Journal articles: 'In-service teacher education'

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ÜLGÜ, Serkan, and Mustafa ER. "PRE-SERVICE LANGUAGE TEACHER EDUCATION IN TURKEY." SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE 18, no. 2 (June 24, 2016): 681–88. http://dx.doi.org/10.19062/2247-3173.2016.18.2.28.

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Atisabda, Wasant, and Sudarat Atisabda. "Pre-Service Teacher Education in Knowledge-Based Society." International Journal of Information and Education Technology 5, no. 6 (2015): 456–59. http://dx.doi.org/10.7763/ijiet.2015.v5.549.

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OZUDOGRU, Melike. "The Factors Predicting Pre-Service Teachers’ Achievement in Teacher Training Classrooms." Eurasian Journal of Educational Research 20, no. 87 (May 30, 2020): 1–22. http://dx.doi.org/10.14689/ejer.2020.87.8.

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Uchtiawati, Sri. "Analysis Certification Teachers On Teacher Professional Education In Service." INNOVATION RESEARCH JOURNAL 1, no. 2 (September 22, 2020): 82. http://dx.doi.org/10.30587/innovation.v1i2.1921.

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The problem of this research is the need to improve the quality of Education, which in the analysis obtained by a base to enhance the quality of Education. Knowledge lies in the sub-system of teachers because basically, the teacher is learning agent. And how the efforts to upgrade the quality of Education is then, by invitation Act s item of national Education and law teacher and lecturer, is it relieved l formal that teachers must have a teaching certificate, or known as a teacher's certificate (sergu). The essence of teacher certification award "teaching certificate" on teachers, which meets the standards of professional, considering teacher professionals is a prerequisite for creating quality education. The purpose of this study is shortly analysis implementation of teacher certification through Professional Teacher Education In Position (PPGJ). The research method was done by qualitative descriptive, where researcher as a key instrument, which begins from preliminary studies, followed by collecting the data by using a technique sheets observation, interviews and documentation, then triangulation, and the reduction of the data. This research was conducted at PT Muhammadiyah, which held PPG Daljab in 2018 for two periods, and in 2019 for three periods. Results from this study that professional teachers can be evidenced by the Certified Master (Gr) can be obtained one through I Professional Teacher Education in the office, with the provision begins academic selection and administration, and only after the deepening of the material model of hybrid learning on Spada and ID REN the amount of 10 credits, diving three months. Workshops and Pearteaching execution of this study in Unmuh Gresik as LPTK amount of load are 8 credits for five weeks, continue VING PPL in school partners LPTK number 6 credits for three weeks, to end activities do SMEs of PPG consisting is test-related the implementation of learning carried out in partner schools and UP is a centralized online knowledge test, a maximum graduation grace period of 2 years with six times the UP retest. Furthermore, for teachers who have passed the PPG Daljab can meng ask Teacher Certification (sergur) to receive allowances, and got the facilities that support achievement for teachers, including structural positions provided by the school. The d nature of learning and mastery learning do teachers better, so Influence of Community belief against schools with teachers who already have a teacher's certificate (Gr) is large enough, can make one-factor improvement of the accreditation status of the school. Thus, schools should be able to provide support to teachers to have the opportunity to take part in the PPG in Position Program

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Naeem, Mehek, Fariha Gul, Zaheer Asghar, and Naeem Zafar. "Human Rights Education in Pre-Service Teacher Education – Pakistan." UMT Education Review 02, no. 01 (May 2019): 39–61. http://dx.doi.org/10.32350/uer.21.03.

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As per international obligations, Human Rights Education (HRE) should be imparted to all. In Pakistan, teacher training institutes and Bachelors in Education (BEd) programs provide a platform for promoting and ensuring the teaching of human rights to prospective teachers. Hence, the purpose of this study was to assess the extent of the transfer of knowledge about human rights to pre-service teachers during their BEd courses. A case study approach was used in qualitative paradigm to study the BEd programs of three education universities in Lahore, Pakistan. The study used document analysis and survey with pre-service teachers for the collection of data. Content analysis was used to analyze the scheme of studies given by the Higher Education Commission (HEC) of Pakistan and the subsequent curricula used by the universities under study. A survey was conducted with 150 pre-service teachers in order to determine their overall knowledge, attitudes and practices as prospective teachers towards the teaching of human rights. The results revealed that an overall positive attitude towards teaching and learning of HRE was found among the respondents of the study. However, no specific module, course or topics in a course focused on HRE in the curricula. The study reflects the need of integration of HRE in teacher training curriculum and recommends that HRE should be a mandatory part of teacher education curricula.

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Mason, Kevin O. "Teacher involvement in pre-service teacher education." Teachers and Teaching 19, no. 5 (October 2013): 559–74. http://dx.doi.org/10.1080/13540602.2013.827366.

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Yusuf, Kamal, and Renaldi Bimantoro. "THE ROLE OF SERVICE LEARNING IN PRE–SERVICE TEACHERS IN ENGLISH EDUCATION DEPARTMENT." SALEE: Study of Applied Linguistics and English Education 1, no. 02 (August 1, 2020): 75–80. http://dx.doi.org/10.35961/salee.v1i02.103.

