Journal articles on the topic 'Initial Teacher Education initiatives'
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1
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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White, Mathew A. "A Decade of Positive Education and Implications for Initial Teacher Education: A Narrative Review Teacher Education: A Narrative Review." Australian Journal of Teacher Education 46, no. 3 (March 2021): 74–90. http://dx.doi.org/10.14221/ajte.2021v46n3.5.
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This narrative review addresses a notable gap in initial teacher education research by exploring the impact of positive education—a growing international change initiative—in schools. Launched in 2009, positive education is defined as education for both traditional skills and happiness. This narrative review examines how positive education has contributed to a change in schools and related curriculum issues. It draws on various studies from the past decade to evaluate positive education definitions, examine two periods in positive education research from 2009–2014 and 2015–2020. The review argues that positive education concepts may enrich initial teacher education discourse and enhance teacher professional practice; but, the term may be too narrow. Finally, the review recommends adopting the more inclusive term wellbeing education. This term may guide future research of culturally diverse case studies, thereby supporting the greater integration of wellbeing science with teaching theory and practise in initial teacher education.
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Teodoro Ciríaco, Klinger, Bruna Cury de Barros, and Carolina Marini. "PROFESSORAS INICIANTES NA EDUCAÇÃO INFANTIL E AS NECESSIDADES FORMATIVAS REVELADAS EM TESES E DISSERTAÇÕES PAULISTAS (2009-2019)." COLLOQUIUM HUMANARUM 17, no. 1 (October 21, 2020): 169–87. http://dx.doi.org/10.5747/ch.2020.v17.h476.
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We intend to characterize what studies developed from 2009 to 2019 say about the theme of "beginning teacher" in Childhood Education in the perspective of identifying the teacher's training needs. Therefore, we mapped thesis and dissertations from postgraduate programs in the area of Education in the State of São Paulo. The theoretical framework involves discussions about teacher training, the beginning of teaching and the training needs arising from pedagogical work in Childhood Education. The methodological path involved extensive bibliographic research, with a "State of the Art" approach, in order to detail the focus of the thesis and dissertations, theoretical references, methodological approaches, main results and conclusions. The experience of locating the production of knowledge in recent years has enabled us tounderstand that: a) there are few studies that address the topic; b) the difficulties expressed by teachers corroborate data presented by the literature; c) the identity of teachers is influenced by the historical view of "welfare" of Childhood Education;d) the need to create training initiatives in context that suit the specificities of this branch. From the results, we defend the thesis that the professional initiation process needs to be seen as a collective project, which involves initial training, continuing education and the school as the learning space, in which learning should be mediated in a collaborative way.
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Penaluna, Andrew, Kathryn Penaluna, and Radmil Polenakovikj. "Developing entrepreneurial education in national school curricula: lessons from North Macedonia and Wales." Entrepreneurship Education 3, no. 3 (September 2020): 245–63. http://dx.doi.org/10.1007/s41959-020-00038-0.
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Abstract In 2016, Eurydice reported that no country in Europe had fully integrated entrepreneurial education in schools and that teacher training was fragmented. However, supported by the World Bank, North Macedonia introduced a compulsory and progressively evaluated Entrepreneurship and Innovation curriculum in 2016, following policy decisions made in 2014. Teacher training initiatives from Wales informed progress. The Welsh Government decided to integrate an entrepreneurial culture within curriculum and assessment arrangements in schools which built upon prior work including education within Initial Teacher Training. This included funding to pilot training for teachers at all levels, from schools to universities and across all subject specialisms—to develop entrepreneurial education. Welsh Government’s Youth Entrepreneurship Strategy (YES) commenced in 2004 within the Ministry for Business and Transport (now Business Economy and Innovation), and since 2015, has been supported by the Ministry of Education and Skills. The sector now has 10 years of experience in entrepreneurial teacher training and has developed Doctoral-level study for educational leaders. In February 2020, the theme of ‘creative enterprising contributors’ was formally positioned as one of the four overarching ‘purposes’ of school education in Wales. This article provides reflective insights of knowledge exchange through the lens of the International Institute for Creative Entrepreneurial Development, in both a Macedonian and Welsh context, and will be of interest to those who wish to advance national policies and entrepreneurial educator development.
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Clarke, Deb Kaye, and Matthew Winslade. "A school university teacher education partnership: Reconceptualising reciprocity of learning." Journal of Teaching and Learning for Graduate Employability 10, no. 1 (May 3, 2019): 138–56. http://dx.doi.org/10.21153/jtlge2019vol10no1art797.
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As initial teacher education students transition to the profession, the experiences offered by the university and partner institutions require intentional, careful, and strategic planning, to ensure positive relational, organisational, and pedagogical experiences for all stakeholders (Lynch & Smith, 2012; Moss, 2008). To minimise the tensions between the theoretical positioning of the university and the practicality of the classroom, respectful and collaborative partnerships need to be central to the design and facilitation of professional experience programmes (Lynch & Smith, 2012). The ‘Hub’ is a longitudinal research and practice partnership between a NSW regional university with Initial Teacher Education (ITE) programmes, and a local, multi-campus secondary College. This paper describes the outcomes of one collaboratively designed initiative of the project: evaluating a team teaching approach in the Bachelor of Education degree. Survey and interview data were gathered from all key stakeholders regarding the efficacy of the ‘teaming’ of academics and teachers to facilitate workshops in professional experience subjects. Survey data were statistically analysed, while thematic analysis was applied to qualitative artefacts. Results of the initial pilot indicate significant value-adding to the professional experience subjects, particularly flagging students increased readiness for employability. Reciprocally, the school teachers indicated their increased understandings of the preparedness of ITE students to engage in professional experience, their heightened capacity to reflect on practice, and enhancement of their leadership and mentoring skills.
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Mitchell, Linda. "Comment." Early Childhood Folio 25, no. 1 (June 1, 2021): 1–2. http://dx.doi.org/10.18296/ecf.0087.
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This issue includes a literature review of theory and research around children’s working theo ries; ways in which teachers purposefully inte grated the sounds, smells, tastes, sights, and textures that were known to the child, and new sensations for the child to affirm and extend the child’s sense of belonging; and case studies of four teaching and learning episodes where “everyday democratic practice” is enacted. There is also a thoughtful analysis of preservice teacher professional identity and whether and how Initial Teacher Education enables the development of advocate activist identities. Two articles raise issues that lend themselves to policy solutions in particular: an article on the impact of noise in ECE, and an article on integrated ECE service provision that is related to initiatives formulated in He Taonga te Tamaiti. Every Child a Taonga. Early Learning Action Plan 2019–2029.
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Ferfolja, Tania. "Making the Transition into the First Year of Teaching: Lessons from the Classmates Initiative." Australian Journal of Education 52, no. 3 (November 2008): 242–56. http://dx.doi.org/10.1177/000494410805200303.
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Based on research into the University of Western Sydney's new secondary teacher education initiative, Classmates, this paper argues that first-year-out teachers placed in disadvantaged schools may be better prepared to deal with the needs of their students if three conditions are met: firstly, their practicum experience is focused on mainly one site, and this experience is continuous and well-supported; that their initial employment as a teacher is undertaken in their practicum school, possibly in a casual capacity; finally, that their inception year of full-time, permanent teaching occurs in a school in which they have undertaken their practicum. This paper purports that these approaches could grow a strong cohort of relatively confident new teachers and potentially reduce their individual stress while providing them the time and space to develop their pedagogical skills and institutional understandings within an economical framework. Additionally, such an approach could provide greater support for school faculties and school communities.
