Journal articles on the topic 'Teacher education programmes'
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1
Lopukhova, Yulia, Elena Makeeva, and Kseniya Kuzovenkova. "INTERNALIZATION OF TEACHER EDUCATION AS A PART OF A UNIVERSITY INTERNALIZATION STRATEGY." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 20, 2020): 510. http://dx.doi.org/10.17770/sie2020vol1.4986.
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The internationalization of University teacher education is very important today since teachers have to prepare students for living and working in the new global world. To prepare students for the globalization of the society, university teachers should have the opportunity to gain international experience – from traditional studies and internships to summer schools and degree theses abroad, blended learning formats, buddy programmes, international field trips to preparing English-language degree programmes together with international colleagues. In this paper the authors describe the IDUTE programme (International Dimension of University Teacher Education) designed to enhance the international dimensions of various components of University teacher education programmes, to transform courses in order to facilitate change and improvement in reaching the internationalization goals of their work and to help provide University teachers with greater global competence. This paper details the nature and specifics of the IDUTE programme and provides details of the programme’s outcomes and results. The authors have done extensive research to determine both the existing international content and programme practices for University teacher education and perceived needs for improvement. The IDUTE programme promotes internationalisation among technical teachers and students and expands intercultural competence into their studies and career through creation and development of separate 16/36/72-hour modules on international activities of University Teachers.
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Štemberger, Tina. "Educational Research Within the Curricula of Initial Teacher Education: The Case of Slovenia." Center for Educational Policy Studies Journal 10, no. 3 (September 29, 2020): 31–51. http://dx.doi.org/10.26529/cepsj.871.
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Professional learning is a continuum starting in initial teacher education and persisting throughout the teacher’s career. Initial teacher education programmes should therefore prepare prospective teachers for professional learning via research. There is, however, little knowledge about how initial teacher education programmes educate students about this important subject. The aim of this study was to identify how initial teacher education programmes in Slovenia address the question of empowering prospective teachers with research competence. We analysed all of the initial teacher education programme curricula and established that: (i) overall, more than half of the initial teacher education programmes do not include acquiring research competence as an aim of their study programmes; (ii) the majority of bachelor initial teacher education programmes include courses aimed at gaining research competence, but half of the master’s initial teacher programmes do not provide any courses related to research; and (iii) there is a variety of European Credit Transfer and Accumulation System weightings for educational research courses across initial teacher education programmes in Slovenia.
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Rauduvaite, Asta, and Yadian Du. "The analysis of music teacher education programmes in Lithuania and China." International Journal of Learning and Teaching 10, no. 1 (January 31, 2018): 38. http://dx.doi.org/10.18844/ijlt.v10i1.3144.
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Study programmes that aim to educate music teachers have been undergoing a constant process of renewal, which is predetermined by various factors. The study programmes of music teacher education implemented in Lithuania have never been broadly analysed and compared to similar study programmes of music teacher education in China. Therefore, this study aimed to carry out an analysis of bachelor and master study programmes of music teacher education in Lithuania and China revealing their similarities and differences. The research study disclosed that the goals, intended learning outcomes, structure and curriculum of the two countries have similarities and differences, which are predetermined by philosophical aspects, humanistic ideas and national context of educational policies in both the countries. The study programmes aim to respond to needs of contemporary society, to develop competencies of music teachers, to establish conditions for successful implementation of the goals of study programmes and attainment of learning outcomes.
Keywords: Music teacher education, teacher education curriculum, study programme.
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Lin, Ke. "British Experience of Teacher Professionalization in Citizenship Education." Beijing International Review of Education 1, no. 2-3 (June 29, 2019): 353–77. http://dx.doi.org/10.1163/25902539-00102017.
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This paper reviews British experience of inspiring and educating teachers in Citizenship Education. It is based on a case study undertaken at ucl-ioe where provides diverse and distinctive teacher training programmes. The study firstly provides an overview on the National Curriculum for Citizenship and teacher education in England. Then it introduces three types of programmes related to citizenship education at ucl-ioe, in which the author used to work as both a teaching assistant and participant researcher. By reviewing relevant documents (e.g. curriculum frameworks with teacher’s guide, programme handbooks, academic literature, and participants’ evaluation), the study analyses a multi-levelled structure of teacher education for citizenship at ucl-ioe, which consists of fundamental programme for concept and theory learning, specialised programme for subject and pedagogy learning both at the institute and schools, and practical programme for project-based learning cooperating with social organisations. The study further discusses how the university-led programmes could encourage and prepare teachers for their devotion into citizenship education, and argues for a comprehensive, interdisciplinary and participatory model to be implemented. The paper concludes that a high-quality teacher education for citizenship must help both pre-service and in-service teachers to develop subject-based, pedagogical and transferable competence.