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Nowadays, pre-service teachers must collect teaching experiences as many as possible. The experiences will improve their self-confidence when they teach in the class. Self-confidence can make the students feel enjoy and comfort in the classroom. To get a lot of experience before to be a teacher, pre-service teachers can be volunteers to do service learning. Service learning can implement the pre-service knowledge when they got some supporting courses to help their when they teach in the class. The pre-service teachers do the service learning to be preparation for the future time because they will face in the real community. Basically, a good teacher must have high self-confidence, mastering in the material, and can make the students feel enjoy. In addition, the service learning can be as the reflection for the pre-service teacher. In fact, the service learning has so many benefit impacts for the pre-service teacher, the school, teacher, and the students. Keywords: Service Learning, pre-service teacher, teaching skill, English Teaching.

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Roberts, Tessa. "Teacher‐Centred In‐Service Education." British Journal of In-Service Education 13, no. 3 (September 1987): 172–76. http://dx.doi.org/10.1080/0305763870130312.

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Gomes de Gouvea, Luanna, Valeria Campos dos Santos, and Agnaldo Arroio. "VISUALIZATION AND TEACHER EDUCATION: SOME TRENDS IN CHEMICAL EDUCATION." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 10, no. 1 (March 25, 2013): 17–26. http://dx.doi.org/10.48127/gu-nse/13.10.17.

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The current scenario of teaching chemistry has introduced the visual tools as a way to solve the cognitive demand of students and teachers. These tools contribute to facilitate the teaching of various chemistry topics, making visible the microscopic interactions. Despite the wide variety and functionality of the visual tools, teachers have been faced with the un-known, since they are not prepared to use these tools in the classroom. Motivated by this fact, research on pre-service and in-service teacher educational programs has shown paths and initiatives aiming to assist and prepare the teacher to use the visual tools. This study presents a reflexive approach of some researches about the use of visualizations and teacher training programs (in-service and pre-service). Based on the trends presents in selected pa-pers, it was concluded that researchers raised the ideas of teachers about the uses of these tools. This can base initiatives to work with these conceptions, solving doubts, questions and fears of using the computer. The teachers show interest in use these tools in their classes showing the importance and the current necessity of courses that enable the teacher to use visualization tools. Although there are some proposals for teacher training programs, there is much more to study and research in this area. Key words: chemical education, teacher education, visualization.

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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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Zhang, Ye, and Chunwen Hao. "Comparative Study of In-service Teacher Education between China and Germany." Educational Process: International Journal 5, no. 3 (August 20, 2016): 212–22. http://dx.doi.org/10.12973/edupij.2016.53.3.

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Gerbaldi, Michèle. "In-Service Astronomy Education of Teachers." Highlights of Astronomy 13 (2005): 1046–47. http://dx.doi.org/10.1017/s1539299600018086.

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AbstractAstronomy education of school teachers is reviewed in the context of in-service training when astronomy is part of the curriculum, or not. Methods and results are presented based on experiences of teacher training during 25 years, in France.

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Huong, Vu Thi Mai. "The situation of implementing the homeroom teacher competencies through practicum for pre-service teacher training in Vietnam." Cypriot Journal of Educational Sciences 17, no. 9 (September 30, 2022): 3396–408. http://dx.doi.org/10.18844/cjes.v17i9.8079.

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The research determines the situation of implementing the homeroom teacher competencies for pre service teachers along with practicum in Vietnam, in regard to training teacher adapting national curriculum innovation in Vietnam. There were 342 participants involving data collection. They are pre-service teachers, lecturers from pedagogy universitie. The findings show that homeroom teacher competencies play an importance part in teacher training. Pre service teachers often performed competencies during practicum. However, the effectiveness of implementation was uneven, especially the competencies of psychological counseling for students. Student teachers had many difficulties in implementing activities in the real classroom. Common areas of activity should be diversified between universities of pedagogy and schools tighterly to increase the time student teacher practicum at school in the role of homeroom teacher. The factors should forcus on improving the homeroom teacher competencies for student teachers along with practicum to develop the professionalism of pre-service students to prepare for future careers. Keywords: Homeroom teacher, practicum, pre-service teacher, teacher training, competency

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Kilic, Didem. "An Examination of Using Self-, Peer-, and Teacher-Assessment in Higher Education: A Case Study in Teacher Education." Higher Education Studies 6, no. 1 (February 1, 2016): 136. http://dx.doi.org/10.5539/hes.v6n1p136.

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This study focuses on the process of implementing self-, peer- and teacher-assessment in teacher education in order to examine the ways of applying these assessment practices and specifically aims at finding out the level of agreement among pre-service teachers’ self-, peer- and teacher-assessments of presentation performances. Pre-service teachers’ presentation performances including an application of a teaching method assessed by peers and teacher and also by themselves through criteria based assessment forms. The analysis of the data revealed that there are statistically significant differences among self-, peer- and teacher-assessment scores. Peer-assessment of pre-service teachers’ presentations is found to be significantly higher compared with teacher-assessment and self-assessment. With regard to the comparison of teacher-assessment scores and self-assessment scores, it is revealed that there are no significant differences between teacher- and self-assessments. In teacher training programmes beside summative approach self-, peer- and teacher-assessments can be implemented in a formative way as useful practices in developing more succesful performance, higher confidence, effective presenting skills and essential competencies required for effective teaching.

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Frågåt, Thomas, Ellen K. Henriksen, and Cathrine W. Tellefsen. "Pre-service science teachers’ and in-service physics teachers’ views on the knowledge and skills of a good teacher." Nordic Studies in Science Education 17, no. 3 (September 14, 2021): 277–92. http://dx.doi.org/10.5617/nordina.7644.