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Doyle, Audrey, Marie Conroy Johnson, Enda Donlon, Elaine McDonald, and PJ Sexton. "The Role of the Teacher as Assessor: Developing Student Teachers’ Assessment Identity." Australian Journal of Teacher Education 46, no. 12 (December 2021): 52–68. http://dx.doi.org/10.14221/ajte.2021v46n12.4.
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The closure of schools across the globe due to the Covid-19 pandemic had the potential to have a catastrophic impact on a fundamental pillar of initial teacher education: school placement. This paper maps a new “site” of professional practice for “school placement” called “Teacher Online Programme” (TOP) using Xu and Brown’s (2016) conceptual framework of teacher assessment literacy in practice. Its main focus lies in the integration of the assessment baseline knowledge into the programme under the seven elements proposed by the framework. A case study methodology informed the approach taken. Data was collected and analysed in three phases: the Teaching Online Programme Year 3 (TOP3) initiative; Student-teacher and Tutor Questionnaires and Student-teacher and Tutor focus group interviews. The findings highlight the complex and multifaceted process of building teacher assessment identity which nests in the larger purposes for education. They encourage an emergentist and collaborative approach to assessment knowledge and view working in communities of practice as a threshold for creativity and innovation.
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BILGIN, AYSE AYSIN BOMBACI, ELIZABETH DATE-HUXTABLE, CARMEL COADY, VINCENT GEIGER, MICHAEL CAVANAGH, JOANNE MULLIGAN, and PETER PETOCZ. "OPENING REAL SCIENCE: EVALUATION OF AN ONLINE MODULE ON STATISTICAL LITERACY FOR PRE-SERVICE PRIMARY TEACHERS." STATISTICS EDUCATION RESEARCH JOURNAL 16, no. 1 (May 31, 2017): 120–38. http://dx.doi.org/10.52041/serj.v16i1.220.
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Opening Real Science (ORS) is a three-year government initiative developed as part of the Mathematics and Science Teachers program. It is a collaboration across universities involving teacher educators, scientists, mathematicians, statisticians and educational designers aimed at improving primary and secondary pre-service teachers’ competence and confidence in mathematics and science. The ORS project has developed 25 online learning modules for pre-service teacher programs. Statistical literacy is prioritised. The Statistical Literacy Module for Primary Teachers (SL-P) adopts an inquiry-based approach and uses resources and contexts relevant to their practice. This paper documents the development and evaluation process of SL-P from its conception to implementation, and reviews the initial trials. First published May 2017 at Statistics Education Research Journal Archives
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Miço, Heliona, and Jonida Cungu. "Entrepreneurship Education, a Challenging Learning Process towards Entrepreneurial Competence in Education." Administrative Sciences 13, no. 1 (January 11, 2023): 22. http://dx.doi.org/10.3390/admsci13010022.
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Entrepreneurship education is a recent field in education. From a field mainly related to small business, it is extended towards enhancement of students’ entrepreneurial attitudes and skills. It can support students in developing an independent and versatile way by growing the spirit of entrepreneurship. Developing entrepreneurship competence among students requires the mastery of concepts by teachers. Training teachers in entrepreneurship education helps them apply specific competences, methods, and tools to encourage confidence in learners’ own capabilities and to stimulate flexibility, leadership, and initiative. To understand the teachers’ entrepreneurial competence, an online survey was developed to assess the level of mastery of such competence in Albanian teachers. The survey was designed to analyze the development of entrepreneurial competence of teachers, and their entrepreneurship education and training. The research goal of the survey is to evaluate the influence mechanisms of gaining entrepreneurship education competence and the way of implementing this competence in pre-university education schools. Results from the questionnaire highlighted the teachers’ need for the acquisition of entrepreneurial competence at every professional level, starting from initial teacher education. The findings from the survey are analyzed by taking into consideration the European policies regarding entrepreneurship education, such as the European Entrepreneurship Competence Framework (EntreComp), and their implementation in the Albanian educational sector.
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Awad, Yomna R. "Voluntary non-formal teacher professional learning for democratic peacebuilding citizenship education: A participatory approach." Citizenship Teaching & Learning 17, no. 1 (February 1, 2022): 85–107. http://dx.doi.org/10.1386/ctl_00083_1.
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This article presents a six-session course the author developed as an integral part of a doctoral research to explore two small groups of teachers’ initial understandings of democratic peacebuilding citizenship through eliciting their narratives of practice and their emerging understandings after voluntarily participating in this non-formal professional learning initiative. Another aim of the study was to explore how their involvement in the course facilitated their own professional learning. Teacher participants were from different private schools in two relatively contrasting contexts, one in the Greater Cairo Area in Egypt and one in the Greater Toronto Area in Canada. This course sets an exemplary participatory approach to inform future research in teacher professional learning for democratic peacebuilding citizenship education in post-conflict zones, societies transitioning out of violent conflict and relatively democratic societies.
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Zahir, Hidaya Mohamed. "Under-preparedness of Teachers to Teach Life Skills Education in the National Curriculum." International Journal of Social Research and Innovation 2, no. 1 (November 15, 2018): 61–74. http://dx.doi.org/10.55712/ijsri.v2i1.8.
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Modernisation and urbanisation has come at a cost to Maldivian children, making them more vulnerable to social ills and psychological diseases. Life Skills Education (LSE) has been integrat-ed into the 2014 Maldives National Curriculum as a way to avert the emotional and psychologi-cal crises of children growing up in a rapidly changing society. Rather than questioning how this new initiative is introduced within the curriculum and the possible outcomes of the initiative, this paper aims to explore how knowledgeable and prepared the teachers believe they are to teach Life Skills to children. A cross sectional survey was completed by 186 teachers of two schools of Male’, Maldives. Life Skills Education has been taught in some form in both schools since 2004. Four factors linked to teacher preparedness were analysed, namely: (1) teachers’ attitude to LSE; (2) teachers’ moti-vation to implement LSE; (3) teachers’ perceived professional mastery; and (4) participation in ongoing professional development, all of which have direct impact on successful implementa-tion of Life Skills Education. All four factors have strong correlation to successful implementa-tion of Life Skills Education. Only 13% of the teachers in this study indicated that they believed they had the capacity to deliver Life Skills Education in the curriculum fully. This study identified the urgent need for LSE to be incorporated into initial teacher training and for policy makers and school leaders to ensure that teachers have ongoing effective support to develop life skills of vulnerable children who live in challenging home environments.
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Arnott, Stephanie, and Marie-Josée Vignola. "The Common European Framework of Reference (CEFR) in French immersion teacher education." Journal of Immersion and Content-Based Language Education 6, no. 2 (October 23, 2018): 321–45. http://dx.doi.org/10.1075/jicb.17008.arn.
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Abstract Over 11% of Canadian students are currently enrolled in French immersion (FI) – a program where French is a subject of study and is the language of instruction in at least two content areas. Research shows that stakeholders in FI initial teacher education (ITE) programs identify French language proficiency development as an area of high priority; however, Canadian ITE programs do not typically provide linguistic support. This article reports on an adaptation and implementation of the Common European Framework of Reference (CEFR) (specifically, the European Language Portfolio [ELP]) as part of a remedial 24-week French writing course in an FSL ITE program focused on developing French proficiency. Student-teachers (n = 25) and the course instructor identified strengths and challenges associated with this initiative via surveys and interviews. Findings show participant convergence and divergence on the portfolio experience, raising implications for decision-making related to its use in ITE programs targeting FI teachers.
