Relevant bibliographies by topics / Initial Teacher Education initiatives

Academic literature on the topic 'Initial Teacher Education initiatives'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Initial Teacher Education initiatives"

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Evans, Neus (Snowy), Hilary Inwood, Beth Christie, and Eva Ärlemalm-Hagsér. "Comparing education for sustainable development in initial teacher education across four countries." International Journal of Sustainability in Higher Education 22, no. 6 (June 16, 2021): 1351–72. http://dx.doi.org/10.1108/ijshe-07-2020-0254.

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Purpose The purpose of this paper is to undertake a cross-comparative inquiry into Education for Sustainable Development (ESD) related to governance, initiatives and practices in initial teacher education (ITE) across four countries with very different contexts – Sweden, Scotland, Canada and Australia. It provides insights into issues arising internationally, implications for ESD in ITE and offers learnings for other countries and contexts. Design/methodology/approach A cross-comparative study design with overarching themes and within-case descriptions was applied to consider, compare and contrast governance characteristics, initiatives and practices from each context. Findings The approaches to governance, initiatives and practices that each country adopts are unique yet similar, and all four countries have included ESD in ITE to some extent. Comparing and contrasting approaches has revealed learnings focussed on ESD in relation to governance and regulation, practices and leadership. Research limitations/implications Making comparisons between different contexts is difficult and uncertain and often misses the richness and nuances of the individual sites under study. However, it remains an important endeavour as the challenges of embedding ESD in ITE will be better understood and overcome if countries can learn from one another. Originality/value Scrutinising different approaches is valuable for broadening views about possibilities and understanding how policies and initiatives translate in practice.
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Murray, Jean, Anne Campbell, Ian Hextall, Moira Hulme, Marion Jones, Pat Mahony, Ian Menter, Richard Procter, and Karl Wall. "Mapping the Field of Teacher Education Research: Methodology and Issues in a Research Capacity Building Initiative in Teacher Education in the United Kingdom." European Educational Research Journal 7, no. 4 (January 1, 2008): 459–74. http://dx.doi.org/10.2304/eerj.2008.7.4.459.

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This article discusses the first stages of the work of the Teacher Education Group (TEG) in building research capacity in teacher education research and identifies the potential of the model adopted for future European initiatives in the field. The TEG work is part of the second phase of the Teaching and Learning Research Programme (TLRP), based on an embedded social practices model of research capacity building. The article opens by outlining the broad context of research capacity building initiatives and identifying general factors which create concerns about the sustainability of teacher education research in the United Kingdom. It then describes the initial impetus, within the TEG, for the creation of an up-to-date annotated mapping of current research in teacher education and outlines the practices used to generate the model used for the mapping. In conclusion, the article discusses some of the methodological, ethical and epistemological issues raised by the mapping exercise and the challenges ahead in disseminating and embedding the initiative.
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Cochran-Smith, Marilyn. "Accountability and Initial Teacher Education Reform: A Perspective from Abroad." Cylchgrawn Addysg Cymru / Wales Journal of Education 22, no. 1 (March 1, 2020): 61–83. http://dx.doi.org/10.16922/wje.22.1.4-en.

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This article focuses on accountability as a tool for teacher education reform. The article is based on my experience as a teacher education scholar and practitioner over the last 40 years and especially on analyses of teacher preparation accountability in the United States, recently conducted by Project TEER (Teacher Education and Education Reform), a group of teacher education practitioners, researchers, and scholars at Boston College. The members of the group were united by a growing concern about the direction education reform was taking and the impact it was having on teacher education in the US and by a commitment to equity for all the students served in the nation's schools. For five years, we tracked US teacher education reform, concentrating on the major accountability initiatives that were shaping the field. This work culminated in the book, Reclaiming Accountability in Teacher Education (Cochran-Smith et al., 2018). Drawing on this work and on my experience in the national and international teacher education communities, this article has three purposes: to present a framework for unpacking accountability policies related to initial teacher education; to use that framework to describe briefly the dominant accountability paradigm in the US as well as an alternative to the dominant paradigm –democratic accountability in teacher education; and finally, to use ideas from the framework and from our US analyses to comment on the current reform of initial teacher education in Wales.
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Dowson, Chris, Peter Bodycott, Allan Walker, and David Coniam. "Education Reform in Hong Kong." education policy analysis archives 8 (May 20, 2000): 24. http://dx.doi.org/10.14507/epaa.v8n24.2000.

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Since the early 1990s, the pace of educational reform in Hong Kong has accelerated and broadened to incorporate almost all areas of schooling. The reforms introduced during this period can be subsumed under what has generally been labelled the quality movement. In this paper, we review and comment on a number of policy reform initiatives in the four areas of "Quality Education," English Language Benchmarking, Initial Teacher Training and the Integration of Pupils with Special Needs into Ordinary Classrooms. Following a brief description of each policy initiative, the reforms are discussed in terms of their consistency, coherence and cultural fit.
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Ärlemalm-Hagsér, Eva, Laila Gustavsson, Susanne Thulin, and Neus (Snowy) Evans. "New Initiatives for Building Education for Sustainability in Initial Early Childhood Teacher Education in Sweden – Critical Aspects and Noticeable Needs." Australian Journal of Teacher Education 47, no. 5 (May 2022): 67–79. http://dx.doi.org/10.14221/ajte.2022v47n5.5.