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Science teacher knowledge and skills have been thoroughly discussed by researchers; however, less is known about how teachers themselves conceptualise their professional qualities. We asked first and final-year pre-service science teachers and in-service physics teachers to describe the knowledge and skills needed to be a good science/physics teacher. Data was collected through a one-item questionnaire, followed by interviews. Using thematic coding with inductively defined codes as well as codes derived from theoretical perspectives on teacher knowledge and skills (notably the Refined Consensus Model of PCK), we found that all respondent groups emphasised science content knowledge as important. In-service teachers also often described external factors such as working conditions. First-year pre-service teachers put more emphasis on pedagogical skills and personality traits, whereas final-year pre-service teachers expressed a more integrated view of science teacher knowledge and skills. Further, we discuss the need for teacher education to focus on integrating science content knowledge and pedagogical knowledge through articulating aspects of PCK, and on giving pre- and in-service teachers arenas for professional development and for research-based discussions of teaching and learning.

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Dunekacke, Simone, Lars Jenßen, and Sigrid Blömeke. "The role of opportunities to learn in early childhood teacher education from two perspectives: A multilevel model." Zeitschrift für Erziehungswissenschaft 24, no. 6 (October 28, 2021): 1429–52. http://dx.doi.org/10.1007/s11618-021-01052-1.

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AbstractEarly childhood teacher education is considered crucial for the development of professional knowledge. However, little is known about the impacts of teacher educators, especially with respect to domain-specific knowledge in areas like early mathematics education. We investigated the relationship between opportunities to learn as reported by teacher educators and perceived by pre-service teachers and pre-service teachers’ general pedagogical knowledge, mathematics pedagogical content knowledge, and mathematical content knowledge. The sample comprised 909 pre-service teachers from two different teacher education tracks (vocational school vs. university) and their 43 teacher educators. The results provided the first empirical evidence that opportunities to learn reported by teacher educators are highly relevant for pre-service teachers’ knowledge. This strengthens calls to focus on the role of teacher educators in both research and practice.

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Curtis, Elizabeth. "Play in Pre-Service Teacher Education." International Journal of Learning in Higher Education 22, no. 4 (2015): 1–10. http://dx.doi.org/10.18848/2327-7955/cgp/v22i04/48628.

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Santos, Maria Manuela Novais. "Distance Education In‐Service Teacher Training." Educational Media International 30, no. 2 (June 1993): 55–57. http://dx.doi.org/10.1080/0952398930300202.

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Curtis, Elizabeth. "Play in Pre-Service Teacher Education." International Journal of Learning in Higher Education 22, no. 4 (2015): 1–10. http://dx.doi.org/10.18848/1447-9494/cgp/v22i04/48628.

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Uztosun, Mehmet Sercan. "In-service teacher education in Turkey: English language teachers’ perspectives." Professional Development in Education 44, no. 4 (September 18, 2017): 557–69. http://dx.doi.org/10.1080/19415257.2017.1374989.

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Ranjan Puhan, Rasmi, Lakshmipriya Malla, and Santosh Kumar Behera. "Current Ethical Issues in Teacher Education: A Critical Analysis on Pre-Service and In-service Emerging Teachers." American Journal of Educational Research 2, no. 12A (November 7, 2014): 1–7. http://dx.doi.org/10.12691/education-2-12a-1.

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Domangue, Elizabeth, and Russell Lee Carson. "Preparing Culturally Competent Teachers: Service-Learning and Physical Education Teacher Education." Journal of Teaching in Physical Education 27, no. 3 (July 2008): 347–67. http://dx.doi.org/10.1123/jtpe.27.3.347.

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Following the devastation of hurricane Katrina, a university located in the south-eastern United States created a service-learning program. This program was established so that physical education teacher education (PETE) students could provide physical activities to children living in a temporary, government-funded housing community. The purpose of this study was to investigate how the service-learning program shaped preservice teachers’ cultural competency. The participants were 16 PETE students in a curriculum development course. A questionnaire was used to assess changes in the students’ cultural competency. Reflective journals and interviews were qualitative data sources used to identify significant elements of the service-learning program that elicited thoughts about the role of cultural competency in teaching. Findings revealed that there were changes in cultural competency. Triangulation of the data suggested that the service-learning participants identified consistent engagement, exposure to another culture, and an engaged instructor as key contributors to cultural competency within the service-learning program.

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Ye, Wangbei, and Wing-Wah Law. "Pre-service teachers' perceptions of teacher morality in China." Teaching and Teacher Education 86 (November 2019): 102876. http://dx.doi.org/10.1016/j.tate.2019.102876.

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Schibeci, R. A. "Logo in pre-service and in-service teacher education." Computers & Education 14, no. 1 (January 1990): 53–60. http://dx.doi.org/10.1016/0360-1315(90)90022-y.

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Gholami, Javad, and Isa Qurbanzada. "Key Stakeholders’ Attitudes towards Teacher Education Programs in TEFL: A Case Study of Farhangian University in Iran." Journal of Teacher Education for Sustainability 18, no. 2 (December 1, 2016): 5–20. http://dx.doi.org/10.1515/jtes-2016-0011.

