.4300/jgme-d-14-00054.1.

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Abstract Background A core objective of residency education is to facilitate learning, and programs need more curricula and assessment tools with demonstrated validity evidence. Objective We sought to demonstrate concurrent validity between performance on a widely shared, ambulatory curriculum (the Johns Hopkins Internal Medicine Curriculum), the Internal Medicine In-Training Examination (IM-ITE), and the American Board of Internal Medicine Certifying Examination (ABIM-CE). Methods A cohort study of 443 postgraduate year (PGY)-3 residents at 22 academic and community hospital internal medicine

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Cuison, Lilibeth T., Erlinda C. Abarintos, Neil H. Datu, et al. "Current Status of Computing Education in Central Luzon: Basis for Training and Program." International Journal of Multidisciplinary: Applied Business and Education Research 6, no. 5 (2025): 2233–39. https://doi.org/10.11594/ijmaber.06.05.10.

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This study delves into the current status of computing education in Central Luzon, providing a foundational framework for the development of training programs within the Association of Computing Education Deans and Program Heads (ACED.PH). It addresses a critical research problem: the gap between existing institutional capacities and the quality standards outlined in CHED CMO 25 Series of 2015, particularly in areas of faculty research engagement, laboratory management, and organizational commitment. It investigates the challenges of membership and commitment in professional organizations and

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Joseph, Dawn, Rohan Nethsinghe, and Alberto Cabedo-Mas. "“We learnt lots in a short time”: Cultural exchange across three universities through songs from different lands." International Journal of Music Education 38, no. 2 (2019): 177–93. http://dx.doi.org/10.1177/0255761419880027.

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Establishing strong connections between universities within initial teacher education (ITE) programs not only takes time, but it also presents opportunities and challenges. Tertiary music educators are called to prepare ITE students/pre-service teachers to be culturally responsive. This article forms part of our wider study “See, Listen and Share: Exploring Intercultural Music Education in a Transnational Experience Across Three Universities (Royal Melbourne Institute of Technology University, Australia; Deakin University, Australia; and Universitat Jaume I of Castelló, Spain). For this articl

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Wade, C. E., K. I. Stanford, T. P. Stein, and J. E. Greenleaf. "Intensive exercise training suppresses testosterone during bed rest." Journal of Applied Physiology 99, no. 1 (2005): 59–63. http://dx.doi.org/10.1152/japplphysiol.00332.2004.

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Spaceflight and prolonged bed rest (BR) alter plasma hormone levels inconsistently. This may be due, in part, to prescription of heavy exercise as a countermeasure for ameliorating the adverse effects of disuse. The initial project was to assess exercise programs to maintain aerobic performance and leg strength during BR. The present study evaluates the effect of BR and the performance of the prescribed exercise countermeasures on plasma steroid levels. In a 30-day BR study of male subjects, the efficacy of isotonic (ITE, n = 7) or isokinetic exercise (IKE, n = 7) training was evaluated in con

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Lekhu, Motshidisi Anna. "Pre-Service Science Teachers’ Preparedness for Classroom Teaching: Exploring Aspects of Self-Efficacy and Pedagogical Content Knowledge for Sustainable Learning Environments." Journal of Curriculum Studies Research 5, no. 1 (2023): 113–29. http://dx.doi.org/10.46303/jcsr.2023.9.

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The technological reconfiguration of humanity and advancement requires initial teacher training (ITE) programs that create and enhance sustainable learning environments (SLEs) where teachers are prepared to embrace posthuman pedagogy to teach confidently. This case study aims to examine pre-service science teachers’ level of preparedness and teaching efficacy beliefs to teach in SLEs. The study findings revealed that teaching science requires content knowledge and an understanding of how to teach the content. Furthermore, education programs need to be responsive to the socio-economic demands a

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Cadeliña, Flordeline A. "The Utilization of Web-Based Instruction in the Information Technology Education (ITE) Programs." International Journal of Humanities and Social Sciences 11, no. 3 (2019): 12–17. http://dx.doi.org/10.26803/ijhss.11.3.2.