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There is an identified need for research capable of enhancing understanding of effective practice in the embedding of Education for Sustainability (EfS) in Initial Early Childhood Teacher education (IECTE). Research further finds that innovative teaching strategies are needed to build new teachers’ capacity to prepare future citizens to manage critical sustainability challenges. This study meets this need by investigating how EfS is implemented in two IECTE programmes at two Swedish universities where EfS is embedded throughout the years of study, and the learning students demonstrate at the end of the programmes in relation to EfS. Findings reveal that students demonstrate a range of understandings related to EfS and the role of the early childhood teacher in EfS. Findings further suggest there is an overall need to deepen IECTE students’ EfS theoretical and pedagogical content knowledge to enable them to close a gap between the theory and teaching of EfS in early childhood education settings.
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Young, Kirsty. "Innovation in Initial Teacher Education through a School–University Partnership." Journal of Curriculum and Teaching 9, no. 1 (February 6, 2020): 15. http://dx.doi.org/10.5430/jct.v9n1p15.

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Global criticism on the quality of initial teacher education has led to calls for reform. One initiative that emerged in Australia was the establishment of Hub School partnerships, which facilitate collaborations between schools and universities to explore how initial teacher education could be improved. This paper reports one such partnership, which applied improvement science in its design to develop an ambitious approach to initial teacher education. A qualitative research approach aimed to uncover the outcomes of the project. The findings from the first prototype are reported herein and highlight the value in cross-faculty mentoring and in providing pre-service teachers opportunities for reflection while immersed in school settings.
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Zhang, Lawrence Jun. "Curriculum Innovation in Language Teacher Education: Reflections on the PGDELT Program’s Contributions to EFL Teachers’ Continuing Professional Development." Chinese Journal of Applied Linguistics 44, no. 4 (December 1, 2021): 435–50. http://dx.doi.org/10.1515/cjal-2021-0028.

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Abstract Initial teacher preparation and teachers’ continuing professional development are two significant pillars of the teacher education enterprise. The former encompasses a wide range of teacher-education initiatives at the levels of diploma, bachelor’s degree, postgraduate diploma, and even master’s degree for teacher licensure purposes. These are widely documented in the literature. What is important is how teacher professional development contributes to bolstering the teacher-educator force, which is relatively insufficiently documented due to the very fact that different educational systems have somewhat different expectations of such programs in relation to the ideologies and theories underpinning the teacher professional development program design and curriculum offering. Taking stock of a postgraduate diploma program in English language teaching (PGDELT) for teachers’ continuing professional development with a 31-year history housed at a premier teacher education institution in Singapore, which has successfully graduated over 1, 000 English language teachers for colleges and universities in China, I intend to highlight some of its key features, as a former student and then a lecturer on the program, in order to draw implications for sustainable growth of language teacher education programs, especially those whose main purposes are to prepare teachers of English as a second or foreign language (ESL/EFL) and provide continuing professional development opportunities for such inservice teachers.
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Menter, Ian. "Border Crossing – Teacher Supply and Retention in England and Scotland." Scottish Educational Review 34, no. 1 (March 13, 2002): 40–50. http://dx.doi.org/10.1163/27730840-03401005.

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It appears that there is increasing divergence in several aspects of education policy in England and Scotland. In particular the approach to the teaching workforce has been characterised by quite different priorities. The recently announced pay award in Scotland has even led to suggestions of the possibility of a significant northwards migration of teachers, at a time when there is increasing concern about teacher supply in England and, for the first time, some concern about supply in Scotland. This paper presents a comparative analysis of recent and current policy initiatives on either side of the border as they relate to questions of teacher supply and retention. This will include a comparison of the policy contexts and institutional structures which bear on these matters, as well as the policies on initial teacher education, teachers’ pay and conditions and teachers’ career development.
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Scott, Bill. "The Environmentally Educating Teacher: Synthesis of an Implementation Theory for Pre-service Courses." Australian Journal of Environmental Education 12 (1996): 53–60. http://dx.doi.org/10.1017/s0814062600004183.

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ABSTRACTThis paper sets out to establish a tentative implementation theory which can inform the work of teacher educators working with novice (student) teachers in their initial professional development related to environmental education. The paper begins with an exploration of the problem of how to encapsulate environmental education within pre-service programs by looking at attempts over the years to encourage and stimulate the professional development of the environmentally educated teacher through pre-service programs. The paper then reports on research carried out by the method of deliberative inquiry which examined the work of two environmental education initiatives: the OECD-funded ENSI project, a co-operative curriculum development program based in primary and secondary schools; and the European Union-funded EEITE program, a development initiative based in universities offering pre-service courses in eleven European Union member states. The paper discusses how ENSI'S aims and guiding principles and EEITE'S organizing principles, key elements and program characteristics were considered and a tentative implementation theory established. This theory, it is argued, constitutes a criterial framework of process skills and values which can inform and guide the inclusion of environmental education within pre-service teacher education programs. The paper ends with a call for a critique of the theory presented.
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Cove, Moya. "Myth and Substance: The Concept of ‘Recent Relevant Experience’ in Initial Teacher Education." Scottish Educational Review 38, no. 2 (March 18, 2006): 173–85. http://dx.doi.org/10.1163/27730840-03802005.