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Abstract Recently, teacher training courses have attracted the researchers’ special attention, while teacher education programs have not received as much attention. The present study investigated the attitudes key stakeholders in a teacher education program (i.e., student teachers, in-service teachers, and teacher educators) hold toward the appropriateness of TEFL teacher education programs at an Iranian teacher education university and their relevance to and sustainable impact in the real teaching context. To this end, 62 pre-service teachers, 48 in-service teachers, and 28 teacher educators filled out the Foreign Language Teacher Education Program Evaluation questionnaire adapted from Peacock (2009). The results of ANOVA tests indicated that the pre-service teachers and teacher educators found courses with literary strands less relevant to English language teaching and believed that those courses should be modified or replaced by teaching more knowledge-building or knowledge-applying subjects. In addition, the in-service teachers harboured a negative perspective towards the courses which were not practical in the real classroom setting and considered them less empowering. All three groups found teaching-related courses, such as teaching methodology, of more sustainable nature and useful in the real teaching context. Besides, the participants believed that it is essential for the universities to incorporate several practical courses including practicum and classroom observations within the curriculum. This study suggests that accommodating key stakeholders’ preferences in a teacher education programs could lead to crafting more accountable and empowering teacher education programs.

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Boylan, Colin, Don Squires, and Alan Smith. "Audiographic Teleteaching in Pre-service Teacher Education." Australian and International Journal of Rural Education 4, no. 2 (July 1, 1994): 23–27. http://dx.doi.org/10.47381/aijre.v4i2.388.

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Preparing teachers for rural school appoinunents through including courses in their pre-service program that examine issues about rural lifestyles, community participation, and provide opportunities for multigrade and rural practice teaching experiences have been identified as an important teacher recruitment strategies for rural schools (Watson, et al., 1986; Smith-Davis, 1989; Cross and Murphy, 1990; Luft, 1992). One research outcome from these studies suggests that when students are provided with these components in their pre-service courses their preparedness to seek and/or accept a rural appoinunent is enhanced.

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Foster, Lois. "Issues in Multicultural Education: Pre‐Service Teacher Education." South Pacific Journal of Teacher Education 15, no. 1 (April 1987): 11–28. http://dx.doi.org/10.1080/0311213870150103.

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Dekawati, Ipong. "PENGARUH KEMAMPUAN DAN PERILAKU GURU TERHADAP KUALITAS PELAYANAN PENDIDIKAN." Didaktik : Jurnal Ilmiah PGSD STKIP Subang 4, no. 2 (December 30, 2018): 291–302. http://dx.doi.org/10.36989/didaktik.v4i2.76.

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This research has been carried out and analyzed by taking the main focus on the ability and behavior of teachers and their impact on the quality of education services. The method used is the explanatory survey method where the author went directly to the empirical level by spreading the questionnaire to 40 teachers at the State Elementary School. The technique of processing and analysis used is regression. The results showed that: (1) There is a positive and significant influence ability of teachers on the quality of education services at the State Elementary School. The amount of influence of the teacher's ability on the quality of education service is 32.1%. (2) There is a positive but less significant effect of teacher behavior on the quality of education service at the State Elementary School. The amount of influence of teacher behavior on the quality of education service is 3.7%. (3) There is a positive and significant influence teacher's ability and teacher's behavior together towards the quality of education service. The amount of influence of teacher ability and teacher behavior simultaneously on the quality of education service is 32,6%. Moving from the conclusion of the research that has been stated above, humbly the writer suggest that: (1) The result of research has shown that operationally both teacher ability and teacher behavior and quality of education service have been quite good. But as the development of community demands in the future it should not be satisfied until the present condition. It is recommended that the principal together with the teacher continue to improve the quality of education services in a sustainable manner with the development of teachers through participation in scientific forums so that the knowledge, insight and ability of teachers can keep abreast of developments. (2) It can be proved that both the ability and behavior of teachers affect the quality of education services. Therefore, to always maintain or improve the quality of education services that can be started by improving the ability and behavior of teachers through special attention to the needs and desires of consumers.

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Robledo, Dave Arthur, Ghulam Muhammad, and Aftab Ur Rahman. "The Perceptions of Pre-service Teachers on Bachelor of Education Program in Shaheed Benazir Bhutto University, Pakistan." Journal of Social Sciences Review 1, no. 1 (June 30, 2021): 1–12. http://dx.doi.org/10.54183/jssr.v1i1.11.

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The provision of quality teachers by teacher preparation programs determines the quality of education in schools. The study aimed to define pre-service teachers' beliefs about teacher education and include recommendations for improving teacher education, given the importance of teacher education for the quality of education in educational institutions. The study included 45 pre-service teachers from Shaheed Benazir Bhutto University's education department in Dir Upper, Khyber Pakhtunkhwa, Pakistan. A total of 30 people were chosen for inclusion in the analysis using a purposive random sampling method. A questionnaire was developed, validated, and piloted to ensure its accuracy. The information was gathered using self-administered questionnaires and evaluated using mean ratings, standard deviation, and the chi-square significance test. The study found that pre-service teachers in the institute are satisfied with their needs and demands through teacher education, that teacher education curricula are tailored to the needs of pre-service teachers, that subject content courses are appropriate, that the scope of teaching practicum is broad, that training is linked to practical school experiences, and that school management courses are offered. The pedagogy courses help pre-service teachers improve their teaching skills, and they receive adequate training in evaluation methods. There are also quality academic research activities. The study suggested that pre-service teachers attend orientation sessions to learn about their needs and demands, which could be met through teacher preparation. Teacher education curricula are revised to provide more realistic exposure to the school's atmosphere and activities.

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Fletcher, Tim, James Mandigo, and Clare Kosnik. "Elementary classroom teachers and physical education: change in teacher-related factors during pre-service teacher education." Physical Education & Sport Pedagogy 18, no. 2 (March 8, 2012): 169–83. http://dx.doi.org/10.1080/17408989.2011.649723.