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Sasaki, Rhonni, Wendy Goff, Andre Dowsett, et al. "The Practicum Experience during Covid-19 – Supporting Pre-Service Teachers Practicum Experience through a Simulated Classroom." Journal of Technology and Teacher Education 28, no. 2 (2020): 329–39. https://doi.org/10.70725/319337ihqzhp.

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The recent Covid-19 pandemic has dramatically disrupted schooling around the world. Social distancing requirements have resulted in many countries closing physical school buildings or remaining open but delivering a hybrid model of off-site and on-site teaching and learning. This poses a variety of challenges for Initial Teacher Education (ITE) programs situated in Higher Education (HE) contexts, particularly in meeting practicum requirements. This paper provides insight into a study examining the viability of a technology-based simulated classroom to support the practicum experience of ITE st

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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 (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 o

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Lavonen, Lavonen, Jari. "Teacher Education Trends and Research in Europe." Korean Journal of Teacher Education 41, no. 2 (2025): 29–54. https://doi.org/10.14333/kjte.2025.41.2.02.

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Purpose: This study aims to derive trends in European teacher education research by analyzing European teacher education policies, programs, and research trends. Methods: Through previous research and literature analysis on teacher education in Europe, trends in teacher education and research in Europe were analyzed. Results: The European teacher education policy emphasises lifelong learning competences and the willingness to learn throughout life. Moreover, professional competences, such as dealing with diversity and uncertainty, and collaboration skills are emphasised. The agreed “two + thre

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Yumen, Nolan. "Bridging the Gap: Assessing Computer Literacy Among First-Year ITE Students." JOURNAL OF HUMANITIES SOCIAL SCIENCES AND BUSINESS (JHSSB) 4, no. 1 (2024): 66–73. https://doi.org/10.55047/jhssb.v4i1.1423.

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This study assessed the awareness of basic computer concepts and terminology among 461 first-year students enrolled in Information Technology Education (ITE) programs at the University of Antique Tario-Lim Memorial Campus during the first semester of Academic Year 2024-2025. A descriptive quantitative research design was employed, utilizing a structured survey questionnaire to evaluate students' familiarity with fundamental computer concepts across Bachelor of Science in Information Technology (BSIT), Computer Science (BSCS), and Information Systems (BSIS) programs. Results revealed moderate f

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Jacobs, Rachael Frances. "Arts-based critical service-learning experiences as transformative pedagogy." Journal of Pedagogy 13, no. 2 (2022): 29–53. http://dx.doi.org/10.2478/jped-2022-0007.

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Abstract Initial teacher education programs regularly engage students in service-learning programs, providing an additional pathway to personal, professional and pedagogical transformation in their learning journey. One of those pathways is through service-learning placements in community arts projects. This paper reports on a study of arts-based service-learning programs at two universities. Eight initial teacher education (ITE) students were interviewed after their placements and a number of key themes emerged. These include the importance of productive discomfort as part of the service-lear

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Merket, Monika. "Kampen om kunnskap i lærerutdanning." Utbildning & Demokrati – tidskrift för didaktik och utbildningspolitk 32, no. 2 (2024): 5–30. http://dx.doi.org/10.48059/uod.v32i2.2201.

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The Battle over Knowledge in Teacher Education: An Analysis of Knowledge Discourses in the Integrated Teacher Education Programs in Norway. Different forms of knowledge are at play in teacher education and there is an ongoing debate as to which form of knowledge should set the premises. Policy documents call for a more research-based teacher education close to practice and, therefore, integrated teacher education [ITE] programs have been established. This paper has aimed to explore different forms of knowledge that are formed in practice in the former and new national guidelines for the ITE pr

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Collichio, Frances A., Karen M. Kayoumi, Kenneth R. Hande, et al. "Developing an In-Training Examination for Fellows: The Experience of the American Society of Clinical Oncology." Journal of Clinical Oncology 27, no. 10 (2009): 1706–11. http://dx.doi.org/10.1200/jco.2008.20.3091.