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This paper examines a key concern frequently raised in the debate regarding initial teacher education (ITE) over many years, and also identified in the McCrone Report (2000), about the ‘recent relevant experience’ (RRE) of teacher education staff. Despite policy initiatives to direct teacher education institutions to guarantee that ITE staff have RRE, and acceptance of the RRE principle by ITE stakeholders, questions exploring the concept and rationale of RRE, as well as the effectiveness of strategies to address this issue, have been neglected in research studies. The study on which this paper is based indicates that the concept of RRE is problematic with no agreed definition and varying interpretations of the RRE concept amongst ITE stakeholders. The findings shed some light on the nature of the disquiet about RRE which would appear to relate to fundamental debates about teacher education. The study shows agreement among ITE partners that valid classroom currency is essential to maintain quality in all ITE programmes, but there are different views on how this can be achieved. The study concludes that RRE is a key feature of the ‘partnership’ aspirations of ITE and further confirms that existing partnership arrangements would benefit from clarification and strengthening of stakeholders’ roles and responsibilities.
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Dissertations / Theses on the topic "Initial Teacher Education initiatives"

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Sanderson, Nicole Brigit. "Gender issues in initial teacher education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ33449.pdf.

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Hooks, Laura Sebastian. "Towards More Effective Teacher Professional Development Initiatives." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1586.

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The No Child Left Behind Act (2002) and Race to the Top (2009) legislation have forged new school accountability measures and led to a sharp increase in demand for teacher professional development (TPD). However, data revealed that there is a disconnection between the training that teachers receive and its implementation, limiting its impact on student achievement. This qualitative case study's purpose was to reveal major barriers to TPD implementation and provide suggestions for crafting more impactful TPD. Based on the social constructivist foundation, this study sought to address the factors that increase teachers' receptiveness to more effective teaching techniques. It explored middle school teachers' perceptions of TPD, its connection to student achievement, and factors influencing implementation. Semi-structured interviews with open-ended questions helped to identify emergent themes. Nine participants were purposefully selected to gather data from perspectives across race, gender, and various teaching experiences. This study took an inductive approach using the constant comparison methodology of data analysis. Participants identified influencing factors regarding TPD, such as the inclusion of a follow-up component for accountability and feedback. Also, the participants insisted that TPD must be seen as non-punitive, relevant, engaging, and non-hypocritical; for example, a lecture cannot teach teachers about the ineffectiveness of teaching via lecture. These findings encourage positive social change by providing insight into crafting more impactful TPD. Ultimately, improved TPD encourages better teaching methodologies, increased teacher morale, and higher student achievement.
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Paul, Leocordia. "Values and conflict in initial teacher education." Thesis, University of Surrey, 1999. http://epubs.surrey.ac.uk/798096/.

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Tilbury, Daniella. "Environmental education : developing a model for initial teacher education." Thesis, University of Cambridge, 1994. https://www.repository.cam.ac.uk/handle/1810/251565.

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Roberts, Deborah Claire. "Student withdrawal and persistence in initial teacher education." Thesis, Lancaster University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.552816.

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UK concerns over teacher shortages, and national and international interest in student retention contextualise this study. Addressing a dearth of evidence for undergraduate withdrawal in Initial Teacher Education (ITE), the thesis questions why students withdraw from their courses of ITE and why some consider withdrawal but persist. Located within a mixed-methods institutional case-study, quantitative survey approaches provide information about the incidence of withdrawal, persistence and the student experience amongst a population of 81 postgraduate and 490 undergraduate ITE students. Qualitative semi-structured interviews provide an in-depth understanding of the withdrawal or persistence of 29 students. A case-by-case analysis of interview data portrays the individuality and complexity of the withdrawal/persistence process; whilst a cross-sectional analysis considers factors affecting withdrawal and persistence across the 29 interviewees and .110 'persisting' questionnaire respondents. The research, drawing upon a social constructionist epistemology, accords primacy to the student perspective. Withdrawal from ITE was found to be affected by a range of factors: intra- personal, inter-personal, academic. professional, institutional and external. Antecedents of particular interest include intra-personal factors such as responses to stress, lack of confidence, and perfectionism; inter-personal factors including bullying; and aspects of teacher identity. contrasting voluntary withdrawal with persistence suggests that goal commitment and determination are strong antecedents of persistence. Other factors which seem to promote short-term continuation include: support; course-related factors; and intra-personal qualities such as coping strategies, self-efficacy and perseverance. Such factors provide a window for supportive intervention, with the hypothesis that those interventions affecting goal commitment are likely to be the most successful in promoting continuation. The study analysed evidence of an unwillingness to seek institutional support. Given that support was identified as a factor in continuation, avoidance of support is a key finding.
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Smith, Mary Elizabeth. "Partnership in initial teacher education: a first evaluation." Thesis, University of Manchester, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488269.