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Crisp, Philippe. "Community engagement, extending higher education student learning and raising aspirations of primary school children: initial reflections." Widening Participation and Lifelong Learning 23, no. 1 (June 1, 2021): 169–77. http://dx.doi.org/10.5456/wpll.23.1.169.
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This innovative practice paper reflects on how a university community engagement (CE) project, run at a higher education (HE) institution in the south of England and established in 2014 as a series of community sport type initiatives, has had two elements related to widening participation emerge. Firstly, the CE has played a role in extending the learning of over 100 students enrolled on sports coaching degrees. This is demonstrated through some of them explicitly stating that their experience of the CE has informed their decisions to continue their education and enter Initial Teacher Training (ITT) programmes. The second element relates to the specific experiences of a local primary school that visits the HE to participate in the CE programme. Here, by linking community needs and resources, some of the key personnel from the school have explained how the visits have contributed to the schoolchildren's educational aspirations. Whilst this element is not necessarily certain in its eventual outcome, given the young age of the participants, this innovative practice paper does extol the benefits of community collaborations and uniting efforts; it shares some of the key principles necessary for others to replicate the CE programme in order to support widening participation and lifelong learning.
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Fissore, Cecilia, Marina Marchisio, and Sergio Rabellino. "Secondary School Teacher Support and Training for Online Teaching during the COVID-19 Pandemic." EDEN Conference Proceedings, no. 1 (June 22, 2020): 311–20. http://dx.doi.org/10.38069/edenconf-2020-ac0029.
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In Italy, due to the Covid-19 pandemic, all schools were closed on March 5, 2020 and it was mandatory to switch to “distance learning”, in order not to interrupt the teaching continuity and to guarantee the right to education for all students. The Ministry of Education suggested several initiatives to teachers, including the PPS national project. In the paper we analyse why and how the PPS project, intended for teachers of secondary schools of the STEM disciplines but opened in the emergency to teachers of all disciplines, was able to provide much needed support and not only. Following this opening and the consequent registration of many new teachers, three different phases were carried out: an analysis phase of the teachers’ needs for online teaching, a phase of support and initial help, and a training phase. The results show an extremely high participation of the teachers and a wide online collaboration. All the teachers of the PPS will certainly have an advantage in the post-covid teaching, since they can take advantage of the work done and the experience and skills gained in the past.
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Robinson, Daniel B., and William Walters. "EXPLORING OTHER PRACTICUM POSSIBILI TIES: AN ACTION RESEARCH INITIATIVE." Canadian Journal of Action Research 17, no. 3 (December 21, 2016): 39–56. http://dx.doi.org/10.33524/cjar.v17i3.285.
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This article summarizes an action research project undertaken at a teacher education institution in Canada. The action research was implemented in an effort to respond to initial observations related to some practicum limitations. In an effort to seek a ‘solution’ to these limitations, a modified practicum model was piloted with a small group of mentors (teachers) and protégés (students). Results suggest that the ‘intervention’ introduced within this pilot practicum did have positive results—especially as they relate to encouraging mentor-protégé relationships and enabling school-site acclimatization and acculturation. In light of these findings, concluding thoughts and future recommendations are offered, for both our own institution as well as others.
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He, Peng, Changlong Zheng, and Tingting Li. "Development and validation of an instrument for measuring Chinese chemistry teachers’ perceptions of pedagogical content knowledge for teaching chemistry core competencies." Chemistry Education Research and Practice 22, no. 2 (2021): 513–31. http://dx.doi.org/10.1039/c9rp00286c.
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This study aims to develop and validate a new instrument for measuring chemistry teachers’ perceptions of Pedagogical Content Knowledge for teaching Chemistry Core Competencies (PCK_CCC) in the context of new Chinese chemistry curriculum reform. The five constructs and the initial 17 items in the new instrument were contextualized by the PCK pentagon model (Park S. and Oliver J. S., (2008), J. Res. Sci. Teach., 45(7), 812–834.) with the notions of the Senior High School Chemistry Curriculum Standards (Ministry of Education, P. R. China, 2017). 210 chemistry teachers from a University-Government-School initiative voluntarily participated in this study. The findings from item analysis, confirmatory factor analysis and correlation analysis provide sufficient empirical evidence to support the convergent and discriminant validity of the instrument. The concurrent validity of the instrument was confirmed by testing mean differences among teacher demographic groups. The high Cronbach's coefficient alpha values show good internal consistency reliability of the instrument. Integrating the evidence from theory and data, we documented a valid and reliable PCK_CCC instrument with five constructs consisting of 16 items. This study provides a thorough process for developing and validating instruments that address teacher perceptions of their PCK in a particular subject domain. The valid and reliable PCK_CCC instrument would be beneficial for teacher education researchers and teacher professional programs.
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Wright, Robert J. "Assessing Young Children's Arithmetical Strategies and Knowledge: Providing Learning Opportunities for Teachers." Australasian Journal of Early Childhood 27, no. 3 (September 2002): 31–36. http://dx.doi.org/10.1177/183693910202700307.
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Two interrelated initiatives in early numeracy are briefly described—the Count Me In Too Project in New South Wales, and Mathematics Recovery. The article then focuses on an approach to student assessment which is used in both initiatives. This approach enables teachers to better understand young children's early arithmetical strategies and knowledge. The approach is described in three parts: Part A focuses on initial strategies for addition or subtraction; for example, counting-from-one, counting-on, using finger patterns, and using strategies other than counting by ones. Part B focuses on strategies to solve two-digit subtraction and strategies for incrementing by tens and ones. And Part C focuses on strategies for early multiplication and division. Following this, the strategies which have been described in each part are discussed in terms of their relative sophistication. The discussion includes links to relevant literature and issues relevant to the teaching of early numbers. The conclusion lists six important points about early number teaching and learning.
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Whyte, Shona. "Learning to teach with videoconferencing in primary foreign language classrooms." ReCALL 23, no. 3 (September 1, 2011): 271–93. http://dx.doi.org/10.1017/s0958344011000188.
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AbstractThis qualitative study investigates the relationship between learning opportunities and teacher cognition in the context of a videoconferencing (VC) project for foreign languages (FL) in French primary schools. Six generalist primary teachers were followed throughout the initial six-month stage of the initiative, and data were collected from learners, teachers, and trainers via questionnaire, video and audio recordings of class and feedback sessions, online teacher and trainer discussion, and video-stimulated recall interviews. Interview data revealed distinct teacher profiles involving differences in orientation to teaching and the teacher, learning and learners, and technology. These profiles corresponded to different teaching strategies and resulted in varying patterns of learner interaction in VC sessions. Teachers’ comments showed them to be guided by general rather than FL-specific pedagogical principles, and pedagogical concerns frequently intersected with technical issues as teachers learned to exploit the new VC technology. While most teachers valued spontaneous FL interaction as a key VC affordance, the filmed sessions revealed little unplanned learner-learner communication. This finding is related to teachers’ views of second language acquisition as product rather than a process; for more learner-centred teachers, spontaneity was affected by rehearsal, and for more teacher-oriented practitioners, sustained teacher intervention influenced patterns of learner participation. In addition to these classroom findings, the study highlights the value of this type of participant research in facilitating the exchange of resources and expertise, classroom video footage, and participants’ comments and queries, and thus contributing to professional development in CALL and CMC-based teacher education.
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Loudová Stralczynská, Barbora, and Eva Koželuhová. "Innovative Practice in Initial Professional Studies for Czech Pre-School Teachers." EXCELLENCE AND INNOVATION IN LEARNING AND TEACHING, no. 2 (December 2022): 76–90. http://dx.doi.org/10.3280/exioa2-2022oa15079.