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Rauduvaite, Asta. "Music Teacher Education in China." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 8 (January 6, 2018): 74–83. http://dx.doi.org/10.18844/prosoc.v4i8.2978.
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The content of music teacher education study programmes is conditioned by the needs of the market economy and information society, higher education as a mass phenomenon, penetration of humanist ideas into the curricula and many other factors. The aim of these study programmes is to respond to the needs of society, develop the competencies of teacher education and establish the right conditions for successful implementation and to achieve the intended learning outcomes. The training of music teachers in China requires overall improvement in the level of music teacher training. The Ministry of National Education provides the curriculum for music teacher education as well as the guidelines for teaching compulsory courses for music teachers at general institutions and prestigious universities in China. This profession is important in professional courses and in the field of pedagogy; therefore, integrating the content of elective courses into professional courses could be more prolific and comprehensive. Keywords: Music teacher education, study programme, music education.
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Nysæther, Eyolf Thovsen, Catharina Christophersen, and Jon Helge Sætre. "Who are the music student teachers in Norwegian generalist teacher education?" Nordic Research in Music Education 2, no. 2 (December 17, 2021): 28–57. http://dx.doi.org/10.23865/nrme.v2.2988.
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This study is based on data from a national survey of generalist student teachers specialising in music in the new five-year primary and lower secondary school teacher education programme in Norway. The study aims to map students’ backgrounds, experiences of the educational programme and visions for their future practice as generalist music teachers in schools. The theoretical perspective is cultural-historical activity theory (CHAT). The findings suggest that generalist teacher education music programmes reproduce patterns of inequality. These patterns should be addressed in the future development of the programmes; however, the current lack of diversity may inhibit conditions for transformation and change.
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Lasauskiene, Jolanta, and Yuqing Yang. "Educating music teachers in the new millennium: Current models and new developments." Contemporary Educational Researches Journal 8, no. 3 (August 24, 2018): 101–14. http://dx.doi.org/10.18844/cerj.v8i3.3009.
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The main aim of every teacher education programme is to educate competent teachers and to develop necessary professional qualities to ensure lifelong teaching careers for teachers. In various countries different traditions of educating teachers of music have been established following the traditions and needs of each country. The aim of this study is to present and generalise an overview of the most common models of music teacher education in Lithuania (with a focus on Lithuanian University of Educational Sciences) and other countries, so as to highlight the main features that might initiate discussion of critical issues in the context of music teacher education nationally and internationally. The article focuses on pedagogical study programmes of Music Education as well as on similarities and differences in their curricular. The research on models for teacher education in the best foreign higher education institutions creates conditions for adoption of the most successful international teacher education practices.
Keywords: Initial music teacher education, teacher education curriculum, teacher education models, study programmes;
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Xiong, Xi Bei, Cher Ping Lim, and Shi Qi Liu. "Curriculum leadership and the enhancement of teacher education programs." Asian Education and Development Studies 9, no. 1 (May 7, 2019): 79–90. http://dx.doi.org/10.1108/aeds-12-2018-0181.
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Purpose Teacher education programmes are critical in developing pre-service teachers’ competencies during the apprenticeship phase (Lim et al., 2010), whereas there is evidence indicating that teacher education programmes depend on curriculum leadership (Robinson et al., 2008). The purpose of this paper is to explore the ways in which curriculum leaders enact their curriculum leadership to enhance teacher education programmes in a context of a normal university in Mainland China. Design/methodology/approach In this paper, three groups of curriculum leaders, from university, faculty and classroom level, respectively, are interviewed. Findings This study highlights the significance of curriculum leadership in teacher education programmes enhancement in China, particularly the significant impacts from curriculum leaders’ involvement on the programme processes of planning, implementation and evaluation. Research limitations/implications Implications for research include a conceptualization of curriculum leadership in teacher education and pre-service teachers’ training in China, and a theoretical integration of curriculum leadership and the enhancement of teacher education programmes. Originality/value Implications for practice regard to restructuring curriculum leadership system and informing curriculum leadership practices, not only in Asian countries, but might be able to shed light on the curriculum leadership development in a range of educational contexts either similar to or different from that of Mainland China. This study thus would contribute to several areas of research.
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Hatlevik, Ove Edvard, Greta Björk Gudmundsdottir, and Anubha Rohatgi. "Digital Downsides in Teacher Education." Nordic Journal of Comparative and International Education (NJCIE) 5, no. 4 (November 30, 2021): 123–39. http://dx.doi.org/10.7577/njcie.4227.
