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Journal articles on the topic 'Teachers Education Teaching'
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Bajaj, Preeti, Mrunal Suresh Patil, and Balaji Almale. "Microteaching in Medical Education." MVP Journal of Medical Sciences 1, no. 2 (July 1, 2014): 84. http://dx.doi.org/10.18311/mvpjms/2014/v1/i2/822.
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Medical teachers need training in pedagogic techniques in order to become better teachers. Despite the fact that our teaching techniques improve gradually over the years as we gain experience and also owing to continuous practice undertaken for different kinds of teaching learning situations; nevertheless educational technology has evolved ways and means for better development of teaching skills even at earlier stages by undertaking some methodical exercises, one of which is Microteaching. Microteaching, an innovative technique of teacher training, helps teachers to improve their teaching skills. It aims at development of competence in teaching skills through the practice of microteaching sessions1. In other words, it teaches teachers how to teach. This is especially important in cases of new faculty implying the budding teachers. Even an experienced teacher can benefit by this technique, particularly for learning some new skills1. The individual may be very sound in his/ her own subject but may not necessarily be a good teacher.
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Subramanian, A. "TEACHER EDUCATION FROM E-LEARNER TO E-TEACHER." International Journal of Research -GRANTHAALAYAH 5, no. 4(SE) (April 30, 2017): 25–31. http://dx.doi.org/10.29121/granthaalayah.v5.i4(se).2017.1946.
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E-learning and e-teaching systems are involved in teachers professional activities and development in several ways (a) If e-learning/e-teaching is the technology which supports the process of teachers learning of university courses, the teacher is in the position of e-learner; (b) If e-learning/e-teaching is the content of the teachers university curricula in order to be applied in the teaching process, the teacher switches from the position of e learner to the one of e-teacher in blended or total e-learning systems. Systematic formal teacher education concerning e-learning/e-teaching implementation, and the structure of teachers ICT competencies and e-competencies, as well as the reasons for their occurrence, are considered. Teachers can be in a position of the creator of e-teaching process or the user of the e-teaching/e-learning attainment. Teachers need to re-think their underlying assumptions about teaching, about learning process, and, most fundamentally, about their role as educators. Teacher activities in e-teaching scenarios can be broken into two major tasks: providing the content for the students and supporting communication between students and tutors. Both tasks pose problems to teachers who are used to follow more traditional teaching methods so far. Therefore, modern teachers and e-teachers must be able to organize different types of e-learning and e-teaching scenarios. E-teaching requires a wide spectrum of e-roles. It is necessary for teachers in e-education environment to acquire sufficient knowledge about e-teaching and e-learning. e-learning can contribute to addressing each challenge by enhancing the preparation of new teachers, providing high quality and readily accessible professional development opportunities for active teachers, and making the teaching profession more attractive. The paper suggests that e-learning potential is a powerful tool for directing the teacher’s quality challenges and obtaining e-teaching competencies. E-learning for teachers must reflect the principles of effective teachers’ professional development.
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Mason, Diana S. "Teachers Teaching Teachers." Journal of Chemical Education 81, no. 5 (May 2004): 617. http://dx.doi.org/10.1021/ed081p617.
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Amini, Davoud, Sima Najafi, and Bahram Behin. "Exploring EFL Teachers’ Moral Identity: The Case of Iranian Teachers." Journal of Teacher Education for Sustainability 22, no. 1 (June 1, 2020): 111–23. http://dx.doi.org/10.2478/jtes-2020-0009.
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AbstractEducating teachers for sustainability requires that teachers be considered as the mediators of change. To achieve this goal, a constructive teacher-learner relationship is essential where values and ethicality play a crucial role. Investigating language teachersí moral identity as an important aspect of teacher cognition can yield useful insights into the kind of relationship which is congenial to the desired whole-person development. The present qualitative study intended to explore the nature of moral dilemmas in language classes and teachersí criterial beliefs in responding to these dilemmatic situations. A systematic coding analysis of the recorded interviews with eight Iranian experienced EFL teachers revealed that they encountered moral dilemmas in both disciplinary and educational aspects of the teaching process. They referred to their knowledge, experience, intuitive sense as well as the teaching context and learnersí history as sources of their moral judgment. The findings on teachersí moral identity uphold implications for teacher education.
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Alhaji, Ibrahim Muhammad, Wun Thiam Yew, and Nordin Abd Razak. "Mathematics Teacher Education Training for Quality School Teachers: An Assessment of Mathematics Teaching Needs of Preservice Teachers’." International Journal of Psychosocial Rehabilitation 24, no. 04 (February 28, 2020): 2538–47. http://dx.doi.org/10.37200/ijpr/v24i4/pr201361.
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Flavian, Heidi, and Doron Dan. "Assessing teachers’ use of language and their teaching quality." Quality Assurance in Education 26, no. 4 (October 8, 2018): 466–75. http://dx.doi.org/10.1108/qae-03-2018-0024.
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PurposeUnderstanding the contribution of the use of proper language to thinking development and learning processes, served as the basis of this study. The purpose of this study is to learn from parents, teachers and teacher-trainees whether their view of efficient teaching also relies on the teacher’s use of proper language.Design/methodology/approachIn total, 308 teacher-trainees, teachers and parents participated in this mixed-method study. Completing a questionnaire with open and closed questions, they were asked to rate a teacher’s professionalism via a written reflection, thereby gauging their perspectives in regard to important teacher characteristics.FindingsThe main finding was that teachers’ intercultural knowledge and understanding of their students’ diversity were perceived as significantly more important than their language register. Participants did not argue that language was not important, but did not necessarily refer to it while assessing the teacher’s professionalism. No significant differences were found between the chosen three groups of participants.Research limitations/implicationsAlthough this study included a large number of participants, it is the first of its type. As far as is known, no other study has been published in regard to people evaluating teachers’ professionalism on the basis of their language level as expressed in written reflections.Originality/valueFrom previous studies, it is taken for granted that people will evaluate teachers’ professionalism according to the language they use. Nevertheless, this study presents different perspectives that might allow the development of different and teaching and assessments methods.
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Nougaret, André A., Thomas E. Scruggs, and Margo A. Mastropieri. "Does Teacher Education Produce Better Special Education Teachers?" Exceptional Children 71, no. 3 (April 2005): 217–29. http://dx.doi.org/10.1177/001440290507100301.
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Twenty traditionally licensed first-year teachers and 20 first-year teachers with emergency provisional licensure were observed and evaluated by an experienced supervisor, unaware of licensure status, using a teacher rating scale with three subscales, based on a framework for teaching developed by Danielson (1996). The subscales included planning and preparation, classroom environment, and instruction. Teachers also completed self-ratings on a similar scale. Across all measures, traditionally licensed teachers were rated statistically significantly higher than were teachers holding emergency provisional licensure. Differences between the two groups were substantial, with effect sizes exceeding 1.5 standard deviation units. In sharp contrast, the two teacher groups did not rate themselves significantly different in teaching competence.
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Ptashko, Tatyana Genad`evna, Elena Gennadyevna Chernikova, Artem Evgenyevich Perebeynos, Nadezhda Valeryevna Sivrikova, and Nadezhda Anatolyevna Sokolova. "Relationship between the assessment of the formation of conflict resolution compo-nent in the teacher's image and the desire to enter the teaching profession." Science for Education Today 11, no. 2 (May 1, 2021): 32–54. http://dx.doi.org/10.15293/2658-6762.2102.02.