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Over the last three decades, there has been an increase in university level education for pre-school teachers in the Czech Republic. The aim of the paper is to present part of the results of a research study comparing the Bachelor's degree programmes in pre-school pedagogy at ten of the country's universities. Conducted between 2020-2022, the research found that although the national minimum qualification for pre-school teachers remains at secondary vocational level, tertiary level qualifications are much more common among more recently qualified pre-teachers. The democratic transformation of the Czech education system during the last 30 years introduced many improvements such as innovation in the conception, structure, content and organisation of Bachelor's degree programmes. Especially in the last decade, these mainly relate to greater integration of teaching theory, didactics and practical training of students. In some universities these initiatives have also resulted in modularisation of courses and cooperation between lecturers from different subject disciplines and departments. This article presents examples from two Czech universities to illustrate how these new approaches were successfully implemented and resulted in positive feedback from students.
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SILVEIRA, Kátia Pedroso, and Paulo Henrique de Queiroz NOGUEIRA. "Contribuições do PIBID Diversidade da UFMG na formação de professores em curso de licenciatura." INTERRITÓRIOS 4, no. 7 (September 22, 2018): 38. http://dx.doi.org/10.33052/inter.v4i7.238202.
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O artigo retrata possíveis contribuições para a formação de professores em cursos de licenciatura a partir da experiência do PIBID Diversidade na Universidade Federal de Minas Gerais junto a dois cursos específicos: Licenciatura em Educação do Campo/LECAMPO e o Curso de Formação Intercultural para Educadores Indígenas/FIEI. Esses dois cursos, criados na esteira da mobilização dos povos do campo e indígenas pelo direito à educação, possuem características que os diferenciam das demais licenciaturas ao agregar percursos formativos próprios e singulares para a formação inicial de docentes. Levando-se em consideração as marcas indenitárias dessas populações num processo espiralado em que o direito à educação se encarna em sujeitos corpóreos com suas tradições, oralidade, religiosidade e pertencimentos étnico-racial, territorial e linguístico; os cursos, em um momento inicial, e o PIBID, em seus desdobramentos, postulam ser possível formar professores para a Educação Básica reconfigurando as proposições curriculares e a organização de seus tempo e espaços ao se permitir ultrapassar velhos dilemas interpostos na formação docente. Educação Indígena. Educação do Campo. Formação Inicial de Professores. Contributions of the PIBID Diversidade from the UFMG in teachers training on degree course ABSTRACTThe article portrays contributions for teacher training in undergraduate courses from the experience of the PIBID Diversidade (Institutional Scholarship Initiative Program for Diversity) at the Federal University of Minas Gerais together with two specific courses: Countrified Education Degree/LECAMPO and the Intercultural Training Course for Indigenous Educators/FIEI. These two courses, created by the mobilization of rural and indigenous peoples for the right to education, have characteristics that differentiate them from others degree courses by adding some particular and unique formative pathways to the initial teachers training. Taking into account the indenitational marks of these populations in a spiral process in which the right to education is embodied in corporeal individuals with their traditions, orality, religiosity and ethnic-racial, territorial and linguistic belongings; the courses, in an initial moment, and the PIBID, in their unfolding, postulate that it is possible to train teachers for Basic Education by reconfiguring the curricular propositions and the organization of their time and spaces by allowing to overcome old dilemmas interposed in the teacher formation. Indigenous Education, Countrified Education, Initial Teachers Training.
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Martens, Marianne, Lala Hajibayova, Kathleen Campana, Gretchen Caldwell Rinnert, Joanne Caniglia, Isa Garba Bakori, Tsukuru Kamiyama, Liman Audu Mohammed, Davison M. Mupinga, and Olivia Jeonghwa Oh. "“Being on the wrong side of the digital divide”: seeking technological interventions for education in Northeast Nigeria." Aslib Journal of Information Management 72, no. 6 (October 29, 2020): 963–78. http://dx.doi.org/10.1108/ajim-05-2020-0172.
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PurposeThis paper aims to report the initial findings of a project aiming to re-establish basic education in conflict-ravaged states in Northeastern Nigeria and to improve education providers' ability to plan and deliver basic educational services. The authors present a preliminary analysis of Nigerian teachers' access to information communication technology (ICT), their technology skills, as well associated national ICT policies.Design/methodology/approachThis case study uses results from two co-designed tools, administered using KoboToolbox to Education Managers in the first instance, and teachers in the second. The data from the tools form the basis for analysis.FindingsIn the first instance, educational managers reported a lack of access to technology, the internet and to training and professional development. In the second instance, teachers reported issues present in the classroom environment, including poor infrastructure, a lack of resources and over-crowded classrooms. Very few teachers had access to computers or to the internet.Research limitations/implicationsThe 33 educational managers represent a small sample size and may not be fully representative of the region covered. The ICT Capacity Audit tool listed Excel in two different areas – basic Excel skills and using Excel for data analysis – which could have caused confusion for participants. The data collection should be repeated, expanded and compared for consistency. For the team, changes to the proposed (SENSE) box content meant that we were not able to deliver low-tech tools, such as Boogie Boards, or high-tech tools, such as tablets, to schools.Originality/valueDespite seemingly insurmountable challenges, the research team identified low-tech tools as a feasible resource in the classroom. Existing tools, such as teachers' smartphones and use of the WhatsApp application, can be used for sharing educational resources and providing teacher training. This paper argues that Nigeria needs up-to-date national ICT policies to guide in-country efforts to develop implementation of information technology initiatives for education.
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Donovan, Loretta, Kendall Hartley, and Neal Strudler. "Teacher Concerns During Initial Implementation of a One-to-One Laptop Initiative at the Middle School Level." Journal of Research on Technology in Education 39, no. 3 (March 2007): 263–86. http://dx.doi.org/10.1080/15391523.2007.10782483.
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McCowan, Tristan. "Curricular transposition in citizenship education." Theory and Research in Education 6, no. 2 (July 2008): 153–72. http://dx.doi.org/10.1177/1477878508091109.
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The considerable debate in recent years on the aims of citizenship education has not been accompanied by an equally substantial discussion on the educational processes involved.This article puts forward a theoretical framework, referred to as `curricular transposition', for understanding the complex task of realizing normative ideals of citizenship through education. The framework highlights four stages in the educational process: the ideals and aspirations underlying an initiative; the curricular programme designed to achieve them; the programme's implementation in practice; and its effects on students. The `leaps' between these stages — involving movement between ends and means and between ideal and real — are highly problematic.These ideas are explored in the context of an empirical case: the `Voter of the Future' programme in Brazil. Disjunctures are observed at the different stages — in particular, a lack of `harmony' between ends and means, and a lack of teacher ownership of the initiative in the process of implementation — leading to divergence between the initial aims and actual effects. Finally, broader implications of the curricular transposition framework for citizenship education are drawn out.
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Perry, Emily. "Teacher Professional Development in Changing Circumstances: The Impact of COVID-19 on Schools’ Approaches to Professional Development." Education Sciences 13, no. 1 (December 31, 2022): 48. http://dx.doi.org/10.3390/educsci13010048.