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A radical review of initial teacher training in England and Wales was brought about by the implementation of Circular 9/92, 'Initial Teacher Training (Secondary Phase)' (DES, 1992). The Circular laid out criteria and procedures for accreditation of courses. This virtually removed the traditional autonomy that the universities had had in the training of initial teachers for over one hundred years. The roles and responsibilities of tutors and teachers were drastically changed, with teachers becoming 'mentors' and taking almost total control of the extensive school-based elements, including the assessment of students. Tutors had to prepare students for their extended school experiences, train mentors and carry out a quality control function to ensure the students were adequately trained in the schools. Courses were to be based on the achievement by students of competences which were for the most part concerned with the acquisition of classroom skills. Thus theory was to be subordinate to practice. It followed logically from this that the schools' contribution was to become more vital than that of the Higher Education Institutions (REls). The REls were to form partnerships with schools and the teachers empowered to train new teachers in a way not before envisaged. This posed the questions: Would it work? Could it work? This thesis examines the development of one such Partnership. It traces the thinking behind the philosophy of the Partnership and the influence that philosophy had on Course development. It highlights the innovative features of the Course and identifies the structural and procedural difficulties that arose from the developmental processes. It attempts to evaluate the success of the first year of the Partnership by examiningthe provision for student training in the schools and in the University, and to provide guidelines for the development of the programme. The evaluation of provision was carried out by using questionnaires which identified every element of training provided by the Partnership. Three questionnaires were developed with students, mentors and tutors identifying the elements received or provided. The responses made by the different parties were then compared. The results of the study demonstrated that the Partnership is generally working successfully in the training of students on the secondary Post Graduate Certificate in Education (PGCE) Course which is an example of good Initial Teacher Education (ITE). The Course has many strengths and some weaknesses. The greatest strength is the provision made for the students so they may develop the skills required to be excellent classroom practitioners. Both mentors and tutors have adopted the role of student trainers successfully and most mentors have worked through the competency model of ITE. The weaknesses lie in the following areas: the consistency of provision for students; the variety of activities experienced by students; the appropriate use of the competency model of training by some tutors and; the integration of theory and practice by the majority of both mentors and tutors. As the Partnership evolves all the weaknesses have been, or are being addressed, with the exception of the integration of theory and practice which still remains a thorny issue.
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Diaz, Patricia Barrientos. "Developing reflectivity in initial teacher education in Chile." Thesis, University of Sussex, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.444107.

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Heaney, Sally. "Change in initial teacher education : a case study." Thesis, University of Exeter, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361384.

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Carlisle, K. "An examination of Coteaching in Initial Teacher Education." Thesis, Queen's University Belfast, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.501241.

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Whitworth, Linda. "Engaging Phronesis : religious education with primary initial teacher education students." Thesis, Middlesex University, 2018. http://eprints.mdx.ac.uk/23887/.

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This thesis considers the initial teacher education of non-specialist primary undergraduate student teachers in teaching Religious Education. The focus of the research is a short module taught in the second year of the students’ degree course, which prepares students to teach in predominantly multicultural classrooms in London. The module adopts an Interpretive Approach to Religious Education, which contributes to a realignment of the students’ conceptualisation of knowledge through examination of the concepts of episteme and phronesis. Findings show that overt acknowledgement of the student teachers’ developing professional understandings, situated in decisions which reference values as well as subject knowledge, can alter their understanding and confidence about teaching Religious Education and indicates wider benefit in their appreciation of their developing teacher personae. The Structure of the Research Chapter 1 is a contextual introduction which presents a series of lenses through which to view the Religious Education module. Chapter 2 is an exploration of three main ideas which influenced the research: the Interpretive Approach to RE, the concept of phronesis, and the benefits to understanding pedagogy through self-study in teacher education. Chapter 3 explains the methodological thinking behind the research, ethical considerations and the methods employed. These include practitioner research, use of ethnographic and reflexive lenses and analysis of data from both students and personal reflection through self-study. Chapter 4 reports the findings from the research carried out with students, exploring the ideas which emerge from their responses to the module and my observations and interviews which illuminate ideas which emerge from the analysis. Chapter 5 is a discussion of the content and development of the module itself, exploring the impact and development of activities which influence the students’ understanding of RE. Chapter 6 draws together the threads of the research to explore the vision of a transformative ITE RE module, which recognises the value of acknowledging and developing phronesis in primary non-specialist student teacher education and concludes with recommendations to improve the current situation in RE in primary ITE.
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Books on the topic "Initial Teacher Education initiatives"

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Ltd, York Consulting. Evaluation of further education initial teacher training bursary initiative. Nottingham: DfES, 2004.

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Brooks, Clare. Initial Teacher Education at Scale. Abingdon, Oxon ; New York : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003088608.

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Avalos, Beatrice. Approaches to teacher education: Initial teacher training. London: Commonwealth Secretariat, 1991.

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Moorhouse, Benjamin Luke. Teaching Abroad During Initial Teacher Education. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-05961-2.

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Du Plessis, Anna Elizabeth. Professional Support Beyond Initial Teacher Education. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9722-6.

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Mifsud, Denise. Professional Identities in Initial Teacher Education. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-76174-9.

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Anne, Williams, ed. Partnership in secondary initial teacher education. London: D. Fulton, 1995.

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Edwards, A. D. Change and reform in initial teacher education. London: National Commission on Education, 1992.

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Miriam, Steiner, and World Studies Trust, eds. Developing the global teacher: Theory and practice in initial teacher education. Stoke-on-Trent: Trentham Books in association with World Studies Trust, 1996.

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Spear, Margaret G. Road safety education in initial teacher training programmes. Crowthorne: Transport and Road Research Laboratory, 1989.

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Book chapters on the topic "Initial Teacher Education initiatives"

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Rajandiran, Durgesh. "Singapore’s Teacher Education Model for the 21st Century (TE21)." In Implementing Deeper Learning and 21st Education Reforms, 59–77. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57039-2_3.

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Abstract Singapore introduced the Teacher Education Model for the 21st Century (TE21) in 2009 as a framework to propose a set of 21st century competencies that Singaporean teachers should be equipped with. The introduction of TE21 catalyzed the reform of existing programs and the implementation of new initiatives in initial teacher preparation programs and lifelong teacher professional development. This chapter first examines the local and international driving forces that led to the conceptualization of TE21 since Singapore’s independence. Then, the recommendations of TE21 are scrutinized along with the implementation of two new initiatives in the initial teacher preparation program. The findings are twofold. First, we find that Singapore has extensively performed a comparative review of global 21st century recommendations over four decades to customize an education system for their local context. Second, by synthesizing information sourced from interviews, government documents, and quantitative data, we find that the progress towards developing a cadre of 21st century teachers and producing holistic students in Singapore is largely successful. However, students are found to be at the receiving end of a generational cultural clash between them and their parents’ beliefs about the core of education.
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Lausselet, Nadia, and Ismaël Zosso. "Bonding with the World: A Pedagogical Approach." In High-Quality Outdoor Learning, 269–85. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04108-2_15.