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This paper is particularly relevant in the context of a global pandemic when the majority of teaching is conducted online or in a hybrid environment that requires long hours in front of a screen. Online teaching is becoming increasingly important throughout education, and our findings draw attention to some of the challenges and possible pitfalls of the extensive use of digital technologies and, consequently, implications for teacher education. In the paper, we explore student teachers’ perceptions of digital downsides, their teaching tools self-efficacy, their resilience to digital distractions, and physical discomfort from the use of digital technology. We aim to identify these four concepts and examine whether and how they interconnect. A cross-sectional design was used to analyse data from 561 first-year student teachers enrolled in two teacher education programmes in two universities in Norway in 2019. The findings indicate that resilience to digital distractions decreases and a higher level of reported physical discomfort from digital technology increases student teachers’ perceived downsides of digital technologies. Overall, 38% of the variation in perceived digital downsides within the two teacher education programmes can be explained by these two concepts, as well as to the study programme the student teachers attended.
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Lyckander, Rønnaug H. "Å tilrettelegge for elevenes yrkesinteresser: En surveystudie av yrkesfaglærernes kompetanse i yrkesdifferensiert opplæring." Nordic Journal of Vocational Education and Training 12, no. 2 (April 22, 2022): 24–49. http://dx.doi.org/10.3384/njvet.2242-458x.2212224.
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In Norway there exist two different educational pathways for vocational teachers, a bachelor programme and a postgraduate programme in education. This article reports on a comparison of teacher preparation in these two programmes that qualify vocational teachers for work in schools. The purpose is to explore the competence vocational teachers develop during teacher education that is particularly relevant for the broad introductory courses in vocational education and training (VET). Previous research has found that teachers should choose authentic learning activities relevant for working life, as well as developing students’ interests in a vocation. Cross-sectional survey data were collected among vocational teacher graduates (n = 279). Tests of mean differences indicated that the bachelor sample reported being significantly better prepared for teaching in broad courses than the postgraduate sample. However, the same difference could not be found in teachers’ report of different learning activities in school. The discussion points to how differences and similarities between content and practice arenas in teacher education can explain teachers' experiences and whether both teacher programmes develop the competence needed to teach in the broad structure of Norwegian VET.
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Lavonen, Jari. "ADOPTING IDEAS FROM CURRENT NORDIC TEACHER EDUCATION STRATEGIES TO INITIAL SCIENCE TEACHER EDUCATION." Journal of Baltic Science Education 18, no. 4 (August 3, 2019): 488–89. http://dx.doi.org/10.33225/jbse/19.18.488.
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A key goal of initial teacher education in all countries is to educate quality teachers through a quality post-secondary programme and then support them in their careers through professional learning. However, there are different definitions and interpretations of a quality teacher or a quality teacher education programme. Several terms are used to describe a quality teacher, such as professional, effective, competent, expert, or ideal (Stronge & Hindman, 2003; Goel, Bell, & Little, 2008). Furthermore, the definition of a quality teacher changes continuously and follows the current trends of society and working life. Consequently, national-level teacher education strategies and teacher education programmes are continuously improved. In the Nordic region, all countries have been developing initial teacher education at the national and institutional levels over the last five years. In this editorial, I will briefly analyse the aims of new Finnish, Norwegian, and Swedish national-level teacher education strategies. Then I will briefly discuss how we can improve science teacher education according to the new strategies.
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Krajka, Jaroslaw. "Non-Native Teachers Investigating New Englishes." Aula Abierta 50, no. 2 (June 24, 2021): 585–92. http://dx.doi.org/10.17811/rifie.50.2.2021.585-592.
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While teacher-as-methodology-researcher paradigm in the area of methodology is quite firmly established, teacher-as-language-researcher is less common, especially in teacher training programmes. Much less emphasis is placed on equipping teachers (especially non-natives) with skills of language analysis, hypothesis posing, data retrieval and analysis. The use of ready-made language corpora in preparing classroom data and creating materials is still inadequately covered in teacher training programmes, let alone putting future teachers in the shoes of linguistic researchers observing the changing face of English. The purpose of this paper is to present a case for promoting teacher-as-language-researcher attitudes in the graduate teacher training programme. A case study is presented, in which student teachers were gradually introduced into New Englishes, through existing corpora, text retrieval and compilation, and — finally — do-it-yourself concordancing. The data from questionnaires and teacher diaries will illuminate upon the viability of self-made corpus compilations as a part of 21st century digital literacy.
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Du Plooy, Lucinda, Mphumzi Zilindile, Zubeida Desai, Benita De Wet, Lorna Holtman, Cyril Julie, Nadine Moolla, and Vuyokazi Nomlomo. "Searching for research results to inform the design of an initial professional teacher education programme for the foundation phase: A systematic review." South African Journal of Childhood Education 6, no. 1 (June 30, 2016): 10. http://dx.doi.org/10.4102/sajce.v6i1.285.