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Introduction. The article attempts to study the correlation between the desire to enter the teaching profession and the formation of the conflict resolution component in the teacher’s image. The purpose of the article is to identify and describe the relationship between the assessment of the formation of the conflict resolution component in the teacher’s image and the desire to pursue a career in education. Materials and Methods. The study is based on the systematic approach and uses theoretical and empirical research methods. To collect primary empirical data, a survey of undergraduates doing their degrees in education was conducted. The study involved 152 undergraduate students (Years 2-5). For the mathematical processing of the research data, the H - Kruskal Wallace test and factor analysis were used Results. The factor analysis revealed two factors within the structure of the conflict resolution component of the teacher’s image. Its content differs when students assess school teachers, university teachers and themselves. According to students’ perceptions, the structure of conflict resolution component of the school teacher’s image and of the image of the university teacher coincide to a great extent. On the other hand, the structure of conflict resolution component of future teachers’ ‘self-image’ differs. ‘Refusing violence’ in the second factor is associated with ‘following rules’ for students, and with ‘personal choice’ for university teachers and school teachers. The research findings indicate that students with different degrees of professional motivation have different perceptions of the formation of conflict resolution component within professional images of university teachers, school teachers and themselves. When assessing school teachers and university teachers, significant differences were found according to the ‘internal stability’ criterion. ‘Doubting students’ rated university teachers lower according to this criterion, on the other hand, ‘students who do not want to enter the teaching profession’ rated this criterion low both among school teachers and university teachers. Conclusions. The study reveals the correlation between the assessment of conflict resolution component of the teacher's image and motivation for entering the teaching career. The article concludes that the desire to pursue a career in education is associated with such components of the teacher's image as ‘positive goals’, ‘equal communication’ and ‘personal choice’. Low self-evaluation of students’ conflict resolution component of the teacher's image negatively affects the motivation for teaching career in the future.
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Zeichner, Kenneth, and Daniel Liston. "Teaching Student Teachers to Reflect." Harvard Educational Review 57, no. 1 (April 1, 1987): 23–49. http://dx.doi.org/10.17763/haer.57.1.j18v7162275t1w3w.
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Conventional teacher education programs follow an apprenticeship model and, in so doing,aspire to provide student teachers with pedagogical skills and techniques derived from a preexisting body of knowledge. In this contribution to HER's special series, "Teachers, Teaching,and Teacher Education," Kenneth M. Zeichner and Daniel P. Liston argue that the conventional approach inhibits the self-directed growth of student teachers and thereby fails to promote their full professional development. Illustrating an alternative model, the authors describe and assess the elementary student teaching program at the University of Wisconsin,Madison — a program oriented toward the goals of reflective teaching, greater teacher autonomy,and increasing democratic participation in systems of educational governance.
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Amaral-da-Cunha, Mariana, Paula Batista, Ann MacPhail, and Amândio Graça. "Reconstructing a supervisory identity." European Physical Education Review 24, no. 2 (December 15, 2016): 240–54. http://dx.doi.org/10.1177/1356336x16683179.
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Cooperating teachers’ teaching perspectives and participation in initial teacher education have been frequently considered as ways to understand teachers’ learning trajectories and professional identity at workplace settings (Clarke and Jarvis-Selinger, 2005; Clarke et al.2014; Lave and Wenger, 1991). A case study approach was employed to examine the challenging supervisory experiences of a highly experienced physical education cooperating teacher that led to the reconstruction of her professional identity. Data were collected throughout a one-year school placement and included three semi-structured interviews with the cooperating teacher and the cooperating teacher’s daily journals entries. Analysis was informed by grounded theory coding procedures. Themes included: (i) the challenge of changing entrenched teaching and mentoring practices to connect with pre-service teachers; (ii) reconfiguring mentorship to expand pre-service teachers’ limited teaching ideias and range of teaching tools; and (iii) the possibility of practicing different mentoring strategies for different ‘types’ of pre-service teachers. We infer that contextual factors and teaching perspectives play a role in the cooperating teacher’s legitimate peripheral participation in teacher education and constitutes elements of her professional identity development.
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Ballenger, Cynthia. "Teaching and Practice." Harvard Educational Review 62, no. 2 (July 1, 1992): 199–209. http://dx.doi.org/10.17763/haer.62.2.n8232u2300765186.
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Teachers often learn techniques to manage the behaviors of the children in their classrooms with the assumption that those techniques are universal, rather than culturally based. In this article,Cynthia Ballenger shares her process of coming to understand the cultural assumptions that lie at the heart of effectively managing her class of four-year-old Haitian children. Through multiple"conversations" with a teacher-researcher group, with Haitian teachers and parents in a daycare center, and through her work with Haitian teachers in a child development class, Ballenger learns about Haitian cultural ways and queries the assumptions that shape her own experience as a North American teacher. Her story demonstrates a model of teacher reflection on both theory and practice that can illuminate the practices of other teachers who encounter children of differing cultural, racial, or class backgrounds.
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Meeks, Brad, and Cassie Soeffing. "Teachers Teaching Teachers About Technology." NASSP Bulletin 79, no. 571 (May 1995): 115–17. http://dx.doi.org/10.1177/019263659507957115.
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Söderström, Tor. "Teaching Online." International Journal of Cyber Ethics in Education 1, no. 4 (October 2011): 10–21. http://dx.doi.org/10.4018/ijcee.2011100102.
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This article examines adult online education by investigating the complex relationship between technology and community. The aim was to explore online teaching in relation to the handbook dilemma teachers meet in their teacher profession by focusing on participation and sharing opportunities. This study analysed several handbooks that aim to help teachers design and implement online education. The advice in the handbooks was contrasted against two empirical cases. Specifically, the study examined how two cases – online adult education courses and special needs teacher training courses – implemented online education with respect to participation and sharing. The analysis suggests that pedagogy is the crucial point and a planned pedagogy is absolutely necessary for designing and implementing effective online education, education that encourages participation and sharing. The findings showed that some handbooks offer meaningful guidance regarding the development of online education, but other publications were not helpful which creates a dilemma for teachers.
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Maseko, Bob, and Hlologelo Climant Khoza. "EXPLORING IN-SERVICE SCIENCE TEACHERS’ BELIEFS ABOUT GOALS OR PURPOSES OF SCIENCE TEACHING." Journal of Baltic Science Education 20, no. 3 (June 5, 2021): 456–70. http://dx.doi.org/10.33225/jbse/21.20.456.
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Research indicates that teachers’ beliefs about goals or purposes of science teaching, as one dimension of science teaching orientations, influence what happens in the classroom. The purpose of this research was to explore the self-reported and enacted goals or purposes of science teaching of four in-service Malawian science teachers using the curriculum emphases concept as a theoretical lens. This research used qualitative case study research design. Semi-structured interviews and classroom observations were used to explore teachers’ self-reported and enacted goals or purpose of science teaching, respectively. A deductive analysis approach was used to analyze interview and classroom observation transcripts, to understand the teacher’s goals or purposes. Results reveal that while teachers have multiple self-reported goals or purpose of science teaching, most of these are not enacted during teaching in the classrooms. This suggests the topic-specific nature of the goals or purposes. Results also show that all the teachers were not aware of the self-as-explainer goal or purpose of science teaching both during interviews and instruction. These findings are discussed, and implications are proposed for science in-service teacher professional development and pre-service teachers’ training programs. Keywords: science teachers’ beliefs, curriculum emphasis, goals or purposes, science teaching orientations, teacher professional knowledge
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Salend, Spencer J., Merry Johansen, Jean Mumper, Ann S. Chase, Kathryn M. Pike, and Judith A. Dorney. "Cooperative Teaching." Remedial and Special Education 18, no. 1 (January 1997): 3–11. http://dx.doi.org/10.1177/074193259701800103.