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The American Society of Clinical Oncology (ASCO) developed its own test—the Medical Oncology In-Training Examination (MedOnc ITE)—as a tool to assess trainees' knowledge of the clinical oncology subspecialty, establish consistency in educational standards across training programs, identify areas of strength and weakness in individual programs, and stimulate intraprogrammatic reading and discussion. The Accreditation Council for Graduate Medical Education Outcome Project provided additional incentive for ASCO to develop an ITE. The examination was developed in 4 years. The concept of the examin

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Pendergast, Donna, Mia O’Brien, Sarah Prestridge, and Beryl Exley. "Self-Efficacy in a 3-Dimensional Virtual Reality Classroom—Initial Teacher Education Students’ Experiences." Education Sciences 12, no. 6 (2022): 368. http://dx.doi.org/10.3390/educsci12060368.

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This study explores initial teacher education (ITE) university students’ experiences of work-integrated-learning (WiL) placements in a virtual reality environment. The COVID-19 pandemic was the catalyst for this study when schools around the world were inaccessible to ITE students. Undertaking WiL, which is typically a mandated component of ITE programs, became challenging, if not impossible. In this uncertain environment and the broader context of a nation-wide teacher shortage in Australia, the need to pivot and consider alternatives became a high priority. This study reports on a simulated

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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 (2020): 116. http://dx.doi.org/10.5539/hes.v10n4p116.

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Legislative guidelines regulate professional experience within initial teacher education (ITE) but little is known about teacher educators&rsquo; 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&rsquo; &lsquo;classroom readiness&rsquo;. 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 a

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Bilge, Aslan Altan. "Experiences of Preservice Teachers on Online-Based Microteachings: New Insights for Initial Teacher Education (ITE) Programs." Education Quarterly Reviews 6, no. 1 (2023): 55–67. https://doi.org/10.31014/aior.1993.06.01.687.

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Practicing online teaching activities has been favored quite some time, and it continues to gain popularity with the evolving technology as well as global dynamics (as COVID). Online-Based Microteachings (OBM), in this sense, can enforce preservice teachers to practice digitally-saturated new, possibly an ongoing, set of skills that will contribute to their teaching behaviors in future. Leaning on this idea this paper outlines the experiences of preservice teachers on online teaching activities that are inspired by microteaching strategy, which may initiate a discussion point for teacher train

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Usun, Salih. "Information and communications technologies (ICT) in teacher education (ITE) programs in the world and Turkey." Procedia - Social and Behavioral Sciences 1, no. 1 (2009): 331–34. http://dx.doi.org/10.1016/j.sbspro.2009.01.062.

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Ong, Thai Q., Becky Krumm, Margaret Wells, et al. "A Comparison of Remote vs In-Person Proctored In-Training Examination Administration for Internal Medicine." Academic Medicine 99, no. 7 (2024): 778–83. http://dx.doi.org/10.1097/acm.0000000000005651.

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Abstract Purpose In response to COVID-19, the American College of Physicians provided residents the option to complete the 2020 Internal Medicine In-Training Examination (IM-ITE) via in-person and remote proctoring. This study evaluated the extent to which scores obtained from both testing modalities were comparable. Method Data were analyzed from residents from all U.S.-based Accreditation Council for Graduate Medical Education–accredited IM residency programs and participating Canadian and international programs who completed the IM-ITE in 2020. The final sample contained 27,115 IM residents

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Irmayani, Irmayani, Refi Ranto Rozak, Ahmad Zubaidi Amrullah, and Maslakhatin Maslakhatin. "Extensive Listening: Indonesian Teacher Educators’ and Student Teachers’ Perspectives and Experiences in Initial Teacher Education Context." Edulitics (Education, Literature, and Linguistics) Journal 8, no. 2 (2023): 38–46. http://dx.doi.org/10.52166/edulitics.v8i2.5414.