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The COVID-19 pandemic caused fundamental shifts in schools’ and teachers’ practices. At the start of the pandemic, forty schools in England were in their second year of participation in a pilot initiative intended to understand what changes could be put in place by schools in order to implement an entitlement for teachers to high-quality, sustained professional development. This paper explores the impact of COVID-19 on the participating schools’ approaches to professional development. Drawing on findings from the independent evaluation and school leaders’ experiences of the initiative, it describes how, before the pandemic, school leaders constructed professional development plans in alignment with school improvement objectives and address individual teachers’ professional learning needs. During the pandemic, after an initial de-prioritisation of professional development, plans were adapted to new professional development ecologies in schools. Professional learning activities moved to online, hybrid and blended environments and new activities were added in response to emerging teacher professional learning needs. This study demonstrates how schools’ plans for teacher professional development can, even in the most extreme conditions, be reshaped and adapted to changing circumstances and adds to the growing body of knowledge of online and hybrid professional development.
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Kaljee, Linda, Kelvin Munjile, Anitha Menon, Stephen Tembo, Xiaoming Li, Liying Zhang, Jacob Malungo, Bonita Stanton, and Lisa Langhaug. "The ‘Teachers Diploma Program’ in Zambian Government Schools: A Baseline Qualitative Assessment of Teachers’ and Students’ Strengths and Challenges in the Context of a School-Based Psychosocial Support Program." International Education Studies 10, no. 2 (January 30, 2017): 92. http://dx.doi.org/10.5539/ies.v10n2p92.
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In Zambia, as elsewhere throughout sub-Saharan Africa, orphaned and vulnerable children (OVC) face multiple physical, emotional, social and psychological challenges which often negatively affect opportunities for educational attainment. REPSSI (Regional Psychosocial Support Initiative), in collaboration with, the University of Cape Town and other African academic institutions, developed the Teachers’ Diploma Program as part of the Mainstreaming Psychosocial Care and Support into Education Systems to provide teachers and school administrators with the knowledge and skills to provide needed support to students and enhance their learning environments. During initial implementation of the Teachers’ Diploma Program in Zambia (2013-2016), qualitative data was collected as a part of larger outcomes and process evaluation. In the current paper, these qualitative data are presented to describe baseline challenges and strengths within the Zambian government school system and early indicators of change during the first ten months of program implementation. These in-depth data provide both teachers’ and students’ experiences and perspectives and are being utilized to further strengthen the Teachers’ Diploma Program as the Zambian Ministry of Education, Science, Vocational Training and Early Childhood moves forward with plans to implement the training at a national level in colleges of teacher education.
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Goldschagg, Paul, and Di Wilmot. "Exploring the role of a Google Group in enabling lesson resource sharing in a South African geography teachers’ professional learning community." Journal of Geography Education in Africa 3, no. 1 (October 30, 2020): 51–62. http://dx.doi.org/10.46622/jogea.v3i.2546.
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This article presents the findings of the initial phase of an ongoing exploratory study that responds to a national imperative, to create teacher-initiated professional learning communities (PLCs), to improve the professionalism and capabilities of South African teachers. The overarching goal of the study is to understand how an emergent PLC in the form of an online Google Group for South African geography educators may enhance geography education and teacher professional development. The contributions made to the Southern African Geography Teachers Network Google Group over a six-month period were analysed and categorized according to themes and topics in the Grade 10, 11 and 12 Curriculum and Assessment Policy Statement (CAPS) curriculum. The findings, in shedding as they do, light on the curriculum sections receiving the most and least contributions, raise more questions than they provide answers. Areas requiring further research are identified. Our main contention is that the emergent PLC enabled through the Google Group offers exciting possibilities for teacher professional learning. As a bottom-up, online, easily accessible initiative, unrestricted by time or place constraints and with a growing membership, it may play an important role in enhancing the quality of teaching and learning in South African school geography.
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Y Aldekheel, Abrar, Omar Khalil, and Zainab M AlQenaei. "Factors Impacting Teachers’ Continued IT Adoption in Pre-College Education." Journal of Information Technology Education: Research 21 (2022): 465–500. http://dx.doi.org/10.28945/5029.
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Aim/Purpose: This study was designed to examine the extent to which high school teachers intend to continue using the tablet PC in their teaching within the context of the Tablet Project initiative in Kuwait. It explores what drives their adoption intention. Background: Blended learning offers teachers the potential to adopt IT to augment their instructions and refocus their content, target group, context, and ethical facets; explore new modes of education and consider effective methods to educate students; and experience more flexibility in both course design and delivery method. To reap the potential benefits of integrating IT in education, the Ministry of Education in Kuwait introduced the “Tablet Project” in public high schools during the 2015–2016 academic year; three years later, it was unclear whether the teachers would continue using the tablet PCs in their teaching. Methodology: The research model adapts constructs from the Unified Theory of Acceptance and Use of Technology (UTAUT) and the Technological, Pedagogical, and Content Knowledge (TPACK) models. It includes facilitating conditions (FC), social influence (SI), and teaching efficacy (TE) as predictors of teachers’ behavioral intentions (BI) to continue using the tablet PC in future teaching. The model also proposes a moderating effect of gender, age, and tablet PC experience on BI. To test the research hypotheses, a data set was collected from 206 teachers and analyzed using the partial least squares structural equation modeling (PLS-SEM) method. Contribution: This study provides empirical evidence on important predictors of continuous IT adoption in teaching activities and identifies lessons that could guide initiatives aimed to embed IT in the pre-college education system in Kuwait as well as other similar systems. It contributes results to advance theories and models aimed to explain and predict sustainable IT adoption in education systems across cultures. Findings: While TE arises as a non-significant predictor of BI, SI emerges as the strongest predictor of BI. FC is the second significant predictor of BI, although its direct effect on BI is non-significant. Gender, age, and tablet PC experience have non-significant moderating effects on BI. These results provide significant statistical support for the predictive power of the model, as it explains approximately 50% of the variance in BI. Recommendations for Practitioners: Since this research is directly connected to the reality of IT adoption in teaching in the Kuwaiti high school system, the findings should be of value for the Kuwaiti educational system and future teachers’ professional development initiatives. They should inform future actions and strategies aimed at successfully integrating IT in pre-college education in Kuwait and other similar countries. Recommendation for Researchers: The findings add to the ongoing research effort aimed to develop a better understanding of the intention to continue using IT in instruction and its influential factors across cultures (e.g., Arabian culture), especially since most earlier TPACK studies were carried out in Asian countries and the US. Our findings also confirm the value of UTAUT constructs (i.e., SI and FC) in explaining and predicting the intention to continue using IT by high school teachers, as the research model explains approximately 50% of the variance in the teachers’ BI. Impact on Society: This research offers empirical evidence that adds much-needed nuance to the discourse on teachers’ IT adoption intention and behavior and informs policies and strategies in support of initiatives aimed to integrate IT into education. The provision of a technical and organizational ecosystem that is conducive to sustainable IT integration in the Kuwaiti education system must be part of a more comprehensive initiative to digitize the entire education system. Education policy makers should embrace a digital mindset to adopt IT and transform the teaching, learning, and managerial processes in the system. Future Research: Future research could replicate this study and compare the results, employ other research methods (e.g., focus-group discussions and observations) to investigate teachers’ IT adoption in various educational contexts, adapt research models that include other predictors, and investigate and produce results on students’ perspectives regarding their initial and continuous adoption of the tablet PC within the Tablet Project context.
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Morselli, Daniele. "How do Italian vocational teachers educate for a sense of initiative and entrepreneurship? Development and initial application of the SIE questionnaire." Education + Training 60, no. 7/8 (August 23, 2018): 800–818. http://dx.doi.org/10.1108/et-03-2017-0046.