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<p>This article reports on a systematic review conducted to inform the development of a professional teacher education programme for the foundation phase of schooling. The research question was: What do quality research studies identify as the components and/or characteristics of quality teacher education for the foundation phase programmes that allow new teachers to begin to teach for epistemological access. A search for systematic reviews on educational programmes related to foundation phase for initial teacher education was conducted for the period between 1980 and 2011. The researchers added Stage 0 as a fifth step to the traditional four-step systematic review process. Stage 0 or quasi-tertiary review allowed us to present substantive findings of the identified systematic reviews and to explore their methodological quality. From the initial 2876 hits (mostly health and medical studies), only 19 studies were related to the educational field. Only three of the 19 studies were finally accepted as eligible at Stage 0. None of the reviews directly addressed programme design but contained elements that were considered as useful when designing programmes. The present study makes it clear that there is a dearth of research on entire programmes related to initial teacher education for foundation phase teachers. </p>
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Siposova, Martina, and Lucia Svabova. "The Impact of the Continuum of an Education Programme on Pre-service Teachers’ Beliefs about English Language Education." Journal of Language and Education 8, no. 1 (March 31, 2022): 148–66. http://dx.doi.org/10.17323/jle.2022.13288.
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Research background: Teachers’ beliefs play an important role in the way they teach and meet their students’ needs. Researching pre-established pre-service teachers’ beliefs gives evidence that they might impede pre-service teachers’ compliance with pre-service education. Gap in knowledge and Purpose of the study: Many studies have produced contradictory findings in terms of prospective change in pre-established pre-service teachers’ beliefs caused by the impact of pre-service education study programmes. Therefore, this study addresses the gap by enriching this field with research findings reinforcing the potential impact of the study programme on changes in pre-service teachers’ beliefs on effective English language teaching and learning expressed across different years of the study programme. Methods: The study uses the results of questionnaires completed by 99 randomly selected pre-service teachers enrolled in an English language teaching study programme provided by the Faculty of Education, Comenius University in Bratislava, Slovakia. In addition, the study participants’ database was expanded using bootstrapping to enhance the results obtained by applying statistical methods. Findings and Value added: The results showed statistically significant differences among different years of the study programme within the continuum of their English language teacher education thus indicating the potential impact of the programme. The impact of the study programme led to pre-service teachers’ raised awareness and some modifications in their pre-established beliefs based on the learnt and acquired knowledge and gained practical teaching experiences during the practicums in higher grades of the study. The findings suggest that teacher educators and policymakers should be aware of pre-service teachers’ beliefs when adopting new strategies for reconceptualising and/ or modifying language teacher education programmes.
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Numgaudienė, Ariana, and Birutė Žygaitienė. "Content Analysis of Technology Teacher Training Programmes of Some European Countries." Pedagogika 113, no. 1 (March 5, 2014): 112–22. http://dx.doi.org/10.15823/p.2014.1755.
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The article deals with the problems of designing and updating study programmes during the integration process of the Lithuanian education system into the European education space. After the substantial change of general programmes of Basic education(2008) and Secondary education (2011) and seeking to fully involve self-development of general cultural, subject specific, generic and specific competencies which are necessary for teachers, it is important to update the study programmes.The problem of the research: what content of technology teacher training programme should be from the innovations point of view in order to meet the expectations of the changing society.The object of the research: the innovative content of the technology teacher training programme.The aim of the research: to highlight the innovative aspects of the content of technology teacher training programmes, having performed content analysis of technology teacher training programmes of the universities of Lithuania and some European countries.Research methods:analysis of scientific literature, analysis of the programmes of universities of some European countries which provide training for technology teachers as well as the analysis of the legal acts and strategic education policy documents of the European Union and the Republic of Lithuania.Updating of the study programme of technological education is a permanent process, which is conditioned by the following factors: market economy and the needs of information society, the fact that higher education is becoming mass, penetration of humanistic ideas into the content of education as well as the valid unified study quality assessment policy in the European Union.Taking into account the recommendations of the international experts’ group and considering international changes of analogous study programmes, the Committee of Technology Pedagogics Study Programmes of Lithuanian University of Educational Sciences in cooperation with the social partners carried out a research of opinions of students, graduates, university lecturers and employers on the study quality.They also performed a comprehensive analysis of the Bachelor’s degree study programmes of some Western European universities. The analysis revealed that theoretical models of study programmes design of different European universities have similarities and differences, which are determined by the philosophical aspect, humanistic ideas and the context of the national education policy. In the research the experience of five universities from the innovations point of view was used: the University of Helsinki (Finland), Queen Margaret University, Edinburgh (Great Britain), the Polytechnic Institute of Tomar (Portugal), and the University of Iceland.The following elective subjects have been included in the study programme of technology pedagogics: pedagogical ethics, sustainable development and social welfare, educational creative projects, family health education, health promoting nutrition education, visualization of technology education, eco creations, national and global food culture, interior design, technology education for special needs students, art therapy, development of leadership competencies, formation of study archives. The hidden curriculum of the study programme of technology pedagogics is ethnic culture, ecology, project activities.