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One approach for educating students with disabilities in general education settings is cooperative teaching. Through use of an open-ended, non-directed dialogue journal maintained by two teachers of their perceptions as a cooperative teaching team, this article examined their perspectives and experiences, and the evolution of their relationship. The factors that contributed to the development of their relationship and implications of the findings for teachers, administrators, and teacher trainers are discussed.
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Stranovská, Eva, Mária Lalinská, and Ivana Boboňová. "Perception of the Degree of Importance of Teacher’s Professional Competences from the Perspective of Teacher and Head Teacher in the Evaluation Process of Educational Efficiency." Pedagogika 127, no. 3 (September 20, 2017): 5–20. http://dx.doi.org/10.15823/p.2017.36.
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The research study concentrates on the detection of perception of the degree of importance of selected teacher’s professional competences in the teacher’s evaluation process, i.e. teacher’s success in teaching. Perception of the degree of importance of professional competences of teachers is realized depending on the variables teacher versus head teacher and the degree of importance (1–5). We set up the hypothesis that there are differences in the perception of the importance degree of teacher’s professional competences with respect to teacher and head teacher. We based our assumption on Frey’s evaluation theory, or diagnosis of teacher’s competences and Bandura’s theory of self-efficacy. The research was conducted with 730 respondents from among teachers and 146 respondents from among head teachers of primary and secondary schools in Slovakia during the period from September 2015 to January 2016. Teacher’s perception of the degree of importance of teacher’s professional competences we surveyed using the Teacher’s competence assessment questionnaire for teachers and the head teacher’s perception of the degree of importance teacher’s professional competences using the Teacher’ competence assessment questionnaire for head teachers. The questionnaires were developed within the research project APVV-14-0446 Evaluation of teacher’s competences. We found out that the teachers’ and head teachers’ perception of the degree of importance of various teachers’ professional competences is different. The perception differs in the following professional competences: can identify psychological and social factors of pupil’s learning, can plan and implement their own professional development, can use material resources in the teaching process.
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Casale, Carolyn, and Stephanie Thomas. "Interactive co-teaching strategies: developing effective partnerships." On the Horizon 26, no. 3 (September 10, 2018): 260–69. http://dx.doi.org/10.1108/oth-08-2017-0078.
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Purpose The purpose of this study is to understand how to develop closer partnership ties among university education faculty and local high school teachers. This study consisted of a university-based teacher education faculty and a high school social studies teacher co-teaching controversial topics using interactive student-centered approaches at a high school in the southeastern United States. Design/methodology/approach A qualitative design included data sources from lesson plans, student assignments and the co-teacher’s reflection process. The theoretical frame integrates reflective practice, culturally relevant teaching and Zeichner’s hybrid space. Findings The findings of this research identified best practices for an effective co-teaching partnership between university-based teacher education faculty and social studies high school teachers. Originality/value The significance and practical implications are to develop partnerships to promote effective teaching.
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Makarova, Tatiana S., Eugenia E. Matveeva, Maria A. Molchanova, Elena A. Morozova, and Natalia V. Burenina. "Teaching Foreign Languages Inclusively: Standards for Teacher Competence." Integration of Education 25, no. 1 (March 30, 2021): 144–58. http://dx.doi.org/10.15507/1991-9468.102.025.202101.144-158.
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Introduction. The adequate professional and psychological-methodology training of teachers is of major importance in teaching a foreign language to learners who have health impairment. In spite of the numeral works published in Russia and abroad which cover various aspects of this problem the given article is the first to do the detailed analysis of teachers’ survey in order to reveal the knowledge, competences and skills necessary for their effective work in inclusive classes. The aim of the article is to develop a teacher training/retraining programme, which is based on the state professional educator standard and able to make teachers ready to work with learners who have health impairment. Materials and Methods. Methodology of the research represented is a combination of critical overview of works by Russian and foreign authors, other relative materials and detailed analysis of the results obtained through query of university and school teachers which was necessary for working out a relative teacher training programme that will make them ready to work in inclusive classes. 30 teachers took part in the survey. Results. As a final product of the research done on the basis of accurate analysis of theoretical resources and results of the survey a conceptual framework of teacher’s knowledge and skills necessary for effective work in inclusive class was developed by the authors. They also produced a teacher training programme, criteria and forms for assessing teacher’s acquisition of the programme being included. Discussion and Conclusion. The teacher training course developed by the authors is the relative contribution to the development of Psychology and Pedagogy of teaching foreign languages. It is essential that the programme is a model that can be adapted according to the interests of a potential target audience of educators. The course should help reshape the general competences as defined by the existing standard of teacher training so as to build up specific skills pertaining to teaching SEN learners inclusively. It should be an integral part of contemporary teacher pre-service preparation.
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Nantschev, Renate, Eva Feuerstein, Rodrigo Trujillo González, Israel Garcia Alonso, Werner O. Hackl, Konstantinos Petridis, Evangelia Triantafyllou, and Elske Ammenwerth. "Teaching Approaches and Educational Technologies in Teaching Mathematics in Higher Education." Education Sciences 10, no. 12 (November 26, 2020): 354. http://dx.doi.org/10.3390/educsci10120354.
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The growing use of technology for mathematics in higher education opens new pedagogical and technological challenges for teachers. The objective of this study was to analyze the teaching approaches and technology-related pedagogical competencies of 29 mathematics teachers (15 females and 14 males) from nine European countries. After conducting semi-structured interviews, the Approaches to Teaching Inventory (ATI-16) and the Technological Pedagogical Content Knowledge (TPACK) framework survey were applied. The results show large individual variations in teaching approaches, technological competencies, and institutional support. One-third of teachers apply a more student-centered approach, one-third a more teacher-centered approach, and one-third a mixed approach. Educating and supporting teachers in embracing educational technologies thus needs to be tailored strongly to individual needs and the available institutional support resources and infrastructure.
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Pickett, Karen, Willeke Rietdijk, Jenny Byrne, Jonathan Shepherd, Paul Roderick, and Marcus Grace. "Teaching health education." Health Education 117, no. 3 (April 3, 2017): 323–40. http://dx.doi.org/10.1108/he-10-2016-0051.
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Purpose The purpose of this paper is to understand early career teachers’ perceptions of the impact of a pre-service health education programme on their health promotion practice in schools and the contextual factors that influence this. Design/methodology/approach Semi-structured interviews were conducted with 14 primary and secondary trainee and qualified teachers who had trained at a university in England. Data were analysed using thematic analysis. Findings The teachers found the training to be a useful introduction, particularly when it was relevant to their practice. They valued gaining practical skills at university, on placement and in school once qualified. They reported that witnessing pupils’ lives in school had increased their awareness that health education is important. Their personal qualities, life experience, the school’s ethos and competing pressures influenced their practice. Teachers considered that building relationships with colleagues, pupils and parents facilitated health promotion, and that health education needs to be relevant to pupils. Some teachers expressed that teaching about health could be a “minefield”. They also discussed whether schools or parents are responsible for educating pupils about health issues and the place of health promotion within education’s wider purpose. Originality/value Few studies have followed-up trainee teachers once they are in teaching posts to explore the longer-term perceived impact of pre-service health education training. The findings suggest that teachers’ development takes place via an interaction between training and practice, suggesting that training could particularly aim to provide teachers with a contextualised understanding of health issues and practical experience.