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AbstractOutdoor Education activities are rapidly developing in school practice in Switzerland, still mainly based on personal initiatives from teachers. Teacher training universities have a role to play to reinforce and facilitate professional development of these teachers, guarantee a coherent approach to quality outdoor education, and promote its implementation at a larger scale. In order to do this, universities have to develop programmes both for initial and in-service training, in which they support a progression with various levels of expertise. They also have to develop a scientific discourse around outdoor teacher education, and contribute to a better recognition of the field at a political level. At the moment, in Switzerland, few teacher training institutions have organised any specific arrangements in this direction. The Haute Ecole Pédagogique Vaud has set up a Competence Centre for Outdoor Education, made possible by the priority recently given to sustainability education at state level. The approach promoted within this centre is nourished by ongoing discussions around the Anthropocene and its implications for schools. It therefore fosters a quality outdoor education that builds up environmental literacy and agency by cultivating a sense of bonding with the world. This article presents this approach, focusing on its theoretical and didactical framework before tackling a possible curricular progression at the level of both pupils and teachers. It highlights training and research issues and aims, looking at possibilities and complexities when combining transformative sustainability education, place-based outdoor education and teacher education, while making the link to schools and their structural and curricular realities.
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Hulme, Moira, Emilee Rauschenberger, and Karen Meanwell. "Initial teacher education." In Education System Design, 224–34. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429261190-23.

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Bullock, Shawn Michael. "Disrupting Initial Assumptions." In Inside Teacher Education, 39–59. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-403-4_4.

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Wyatt-Smith, Claire, Lenore Adie, Michele Haynes, and Chantelle Day. "Culture change in initial teacher education." In Professionalizing Teacher Education, 169–92. London: Routledge, 2022. http://dx.doi.org/10.4324/9780429318504-11.

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Knipe, Sally, Rebecca Miles, and Stephanie Garoni. "Innovation and Transformation of Initial Teacher Education: Employer and Graduate Perspectives." In Teacher Education, 35–47. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0785-9_3.

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Petrarca, Diana, and Shirley Van Nuland. "Initial Teacher Education Practicum 2.0." In International Handbook of Self-Study of Teaching and Teacher Education Practices, 1103–33. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-6880-6_37.

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Hayler, Mike. "Initial Teacher Education and Autoethnography." In Autoethnography, Self-Narrative and Teacher Education, 5–33. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-672-4_2.

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Petrarca, Diana, and Shirley Van Nuland. "Initial Teacher Education Practicum 2.0." In Springer International Handbooks of Education, 1–32. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1710-1_37-1.

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Petrarca, Diana, and Shirley Van Nuland. "Initial Teacher Education Practicum 2.0." In Springer International Handbooks of Education, 1–32. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-1710-1_37-2.

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Conference papers on the topic "Initial Teacher Education initiatives"

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Shalavin, Courtney, and Elaine Huber. "Sustainable learning design in large transformational teaching and learning initiatives." In ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0147.

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Ensuring lasting impact of transformational teaching and learning initiatives in higher education can prove challenging. The sustainability of such initiatives may hinge on capacity building of teachers, balancing innovation and sustainability during the design process and ensuring that the story of change is shared beyond those involved in the initial transformation. Using a case study example, this concise paper discusses how a transformational teaching and learning initiative in a large Australian Business School is approaching sustainable learning design through co-design, capacity building and the dissemination of research.
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Magalhães, Marcos. "Opportunities For Teaching Statistics Today And In The Future (We Expect) Post Pandemic." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t12a3.

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The effects of COVID-19 are expected to extend for many years with significant consequences. However, teachers who teach statistics can use the "popularization" of charts, tables and measurements to motivate students. In this article, we discuss two initiatives used in workshops and initial training with mathematics teachers. One initiative is the use of activities (paper and pencil) as a preliminary to computer experiments. Another is the Conversation Wheel with responses from conceptual statistics items in groups and then a general discussion wheel. These are possible initiatives, in different educational environments, that broaden the learning of those involved (students or teachers on duty). In particular, they are important in basic education for students with difficulties in accessing technology. Os efeitos do COVID-19 devem se estender por muitos anos com consequências expressivas. Entretanto, professores que ensinam Estatística podem utilizar a “popularização” de gráficos, tabelas e medidas para motivar os estudantes. Neste artigo, discutimos duas iniciativas utilizadas em oficinas e na formação inicial com professores de Matemática. Uma iniciativa é o uso de atividades (tipo papel e lápis) como preliminar de experimentos computacionais. Outra é a Roda de Conversa com respostas de itens conceituais de Estatística em grupos e, depois, uma roda de discussão geral. Essas são iniciativas possíveis, em diferentes ambientes educacionais, que ampliam a aprendizagem dos envolvidos (estudantes ou professores em serviço). Em particular, são importantes na Educação Básica para estudantes com dificuldades de acesso à tecnologia.
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Urbano, Beatriz, Ana María Bartolomé, Deiyalí Carpio, and Fernando González-Andrés. "COMPETENCE ASSESSMENT USING RUBRICS AND SOCIAL NETWORKS AND BRINGING YOUR OWN DEVICE (BYOD)." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end022.