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Purpose The purpose of this paper is to examine how educators can teach the key competence of a sense of initiative and entrepreneurship (SIE) as a cross-curricular subject in compulsory education. It draws both on the literature relating to entrepreneurial education and on competence-based education to set out five features of entrepreneurial teaching. For illustrative purposes, these five characteristics are explored in a questionnaire put to a small group of teaching staff. Design/methodology/approach This study employs a qualitative approach, seeking to understand the personal perspectives of participants, and drawing out the complexities of their behaviour, whilst also providing a holistic interpretation of such behaviour. Findings The literature review identifies five features of entrepreneurial teaching: embedding learning outcomes for a SIE within taught subjects; active entrepreneurial teaching; educating for entrepreneurial attitudes; networking activities; being entrepreneurial as part of lifelong learning. It can be hypothesised that teaching staff teach different aspects of the SIE depending on the subject they teach (vocational or more traditional) and their role (teacher or workshop assistant). Originality/value Development of the SIE and the five characteristics of entrepreneurial teaching is a first step towards understanding how secondary vocational teachers and workshop assistants understand and teach the SIE as cross-curricular subject. In line with Fayolle and Gailly who called for deeper investigation of the most effective combinations of objectives, content and teaching methods, the paper seeks to establish a relationship between teaching methods, development of entrepreneurial attitudes and assessment.
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Rolheiser, Carol, Mark Evans, Mira Gambhir, and Kathy Broad. "3. Connecting Inquiry and Practice: Lessons Learned From a Multi-Year Professional Learning Partnership Initiative." Collected Essays on Learning and Teaching 5 (June 19, 2012): 13. http://dx.doi.org/10.22329/celt.v5i0.3432.
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Since 2002 the Initial Teacher Education Program at the Ontario Institute for Studies in Education, University of Toronto, has run a series of professional learning partnership projects between university instructors and K-12 educators. The Inquiry Into Practice Series, based on a collaborative inquiry approach, has strengthened the commitment to program principles and benefited the participants by deepening understanding about a range of educational questions and issues and improving practice. In this article we review key features and principles of this multi-year initiative and discuss challenges, lessons learned, and outcomes. We also provide reflections regarding the importance of high quality professional learning models that support teaching and learning and that are responsive to changing and complex educational pressures and contexts both in higher education and K-12 education.
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Christie, Donald, and Joan Menmuir. "Supporting Interprofessional Collaboration in Scotland through a Common Standards Framework." Policy Futures in Education 3, no. 1 (March 2005): 62–74. http://dx.doi.org/10.2304/pfie.2005.3.1.10.
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The context of this article is the emergence of a new orthodoxy of interprofessional collaboration and multidisciplinary practice in the caring professions. Several current policy initiatives in Scotland, especially in relation to services for children, illustrate this trend, which is evident on an international scale. The article considers the nature of the challenge to models of professionalism represented by interprofessional collaboration. The contentious issue of whether it is appropriate to attempt to define standards of professionalism is examined. In particular, arguments for and against the articulation of a common framework of professional standards are analysed. The model of professionalism adopted in The Standard for Initial Teacher Education in Scotland is explained and the shared features in the equivalent standards in the fields of nursing, other allied health professions and social work are outlined. The potential value of a common standards framework is analysed in terms of how such a framework might help to overcome barriers to interprofessional collaboration. It is argued that defining professional standards need not diminish or demean professionalism. On the contrary, it is possible to create a common standards framework which can serve to enhance professionalism by enabling professional practitioners to ‘re-story’ themselves and at the same time engage effectively in dialogue with colleagues in other professions with whom they are expected to collaborate. The potential implications of a common standards framework for patterns of professional education and training are discussed.
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Sefer, Jasmina, and Snezana Mirkov. "The effects of the trefoil pedagogical approach on encouraging creative behaviour in students." Zbornik Instituta za pedagoska istrazivanja 48, no. 2 (2016): 207–30. http://dx.doi.org/10.2298/zipi1602207s.
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?his paper presents a portion of the results obtained in a more extensive study dealing with monitoring of the work methods and the effects of an experimental implementation of the Trefoil pedagogical approach, developed based on pedagogical theories by the researchers from Belgrade. The Trefoil is based on using group work, creative play, openended tasks, critical dialogue, research work and students? involvement in projects for which teachers were trained through implementation and reflexive practice. The aim of this longitudinal study is to determine the effects of the Trefoil on encouraging initiative, cooperation and creativity in students. Research participants were all teachers and students of an urban primary school during one school year. Data on students? creative work were collected and compared before and after the experiment, obtained by expert observation of classes and a teacher and student questionnaire. Data were processed using one-way analysis of variance for repeated measures and two-way mixed analysis of variance. The results pointed to positive effects of the Trefoil approach, which, according to qualitative data, could probably have been bigger if the experiment had lasted longer. Different assessors noticed progress in encouraging students? creativity, but in different domains. The results have confirmed the justifiability of using the Trefoil approach, provided that its validity is tested by implementation in other educational contexts for the purposes of further research and enhancement of the initial conception.
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M Owen, Susanne, Gerald White, Dharmaputra Taludangga Palekahelu, Dian T Sumakul, and Eko Sediyono. "Integrating Online Learning in Schools: Issues and Ways Forward for Developing Countries." Journal of Information Technology Education: Research 19 (2020): 571–614. http://dx.doi.org/10.28945/4625.
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Aim/Purpose: ICT integration into classroom pedagogical practices is considered an essential aspect of learning processes in developed countries but there are issues in developing countries regarding funding, infrastructure, access, and teacher skills and professional learning. This article presents some aspects of the findings of a study in one remote region within a developing country after the implementation of a widescale ICT initiative. This study investigates issues for implementing ICT in schools in relation to teacher and school leader attitudes, access and ICT use, and improvements needed in Papua which is one of the most remote regions of Indonesia. The paper frames these issues within the context of successful online learning initiatives in developing countries and foreign aid implementation literature, with these aspects being under-researched, especially in significantly remote developing country locations. Background: Developing countries like Indonesia have progressively introduced online learning into school management and classrooms within government planning frameworks and with initial support from foreign aid providers. While there is research available regarding ICT implementation in more urbanized contexts within developing countries, there is a gap in terms of large-scale research which is focused on more remote regions and is supported by foreign aid. Methodology: Mixed methods including surveys and interviews were used to investigate research questions concerning teachers’ and principals’ attitudes, ICT access and use, and perceptions about improvements needed. SPSS software was used for surveys and descriptive analysis, and interviews were analysed through manual coding processes. Contribution: ICT access and e-learning in schools are increasingly becoming relevant in developing country contexts, and this research paper is a preliminary large-scale study that makes a contribution through highlighting issues experienced in more remote locations. This includes specific internet and power issues and transport inaccessibility problems, which highlight the need for locally-based and ongoing coaching of teachers within schools and regions. The paper also draws on the literature about online learning in developing countries and foreign aid towards some possible success directions in isolated contexts, an under-researched area. The importance of education systems establishing ICT skills levels for students integrated across subjects, for well-coordinated planning involving partnerships with hardware and internet providers, as well as the need for school leaders being trained in establishing teacher peer support groups for ongoing coaching, are learnings for Papua and other remote locations from the comparative developing countries literature Findings: The findings highlight teachers’ and school leaders’ positive attitudes to ICT in education, although the results indicate that ICT was frequently applied for administrative purposes rather than for teaching and learning. Principals and teachers highlighted some improvements that were needed including systematic training in computer skills and professional learning about the integration of ICT with teaching and learning, especially in relation to pedagogical practices, as well as the need for improved infrastructure and equipment. Recommendations for Practitioners: The study highlights issues and potential success factors as evident in remote regions of developing countries that have achieved recognition for widescale ICT implementation in schools. This includes issues in relation to policy makers and education authorities working with foreign aid funders. Of significant importance is the need for coordinated and collaborative strategic planning including in relation to sustained professional learning towards student-oriented ICT pedagogies and skilling principals to establish a positive culture and teacher peer coaching. Particularly relevant to developing countries in remote locations is the importance of additionally addressing specific infrastructure and maintenance issues. Recommendation for Researchers: Regarding ICT and its use for student learning, more research is needed in developing countries and, in particular, in more remote locations where specific issues, differing from those encountered in capital cities, may be evident for teachers and principals. Impact on Society: Teachers and principals in remote locations of Indonesia such as Papua have generally positive attitudes about the benefits of online learning but need greater ICT access for students in the classroom and also professional development regarding pedagogical practices to support students in learning effectively through online processes. Future Research: Updated and more detailed comparative research with other developing countries, especially those with remote locations, would be beneficial to more comprehensively identify Papua’s current stage of development and to design appropriate future interventions.