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Peculea, Lorena. "THE METAPHORICAL PERCEPTIONS OF PROSPECTIVE ENGINEERING TEACHERS TOWARDS THE “EDUCATION”, “TEACHER” AND “TEACHING” CONCEPTS." Journal Plus Education 18, no. 2/2017 (November 8, 2017): 95–111. http://dx.doi.org/10.24250/jpe/2/2017/lp2.
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Frankenberg, Erica. "The Segregation of American Teachers." education policy analysis archives 17 (January 9, 2009): 1. http://dx.doi.org/10.14507/epaa.v17n1.2009.
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Data from a unique new survey of over 1,000 teachers in K-12 public schools across the country show that our teaching force is largely segregated. Using this new dataset, I find that teachers of different races are teaching students of very different racial composition, adding an extra dimension to growing student racial segregation. White teachers comprise an overwhelming majority of the nation's teachers. Yet at the same time, they were the least likely to have had much experience with racial diversity and remain remarkably isolated. The typical African American teacher teaches in a school were nearly three-fifths of students are from low-income families while the average white teacher has only 35% of low-income students. Latino and Asian teachers are in schools that educate more than twice the proportion of English language learners as schools of white teachers. Nonwhite teachers and teachers who teach in schools with high percentages of minority or poor students are more likely to report that they are contemplating switching schools or careers. The article concludes with recommendations for diversifying the teaching force and ensuring that schools serving students of all backgrounds have a racially integrated, highly qualified faculty.
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Stobaugh, Rebecca, and Kimberlee Everson. "Student Teacher Engagement in Co-Teaching Strategies." Educational Renaissance 8, no. 1 (February 27, 2020): 30–47. http://dx.doi.org/10.33499/edren.v8i1.137.
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Recently there has been increasing emphasis on co-teaching experiences for teacher candidates. Despite the significance of collaboration between cooperating teachers and student teachers, limited empirical attention has focused on student teachers' co-teaching experiences. The following study utilized survey data to ascertain if student teachers' use of different co-teaching strategies changed over the course of their student teaching semester, as well as, compared student teacher use of co-teaching strategies in elementary, middle, and secondary program areas. Pilot Study Survey data revealed that approximately one-fourth of the student teacher's time is spent teaching alone. However, the Student Teacher Survey data indicated that the Team Teaching co-teaching strategy increased more than any other co-teaching strategy in all program areas. The study concludes that as teacher education programs seek to maximize the benefits of the co-teaching model, student teachers and cooperating teachers need additional training in ways to utilize all the co-teaching strategies to maximize student learning.
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Björk, Marie, and Gunilla Pettersson-Berggren. "Teachers developing teaching." International Journal for Lesson and Learning Studies 4, no. 4 (October 12, 2015): 383–400. http://dx.doi.org/10.1108/ijlls-12-2014-0045.
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Purpose – The purpose of this paper is to investigate what might be relevant to younger children’s understanding of a number line and how teaching can be designed according to variation theory to give pupils the opportunity to develop an understanding of the number line as a tool for mathematical thinking. Design/methodology/approach – A Learning Study was conducted by mathematics teachers at Sjöstadsskolan in Stockholm. Variation theory was used as a theory of learning. In order to use the number line as a tool in mathematical thinking, pupils have to discern what is important for this form of representation of the numeral system. Critical aspects from other studies with similar learning objects have been taken into consideration for pre-test design. These aspects supplemented and enhanced the analysis of the results and the results were consistent with earlier learning studies’. Findings – Four critical features, for younger pupils’ understanding of how the number line can be constructed, have been established in the study: the number line can have a different range (e.g. 0-20 or 30-60), correlation between the distance and value, two reference points are needed to place a third number and determine the scale, and the correlation between a part and whole. Originality/value – Learning Study is emphasized as a powerful and structured model for teacher driven research aiming to develop the praxis. The use of experiences and results from other studies is recommended.
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Chan, Sane Hwui, and Yoon Fah Lay. "EXAMINING THE RELIABILITY AND VALIDITY OF RESEARCH INSTRUMENTS USING PARTIAL LEAST SQUARES STRUCTURAL EQUATION MODELING (PLS-SEM)." Journal of Baltic Science Education 17, no. 2 (April 25, 2018): 239–51. http://dx.doi.org/10.33225/jbse/18.17.239.
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Understanding teacher’s behavioural intention in teaching science becomes a foundation to improve teacher education programme. Prior to the evaluation of the interrelation between teacher self-efficacy beliefs, teaching motivation, attitudes towards teaching science, and behavioural intention in teaching science, this research examines the reliability and validity of instruments used to measure the constructs. ‘Science Teaching Efficacy Belief Instrument-Form B’ (STEBI-B) was used to measure pre-service science teachers’ self-efficacy beliefs. ‘Work Tasks Motivation Scale for Teachers’ (WTMST) was used to measure teaching motivation. ‘Dimensions of Attitude towards Science’ (DAS) was used to measure attitudes towards teaching science whereas the ‘Behavioural Intention Scale’ was used to measure behavioural intention in teaching science among pre-service science teachers. Partial Least Square-Structural Equation Modelling approach was used to evaluate the reliability and validity of the instruments. Research findings concluded all instruments are valid and reliable to be used in future research. Key words: self-efficacy beliefs, teaching motivation, attitudes towards teaching science, behavioural intention, partial least square-structural equation modeling.
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Fatima, Jabeen, and Muhammad Naseer Ud Din. "Evaluative Study Of M.A. Education Programmes Of Teacher Education At Higher Education Level In Pakistan." Contemporary Issues in Education Research (CIER) 3, no. 12 (January 6, 2011): 29. http://dx.doi.org/10.19030/cier.v3i12.921.
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The study was aimed at evaluating the MA Education Programme of teacher education in Pakistan. Post-graduate teacher’s training institutes in Pakistan grant the Master of Education (MA/M.Ed.), Master of Philosophy (M.Phil) and Doctor of Philosophy (Ph D) post-graduate degrees in the field of education to enhance the careers and accelerate the professional development of educators. The population of the study was all heads and teachers of education departments of public sector universities and government colleges of education and prospective teachers enrolled in public sector universities and government colleges where the Master degree of Education (MA Education) programme was offered. The sample of 20 heads of public sector universities and government colleges of education, 56 teacher educators of 10 public sector universities and 10 government colleges of education, and 200 prospective teachers enrolled in public sector universities and government colleges of education departments, where the Master degree of Education (M.A./M.Ed.) was offered in Pakistan, was selected through cluster random sampling. For the collection of data, three questionnaires - one each for heads of institutions, teacher educators and prospective teachers - were developed. For analysis, chi-square as the contingency test, was applied for identifying the trends from the frequency of responses of each questionnaire item. It was concluded that the teaching faculty of the MA education programme was using a variety of teaching methods according to the nature of objectives, content and students. Evaluation systems for students of the MA education programme were found satisfactory. It is recommended that required changes be introduced in admission criteria, curriculum, duration of degree programme, teaching-practice, research work, rewards and incentives of existing MA Education Programme in Pakistan.
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Thacker, John, Gillian Feest, Adrian Foote, Matthew O'Brian, Dee Phillips, and James Bonnin. "Children Teaching Teachers." Pastoral Care in Education 10, no. 4 (December 1992): 9–14. http://dx.doi.org/10.1080/02643949209470810.