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"The European Higher Education Area (EHEA) promotes the competence-based assessment using varied, diverse and innovative assessment tools. In this sense, in previous teaching innovation projects we have developed rubrics to align the evaluation with the competences that the student needs to acquire. Moreover, we have explored how to strengthen the G15 competence of critical thinking using social networks because we observed is the competence that our students need to reinforce most. However, we have observed in our agricultural engineering students, that if they forgot to bring their device to the center, did not usually have alternative digital resources, and others did not have any account on social networks. Despite the young people in Spain recognize an intensive use of electronics, the 90% of them own 2-5 electronic devices, they little use them for learning purposes. Taking into account that digital resources and social networks are tools increasingly used by companies, we consider the need to explore bring your own device teaching method. BYOD (Bring Your Own Device) or BYOT (Bring Your Own Technology) initiatives allow students to bring their own mobile devices (laptops, netbooks, tablets, smartphones, etc.) to their centers, and connect them to a Wi-Fi network, to access institutional and educational applications and services. This experience can be a good preparation for the working context that the students will face soon. The aim of this teaching innovation project was to use BYOD initiatives to evaluate, using e-rubrics and social networks, the competences that students need to acquire. The methodology included i) the creation of a subject practice using social media to strengthen the critical thinking competence, ii) the design of a rubric using CoRubrics to assess the practice, iii) the teacher evaluation of the practice and self- and co-evaluation by the students and iv) the analysis of the results and of the teaching-learning process. The results show that high school students had the least access to mobile devices. Undergraduate and master’s students in Agronomic Sciences initially brought their devices when requested and with the progress of the course, they brought it regularly. Not all students use social networks regularly and they value their use in the practice that brings them closer to the professional sector. The teachers concluded that the project provides varied, diverse and innovative assessment tools aligned with the competence-based assessment promoted by EHEA."
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Ramos, Joshua D., and David R. Wallace. "Hands-On Online? An Investigation of Experiential Design Education With Online Resources." In ASME 2014 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/detc2014-34992.

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Online education is becoming more prevalent in every field, especially with the advent of MOOCs and initiatives such as Coursera, Edx, MITx, Khan Academy and more. Product design education involves open-ended problem solving and prototyping with physical materials, so it presents a number of interesting challenges in an online educational setting. This paper describes an initial study to better understand the value proposition of offering hands-on product design education using different delivery methods, ranging from hands-on residential to fully online, and combinations in-between. A series of two-day workshops were used to teach students typical introductory product design coursework including opportunity identification and early-stage prototyping. Students attended one workshop session that was taught with one of three content delivery types: traditional (n = 9), online (n = 9), or hybrid (n = 8). Each student worked individually to identify a product opportunity and produce a preliminary prototype. The performance of the students was compared to elucidate any differences based on workshop delivery method. Based on the comparison of student work, as evaluated by academic product design experts, there were no statistically significant differences in performance between groups. This result suggests that all delivery methods have potential for successfully transferring knowledge to students. Furthermore, this preliminary evidence warrants more detailed investigations of the effects of delivery method on product design education. Interesting observations regarding workshop attendance identify motivation to complete courses as a point of interest in both residential and online settings. A number of insights gained and possible directions are discussed.
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Mwangi, Charles, and Malkia Kelelue. "Implementation of space clubs in Kenya." In Symposium on Space Educational Activities (SSAE). Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788419184405.078.

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The Kenya Space Agency Strategic Plan 2020-2025 identified the need for capacity building in infrastructure and human resource as a priority focus area to enable Kenya to tap into the potential of the space industry. With this in mind, several initiatives were put forth to encourage innovation, education and awareness on space related matters. The concept of Space Clubs in Kenya was mooted in 2020 as an education and outreach program that comprises of interactive scientific activities, competitions, events and learning sessions with students from schools around Kenya. The Space Club initiative is aimed at creating awareness and interest on Geography, Science, Engineering, Arts and Mathematics by educating the next generation of learners on the significance of these subjects in supporting the space industry. It seeks to broaden and enhance the quality of education for Kenyan students and allow them to understand and actively pursue the opportunities that Space related disciplines portend for them. With the support of teachers in primary school (our current target audience) in Kenya, KSA has created an all-rounded program that encompasses a variety of aspects pertaining to space. The initiative has identified and prioritized four disciplines that are critical for the advancement and growth of Kenya’s space sector. These include; Space Systems Engineering, Information Technology and Robotics, Space Science and Astronomy and Earth Observation. The development of the initial learning and training content on these focus areas was concluded in November 2021. The first phase of the project has seen the development of 12 topical student’s books and 4 comic books. These materials, which are under review, will be free for use and will be hosted on the Kenya Space Agency website. Since July 2021, the Space Club team has been hosting a mentorship and training program aligned with these focus disciplines. The Space Club team use of tools such as Cubesat models, water rockets, robotics kits, telescopes and portable planetariums to engage students in hands-on activities.These events have elicited a lot of interest and curiosity amongst students with many expressing interest in Space related careers. The team has noted the significance of student mentorship for the space industry and would recommend that programs of a similar nature be developed, more especially in developing countries, to build a strong foundation for the growth of a vibrant and indigenous Space industry.
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Pereira, Conceição, and Ana Pelarigo. "FROM INITIAL TEACHER TRAINING TO NEWLY QUALIFIED TEACHER." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1406.