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Waheed, Abdul, Asad Naeem Manuchaher, and Rashdah Jabeen. "Teachers' Preparation: A Contribution of Distance Education in Pakistan." Global Regional Review V, no. I (March 30, 2020): 519–31. http://dx.doi.org/10.31703/grr.2020(v-i).55.
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The main objectives of the study were to explore the theoretical and practical component of teacher training programme and effectiveness of instructional package particularly the instructional material and contribution of the teacher education programme of distance education in teacher training. In light of the literature review, the three questionnaires were developed to survey the contribution of the teacher education programme of distance education in teacher training. The respondents were of the opinion that the instructional package, particularly instructional material, is effective for teacher training. The tutorial system contributes to the interaction between the tutor and students as well as peer students. T.V programmes on teachers' education are also providing additional information. Lesson planning and different teaching strategies are practised during training workshops. Distance education is on par with the formal system of formal teacher education system.
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Jumani, Nabi Bux. "Connections Between Theory and Practice in Teacher Education." European Journal of Social & Behavioural Sciences 4, no. 1 (January 1, 2013): 97–105. http://dx.doi.org/10.15405/ejsbs.2013.1.12.
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A fundamental component in professional education is the link between theory and practice. However, students in professional education programmes experience a lack of coherence between theory and practice which is often described as theory practice gap. The aim of this study was to explore the relationship between theory and practice in MA Education Programmes offered by International Islamic University and to contribute with knowledge about how to bridge the gap between theory and practice in teacher education programme. Data were obtained through focus group interview with 40 MA Education female students who completed their four months teaching practice in December 2011. Data reveal that student teachers are quite satisfied with their pedagogical preparation and find difference in theory and practice in teacher education institutions and practice schools in Pakistan. Data indicate that student teachers were not allowed by schools to implement their learnt teaching strategies.
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MEHNAZ TAZEEN, CHOUDHURY. "A Review of English Language Teacher Training Programmes in Bangladesh." International Journal of Language, Literacy and Translation 5, no. 2 (September 26, 2022): 28–40. http://dx.doi.org/10.36777/ijollt2022.5.2.058.
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This paper reviewed the contents and objectives of three English language teacher education programmes offered by government and non-governmental organizations to in-service secondary school teachers in Bangladesh. Semistructured interviews were used to collect additional data from the programme coordinators who were trainers as well. The aim of the study was to find out whether the training programmes created opportunities for teachers to engage in critical reflection on their own beliefs in order to develop a critical approach towards their teaching. Hence, this study drew on the extensive literature on teacher beliefs and critical reflection to advocate the need for designing teacher development programmes which focus on these two aspects. The study sought to establish the advantages of helping teachers to articulate their beliefs so that they can themselves identify whether their beliefs are in sync with language education today. This can be possible only if teachers reflect on their core beliefs about teaching that propel them to teach in a particular way. The study found that the training programmes which were reviewed all focused on classroom practices. None of the programmes focused on helping teachers to articulate or identify their beliefs so that their awareness of their own beliefs could help them appreciate the need for implementing what they were being trained to do in the classroom. It was argued that if teacher development programmes created opportunities for teachers to collectively and critically reflect on their pre-existing beliefs, it could help them use their newly acquired skills more effectively and convincingly. Keywords: critical reflection, teacher beliefs, teacher educators, teacher training modules.
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Vibulphol, Jutarat, Jyrki Loima, Sornnate Areesophonpichet, and Chanita Rukspollmuang. "Ready Contents or Future Skills? A Comparative Study of Teacher Education in Thailand and Finland." Journal of Education and Learning 4, no. 4 (November 9, 2015): 149. http://dx.doi.org/10.5539/jel.v4n4p149.
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<p>This study aimed to analyze the recently updated teacher education programmes in two universities in Finland and Thailand. The article reports the characteristics of the elementary and secondary school teacher education studies in the selected universities, and discusses the roles and significance of 21<sup>st</sup> century skills and their modifications in these programmes. This kind of qualitative case comparison that focuses on modern skills and intercultural programmes is a new approach.</p><p>The methods were document analysis and questionnaire-based survey. Six teacher educators who had important roles in the recent programme updates, three from each university, were the survey informants.</p><p>The findings revealed that the policies and approaches to teacher education were different. While the Thai programmes focused more on courses, the Finns had a wider educational view. Second, research, skills and teaching practice were seen to be important, but the purposes were parted. Finally, as teachers’ professional development tools, those will need further studies.</p>
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Kowalski, Monica J., Jonathan Tiernan, and Sean D. McGraw. "Catholic education in Ireland and the United States: Teachers’ comparative perspectives." Research in Comparative and International Education 15, no. 2 (June 2020): 171–85. http://dx.doi.org/10.1177/1745499920930570.