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Howard, Jessica. "Teachers and Teaching: On Teaching, Knowledge, and "Middle Ground"." Harvard Educational Review 59, no. 2 (July 1, 1989): 226–40. http://dx.doi.org/10.17763/haer.59.2.l341028l2v675t46.
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Teachers often feel poised between dynamic forces in the classroom as they struggle to meet the needs of both individual students and the group, to promote children's self-knowledge as well as their knowledge of the curriculum. Here Jessica Howard, a teacher at the Prospect School,a private elementary school in rural Vermont, re-examines this dialectic. She describes how she,as a teacher, creates the "middle ground," a time and place that pulls together the disparate elements of classroom life, where children can make new and richer sense of themselves and the world.
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Chen, Ang, and Catherine D. Ennis. "Teaching Value Laden Curricula in Physical Education." Journal of Teaching in Physical Education 15, no. 3 (April 1996): 338–54. http://dx.doi.org/10.1123/jtpe.15.3.338.
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Research on physical educators’ value orientations has identified five orientations: disciplinary mastery, learning process, self-actualization, social responsibility, and ecological integration. An interpretive research design was used to compare the extent to which 2 physical education teachers’ content differed because of their value orientations. Findings revealed that the 2 teachers established curriculum goals and emphasized aspects of the physical education content that were associated with their individual value orientations. Dan, a learning-process-oriented teacher, stressed teaching students learning skills by breaking down movement skills into simple elements. John, a social-responsibility-oriented teacher, emphasized teaching social responsibility through physical activities. Both teachers viewed learning physical activities as a means to develop students’ analytic or social skills. However, philosophical differences were found in how curricular goals and content were determined. The findings suggest that clarifying teachers’ value orientations should be considered an appropriate initial step in curriculum innovation and change.
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Rönkkö, Marja-Leena, and Jaana Lepistö. "Finnish student teachers’ critical conceptions of entrepreneurship education." Journal of Enterprising Communities: People and Places in the Global Economy 9, no. 1 (March 9, 2015): 61–75. http://dx.doi.org/10.1108/jec-03-2013-0003.
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Purpose – The aim of this paper is to reveal and investigate differences in how Finnish student teachers understand entrepreneurship education and how critical they are of it. The research question is: what kind of critical understanding do student teachers reveal in their conception of entrepreneurship education? Design/methodology/approach – A qualitative research approach termed content analysis was used to investigate student teacher’s conceptions. The data were collected from essays written by 257 student teachers at the University of Turku’s, Rauma teacher education department during 2010-2012. Findings – The conception of entrepreneurship education is, in many ways, related to how much one already knows about entrepreneurship education or how one reacts to it. It seems that most student teachers’ conceptions of entrepreneurship are positive, but even those in favour of it, in principle, do not necessarily want to see entrepreneurship education included in the basic education curriculum. Nevertheless, they think that enterprising pedagogy is useful and that the way of thinking about teaching is inspiring. They also feel that both teacher education and basic education benefit from some kind of entrepreneurship component, but do not take entrepreneurship education for granted. On the basis of this study, it is proposed that teacher education should incorporate more teaching that supports critical thinking in all study modules. Originality/value – The findings of this study illustrate that there is much more to do in teacher education and its curricula. Teaching situations and learning situations are always social situations and both learners and teachers have a vital role to play.
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Fauzan, Fauzan, and Bahrissalim Bahrissalim. "CURRICULUM ANALYSIS TEACHER PROFESSIONAL EDUCATION PROGRAM (PPG) OF ISLAMIC EDUCATION IN INDONESIA." TARBIYA: Journal of Education in Muslim Society 4, no. 2 (December 19, 2017): 148–61. http://dx.doi.org/10.15408/tjems.v4i2.6400.
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Abstract The existence of Professional Teacher Education program (PPG) becomes a demand after the Law of Teachers and Lecturers (UU G-D) requires professional teachers to have an educator certificates. Professional education contains practical activities of applying academic educational ability in professional activities of teachers in schools along with systematic supervision mechanisms and in a relatively adequate time (at least one year or two semesters). The substance of the Teacher Professional program curriculum rests on the accommodation of teachers' competence, pedagogic, professional, personal, and social. The demands of the teacher's competence spawned several offers of learning expenses that became a person's reinforcement to become a professional teacher, whether related to the content of teaching materials or the strengthening of teaching skills. The structure of the PPG program curriculum contains workshops on learning tool development, teaching exercises through micro teaching- learning, peer learning, and field experience programs (PPL), and pedagogy enrichment programs. Abstrak Keberadaan Program Profesi Guru (PPG) menjadi tuntutan setelah UU G-D mempersyaratkan guru profesional memiliki sertifikat pendidik. Pendidikan profesi berisi kegiatan praktik menerapkan kemampuan akademik kependidikan dalam kegiatan profesional guru di sekolah disertai mekanisme pembimbingan dan supervisi yang sistematis dan dalam waktu yang relatif memadai (sekurang-kurangnya satu tahun atau dua semester). Substansi kurikulum Program Profesi Guru (PPG) bersandar pada akomodasi tuntutan kompetensi guru, yakni pedagogik, professional, personal, dan sosial. Tuntutan kompetensi guru tersebut melahirkan beberapa tawaran beban belajar yang menjadi penguat seseorang menjadi guru professional, apakah terkait dengan konten materi ajar atau penguatan teaching skill. Struktur kurikulum program PPG berisi lokakarya pengembangan perangkat pembelajaran, latihan mengajar melalui pembelajaran mikro, pembelajaran pada teman sejawat, dan program pengalaman lapangan (PPL), dan program pengayaan bidang studi dan/atau pedagogi. How to Cite : Fauzan., Bahrissalim. (2017). Curriculum Analysis Teacher Professional Education Program (PPG) of Islamic Education in Indonesia. TARBIYA: Journal of Education in Muslim Society, 4(2), 148-161. doi:10.15408/tjems.v4i2.6400. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v4i2.6400
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Rao, Madasu Bhaskara. "Motivation of teachers in higher education." Journal of Applied Research in Higher Education 8, no. 4 (October 10, 2016): 469–88. http://dx.doi.org/10.1108/jarhe-08-2015-0066.
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Purpose Motivation is the process that accounts for an individual’s intensity, direction and persistence of effort toward attaining a goal (Robbins and Judge, 2008). Teacher motivation is vital to the growing and evolving field of higher education, yet it is not investigated enough. Need for rapid growth of higher education, issues in compensation, developments in information technology and dearth for teaching and technical skills brought teacher motivation to the center stage. The purpose of this paper is to apply McGregor’s Theory X and Theory Y to study teacher motivation in higher education. Design/methodology/approach An empirical study was conducted through survey method. A questionnaire was designed to elicit responses from randomly selected respondents. Findings Teachers in higher education were classified under Theory X and Theory Y styles. The relationship between teaching style and specific motivators in the class and on the job, preferred teaching methods and classroom management techniques were investigated. Research limitations/implications Application of McGregor’s Theory X and Theory Y to understand teacher motivation in higher education provided interesting and new insights. Social implications This study would have implications for teacher-student fit and institution-teacher fit in learning environments. Originality/value The nature of a teacher’s way-of-being matters to his/her motivation and performance in classroom. Implications exist for teacher recruitment and teacher training programs in relation to the profile of students and identifying and implementing right methodologies for classroom performance. This study has andragogical implications for classroom teaching, relationship with students and parents and interpersonal relationships among peers and education administrators.
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Goldstein, Olzan, and Bertha Tessler. "The Impact of the National Program to Integrate ICT in Teaching in Pre-Service Teacher Training." Interdisciplinary Journal of e-Skills and Lifelong Learning 13 (2017): 151–66. http://dx.doi.org/10.28945/3876.