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Mihaescu, Diana. "TRENDS IN TEACHER�S INITIAL EDUCATION." In 4th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/35/s13.092.

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Wood, R. "Mobile learning and initial teacher education." In INTERNET SOCIETY 2006. Southampton, UK: WIT Press, 2006. http://dx.doi.org/10.2495/is060061.

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A. Buzzetto-Hollywood, Nicole. "Findings From an Examination of a Class Purposed to Teach the Scientific Method Applied to the Business Discipline." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4774.

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Aim/Purpose: This brief paper will provide preliminary insight into an institutions effort to help students understand the application of the scientific method as it applies to the business discipline through the creation of a dedicated, required course added to the curriculum of a mid-Atlantic minority-serving institution. In or-der to determine whether the under-consideration course satisfies designated student learning outcomes, an assessment regime was initiated that included examination of rubric data as well as the administration of a student perception survey. This paper summarizes the results of the early examination of the efficacy of the course under consideration. Background: A small, minority-serving, university located in the United States conducted an assessment and determined that students entering a department of business following completion of their general education science requirements had difficulties transferring their understanding of the scientific method to the business discipline. Accordingly, the department decided to create a unique course offered to sophomore standing students titled Principles of Scientific Methods in Business. The course was created by a group of faculty with input from a twenty person department. Methodology: Rubrics used to assess a course term project were collected and analyzed in Microsoft Excel to measure student satisfaction of learning goals and a stu-dent satisfaction survey was developed and administered to students enrolled in the course under consideration to measure perceived course value. Contribution: While the scientific method applies across the business and information disciplines, students often struggle to envision this application. This paper explores the implications of a course specifically purposed to engender the development and usage of logical and scientific reasoning skills in the business discipline by students in the lower level of an bachelors degree program. The information conveyed in this paper hopefully makes a contribution in an area where there is still an insufficient body of research and where additional exploration is needed. Findings: For two semesters rubrics were collected and analyzed representing the inclusion of 53 students. The target mean for the rubric was a 2.8 and the overall achieved mean was a 2.97, indicating that student performance met minimal expectations. Nevertheless, student deficiencies in three crucial areas were identified. According to the survey findings, as a result of the class students had a better understanding of the scientific method as it applies to the business discipline, are now better able to critically assess a problem, feel they can formulate a procedure to solve a problem, can test a problem-solving process, have a better understanding of how to formulate potential business solutions, understand how potential solutions are evaluated, and understand how business decisions are evaluated. Conclusion: Following careful consideration and discussion of the preliminary findings, the course under consideration was significantly enhanced. The changes were implemented in the fall of 2020 and initial data collected in the spring of 2021 is indicating measured improvement in student success as exhibited by higher rubric scores. Recommendations for Practitioners: These initial findings are promising and while considering student success, especially as we increasingly face a greater and greater portion of under-prepared students entering higher education, initiatives to build the higher order thinking skills of students via transdisciplinary courses may play an important role in the future of higher education. Recommendations for Researchers: Additional studies of transdisciplinary efforts to improve student outcomes need to be explored through collection and evaluation of rubrics used to assess student learning as well as by measuring student perception of the efficacy of these efforts. Impact on Society: Society needs more graduates who leave universities ready to solve problems critically, strategically, and with scientific reasoning. Future Research: This study was disrupted by the COVID-19 pandemic; however, it is resuming in late 2021 and it is the hope that a robust and detailed paper, with more expansive findings will eventually be generated. *** NOTE: This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology, 18, 161-172. Click DOWNLOAD PDF to download the published paper. ***
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Graça, Vânia. "The Challenges of Initial Teacher Training." In 3rd International Conference on Advanced Research in Education. ACAVENT, 2021. http://dx.doi.org/10.33422/3rd.educationconf.2021.03.207.

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Reports on the topic "Initial Teacher Education initiatives"

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Kerr, Jeannie. Initial Teacher Education and the Inner-City Practicum: Research Report for Collaborators. University of Winnipeg Library, September 2020. http://dx.doi.org/10.36939/ir.202009221528.

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Barros, Margarida, Cristiana Bessa, Isabel Mesquita, and Paula Queirós. The Expression of Epistemological Beliefs in Initial Teacher Education: A Systematic Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, September 2022. http://dx.doi.org/10.37766/inplasy2022.9.0131.

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Review question / Objective: The purpose of this systematic review is to scrutinize what is known about pre-service teachers’ epistemological beliefs in initial teacher training. The research questions which guided the review of these studies were: (Q1) What is the theoretical framework used? (Q2) What is the domain present in the research? (Q3) What have been the main purposes of the research? (Q4) Which have been the methodological procedures used to access epistemological beliefs? (Q5) What are the main research findings? Information sources: Five databases will be used to search and retrieve the articles: EBSCO, ERIC, Web of Science and SCOPUS. This review will not exclude any work based on the date of conclusion as it intends to understand and illustrate the overview of all the research carried out on the epistemological beliefs of pre-service teachers. This will allow access to the explanatory factors of the contours and manifestations that the EB assume in this training phase.
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Kerr, Jeannie. Crossing Borders in Initial Teacher Education: Supporting Translations in the Inner-City Practicum. University of Winnipeg Library, September 2020. http://dx.doi.org/10.36939/ir.202009220101.

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Kerr, Jeannie. Crossing Borders in Initial Teacher Education: Supporting Translations in the Inner-City Practicum. University of Winnipeg Library, September 2020. http://dx.doi.org/10.36939/ir.202009221216.