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This article provides a comparative examination of teachers’ experiences of both participating in Catholic teacher education programmes and teaching within Catholic schools in the Republic of Ireland and the United States. This mixed-methods study consisted of surveys and interviews with 22 teachers who are graduates of both Irish and US teacher education programmes and have taught in Catholic schools in both countries. This distinct cohort of Irish Catholic educators reveals how faith and Catholic identity are experienced in two distinct education systems that share a common mission. The research underscores how context powerfully shapes the lived experience of teachers in both Catholic teacher education programmes and in Catholic schools, and it highlights implications for those responsible for Catholic teacher education programmes and also for the leaders of Catholic schools. The extent to which members of a school community explicitly identify and choose to embody the Catholic identity greatly shapes outcomes.
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Hunt, Anne-Marie. "Teachers’ Cultural Capital: Enabling Factors for Māori Teacher Success." Kairaranga 17, no. 2 (July 1, 2016): 31–36. http://dx.doi.org/10.54322/kairaranga.v17i2.211.
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Five factors for Maˉori teacher success in Aotearoa/ New Zealand are identified in the success narratives of alumnae of a pre-service teacher education programme: whaˉnau support, collegial working environments, feeling valued, risk-taking, and pursuing ongoing learning opportunities. Strong links to key Maˉori values are evident within these factors. Using a kaupapa Maˉori approach to qualitative research design and implementation, the interplay of these factors is described in relation to how they can support Maˉori teacher success, and how they can enhance the design and delivery of teacher education programmes.
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Ushioda, Ema, Richard Smith, Steve Mann, and Peter Brown. "Promoting teacher–learner autonomy through and beyond initial language teacher education." Language Teaching 44, no. 1 (December 3, 2010): 118–21. http://dx.doi.org/10.1017/s026144481000039x.
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With the growing international market for pre-experience MA in ELT/TESOL programmes, a key curriculum design issue is how to help students develop as learners of teaching through and beyond their formal academic studies. We report here on our attempts at the University of Warwick to address this issue, and consider wider implications for research and practice in initial language teacher education. At the Centre for Applied Linguistics at the University of Warwick, we run a suite of MA programmes for English language teaching professionals from around the world. Most of these courses are for students with prior teaching experience, but our MA in English Language Studies and Methods (ELSM) programme is designed for students with less than two years’ experience and, in fact, the majority enrol straight after completing their undergraduate studies in their home countries.
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Fedorov, A. A., G. A. Paputkova, E. K. Samerkhanova, I. F. Filchenkova, and N. N. Natalia. "New Design of University Educational Ecosystem in the Context of Modernisation of Teacher Education in Russia." Психологическая наука и образование 23, no. 1 (2018): 52–63. http://dx.doi.org/10.17759/pse.2018230105.
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The article discusses the issues of developing a new design of the educational ecosystem of university which would comply with the main lines of modernisation of the Russian education. Implementing the model of management of educational programmes in the university requires a transition to a new quality of the educational ecosystem of the university. The new design of the educational ecosystem of the University includes the following: an organizational construct for managing educational programmes; an institute of leaders of heads of educational programmes that ensure their quality, the system for managing professional development of academic and research staff on the basis of the concept of the division of pedagogical labour; an integrated electronic management service platform for educational programmess in the university. Managing basic professional educational programs actually means managing a multidimensional educational product aimed at the labour market and at the implementation of the social and educational mandate which includes management of content, process, resources, contingent, finance, and quality. Establishing the leadership institute for heads of basic professional educational programmes is one of the strategic tasks of transition to a new management model; it implies a complex training programme for academic staff, which includes strategic design and implementation of these programmes, strategic management and evaluation of the programmes’ effectiveness. Effective logistics of programme management is ensured by the integrated electronic service platform which is a set of information, educational, organizational, technological and management solutions that provide interactive interaction between participants in the educational process, and is implemented on the basis of the following services: "Personal account of the head of basic professional educational programme", "Profile of professional growth of the academic staff", "Map of personal and professional development of students", "Assessment of profitability of basic professional educational programme", "Evaluation of the basic professional educational programme effectiveness".
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Kaçaniku, Fjolla. "Teacher-Researcher Development? Unpacking the Understandings and Approaches in Initial Teacher Education in Kosovo." Center for Educational Policy Studies Journal 10, no. 3 (September 29, 2020): 53–76. http://dx.doi.org/10.26529/cepsj.865.