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Aim/Purpose: This study examines the impact of the Israeli National Program on pre-service teachers’ skills in the integration of ICT in teaching and discusses the influential factors of successful implementation of practices in the field. Background: In the current Information Age, many countries relate to education as an im-portant factor for national growth. Teacher education plays a significant role in coping with the challenge of educating a new generation of school students to compete in a technology-driven society. In 2011, the Israel Ministry of Education initiated the National Program for transforming teacher education colleges to meet the demands of the 21st century. Methodology: The study focuses on two research questions: (1) What was the impact of the National Program on pre-service teacher training concerning the integration of ICT in their teaching? (2) What are the predictors of the pre-service teachers’ practice of ICT integration in teaching? It is a quantitative study, based on data collected in two rounds two years apart that compares several indices of pre-service teachers’ preparation to teach with ICT. Contribution: The findings offer insights regarding influential factors of successful integration of ICT in education. Findings: Analyses showed a significant increase in most of the indices of teacher training according to the National Program, in particular in the number of ICT-based lessons that pre-service teachers taught in their teaching practice at schools. Predictors of ICT integration in teaching were modeling by faculty members and school mentor teachers, the number of ICT-based lessons taught by pre-service teachers, and pre-requisite conditions at schools and colleges. Recommendations for Practitioners: The current challenge is to promote innovative ICT-based teaching methods among teacher educators, school teacher mentors, and pre-service teachers. Recommendation for Researchers: The findings underscore the importance of modelling by the school mentors as well as pre-requisite conditions at schools. Impact on Society: Being acquainted with the most influential factors of successful integration of ICT in teaching by pre-service teachers can improve teacher education as well as the education system in educating future generations. Future Research: More research is needed to learn about the dissemination of innovative models of ICT integration in teaching by pre-service teachers and their educators.
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Cardoso, Adriana, Susana Pereira, Teresa Leite, and Encarnação Silva. "From Initial Education to Portuguese L1 Classroom: conceptions about teaching and learning grammar." DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada 34, no. 4 (December 2018): 1019–43. http://dx.doi.org/10.1590/0102-445090849479780631.
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ABSTRACT The goal of this paper is to discuss representations about grammar teaching of Portuguese L1 teachers. It draws on the exploratory study designed to identify the invariants and divergences in self-perceptions about L1 grammar teaching of trainees in different training situations: in-service teachers, pre-service teachers and bachelor’s students. The study focus on student’s and teacher’s acknowledgment of the Portuguese L1 Curriculum (Reis et al. 2009), which conveys a clear paradigm change in Portuguese language education, assuming that grammar teaching is based upon language awareness development. The results show an evident gap between students and teachers in what concerns the familiarity with the Portuguese L1 Curriculum and teaching strategies. However, some puzzling convergent points are the importance attributed to grammar and poor linguistics background. The results analysis draws attention to the relationship between teacher cognition and practice, highlighting fragilities in teacher education and potential conceptual changes that may lead to effective changes in classroom practices.
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Moon, Jongho, and Dongwoo Lee. "Elementary School Classroom Teachers’ Perceptions of Teaching Physical Education: A Literature Review." Journal of Health, Sports, and Kinesiology 2, no. 2 (July 30, 2021): 17–21. http://dx.doi.org/10.47544/johsk.2021.2.2.17.
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Elementary school physical education (PE) can play a unique role in providing educational experiences to students and may support physical, cognitive, and social-emotional development (Institute of Medicine, 2013). Studies illustrate that PE programs can improve the possibility of achieving student learning outcomes only when appropriately designed and delivered (Rink & Hall, 2008). Research suggests that students' early experiences with PE are mainly led by elementary school teachers (Kirk, 2005). Globally, in several countries, either classroom teachers (i.e., a teacher who teaches every subject; a generalist), or PE specialists (i.e., a teacher who mainly teaches PE), have the responsibility to teach elementary PE (Dyson et al., 2018; Faulkner et al., 2008). For instance, in South Korea's elementary education system, PE is a required subject, and most PE classes are taught by classroom teachers rather than specialists (Jo & Lee, 2012). Classroom teachers are best suited to teach the child-centered, integrated curriculum in elementary schools, and hence often teach PE as one element of that curriculum (Coulter et al., 2009). However, some teachers believe that elementary level PE engagement experiences inadequately prepared children for accomplishing PE learning outcomes and physically active lifestyle (Hardman, 2008; Jess, Keay, & Carse, 2016). In other words, in order for classroom teachers to successfully teach PE, they need to consider a dynamic combination of adaptation in school contexts, teaching various subjects, and understanding different students' developmental characteristics (Tinning & Rossi, 2013). Additionally, classroom teachers’ beliefs that they are not qualified to teach PE adversely affects their PE teaching confidence (Harris, Cale, & Musson, 2012; Morgan & Bourke, 2008). Examination of classroom teachers’ different perspectives on teaching PE is particularly vital as an avenue for developing effective teacher education programs (Hunter, 2006). However, this aspect of elementary PE taught by classroom teachers is still unknown due to a relative scarcity of research studies in this area (Kirk, 2005, p. 247). Therefore, this paper provides an overview and discussion of illustrative findings of research conducted on classroom teachers’ perceptions of teaching PE. The author conducted an exhaustive search of published research articles via three major databases: Google Scholar, Education Resources Information Center (ERIC), and Web of Science. The search terms included elementary school classroom teacher, primary school classroom teacher, generalist, non-specialist, physical education, perception, experience, practice, barrier, belief, and value (see Figure 1). Using the resulting articles, the review is organized into the following themes (Thomas & Harden, 2008): (a) apprehension of teaching PE, (b) different perceptions of value for PE classes, and (c) ecological perspectives in teaching PE.
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Harrison, Louis, Russell L. Carson, and Joe Burden. "Physical Education Teachers’ Cultural Competency." Journal of Teaching in Physical Education 29, no. 2 (April 2010): 184–98. http://dx.doi.org/10.1123/jtpe.29.2.184.
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The purpose of this study was to evaluate the common assumption that teachers of color (TOC) are more culturally competent than White teachers by assessing physical education teachers’ cultural competency. A secondary purpose was to ascertain the possible differences in cultural competence levels of White teachers in diverse school settings versus those in more racially homogenous schools. One hundred and ninety physical education teachers from two states in the southeastern U.S. completed a demographic questionnaire and the Multicultural Teaching Competency Scale (MTCS) (Spanierman et al., 2006). The MTCS consists of two subscales; multicultural teaching knowledge (MTK), and multicultural teaching skills (MTS). MANCOVA analyses indicated significant differences with TOC scoring higher in both MTK and MTS than White teachers. Results also indicated that White teachers in city school settings scored significantly higher in MTK than those from more rural school. Results and implications for teacher preparation and professional development are discussed.
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Daniels, Emily A. "A Review of “Diversity and Education: Teachers, Teaching and Teacher Education”." Educational Studies 46, no. 4 (July 28, 2010): 438–42. http://dx.doi.org/10.1080/00131946.2010.496350.
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McLaughlin, Denis. "Teaching the Teachers of Teachers: tertiary teacher education in Papua New Guinea." South Pacific Journal of Teacher Education 19, no. 1 (January 1991): 33–42. http://dx.doi.org/10.1080/0311213910190104.