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This case study examines teacher educators and student teachers’ experiences and perspectives in East Java, Indonesia, with the aim of investigating Extensive Listening (EL) integration to the Initial Teacher Education (ITE) as a prescribed language curriculum program. Data were collected from semi-structured interviews with the three teacher educators and six student teachers. The results revealed variations in how EL programs are practiced among various institutions, underscoring the necessity for a standardized curriculum to incorporate EL into language teaching programs. Teacher educators

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Garber, Adam M., Brian Kwan, Christopher M. Williams, et al. "Use of Filters for Residency Application Review: Results From the Internal Medicine In-Training Examination Program Director Survey." Journal of Graduate Medical Education 11, no. 6 (2019): 704–7. http://dx.doi.org/10.4300/jgme-d-19-00345.1.

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ABSTRACT Background The increase in applications to residency programs, known as “application inflation,” creates challenges for program directors (PDs). Prior studies have shown that internal medicine (IM) PDs utilize criteria, such as United States Medical Licensing Examination (USMLE) Step examination performance, when reviewing applications. However, little is known about how early these filters are utilized in the application review cycle. Objective This study sought to assess the frequency and types of filters utilized by IM PDs during initial residency application screening and prior to

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McClintock, Joseph C., and Glenn P. Gravlee. "Predicting Success on the Certification Examinations of the American Board of Anesthesiology." Anesthesiology 112, no. 1 (2010): 212–19. http://dx.doi.org/10.1097/aln.0b013e3181c62e2f.

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Background Currently, residency programs lack objective predictors for passing the sequenced American Board of Anesthesiology (ABA) certification examinations on the first attempt. Our hypothesis was that performance on the ABA/American Society of Anesthesiologists In-Training Examination (ITE) and other variables can predict combined success on the ABA Part 1 and Part 2 examinations. Method The authors studied 2,458 subjects who took the ITE immediately after completing the first year of clinical anesthesia training and took the ABA Part 1 examination for primary certification immediately aft

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Rhodes, David, and Matt Byrne. "Embedding Aboriginal and Torres Strait Islander LGBTIQ+ Issues in Primary Initial Teacher Education Programs." Social Inclusion 9, no. 2 (2021): 30–41. http://dx.doi.org/10.17645/si.v9i2.3822.

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Existing research has explored inclusion in education, however, issues related to Aboriginal and Torres Strait Islander LGBTIQ+ young people, with some notable exceptions, have, until recently, seldom been included in any meaningful academic discussion. Issues of youth race, gender and sexuality have been interrogated as discrete issues. This small but growing body of research demonstrates the potential impacts of intersectional disadvantages experienced by Aboriginal and Torres Strait Islander LGBTIQ+ young people in Australia (Uink, Liddelow-Hunt, Daglas, &amp; Ducasse, 2020). This artic

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Carter, Danielle, and Lindsey Wharekura. "How does the quality of leadership and mentoring relationships shape the ākonga experience in ITE programs?" Teachers' Work 22, no. 1 (2025): 40–48. https://doi.org/10.24135/teacherswork.v22i1.657.

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This teacher reflection explores how the quality of leadership and mentoring relationships shapes the ākonga (student) experience within Initial Teacher Education (ITE) programs, with a focus on the Bachelor of Early Childhood Education. Drawing from both managerial and lecturer perspectives, it examines how embodied and relational leadership practices, rooted in empathy, authenticity, and reflective dialogue, foster professional identity, resilience, and confidence in ākonga. The authors argue that effective mentoring is not confined to formal settings but often emerges through everyday inter

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Majid, Nasreen, Sarah Marston, Jo Anna Reed Johnson, and Andrew Happle. "Reconceptualising Preservice Teachers’ Subject Knowledge in Climate Change and Sustainability Education: A Framework for Initial Teacher Education from England, UK." Sustainability 15, no. 16 (2023): 12237. http://dx.doi.org/10.3390/su151612237.