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The teacher-researcher is a prevailing concept in the post-professionalism age of teacher education. The development of teacher-researchers is discussed alongside reforming initial teacher education programmes as research-based. At this time, there is no consensus regarding the understanding and methodologies of teacher-researcher development. The purpose of this study is to examine student teachers’ and teacher educators’ understandings of and approaches to teacher-researcher development in initial teacher education in Kosovo within the research-based education movement. The study used a qualitative research design. The data were collected through open questionnaires (n = 270 student teachers), interviews (n = 15 teacher educators), and programme content (n = 5) at two initial teacher education institutions in Kosovo. Using Healey and Jenkins’s research curriculum categories as a guiding framework, the study identified four clusters of contradictory understandings and approaches relating to teacher educator practice and programme values and goals, fragmenting the context of teacher-researcher development in Kosovo. In order to build consensus in teacher-researcher development, coordinated efforts are recommended to address the current isolated and differing understandings and practices within the broader context of initial teacher education.
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Hamilton, Sandra, and Jennifer Vannatta-Hall. "Popular music in preservice music education: Preparedness, confidence and implementation." Journal of Popular Music Education 4, no. 1 (March 1, 2020): 41–60. http://dx.doi.org/10.1386/jpme_00013_1.
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This study examined popular music in preservice music teacher training programmes in the United States. The researchers explored types of courses and programmes offered in undergraduate music education programmes to prepare future music teachers to teach popular music. Quantitative data revealed trends in the inclusion of popular music within undergraduate music education programmes, determined music teacher educators’ perceptions of their students’ attitudes towards using popular music in the general music classroom, and examined the types of popular music pedagogy needed for preservice music educators. Qualitative data ascertained perceived confidence levels of graduates to utilize popular music. Results revealed that western classical music is the focus for the majority of music educators’ undergraduate degree programmes and that often music teacher preparation programmes ignore popular music study. Bridging the gap between western classical and popular music would help prepare teachers to include and value all types of music in K-12 music education.
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Khan, Dr Shazli Hasan. "Fostering Sustainable Development and Environmental Education Programmes: Role of Teacher Training Institutions and Colleges of Teacher Education." Indian Journal of Applied Research 3, no. 5 (October 1, 2011): 194–200. http://dx.doi.org/10.15373/2249555x/may2013/59.
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Debreli, Emre. "Pre-Service Teachers’ Belief Sources about Learning and Teaching: An Exploration with the Consideration of the Educational Programme Nature." Higher Education Studies 6, no. 1 (January 26, 2016): 116. http://dx.doi.org/10.5539/hes.v6n1p116.
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It is often said that beliefs determine the ways teachers think and act in classrooms. There is now strong evidence that teachers’ beliefs are formed during their previous education as students, and that they exert a powerful influence throughout their careers. However, only little has yet been done on the teacher education programmes’ influence on teachers’ beliefs, especially by taking the programme nature into consideration. The present study attempted to explore whether it is the previous learning experiences or the teacher education programme that influenced teachers’ belief formation. Data were collected from sixteen ELT pre-service teachers in a university in Northern Cyprus through semi-structured interviews. Findings revealed that programme nature had a significant influence on pre-service teachers’ belief formation compared to the influence of their previous learning experiences. Other sources of beliefs were also identified. Implications for teacher education are discussed.
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Passey, Don, and Joana Zozimo. "Developing mobile learning practices through teacher education." Interactive Technology and Smart Education 13, no. 1 (April 18, 2016): 36–51. http://dx.doi.org/10.1108/itse-01-2016-0002.
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Purpose This paper explores the context, development and outcomes of a cross-European in-service training programme, developing mobile learning practices in school classrooms – MLEARN – in The Netherlands, England, Greece and Italy. This paper focuses on: contextual backgrounds; a training needs analysis; and initial, mid-term and final outcomes from teachers and learners. Design/methodology/approach Evidence was gathered about: contextual backgrounds through literature reviews and key informant responses; a training needs analysis through online survey responses from teachers and trainers; and outcomes of uses from five surveys, largely completed online by teachers and learners, after some 2, 3, 5, 9 and 13 months of use. Findings Findings from survey periods were compared to identify shifts and gaps. The training programme led to successful outcomes; there was rapid uptake and use of the mobile devices, as well as shifts in emphasis across the period of the pilot, dependent on contextual factors. But long-term integration requires focus on specific learning activities, as well as on integration beyond a one-year period. Social Implications Uses of mobile devices are increasing, across countries and age ranges. How devices can be used to support learning and teaching in contemporary contexts is not temporally independent. Country curricula, legislation, training programme access, and teacher and learner awareness and perceptions, all influence practice. Originality/value Teachers have limited access to training programmes in this field. This study investigated a key pilot in this under-developed research area. Key factors need to be considered when programmes are developed and run.
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Kayhan, Nilay, and Pelin Pistav Akmese. "Examining the game teaching in special education teacher training in Turkey and European Union Member States." Cypriot Journal of Educational Sciences 13, no. 3 (September 30, 2018): 349–59. http://dx.doi.org/10.18844/cjes.v13i3.751.