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Lim, Cher Ping, and Bee Choo Chan. "microLESSONS in teacher education: Examining pre-service teachers’ pedagogical beliefs." Computers & Education 48, no. 3 (April 2007): 474–94. http://dx.doi.org/10.1016/j.compedu.2005.03.005.

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Nascimento, Ana Karina de Oliveira, Maria Amália Vargas Façanha, and Marlene de Almeida Augusto de Souza. "Pre-Service Teacher Education in Times of Crisis." Revista Brasileira de Linguística Aplicada 21, no. 2 (April 2021): 497–520. http://dx.doi.org/10.1590/1984-6398202117316.

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ABSTRACT No doubt, this is a time of crisis. The impact of COVID-19 on people’s lives is tremendous. The pandemic affects human beings in different ways, depending on their place in society, but everybody is somehow affected: in finances, emotions, behaviors, to mention a few. The same is true about education. Institutions, teachers and learners are pushed to debates and changes never considered, which raise a number of uncertainties. Motivated by discussions the authors took part in as teacher educators, a documentary research was conducted, focusing on national and local documents published due to the pandemic. Based on the data collected, in this article we aim at discussing their possible implications for teacher education.

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Thomas, Matthew A. M., and Elisabeth E. Lefebvre. "Teaching Synchronous-Service Teachers: Traditional Teacher Education at a Crossroads." Teachers College Record: The Voice of Scholarship in Education 122, no. 7 (July 2020): 1–34. http://dx.doi.org/10.1177/016146812012200707.

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Background/Context Teachers enrolled in alternative training and licensure programs may have experiences that lie outside what is considered typical for both preservice teachers and in-service teachers. This article explores the experiences of a growing cadre of “synchronous-service teachers”—including, but not limited to, Teach For America (TFA) corps members— who are teaching full time while also completing coursework in teacher preparation programs. Purpose/Objective/Research Question/Focus of the Study This study considers how synchronous-service teachers perceived the education and training they received while enrolled in traditional teacher education coursework, as well as how they interpreted their broader interactions with the teaching profession and teacher education writ large. Research Setting and Participants This research was conducted in the Midwestern United States in a major metropolitan area with a TFA regional presence. Thirty-six corps members who completed coursework at a traditional teacher education institution opted to participate in this study. They were primarily White and female, and most entered TFA immediately following completion of their undergraduate degrees. The majority had little previous exposure to the education discipline. Research Design The thirty-six corps members were interviewed about their experiences while participating in TFA, teaching at their schools, and, especially pertinent to this article, learning at a partner university where TFA corps members in the region completed teacher education coursework. Findings/Results The findings suggest that corps members held primarily negative views about the teacher education coursework they experienced. They complained that the teacher education programming failed to provide immediately applicable insights and lacked rigor and relevance. Yet they also maintained paradoxical expectations about what teacher education, particularly for synchronous-service teachers, should or should not entail. Conclusions/Recommendations The article concludes by suggesting the potential utility of synchronous-service teachers as a conceptual category, noting that these teachers should be considered distinct from others. As such, providing synchronous-service teachers with teacher education programming designed for either preservice or in-service teachers may lead to missed opportunities in terms of professional learning and exacerbate negative sentiments about teacher education. The experiences and opinions of synchronous-service teachers can have considerable significance, particularly when these teachers go on to affect education leadership and policy. In sum, teacher education institutions are at a critical crossroads concerning how and whether to proceed with similar partnerships, especially as alternative recruitment and training programs continue to grow in the United States and beyond.

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Raud, Nina, and Olga Orehhova. "IN-SERVICE TRAINING OF TEACHERS OF ENGLISH AS A FOREIGN LANGUAGE IN ESTONIA: MAPPING OF TRENDS AND OPPORTUNITIES." Problems of Education in the 21st Century 75, no. 2 (April 20, 2017): 194–203. http://dx.doi.org/10.33225/pec/17.75.194.

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In-service training of teachers of English as a foreign language (EFL) is as a core instrument of continuous professional development of EFL teachers. Within the context of nowadays education policies, the issue of in-service training has become of topical importance. It requires systematic approach based on the analysis of individual EFL teachers’ needs and receptive practices in developing in-service teacher-training programmes. In view of that, a survey was conducted among EFL teachers in Estonia to discover the areas of in-service training they are interested in. Based on the survey results, a model of an in-service training module to implement in order to meet the needs of EFL teachers in Estonia is proposed, and it is placed against the background of in-service teacher training provided in Estonia. The module could be included into in-service teaching training programmes not only in Estonia, but in a wider European context. Keywords: in-service teacher training, continuous professional development (CPD), English language teaching.

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Olsson, Åsa. "Children's rights in Swedish teacher education." Human Rights Education Review 3, no. 2 (October 21, 2020): 49–67. http://dx.doi.org/10.7577/hrer.3925.

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In 2020, the United Nations Convention on the Rights of the Child (UNCRC) was incorporated into Swedish domestic law. In the proposals for new legislation, it is emphasised that steps be taken to develop knowledge of children’s rights among professionals at all levels. This article explores the presence and status of children’s rights in Swedish teacher education. A total of 362 teacher-education course plans and syllabi at 12 universities were examined, and a questionnaire was conducted among 156 teacher educators. Although teacher educators judge knowledge around children’s rights to be important for pre-service teachers, the syllabi provide little guidance as to what knowledge pre-service teachers need. Using the framework for analysing human rights education designed by educational specialist Felisa Tibbitts, it is concluded that Swedish teacher education fits with a Values and Awareness Model, which is associated with socialisation but not with social change.