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Climate Change and Sustainability Education (CCSE) has been gaining prominence with the imminent climate emergency humanity is facing. This paper draws upon a conceptual framework created to support the development of preservice teachers’ subject knowledge of CCSE whilst undertaking Initial Teacher Education (ITE) programs in England. The core aims and learning outcomes within the framework, namely knowledge; attitudes, values and behaviours; and competences and capabilities, are defined to illustrate what subject knowledge looks like, in this area, for preservice teachers in England. This pap

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Mainous, Arch G., Bo Fang, and Lars E. Peterson. "Competency Assessment in Family Medicine Residency: Observations, Knowledge-Based Examinations, and Advancement." Journal of Graduate Medical Education 9, no. 6 (2017): 730–34. http://dx.doi.org/10.4300/jgme-d-17-00212.1.

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ABSTRACT Background The Family Medicine (FM) Milestones are competency-based assessments of residents in key dimensions relevant to practice in the specialty. Residency programs use the milestones in semiannual reviews of resident performance from the time of entry into the program to graduation. Objective Using a national sample, we investigated the relationship of FM competency-based assessments to resident progress and the complementarity of milestones with knowledge-based assessments in FM residencies. Methods We used midyear and end-of-year milestone ratings for all FM residents in Accred

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Zapata, Angie, Sarah Reid, and Mary Adu-Gyamfi. "Teaching Justice-Oriented Picturebooks Through Collaborative Discussion and ‘Slow Looking’: Implications for Initial Teacher Education Settings." Education Sciences 15, no. 4 (2025): 447. https://doi.org/10.3390/educsci15040447.

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Picturebooks have a long history as literature for literacy learning in initial teacher education (ITE) settings. Yet, the practice of “using” picturebooks solely to teach isolated skills becomes more alarming as pre-service teachers encounter classroom picturebook instruction that features diverse racial, linguistic, or ethnic communities as “plugged” into scripted curriculum without opportunities for students to respond to the socio-cultural portrayals encountered. Guidance for ITE programs is needed to ensure that the aesthetic and sociopolitical features of picturebooks are not only consid

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Blackmore, Karen. "Asking the right questions." International Journal of Mentoring and Coaching in Education 8, no. 3 (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 un

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Kettle, Margaret, Bruce Burnett, Jo Lampert, Barbara Comber, and Naomi Barnes. "Conceptualising Early Career Teachers’ Agency and Accounts of Social Action in Disadvantaged Schools." Australian Journal of Teacher Education 47, no. 8 (2022): 1–17. http://dx.doi.org/10.14221/ajte.2022v47n8.1.

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This article examines the accounts of actions undertaken by Early Career Teachers (ECTs) recently graduated from a social justice-oriented Initial Teacher Education (ITE) program and employed in complex school settings with high levels of student diversity, disadvantage, and poverty. The study drew on theories of teacher agency and agency more broadly to examine the workshadowing observations of the teachers’ practice in classrooms augmented by their reflective accounts in interviews. The study found that the ECTs’ agency, or contextualised social action, can be conceptualised as temporally em

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du Plessis, Anna Elizabeth, and Johann Dreyer. "Reflections on Initial Teacher Education and Theoretical Framing of Applied Pedagogical Knowledge with a Context-Consciousness: An International Study." Education Sciences 14, no. 5 (2024): 448. http://dx.doi.org/10.3390/educsci14050448.

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A stable teacher workforce is developed through a combination of quality preparation and tailored support. This study offers different lenses for the development of an in-depth understanding of professional experiences and the implications of professional experiences for initial teacher education (ITE) and early career teachers across international borders. In a globalized education environment, transnational research facilitates the acquisition of an in-depth understanding of the challenges encountered in ITE programs. These programs are frequently criticized for the quality of preparation of

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Barnes, Melissa, Steve Murphy, Urmee Chakma, Bingqing Li, Farrukh Amina, and Bernadette Walker-Gibbs. "Attracting teacher candidates from regional and rural areas to initial teacher education (ITE) programs: Initiatives and evidence of impact." Teaching and Teacher Education 140 (April 2024): 104458. http://dx.doi.org/10.1016/j.tate.2023.104458.