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Amin, Md Shoheilul, Ismail Khan, Md Humayun Kabir Talukder, and Jamil Ahsan Ansary. "Teacher’s Opinion Regarding Potential use and Misuse of Teachers’ Evaluation in Undergraduate Dental Education." Bangladesh Journal of Medical Education 9, no. 2 (November 28, 2018): 24–26. http://dx.doi.org/10.3329/bjme.v9i2.39002.
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Teachers' evaluation in our country is yet to be started. But in many countries of the world it has been adopted a long time ago. It not only affects the teaching process but also motivate teachers for self-development. It is a series of activities and actions that are interconnected and relate to a specific purpose. In the last two decades, the importance of teaching evaluation has been emphasized in higher education. Many medical and dental schools have searched for ways to effectively and constructively evaluate performances of their faculty members. This cross-sectional descriptive study conducted among the teachers of public & private dental colleges adopting convenience sampling. Study revealed that teacher evaluation can improve teacher's teaching ability (94.1%), it can be used to assessing training need of the teacher (94.1%), it can protect students from incompetent teachers (91.2%), it can be used for promoting teachers (91.2%), it can also help to monitor the performances of teacher by administrators (88.2%), The most common sources of evaluation data have been students, peers, and teachers themselves. Teacher evaluation is often designed to serve two purposes- to measure teacher competence and to foster professional development and growth. A teacher evaluation system give teachers useful feedback on classroom needs, the opportunity to learn new teaching techniques, and counsel from principals and other teachers on how to make changes in their classrooms. The goal of any effective evaluation process must be growth of good teacher.Bangladesh Journal of Medical Education Vol.9(2) 2018: 24-26
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Wangid, Muhammad Nur, Ali Mustadi, and Siti Eshah binti Mokshien. "THE EXPLORATION OF TEACHERS’ EFFICACY IN TEACHING: COMPARATIVE STUDY IN INDONESIA AND MALAYSIA." Jurnal Cakrawala Pendidikan 39, no. 2 (June 12, 2020): 257–68. http://dx.doi.org/10.21831/cp.v39i2.30012.
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Teacher’s self-efficacy can be varied according to experience gained, experience obtained from other people, social influences, and also physical and psychological welfare. In the context of teacher’s efficacy in Indonesia and Malaysia, those are certain become different because it undergoes differently. The aim of the research is to convey the difference between teachers in Malaysia and Indonesia from the perspective of a teacher's efficacy in teaching. This research is a comparative study. The research subjects were elementary school teachers who were continuing their studies in post graduate programs at Yogyakarta State University and Sultan Idris University of Education. They are given a scale of teacher efficacy in teaching consisting of three sub-scale that is teacher’s efficacy in involving students in learning, executing learning process, and class management. Research result shows that actually, in general, there are no significant differences in teacher efficacy in teaching between teachers in Malaysia and Indonesia. However, if differences are seen from each factor, it appears that there are differences in the efficacy of teachers in involving students in learning, while the efficacy in instructional learning strategies, and efficacy in classroom management, there are still no significant differences.
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LIEFSHITZ, IRENE A. "The Learning of Teaching: A Portrait Composed of Teacher Voices." Harvard Educational Review 90, no. 3 (September 1, 2020): 349–70. http://dx.doi.org/10.17763/1943-5045-90.3.349.
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In this portrait, Irene Liefshitz considers learning as an aspect of teaching—how teachers learn to teach, what they learn about teaching, and how they are transformed by teaching. Because unsolicited, free-ranging, teacher-to-teacher conversation about teaching rarely makes it to education research, the author analyzes conversations between teachers recorded for the StoryCorps National Teachers Initiative to inquire how teachers talk about learning and what they say about it when no researcher is guiding their conversation. Such centering of teacher voice is a practical and political stance and positions education research as an act of listening. By transmitting and interpreting teachers’ talk, the author makes a case for focusing research agendas on teacher learning based on what teachers say is important to them, for promoting a scholarship of voice in research on teaching, and for further use of the StoryCorps National Teachers Initiative as a rich data source of teacher voice.
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Kennelly, Julie, Neil Taylor, Tom Maxwell, and Pep Serow. "Education for Sustainability and Pre-Service Teacher Education." Australian Journal of Environmental Education 28, no. 1 (July 2012): 57–58. http://dx.doi.org/10.1017/aee.2012.9.
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AbstractAspects of environment are common topics in Australian primary schools. However Education for Sustainability (EfS), where students actively investigate the underlying causes of unsustainable practices and actively plan for and instigate change, is less well understood and less commonly practised. It cannot be assumed that pre-service teachers have the knowledge, skills and desire to incorporate EfS, as advocated in Australian policies, into their repertoires of practice, or, that they will acquire those skills as they gain teaching experience. Therefore for EfS to become an integral component of the primary school experience, carefully planned rather than ad hoc preparation for EfS is necessary in pre-service teacher education.This essentially qualitative study describes how a one-semester, final year pre-service primary teacher unit in EfS was shaped, and reports on how a cohort of pre-service teachers responded, particularly in terms of how well prepared they felt to engage with EfS in future teaching. Although motivation and confidence to engage with EfS varied across the cohort, pre-service teacher education appeared to make a positive contribution to both. In a longitudinal design, five teachers who had participated in the EfS unit became the focus of individual case studies early in their teaching careers. Each case study investigated ways in which the beginning teacher engaged with EfS, linking teaching decisions to pre-service teacher education. The constructivist approach adopted by the tutors was particularly valued by the early career teachers. They appreciated various modes of experiential learning including engagement with the kinds of teaching strategies advocated in EfS and a strong orientation to the curriculum requirements of primary school.However, the extent to which each early career teacher implemented EfS was tempered not only by personal skill and motivation, but also by work situations which did not necessarily support EfS endeavours. While pre-service teacher education has a vital role in the promulgation of EfS in schools, and this study shows that it can be effective in advancing the desires of beginning teachers to do something for the environment, there are broad implications for the institutions that so heavily impact on the capacity of school systems and university systems to act in EfS.
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Henricsson, Ola. "Student Teachers’ Storytelling: Countering Neoliberalism in Education." Phenomenology & Practice 14, no. 1 (June 2, 2020): 24–38. http://dx.doi.org/10.29173/pandpr29396.
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Everyday teaching involves emotional and relational irrationalities, and these aspects of pedagogical sensitivity and sense are critical for beginning teachers as they develop their practice. The complex elements of what it means to teach are often impossible to grasp from an instrumental approach to teacher education, which emphasizes subject matter knowledge and practical behavioral know-how. Increased educational standardisation and a new teacher training paradigm in Sweden have resulted in positioning future teachers as responsible only for communicating official school knowledge and assessing their learning process. This narrowed understanding of teachers’ practice requires another perspective of teaching to be articulated. This article explores the internships of beginning teachers from a phenomenological perspective, drawing on storytelling in teacher education as a way to reveal student teachers’ lived experiences. These beginning teachers are learning professional ways of being, which reveal the complexities of teaching, and their accounts have the potential to counter the dominance of neoliberalism in education.
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Kasmiran, Marselus Suarta. "NARRATIVE INQUIRY: PEERS’ FEEDBACKS EFFECT TO IDENTITY CONSTRUCTION OF INDONESIAN PRE-SERVICE TEACHERS." Journal of English Teaching, Applied Linguistics and Literatures (JETALL) 1, no. 2 (November 23, 2019): 59. http://dx.doi.org/10.20527/jetall.v1i2.7367.