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Tiernan, Peter, and Jane O’Kelly. "Enterprise education: pre-service further education teachers' impressions and aspirations." Education + Training 64, no. 1 (January 11, 2022): 56–68. http://dx.doi.org/10.1108/et-03-2021-0116.

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PurposeThe purpose of this paper is to examine the attitudes and impressions of pre-service Further Education teachers towards enterprise education. It also looks at the potential impact on their future teaching practices and aspirations. This study builds on the literature in this area by bringing a teacher education focus and by providing views from the underserved further education sector.Design/methodology/approachA qualitative research approach was used to evaluate pre-service further education teachers' understanding of and attitudes towards, enterprise education. Data were collected through semi-structured interviews with 15 students in their final year of an initial teacher education degree.FindingsFindings emerged through constant comparative analysis of interview transcripts. These findings indicate that exposure to enterprise education greatly increased understanding of its importance and relevance, while also encouraging pre-service further education teachers to recognise the benefits of incorporating enterprise education into their classrooms of the future.Originality/valueWhile there is an array of literature on entrepreneurship and enterprise education outside of business contents, very few studies exist, which examine enterprise education in an initial teacher education context. Fewer still examine enterprise education from the perspective of further education. This study provides a unique qualitative view of pre-service further education teachers' impressions of enterprise education and their aspirations for the future.

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Sunthonkanokpong, Wisuit, and Elizabeth Murphy. "Quality, Equity, Inclusion and Lifelong Learning in Pre-service Teacher Education." Journal of Teacher Education for Sustainability 21, no. 2 (December 1, 2019): 91–104. http://dx.doi.org/10.2478/jtes-2019-0019.

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Abstract Sustainable Development Goal 4 (SDG 4) focuses on ensuring inclusive and equitable, quality education and lifelong learning opportunities for all. One of the three means of implementation of SDG 4 targets is SDG 4c which calls on countries and donors to significantly increase the supply of qualified teachers in developing and underdeveloped countries. This emphasis on the supply of teachers is in recognition of the fact that the quality of education ultimately depends on teachers. In general, there is widespread agreement that teacher education has an important role to play in the achievement of the SDG 4 targets. However, there has been limited attention in the literature to SDG 4 in a context of teacher education. This paper aims to contribute to the literature on SDG 4 and teacher education. The paper first presents a conceptual framework pertaining to quality, equity, inclusion, and lifelong learning. Next, the framework is applied to the case of Thailand to identify examples of progress the country is making in support of realization of SDG 4 in teacher education. The framework with the four concepts can be applied by researchers to identify examples of progress on SDG 4 in teacher education in other countries and contexts.

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Al-Maamari, Saif. "Incorporating Citizenship Education Framework in Social Studies Teachers’ Education Programme in Sultanate of Oman." International Journal of Humanities and Social Science Research 7 (September 15, 2021): 1–12. http://dx.doi.org/10.6000/2371-1655.2021.07.01.

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Educational system in Oman is attempting to educate Omani students to be "good" citizens in an increasingly globalized society. However, a few studies that have been conducted until now in Oman revealed a gap between the intentions of the educational policy of teaching citizenship education in the schools and the actual practices of teacher education preparation programs. Therefore, any endeavor to develop citizenship in Oman schools will not achieve its goals without taking teacher education into account both pre-service and in-service. Accordingly, the present study aims to propose a framework for developing citizenship education in the initial teacher education in Oman. This descriptive study highlighted the gap between the policy and practice in social studies teacher education. The international literature reveals that student teachers feel insufficiently prepared to develop citizenship and Omani student teachers are not exceptional. Thus, the present study proposed a framework to incorporate citizenship education in the current teachers' preparation programs. Furthermore, the study reveals the inadequate presence of the topic of citizenship in teacher education. Therefore, teachers' understanding of citizenship becomes shallow, which undoubtedly leads to superficial learning on the part of the students. Therefore, a framework was proposed to develop citizenship in teacher education. This framework consists of the rationale behind the change, the Layout of the ground for change in teacher education, the mechanisms of the change, and the areas of the change.

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Bruckermann, Till, Fridtjof Ochsen, and Daniela Mahler. "Learning Opportunities in Biology Teacher Education Contribute to Understanding of Nature of Science." Education Sciences 8, no. 3 (July 20, 2018): 103. http://dx.doi.org/10.3390/educsci8030103.

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In order to educate scientifically literate children, teachers are required to include nature of science (NOS) in their classroom practice. However, as biology teachers’ own understanding of NOS is limited, promoting an initial understanding of NOS in teacher education is crucial. The aim of this study is to elucidate the importance of the first phase of teacher education for biology teachers’ understanding of NOS. More precisely, the study aims to examine the relationship between institutional determinants (e.g., the type of teacher education programme) and learning opportunities for pre-service biology teachers’ understanding of NOS. Pre-service biology teachers (N = 232) participated in a cross-sectional testing. The corresponding descriptions of N = 649 modules of biology teacher education from 20 German universities were analysed. Qualitative and quantitative methods were applied to relate the institutional determinants and the individual amount of learning opportunities to pre-service biology teachers’ understanding of NOS. Results reveal that both institutional determinants as well as the amount of learning opportunities are related to pre-service biology teachers’ understanding of NOS. This indicates that teacher education at university represents an important phase for biology teachers’ understanding of NOS. The results are discussed in terms of consequences for further research and teacher education.