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Koteva-Mojsovska, Tatjana, and Suzana Nikodinovska Bancotovska. "THE EFFECTS OF THE PEDAGOGICAL EXPERIENCE ON THE QUALITY OF TEACHER EDUCATION." International Journal of Cognitive Research in Science, Engineering and Education 3, no. 2 (December 20, 2015): 41–46. http://dx.doi.org/10.23947/2334-8496-2015-3-2-41-46.
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Faculties should ensure integration of science and teaching: science that constantly evolves following the changes in scientific thought and teaching that incorporates these changes in their own organization. So there is a need of including the students, who are prepare for teachers, in the process of pedagogical experience during their study. Pedagogical experience is a completed with a pedagogical practice and hospitation on one side and theoretical knowledge on the other side. Pedagogical experience is a kind of activities that students are involved in the educational process. Considering the importance of these activities, we made a research to determine the effects of pedagogical experience of students in the fourth year of studies at the Pedagogical Faculty in Skopje. This research is guided by two assumptions: 1. Pedagogical experience as an integral part of studies has positive effects on the quality of initial teacher education and educators; 2. The organization of pedagogical internship does not fully satisfy the educational-applicative needs of students and objectives of the internship.During the survey, we have found that the students have good theoretical knowledge about the educational process and are successful in selecting topics for discussion with the competent persons in institutions. But they are not initiative enough and they are not sufficiently active in the process that have no direct obligation to implement and to record. Because of that, students have to be well prepared and instructed for all activities through the practice that will relate to their overall engagement as teachers.It shows that there is a necessity to redefine the structure, objectives, content and organization of the internship.
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Lee-Morgan, Jenny, and Maureen Muller. "On Stage Māori-Medium ITE: Listening to Students’ Voices." New Zealand Annual Review of Education 22 (December 19, 2017): 21. http://dx.doi.org/10.26686/nzaroe.v22i0.4144.
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Māori-medium initial teacher education (ITE) is a small but highly important group ‘on stage’ in te ao Māori and New Zealand education. While education plays a major role in Māori language revitalisation, Māori language is also pivotal to Māori education if the aspiration ‘to live as Māori’ (Durie, 2001) is to be fulfilled. Māori-medium teachers are critical to the success of learners and their whānau who select a Māori-medium pathway and who can make a meaningful difference to the educational outcomes of Māori (Hōhepa, Hāwea, Tamatea, & Heaton, 2014). This article draws on the students’ voices in a two-year research project that centered on the development of a teaching and learning initiative within one Māori-medium ITE programme. Building on previous work by Hōhepa et al. (2014), this study adds another layer of students’ voices to understand more clearly language related issues and student experiences in Māori-medium ITE programmes. The article presents some of the complexities associated with Māori language regeneration facing students of Māori-medium ITE, with the understanding that whatever appears on the stage is always part of a greater narrative behind the scenes.
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Ellis, Gail. "Supporting teachers to implement a pre-primary programme: changes in teacher beliefs and attitudes." TEANGA, the Journal of the Irish Association for Applied Linguistics 10 (March 6, 2019): 186–206. http://dx.doi.org/10.35903/teanga.v10i0.78.
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The integration of a foreign language into early childhood education is becoming more and more widespread. Yet there is a lack of specific teacher training and no clearly-defined pre-primary foreign language pedagogy to guide and support teachers. This article presents data from a recent initiative by a provider of out-of-school English classes in Europe to support teachers in implementing a pre-primary programme and in developing pre-primary foreign language pedagogy. This formed part of a wider change-management and innovation process looking at higher efficiencies and effectiveness, and bringing together in one coherent approach best practice throughout the region in the teaching of English to pre-primary children. The pre-primary programme is underpinned by the pedagogical principles of the UK’s Early Years Foundation Stage (EYFS) framework and the HighScope approach to early childhood education with its overarching ‘plan-do-review’ structure for learning sequences which values children’s voices and agency. Initially, there was some apprehension amongst teachers due to a lack of experience of teaching pre-primary children and some resistance from others who believed that young children are not capable of reflecting on their learning or of making choices about their learning. An important feature of the change-management process was the implementation of a normative-re-educative approach and the provision of ongoing training and professional development. This involved teachers in the adaptation of the organisation’s global statement of approach to English language teaching to an age-appropriate version for a pre-primary context in order to develop pre-primary foreign language pedagogy. It also encouraged teachers to re-examine their existing beliefs and attitudes in order to recognise children’s reflective capacities given appropriate support and scaffolding, and to rethink the power dynamics in the adult-child relationship moving to one of more shared control. Data from surveys conducted with teachers at the initial stage of the programme and 18 months later provides evidence which shows that, over time, teacher’s beliefs and attitudes have changed. Conclusions are drawn from the experience of the project and the factors influencing changes in teacher’s views are discussed.
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INĂŞEL, Mihaela, Daniel LUCHEŞ, and Simona SAVA. "Social Entrepreneurship: An Ability for the Future Teachers." Journal of Pedagogy - Revista de Pedagogie LXXX, no. 1 (July 2022): 7–29. http://dx.doi.org/10.26755/revped/2022.1/7.
Full textAbstract:
Creative thinking, identifying new solutions, taking risks, the proactive attitude, initiative, self-esteem, social and innovative intentions to contribute to societal well-being are competencies listed down in the Learning Compass (OECD, 2019a). Such abilities can be connected with social entrepreneurial competence. Meaningful constructs for the social entrepreneurial competence are: risk taking, self-esteem, personal creativity (Scale of Konakli & Göğüş, 2013), as well as personal traits, social characteristics, and characteristics of social initiative (Scale of Capella-Peris et al., 2019), scales used also in this article. The teachers, as role models for their students, have to demonstrate this competence in order to scaffold it effectively in their students’ minds. We aim to identify to what extent the students in educational sciences in Romania, who will become teachers, demonstrate abilities on this dimension during their BA initial teacher education. Thus, we investigated elements of social entrepreneurial competence in groups of students from Pedagogy, Pedagogy of Primary and Pre-school Education, and Special Needs Education. 509 respondents, students in the first and third year of the BA program, from nine public universities, answered the online questionnaire. The results of the study highlight possible correlations between risk taking and elements of personal creativity, or personal traits, but it could not identify statistically significant differences between the 1st and 3rd year students regarding social entrepreneurial competence. To identify to what extent the social entrepreneurial competence can be noticed at the level of the student teachers, represents a reference for possible curriculum revision of the academic offers.