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Teacher identity has become an issue in teaching and teachers’ professional identity development since the identity influences teachers’ teaching pedagogies and teachers’ development. Many studies have explored teachers’ identity from in-service teachers’ perspectives. Somehow, small attention has been paid to teachers’ identity construction from pre-service perspectives in Indonesian context. To fill this gap, this research investigated how Indonesian pre-service teachers constructed and reconstructed their identities through peers’ feedbacks in a micro-teaching class. There were three pre-service teachers from Sanata Dharma University who participated in this study. The data were obtained through field observations and interviews. Using Yuan and Lee’s (2015) theory, the study investigated the cognitive, social and emotional processes of their teacher identity construction. The findings of the study suggested that pre-service language teachers developed and modified their identities through peers’ feedbacks in a teaching practicum. The findings also showed that feedbacks delivered positive and negative impacts to pre-service teachers’ identity construction. Although some of the pre-service teachers did not change their beliefs, they still used the feedbacks to prepare for their next teachings. The study supported the theory that teacher identity affected to pre-service teachers’ teaching pedagogies. This paper suggested some implications for policy makers, language teacher education, and pre-service teacher education. A further research with a longer duration is expected.
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Fořtová, Nicola, Jitka Sedláčková, and František Tůma. ""And My Screen Wouldn't Share": Student-Teachers' Perceptions of ICT in Online Teaching Practice and Online Teaching." Íkala 26, no. 3 (September 10, 2021): 513–29. http://dx.doi.org/10.17533/udea.ikala/v26n3a03.
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The sudden switch to online teaching enforced by the covid-19 pandemic has impacted teacher education at universities, particularly micro-teachings and teaching practice, as technology has become an inherent part of these processes. The growing body of literature on online teaching and teacher education during lockdown conditions mainly addresses challenges in teacher education and educator perceptions. However, very few studies deal with the perceptions of student- teachers. To fill this gap, a group of teacher educators conducted a research study with 63 students enrolled in a master’s Degree in Teaching efl for Secondary Schools offered at Masaryk University, Czechia. To carry it out, qualitative coding procedures were employed on a dataset of 120 lesson reflections written by students completing their teaching practice via online courses which were ordinarily conducted in person. The purpose was to find out how student-teachers perceived technology use when teaching online. The main findings show that, despite constant comparison between the face-to-face and online classrooms and an initial reliance on the success of technology to determine a lesson’s success, the majority of student-teachers normalized technology as a platform for teaching, using technology-specific language for teaching strategies and classroom events. These findings suggest that online teaching and learning should be seen as an integral part of teacher education.
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Amaral-da-Cunha, Mariana, Amândio Graça, Paula Batista, and Ann MacPhail. "Giving birth to a supervisory identity built upon pedagogical perspectives on teaching: The case of a novice physical education cooperating teacher." European Physical Education Review 26, no. 2 (July 1, 2019): 353–74. http://dx.doi.org/10.1177/1356336x19857181.
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Teaching perspectives in initial teacher education are useful analytical tools for exploring the development of professional identity and the supervisory practices of cooperating teachers working with preservice teachers on school placement. A case study design was employed with an experienced physical education teacher newly appointed as a cooperating teacher to a cohort of three physical education preservice teachers to examine how his professional identity was challenged by the demands of the new role as a mentor. Data were collected throughout a one-year school placement and included three semi-structured interviews and the cooperating teacher’s weekly journal entries. Analysis was informed by grounded theory coding procedures. Open codes were collapsed into three metaphorical axial themes: (a) the chameleon, (b) a tailor-made cooperating teacher, and (c) the liaison of relations. To perform his new role as a cooperating teacher and surpass the emergent supervisory challenges in developing a pedagogical relationship with his first cohort of preservice teachers, the cooperating teacher called upon his educational perspectives on teaching physical education built on constructive, collaborative and inquiry premises, but ended up practising teaching perspectives echoing an apprenticeship model due to the preservice teachers’ personal characteristics.
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Yuan, Huanshu. "Educating Culturally Responsive Han Teachers: Case Study of a Teacher Education Program in China." International Journal of Multicultural Education 20, no. 2 (June 30, 2018): 42. http://dx.doi.org/10.18251/ijme.v20i2.1609.
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This qualitative case study examines how a teacher education institution in China prepares culturally responsive Han teachers for diverse student populations. The purpose of this study was to explore preservice Han teachers’ perspectives of, and academic preparation in, multicultural education in order to enhance institutional quality and effectively prepare culturally responsive Han teachers for multicultural and multiethnic students in China. Four major findings revealed teacher candidates’ ambiguous perceptions of diversity; the inadequate academic preparation in teaching for diversity; disparity between academic training and teaching practice; and lack of institutional commitment to preparing teachers for diversity in China.
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Mandt, Hege Marie Poulaki. "Negotiating Identity Within Diverse Educational Ideologies." Journal of Research in Mathematics Education 10, no. 2 (June 24, 2021): 213. http://dx.doi.org/10.17583/redimat.2021.6194.
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We know that teachers’ identities and their ideological assumptions of teaching and learning mathematics are critical in influencing their teaching and thinking about classroom practices. To better understand prospective mathematics teachers’ identity during teacher education, this study investigates how two participants negotiate their identity within the different ideologies they experience during their teacher education program. This study takes the position that prospective mathematics teachers’ identities are understood in terms of the narratives they construct and tell about themselves and others. By using Interpretive Phenomenological Analysis (IPA), this study reveals that the participants either experienced a non-negotiation of identity or a negotiation of a new identity. We know that prospective mathematics schoolteacher’s identity and ideology have substantial consequences for the teaching and learning of mathematics. The educational ideology of mathematics, within the context of their teacher education program, can further shape the prospective teacher’s identity about the discipline. This study suggests greater focus on prospective mathematics teacher identities and ideologies and indicates the support they need through teacher education to be equipped for their future role as mathematics teachers.
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Valdmann, Ana, Jack Holbrook, and Miia Rannikmae. "DETERMINING THE EFFECTIVENESS OF A DESIGN–BASED, CONTINUOUS PROFESSIONAL DEVELOPMENT PROGRAMME FOR SCIENCE TEACHERS." Journal of Baltic Science Education 16, no. 4 (August 25, 2017): 576–91. http://dx.doi.org/10.33225/jbse/17.16.576.
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This research examined the effectiveness of a design-based, continuous professional development (CPD) programme intended to promote teachers’ self-confidence and teaching reflection skills. The CPD was associated with teacher implementation of theoretically devised, motivational, context-based, inquiry teaching modules, based on a justified 3-stage teaching model. The CPD programme was devised from prior identification of teacher needs, using a validated teacher questionnaire (TNQ) covering subject and pedagogical content knowledge, as well as other literature-identified, desirable teaching attributes. The effectiveness of the CPD provision was determined through two approaches - by re-administering the TNQ at the end of the programme and identifying significant self-confidence gains through application of the K-means clustering technique, and was also by the range of teacher reflections in, on and for action, provided by teachers after using modules in their teaching. Each teacher’s reflections were qualitatively grouped, based on comments made during a semi-structured interview about the teaching, opinions on students’ learning and attitudinal outcomes. Findings suggested a strong correlation between teaching confidence gained from the CPD programme and the range of identified types of reflective skills mentioned during the interview, which provided the depth of feedback related to classroom teaching in implementing the modules. Keywords: competence-based, continuous professional development, teacher reflection skills.
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Stockwell, Glenn. "Teacher education in CALL: teaching teachers to educate themselves." Innovation in Language Learning and Teaching 3, no. 1 (March 2009): 99–112. http://dx.doi.org/10.1080/17501220802655524.
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