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Ferizat, Mizambayeva, and Baimyrzayev Kuat. "The effectiveness of interactive teaching methods in the professional training of pre-service geography teachers." Cypriot Journal of Educational Sciences 16, no. 4 (August 31, 2021): 1976–96. http://dx.doi.org/10.18844/cjes.v16i4.6066.

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The pre-service training of competent geography teachers requires searching for effective teaching methods to increase their professional competence. The study aims to determine the effectiveness of interactive teaching methods for teaching geography during the pre-service teacher training. The ideas of transactional analysis and interactionism underlay the interactive teacher training of 260 students from Kazakh universities. The survey revealed interactive teaching methods positively influence the readiness of pre-service teachers to enhance their professional competence. This research confirms the importance of using interactive teaching methods to promote students’ engagement and cooperation during the pre-service teacher training. Keywords: pre-service teacher training; professional competence; pre-service geography teacher; interactive teaching methods; methods for teaching geography;

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López-García, Ginés David, Antonio Granero-Gallegos, María Carrasco-Poyatos, and Rafael Burgueño. "Detrimental Effects of Disempowering Climates on Teaching Intention in (Physical Education) Initial Teacher Education." International Journal of Environmental Research and Public Health 20, no. 1 (January 3, 2023): 878. http://dx.doi.org/10.3390/ijerph20010878.

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Previous research has looked at the positive consequences generated by teacher-generated climates on the motivational experiences of pre-service teachers. However, there is scant research focusing on the adverse motivational consequences that affect the perceptions of future teachers during the training process. The objective of this study was to explore the dark side of Duda’s multidimensional conceptualization, its influence on academic engagement, and the intention of pre-service teachers to be educators. A total of 1,410 university students in initial teacher training (including physical education pre-service teachers) (59.6% women; 40.3% men; 0.1% other; Mage = 23.85; SD = 5.13) participated. The following scales were used: disempowering motivational climate, frustration of basic psychological needs, academic motivation, academic engagement, and the intention to choose teaching. The results of the structural equation model with latent variables show the positive prediction of the disempowering climate on the dark side and its negative influence on the intention to be a teacher. Controlled motivation preceded by academic engagement significantly mediates the relationship between a disempowering climate and the intention to be a teacher, increasing the total effect on the latter variable. Therefore, this research highlights for both teachers and researchers the impact of a disempowering motivational style, as well as its influence on the dark side as a negative promoter in trainee teachers regarding their intention to become teachers.

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Mergler, Amanda G., and D. Tangen. "Using microteaching to enhance teacher efficacy in pre‐service teachers." Teaching Education 21, no. 2 (May 10, 2010): 199–210. http://dx.doi.org/10.1080/10476210902998466.

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Ayvaz-Tuncel, Zeynep, and Fatma Çobanoğlu. "In-service Teacher Training: Problems of the Teachers as Learners." International Journal of Instruction 11, no. 4 (October 3, 2018): 159–74. http://dx.doi.org/10.12973/iji.2018.11411a.

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Vranjesevic, Jelena. "The main challenges in teacher education for diversity." Zbornik Instituta za pedagoska istrazivanja 46, no. 2 (2014): 473–85. http://dx.doi.org/10.2298/zipi1402473v.

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This paper explores the main challenges in teacher education for diversity: the dominant regimes of truth in society that reinforce existing stereotypes/prejudices, the gap between pre-service and in-service teacher education and professional development, the fragmentation of teacher education system, the competences of teacher educators and lack of research and research-based practice when it comes to education for diversity. The paper discusses the impacts of these challenges on teacher professional role as well as the support needed to overcome some of them. The changes need to be made in two domains: the teacher education curriculum that should reflect the idea of teachers as autonomous professionals who initiate and create their own practice, and the education system that needs to support and encourage the autonomy and initiative of teachers and in which teachers could be visible as active participants/leaders in the process of change.

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Akkus, Huseyin. "PRE-SERVICE SECONDARY SCIENCE TEACHERS’ IMAGES ABOUT THEMSELVES AS SCIENCE TEACHERS." Journal of Baltic Science Education 12, no. 2 (April 25, 2013): 249–60. http://dx.doi.org/10.33225/jbse/13.12.249.

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The purpose of this study is to explore pre-service secondary science teachers’ images of themselves as science teachers. Also, the association between instructional style, and domains was explored. 130 secondary science teachers (biology, chemistry and physics) from 26 public universities participated in the data collection for this study. The Draw a Science Teacher Test Checklist (DASTT-C) was used as a data collection instrument. The results of study showed that pre-service science teachers’ images is 24.62% student-centred, 53.85% between student and teacher-centred, and 21.4% teacher-centred teaching style approaches. A significant association was found between domain and instructional style. Pre-service chemistry teachers were more willing to use student-centred teaching style rather than pre-service biology and pre-service physics teachers. Key words: DASTT-C, pre-service science teacher, secondary science education.

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Lund, Lea. "When school-based, in-service teacher training sharpens pedagogical awareness." Improving Schools 23, no. 1 (April 29, 2018): 5–20. http://dx.doi.org/10.1177/1365480218772638.