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SCORŢESCU, Mirela, Simona Lidia SAVA, and Mariana CRAŞOVAN. "TEACHING PRACTICE MENTORS - AN ANALYSIS OF PROFESSIONAL DEVELOPMENT NEEDS AND PRACTICES." Journal of Pedagogy - Revista de Pedagogie LXXI, no. 1 (2023): 105–30. http://dx.doi.org/10.26755/revped/2023.1/105.

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Practicum is essential in initial teacher training (ITE), while mentoring represents an important part of it. The need for the practicum mentors’ training is recognized, being highlighted both by studies (Czerniawsky et al., 2016; Guberman et al., 2020) and by the recommendations of the European Commission (2021). However, the mentors are precariously prepared (Clarke & Mena, 2020), the literature pointing out the limited training and insufficient knowledge regarding mentoring activities. This study aims to identify the training needs of mentors in Romania, and the further training underta

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Abdelwahed, Nadia A. Abdelmegeed. "Determining the Contribution of Physical Activity Constructs in Developing Intention to Exercise among Entrepreneurs." OBM Neurobiology 08, no. 02 (2024): 1–17. http://dx.doi.org/10.21926/obm.neurobiol.2402222.

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<strong>In the present era, a healthy life is a challenge for everyone. Therefore, diverting individuals' minds towards physical activity and exercise is necessary for the day. </strong>This paper proposes to inspect the impact of physical activity on the development of intention to exercise (ITE) among entrepreneurs. The quantitative study collected data from 383 Egyptian entrepreneurs through a survey questionnaire. Most respondents were males (n = 257 or 67.10%) against females (n = 126 or 32.90%). The range of age of the respondents remained as with a majority of respondents we

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Vizcardo, Raul, Nicholas Donald Klemen, Rafiqul Islam, et al. "Developing the Next Generation of iPSC Cell-Based Immunotherapies." Blood 132, Supplement 1 (2018): 3707. http://dx.doi.org/10.1182/blood-2018-99-118593.

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Abstract T cells are potentially curative for patients with metastatic cancer, but many patients with cancer have T cells that are 'terminally differentiated', a condition associated with treatment failure. We have observed that less differentiated T cells have a greater capacity to proliferate, persist and destroy large cancer deposits. Advances in regenerative medicine might allow the generation of rejuvenated T cells from induced pluripotent stem cells (iPSC). We have previously reported that T cells can be generated from iPSC in vitro by co-culturing them OP9 stromal cells expressing Notch

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Candra, Nadhira, Dewi Astuty Mochtar, and Kadek Wiwik Indrayanti. "Banking Customer Data Security Protection in the Era of Financial Technology in Indonesia." EAS Journal of Humanities and Cultural Studies 6, no. 03 (2024): 117–22. http://dx.doi.org/10.36349/easjhcs.2024.v06i03.009.

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This research aims to identify and analyze legal protection for the security of banking customer data in the era of financial technology in Indonesia and banking policies and programs for maintaining the security of customer data based on related regulations. The research method used is normative juridical. The results of the research state that the protection of the security of customers' data related to financial technology has been regulated in several statutory regulations starting from Law Number 27 of 2022 concerning Personal Data Protection (PDP Law), Regulation of the Minister of Commu

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Turochy, Rod E., Jon Fricker, H. Gene Hawkins, et al. "Assessment of Introductory Transportation Engineering Course and General Transportation Engineering Curriculum." Transportation Research Record: Journal of the Transportation Research Board 2328, no. 1 (2013): 9–15. http://dx.doi.org/10.3141/2328-02.