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Bučiuvienė, Stasė. "ENVIRONMENTAL STUDIES DURING MATHEMATICAL EXCURSIONS IN PRIMARY SCHOOL (3rd year of teaching)." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 4, no. 2 (August 25, 2007): 40–45. http://dx.doi.org/10.48127/gu-nse/07.4.40a.
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Although the General education programmes are aimed at developing children’s abilities to understand and communicate with the world of nature and to know the closest environment, the modern educational system devotes scant attention to environmental studies. Theoretically, everyone at school accepts the importance of research on environmental issues, however, practically only the teachers willing to discover something new are involved in such activities. Environmental education becomes more amateur. The believers in environmental research as the most efficient perception method do not have a feeling of disappointment. This is the exact media where social and ethical problems are successfully solved, socialization of children takes place, self-expression is encouraged, an attitude to protect nature is formed and abilities of scientific acquisition are developed. Mathematics is a valuable tool of environmental research in primary school. The author supposes that a right combination of mathematics and environmental studies can help with achieving positive results. Researching the immediate nature is the most efficient way to know it. The children acknowledge the environment through seeing, hearing, touching, smelling and sometimes tasting. Along environment acquisition, the valuable attitudes such as aesthetical perception and the moral culture are acquired. Environmental studies provides information necessary for successful teaching of natural sciences. The environment-centred activities assist the learners in gaining the initial skills at collecting and processing information. In the majority of cases, environmental studies cannot be imagined without mathematics, and therefore an accurate combination of mathematics and environmental education must be performed. In this case, a teacher experiences serious difficulties that can be overcome by the scientists fairly familiar with the methodologies of these subjects. The mother tongue, arts, physical education etc. encounter the same situation. The teachers and class mentors arrange plenty of nature trips, excursions and sightseeing tours. Nevertheless, due to lack of a clear policy and modern methodologies these activities are poorly coherent. Environmental studies are sponsored by private initiatives and thus not always are balanced and suffer from shortage of consistency, purposefulness and continuation. Key words: environmental studies, primary school, environment-centred activities.
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Del Río Fernández, Joaquín, Spártacus Gomáriz Castro, Joaquim Olivé i Duran, and Antoni Mànuel Làzaro. "Knowledge Transfer in Higher Education Institutions Focused on Entrepreneurial Activities of Electronic Instrumentation." Knowledge 2, no. 4 (October 7, 2022): 587–617. http://dx.doi.org/10.3390/knowledge2040035.
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Although society, governments and the business sector are increasingly demanding that Higher Academic Centers translate their innovative potential into products and services that affect society, little is known or done about the entrepreneurial skills that both lecturers and students need in the context of electronic engineering academic degrees. Inevitably, the fact that some teachers lack certain skill sets will have a negative impact on some students’ professional careers. This article demonstrates a range of initiatives in knowledge transfer which have been carried out over more than 30 years by the university research team making the proposal. Such initiatives have allowed the integration of, not only creative thinking, but also other skills differing from traditional teaching and which can help students to successfully compete for jobs requiring higher qualifications. Following the methodology of a case study within the framework of the Polytechnic University School of Vilanova i la Geltrú (EPSEVG) of the Polytechnic University of Catalonia (UPC), the novelty of the research lies in its focus on the results obtained. In the 1990s, entrepreneurial initiatives encouraged the creation of reference laboratories and the teaching of innovative subjects in the field of virtual instrumentation. Years later, this teaching activity would be complemented by the launch of lines of research/technology transfer. It should be noted that, in its initial stages, this entrepreneurial trajectory was characterized by limited material and human resources, but thanks to the discovery of little-explored areas of activity (niches), opting for working in cooperation networks (science-technology symbiosis), and the entrepreneurial profile of the members of the research team, it has been possible to gain a space in the research/development of marine technologies in the national and European context, as stated in the text. This empirical research has contributed significantly to shaping a new degree in Marine Sciences and Technologies. Likewise, the results of this study reveal that a significant number of electronic engineering students have acquired entrepreneurial skills by engaging in teaching and research and development activities in different Higher Academic Centers.
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Shear, Linda, Barbara Means, Karen Mitchell, Ann House, Torie Gorges, Aasha Joshi, Becky Smerdon, and Jamie Shkolnik. "Contrasting Paths to Small-School Reform: Results of a 5-year Evaluation of the Bill & Melinda Gates Foundation's National High Schools Initiative." Teachers College Record: The Voice of Scholarship in Education 110, no. 9 (September 2008): 1986–2039. http://dx.doi.org/10.1177/016146810811000903.
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Background/Context In 2000, the Bill & Melinda Gates Foundation began an ambitious initiative intended to catalyze the fundamental transformation of American high schools. This article summarizes the results of a 5-year national evaluation of the first stage of the foundation's initiative. Purpose/Objective This article focuses on two contrasting strategies to small-school reform: starting new small high schools, and converting large schools into smaller learning communities. For each strategy, it reports on the progress of the reform in its first several years, student outcomes, and key implementation factors that shape progress and outcomes for startup and conversion schools. Research Design The evaluation summarized in this article used a mixed-methods design. Data and analyses in this article come from surveys of teachers, students, and school leaders; case study site visits that collected a range of qualitative data; the collection and analysis of teacher assignments and student work; and district records of attendance and achievement. Findings/Results Results show that although both strategies have the potential to promote learning environments that are more personalized and that encourage students to work to higher standards, start-up schools in their first several years showed positive results in terms of attendance and some indication of student achievement gains, whereas these outcomes did not emerge for conversion schools during the timeframe of the study. Conclusions/Recommendations Results reported by the evaluation must be taken in the context of the typically slow pace of significant educational reform. Despite the many tasks facing start-up schools in their first 3 years and the challenges posed by limited budgets and incompatibilities with district systems, these schools were quickly able to establish strong and supportive school climates without apparent compromise to student academic achievement. Conversion school progress was slowed by an early focus on structural changes and the challenges of equitable reassignment of existing staff and students, with less initial clarity of vision for the learning environment or initial emphasis on instructional change. More evidence is needed concerning the long-term outcomes for students in these schools and the feasibility of creating small schools at scale, and therefore the degree to which either strategy is likely to support the ultimate goal of promoting educational excellence and equity for all high schoolers.
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Rico, Arantza, Elena Agirre-Basurko, Aritz Ruiz-González, Igone Palacios-Agundez, and Daniel Zuazagoitia. "Integrating Mathematics and Science Teaching in the Context of Education for Sustainable Development: Design and Pilot Implementation of a Teaching-Learning Sequence about Air Quality with Pre-Service Primary Teachers." Sustainability 13, no. 8 (April 18, 2021): 4500. http://dx.doi.org/10.3390/su13084500.
Full textAbstract:
This article presents an interdisciplinary teaching–learning sequence (TLS) about air quality for pre-service primary teachers using an organic learning garden. The design involved a curricular integration of concepts and competences about sustainability, mathematics, and science disciplines following constructivist and active learning strategies, such as problem-based learning and place-based education. In this TLS, both the topic and the learning context act as facilitators of education for sustainable development (ESD). The contents address the overarching STEM and sustainability concepts related to air pollutants, weather, and climate. Our results show that students learned about a STEM topic within a space and context that enables ESD. Several misconceptions related to air quality, weather, and statistics were identified through the evaluation of students’ initial ideas. Furthermore, students’ attitudes towards the topic of study and self-efficacy and perceived relevance of ESD improved after the implementation. These results will guide further improvements of the designed TLS, which connects STEM education and ESD as a transformative educational experience for pre-service teachers. In this sense, we conclude that such initiatives can improve pre-service primary teachers’ self-efficacy as agents of change towards sustainable development goals.