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Research in the field of professional development (PD) stresses the importance of the development of professional learning communities (PLCs) designed to promote the process of inquiry in teaching. PLCs are of great importance with regard to both school improvement and in-service teacher training. This article shows that it is possible to teach teachers to reflect on their beliefs and actions, making them visible to teachers and their colleagues during a cooperative process of inquiry in the classroom. The empirical data stem from a 2-year, school-based, in-service teacher-training program involving 16 teachers at two Danish high schools. The research question is ‘how can teachers’ reflections, pedagogical awareness, and perspectives on their beliefs be sharpened by in-service teacher training?’ With regard to school improvement, two conclusions are drawn: (1) teachers’ pedagogical awareness is sharpened and their classroom behavior and educational thinking change when their routine actions and thinking are questioned and scrutinized; (2) teachers who experiment systematically with their own teaching alongside their colleagues find the process and product rewarding.

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Dagiene, Valentina. "Development of ICT Competency in Pre-Service Teacher Education." International Journal of Digital Literacy and Digital Competence 2, no. 2 (April 2011): 1–10. http://dx.doi.org/10.4018/jdldc.2011040101.

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Starting from the key competencies for a knowledge society, this paper examines the information and communication technology (ICT) competency needed by teachers for effective teaching in the 21st-century. The paper analyzes the existing pre-service education programmes for teachers’ ICT competency in Lithuanian universities and colleges, self-evaluation of future teachers of their technological and pedagogical ICT competency, and comparison of these results with the course requirements for the teachers’ educational ICT literacy, based on the existing Lithuanian requirements for teachers’ pedagogical ICT literacy programmes. The paper is based on the data of the research study “Teachers’ Training on ICT Application in Education” developed by the Institute of Mathematics and Informatics in 2009. Conclusions and recommendations of the study have been proposed to implement deeper content-based modules for pedagogical ICT competency and skills in all-level pre-service teacher education as well as in-service training courses.

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Miles, Rebecca, Linda Harrison, and Amy Cutter-Mackenzie. "Teacher Education: A Diluted Environmental Education Experience." Australian Journal of Environmental Education 22, no. 1 (2006): 49–59. http://dx.doi.org/10.1017/s0814062600001658.

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AbstractThis paper presents the findings of a small-scale research project about student teachers' perceptions and experiences of environmental education. The context of this study is a pre-service teacher education faculty in rural New South Wales, Australia. A combined methods approach was applied, with a survey designed from rich data elicited through focus group interviews. The focus of this paper is on the findings of the survey, revealing that prospective teachers' preparedness in environmental education is diluted by their teacher education experience and that such experiences are not providing a stimulus for novice teachers to practice environmental education.

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R. Robledo, Dave Arthur, Ghulam Muhammad, and Aftab Ur Rahman. "The Perceptions of Pre-service Teachers on Bachelor of Education Program in Shaheed Benazir Bhutto University, Pakistan." journal of social sciences review 1, no. 1 (June 30, 2021): 1–12. http://dx.doi.org/10.54183/jssr.2021.1.1.1.

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The provision of quality teachers by teacher preparation programs determines the quality of education in schools. The study aimed to define trainee teachers' beliefs about teacher education and include recommendations for improving teacher education, giventhe importance of teacher education for the quality of education in educational institutions. The study included 45 trainee teachers from Shaheed Benazir Bhutto University's education department in Dir upper, Khyber Pakhtunkhwa, Pakistan. A total of 30 people were chosen for inclusion in the analysis using a purposive random sampling method. A questionnaire was developed, validated, and piloted to ensure its accuracy. The information was gathered using self-administered questionnaires and evaluated using mean ratings, standard deviation, and the chi-square significance test. The study found that trainee teachers in the institute are satisfied with their needs and demands through teacher education, that teacher education curricula are tailored to the needs of trainee teachers, that subject content courses are appropriate, that the scope of teaching practicum is broad, that training is linked to practical school experiences, and that school management courses are offered. The pedagogy courses help trainee teachers improve their teaching skills, and they receive adequate training in evaluation methods. There are also quality academic research activities. The study suggested that trainee teachers attend orientation sessions to learn about their needs and demands,which could be met through teacher preparation. Teacher education curricula are revised to provide more realistic exposure to the school's atmosphere and activities.Keywords:bachelor of education, beliefs, teacher education, trainee-teachers

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Huhtala, Anne, and Marjo Vesalainen. "Challenges in developing in-service teacher training." Apples - Journal of Applied Language Studies 11, no. 3 (October 26, 2017): 55–79. http://dx.doi.org/10.17011/apples/urn.201712104584.

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Teacher education in Finland is widely respected and of high quality. However, there is a recognised need to develop the educational continuum from pre-service education to in-service training. This article deals with challenges connected to in-service teacher training. Based on two projects, consisting of seven one-month courses for teachers of Swedish in Finland, we reflect on the challenges we encountered during the three-year process. In our research, theory and practice, but also data and methods, have been intertwined, as we have studied the phenomenon by using exploratory practice (Allwright, 2003). The projects and the study were based on a thorough literature review. During the planning phase, we identified many issues that should be taken into consideration during in-service training projects for teachers of Swedish, e.g., challenges posed by the new national core curricula and the new distribution of lesson hours, declining results in middle-long Swedish (Syllabus B1), relatively low self-reported school satisfaction, and problems linked with teachers’ professional development. In this paper, we report on challenges we encountered during the process. These included challenges connected to (a) teacher co-operation, (b) traditional vs. modern teaching methods, and (c) teachers’ language skills. Based on our research, we wish to emphasise the importance of research-based planning and implementation of in-service training, as well as a genuine connection between in-service training, teachers’ everyday work and school reality.

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Journal articles on the topic 'In-service teacher education'

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