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Transportation engineering is a critical subdiscipline of the civil engineering profession as indicated by its inclusion on the Fundamentals of Engineering Examination and overlap with other specialty areas of civil engineering and as recognized by TRB, ITE, and ASCE. With increasing transportation workforce needs, low numbers of students entering the pipeline, and limited hours within undergraduate civil engineering programs, it is important to ensure that civil engineering students receive adequate preparation and exposure to career opportunities in the transportation engineering field. Thus

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Adolphus, Telima. "Pupil Attainment in Secondary School Physics: The Case of Nigeria, Including Implications for Teachers and Teacher Educators." JOURNAL OF SOCIAL SCIENCE RESEARCH 12, no. 2 (2018): 2783–803. http://dx.doi.org/10.24297/jssr.v12i2.7661.

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Despite the relevance of physics to many science and technological based careers, students’ attainment in the subject has been of concern in many countries including Nigeria. The study examined physics attainment among secondary school pupils and found that physics attainment is low in Nigeria and that teacher quality and resource availability and utilization are some factors that affect student attainment. To enhance students’ physics attainment, the study recommended that the content and curriculum of ITE programs be enhanced for the training and development of agency amongst teachers and th

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Putri Diyah Ayu Anggraini, Aqhina Dzikrah Aurora, Aprilia Niravita, Muhammad Adymas Hikal Fikri, and Harry Nugroho. "Electronic Certificates in Indonesia: Enhancing Legal Certainty or Introducing New Challenges?" Arkus 11, no. 1 (2024): 686–98. http://dx.doi.org/10.37275/arkus.v11i1.659.

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The Indonesian government is moving towards digital transformation in land administration by introducing electronic certificates (e-certificates) through the Regulation of the Minister of ATR/BPN Number 1 of 2021. This initiative aims to improve the security and legal certainty of land ownership, building upon existing programs like the Complete Systematic Land Registration Program (PTSL). This study used a normative legal research method to investigate the opportunities and challenges associated with implementing e-certificates in Indonesia. Primary legal sources, such as the Electronic Infor

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Knapp, Keith, Donald Walker, and Eugene Wilson. "Challenges and Strategies for Local Road Safety Training and Technology Transfer." Transportation Research Record: Journal of the Transportation Research Board 1819, no. 1 (2003): 187–90. http://dx.doi.org/10.3141/1819a-27.

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A significant increase in the safety of transportation networks in the United States and throughout the world will require the direct involvement of local jurisdictions (e.g., counties, townships, villages, and cities). In 1998, approximately 4 out of 10 fatalities in the United States occurred on collector and local roadways. Local road agencies need to have the skills to identify, evaluate, and mitigate safety concerns. Effective local road safety training, technology transfer, and resources are essential. A number of challenges need to be met to complete these tasks, but current local road

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Townsend, Philip. "Mobile Devices for Tertiary Study – Philosophy Meets Pragmatics for Remote Aboriginal and Torres Strait Islander Women." Australian Journal of Indigenous Education 44, no. 2 (2015): 139–49. http://dx.doi.org/10.1017/jie.2015.26.

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This paper outlines PhD research which suggests mobile learning fits the cultural philosophies and roles of Aboriginal and Torres Strait Islander women who are preservice teachers in the very remote Australian communities where the research was conducted. The problem which the research addresses is the low completion rates for two community-based Initial Teacher Education (ITE) programs in South Australia (SA) and Queensland (Qld). Over the past decade, the national completion rate of Aboriginal and Torres Strait Islander students in teacher training was 36 per cent, and in these two community

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Deehan, James, Rachael Hutchesson, and Paul Parker. "Learning to Teach Without Teaching: A Mixed Methods Case Study of Preservice Teachers’ Efficacy Beliefs and Perceptions of an Evidence-based Creative Arts Subject." Australian Journal of Teacher Education 47, no. 7 (2022): 90–115. http://dx.doi.org/10.14221/ajte.2022v47n7.6.

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Recognition of the inherent value of the Creative Arts in society seldom extends beyond rhetoric to meaningful action. The powerful ways the Creative Arts are positioned within curriculum documents, for example, stand in contrast to entrenched problems such as poor teacher attitudes, disengaging teaching practices and low status. Initial Teacher Education (ITE) programs and preservice teachers are essential to the long-term improvement of Creative Arts education. Creative Arts in ITE is also an interesting context in which to examine the divide between Subject Matter Knowledge (SMK) and Pedago

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Barnett, Emma Priscilla, and Kevin Teise. "Initial Teacher Education for Social Justice in South Africa: A Higher Education Policy Perspective." Research in Educational Policy and Management 6, no. 1 (2024): 72–89. http://dx.doi.org/10.46303/repam.2024.5.