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Baroni, Alice, Melinda Dooly, Pilar Garcés García, Sarah Guth, Mirjam Hauck, Francesca Helm, Tim Lewis, et al. Evaluating the impact of virtual exchange on initial teacher education: a European policy experiment. Voillans, France: Research-publishing.net, March 2019. http://dx.doi.org/10.14705/rpnet.2019.29.9782490057337.

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Yusrina, Asri, Ulfah Alifia, Shintia Revina, Rezanti Putri Pramana, and Luhur Bima. Is the Game Worth the Candle? Examining the Effectiveness of Initial Teacher Education in Indonesia. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/106.

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An impactful teacher education programme equips teachers with knowledge and skills to improve their effectiveness. Empirical findings on the effectiveness of teacher preparation programmes show that the accountability of institutions and teachers should not only be based on the knowledge or skills produced but also on student learning. Our study aims to evaluate the effectiveness of a pre-service teacher education programme in Indonesia, known as Pendidikan Profesi Guru Prajabatan or PPG. PPG is a one-year full-time programme in addition to four years of undergraduate teacher education (Bachelor of Education). PPG graduate teachers pass a selection process and receive a teaching certificate upon completion of the programme. We use mixed methods to understand the differences in the outcome of PPG graduates majoring in primary school teacher education to their counterparts who did not attend PPG. To estimate the impact of PPG, we exploit the combination of rules and events in the selection process which allows us to estimate the impact of PPG on teacher performance using fuzzy regression discontinuity design (RDD). Once we attest to the validity of the fuzzy RDD, we find that PPG has no impact on a teacher’s professional knowledge and student outcomes in numeracy and literacy. We argue that this is due to the ineffective selection mechanism in distinguishing the PPG and the comparison group. We conclude that as an initial teacher training programme, PPG did not improve teacher effectiveness. Despite incorporating best practices from effective teacher training into the programme design, PPG does not appear capable of producing a higher-quality teacher.
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Hollingsworth, Hilary, and Debbie Wong. Teacher development multi-year studies. Using classroom observations to investigate and understand teaching quality: Initial lessons learned. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-676-5.

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This paper presents some initial lessons learned about the use of classroom observation data as a key form of evidence regarding improved teaching quality in a multi-year teacher development study series. This study series, commissioned by the Australian Government’s Department of Foreign Affairs and Trade (DFAT), involves the investigation of teacher development initiatives that are primarily designed to support the implementation of new primary curriculum in Lao People’s Democratic Republic (Laos), Timor-Leste and Vanuatu. The overall aim of the study series is to understand the extent to which the Australian investment has improved teaching quality and student learning. This paper discusses the processes used to design, implement, analyse and report classroom observation data in the Laos study, and key lessons learned about these that could be applied to other contexts and programs.
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Cassity, Elizabeth, Jacqueline Cheng, and Debbie Wong. Teacher development multi-year study series. Vanuatu: Interim report 1. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-672-7.

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The Government of Vanuatu is undertaking significant primary education reforms, including major curriculum changes, to improve equitable access to and the quality of education. Since 2016, a new primary education curriculum has been introduced by stages, accompanied by a suite of in-service teacher training. The new curriculum promotes teaching practices that support new pedagogies focused on student-centred learning and community support, language transition and class-based assessment practices. These reforms are being supported by the Australian Government, through its Vanuatu Education Support Program (VESP). The Australian Government's Department of Foreign Affairs and Trade (DFAT) has commissioned a study to investigate how the VESP is making a difference to the Government of Vanuatu’s ongoing primary education reforms. This research is part of a multi-year study series undertaken by DFAT's Education Analytics Service to investigate teacher and learning development initiatives in three countries: Lao PDR, Timor-Leste and Vanuatu. The purpose of this summary is to provide a brief overview of findings and recommendations from the first year (2019) of the Vanuatu study.
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Chainey, Jennie, Debbie Wong, Elizabeth Cassity, and Hilary Hollingsworth. Teacher development multi-year studies. Using case studies to investigate and understand teaching quality and student learning: Initial lessons learned. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-679-6.

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This paper presents some initial lessons learned about the use of case studies as a key form of evidence regarding teaching quality and student learning in a multi-year teacher development study series. This study series, commissioned by the Australian Government’s Department of Foreign Affairs and Trade (DFAT), involves the investigation of teacher development initiatives in Lao People’s Democratic Republic (Laos), Timor-Leste and Vanuatu. The overall aim of the study series is to understand the extent to which the Australian investment has improved teaching quality and student learning. This paper discusses the processes used to design, implement, analyse and report case study data, and key lessons learned about these that could be applied to other contexts and programs. These processes include: design, implementation, and analysis and reporting.
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Wong, Debbie, and Elizabeth Cassity. . Teacher development multi-year studies. Emerging themes: Challenges and enablers. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-675-8.

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The global learning crisis has highlighted the urgent need to improve the quality of education. COVID-19 disruptions have placed even greater focus on the learning improvement agenda, and the need to ensure disadvantaged children are not further left behind. Teacher development, and improving teaching quality, therefore is at the heart of many education systems’ policies and programs. This paper presents some of the key considerations for improving teaching across three countries which are being investigated as part of a multi-year teacher development study series. This study series, commissioned by the Australian Government’s Department of Foreign Affairs and Trade (DFAT), involves the investigation of teacher development initiatives in Timor-Leste, Vanuatu and Lao People’s Democratic Republic (Laos). The overall aim of each study is to investigate: To what extent does the Australian investment produce improved teaching quality and improved student learning?
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