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The Constitution of the Republic of South Africa envisions a socially just society where all citizens enjoy fundamental human rights. Education is regarded as significant in realizing social justice (SJ). Hence, South African education policy is underpinned by the conviction that teachers are drivers of societal change and instrumental in creating a socially just society. It is therefore expected that initial teacher education (ITE) programs to train prospective teachers will be infused with knowledge, competencies, values and attitudes to develop the dispositions that would facilitate social

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Bombardieri, Katherine. ""More Than Just Composers": Teachers' Identities as Music Creatives and the Impact on Teaching Composition." Nota Bene: Canadian Undergraduate Journal of Musicology 17, no. 1 (2024): 24–50. http://dx.doi.org/10.5206/notabene.v17i1.17195.

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The large research study on which this paper draws examined the preparation of early-career teachers (ECTs) in New South Wales to teach composition and musical creativity. Presenting data collected through a Constructivist Grounded Theory (CGT) research design, and semi-structured interviews and themes, this article explores the theme of Musical Identity as it arose in the larger study. Through discussions with ECTs and composers who have experience teaching composition in NSW secondary schools, this study examined and compared these groups’ personal definitions of composition and perceptions

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Vanderburg, Robert M., Nicholas Gibson, and Michael A. Cowling. "Conquering the LANTITE: Exploring Digital Mathematics Instruction & Test Taking Strategies using a Cognitive Multimedia Framework Based Portal." International Journal for Technology in Mathematics Education 29, no. 1 (2022): 3–12. http://dx.doi.org/10.1564/tme_v29.1.01.

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In 2015, all Australian education ministers agreed that from 1 July 2016 the Government would initiate the Literacy and Numeracy Test for Initial Teacher Education (LANTITE), designed to verify that all prospective teachers could demonstrate the literacy and numeracy skills required in their profession. The LANTITE quickly became another hurdle for educators and could be the most influential gatekeeper ever implemented in Australian Initial Teacher Education (ITE) programs. Institutions, therefore, instigated support programs to help their students pass the LANTITE. This paper describes once s

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Siegler, Eugenia L., Cathy Jalali, Emily Finkelstein, et al. "Assessing Effectiveness of a Geriatrics Rotation for Second-Year Internal Medicine Residents." Journal of Graduate Medical Education 6, no. 3 (2014): 521–25. http://dx.doi.org/10.4300/jgme-d-13-00344.1.

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Abstract Background Residents need to acquire an understanding of the biopsychosocial aspects of caring for older adults with chronic illness, along with effective use of interdisciplinary services inside and outside of the hospital. Objective We expanded the geriatric medicine experience for second-year internal medicine residents and present the results of the first year's experience. Methods We paired a mandatory rotation for postgraduate year–2 internal medicine residents (2 weeks of day and 1 week of night inpatient experience in the Acute Care for Elders Unit), and a 1-week outpatient sy

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Leavy, Aisling, Mairéad Hourigan, and T. J. Ó Ceallaigh. "Unpacking dimensions of immersion teacher educator identity." Journal of Immersion and Content-Based Language Education 6, no. 2 (2018): 218–43. http://dx.doi.org/10.1075/jicb.17026.lea.

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Abstract Inadequate teacher preparation for immersion programs remains a challenge. While there is a significant dearth of research on teacher development in immersion education, research focusing on immersion teacher educators (ITEs) is even more scant. Using self-study methodology, this study explores the professional learning and experiences of three teacher educators (TEs) as they construct new professional identities as ITEs as part of engagement in Lesson Study. The paper particularly focuses on two Mathematics teacher educators (MTEs) who were newcomers to the immersion education settin

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