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This study aims to examine the compulsory courses related to the game and game teaching in special education teacher training undergraduate programme in terms of number, term, credit and content. The data in descriptive study have been determined using document analysis technique. It has been stated that pre-service teachers in most of the EU countries such as Belgium, Finland, Hungary, Luxemburg, Malta, Portugal, etc. take the courses related to game teaching in the first, second and third years of their education, and the courses with the lowest credit are included in Greece’s and Holland’s special education teacher training programmes with four ECTS and the highest credits are included in Malta’s special education teacher training programme with 20 ECTS. In Turkey, special education teacher training programme which is updated in 2018 includes two ECTS of ‘Game and Music in Special Education’ course in the sixth term. Keywords: Special education, teacher training programme, game, game teaching.
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Goossens, Lennert, Roel De Ridder, Greet Cardon, Erik Witvrouw, Ruth Verrelst, and Dirk De Clercq. "Injury prevention in physical education teacher education students: Lessons from sports. A systematic review." European Physical Education Review 25, no. 1 (June 21, 2017): 156–73. http://dx.doi.org/10.1177/1356336x17711675.
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Sports injuries are a considerable problem in physical education teacher education (PETE) students. They have important consequences and might affect the attitude that PETE students have towards sports and physical activity. Up to now, several efficacious injury prevention programmes have been developed for various sports disciplines. There is a high probability that several components of those prevention programmes are transferable to the PETE environment. A systematic review was conducted to identify intrinsic components that are potentially applicable in PETE programmes. The databases PubMed and Web of Science were searched for articles published between 1974 and 1 February 2015. The systematic study selection resulted in the inclusion of 59 studies. Seventeen studies were rated as having a low risk of bias. Efficacy of the applied programme was proven in 11 of these. Analysis led to guidelines for an injury prevention programme for PETE students. A multiple preventive intervention should include an awareness programme, functional strength training, stretching, warm-up, core stability and dynamic stability exercises of the lower limbs. This multiple preventive intervention preferably has a gradual build-up, makes use of no or only simple materials and is executed around three times per week.
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Banevičiūtė, Birutė, and Jolita Kudinovienė. "Arts Teacher Education in Lithuanian University of Educational Sciences." Pedagogika 114, no. 2 (June 10, 2014): 141–53. http://dx.doi.org/10.15823/p.2014.012.
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The article analyses arts teacher education in Lithuanian University of Educational Sciences, the only university in Lithuania which prepares teachers of four arts subjects – dance, music, theater and visual arts both on bachelor and master’s level. Analyzing this phenomenon input of Arts Education Department of the university is revealed through scientific and pedagogical activities which are closely connected with arts teacher education programmes implemented by the department. Since 1993 when Arts Education Department was founded it went through various changes which led from general university study subject of Arts education towards six arts teacher preparation programmes: dance pedagogy bachelor, theater and film, pedagogy bachelor, dance education, theater education, visual arts education and music education master. Over 500 arts education teachers graduated from Arts Education Department study programmes in the period of 1997–2013.
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Choi, Tae-Hee. "Teacher change from a short-term certification programme and its comparison with that of a comparable long-term programme." International Journal of Comparative Education and Development 19, no. 4 (November 13, 2017): 207–18. http://dx.doi.org/10.1108/ijced-06-2017-0009.
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Purpose Using teacher certification to induce educational change is a common practice in many countries. However, teacher change from these certification programmes, in particular, from the widely used “short-term” programmes, is not given due attention. Do teachers change on short-term programmes? Is teacher development (TD) on short-term programmes qualitatively different from that of long-term programmes? Answering these questions, the purpose of this paper is to address the identified research gap and contribute to the ongoing discussion on an effective teacher education provision. Design/methodology/approach This comparative, qualitative study mainly draws on a case study of an in-service certification programme in South Korea. It also draws on publications which report on TD on a comparable, long-term certification programme in the USA. In both contexts, semi-structured interviews, lesson observations, and document research were conducted and the data were analysed through thematic content analysis. Findings Participants experienced three major, interrelated patterns of cognitive change: capturing and repositioning their assumptions, gaining and seeking pedagogical implications, and inner conflicts and reconciliation in both programmes. The participants also found their learning an emotional process. TD on the short-term programme was not qualitatively different from that of a comparable long-term programme. Originality/value This is the first paper which systematically investigates TD from a short-term training, as compared to a comparable long-term programme. This research has significance as it has implications for effective design and management of TD programmes.
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Harel, Guershon. "On teacher education programmes in mathematics." International Journal of Mathematical Education in Science and Technology 25, no. 1 (January 1994): 113–19. http://dx.doi.org/10.1080/0020739940250114.
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Burns, Robert B. "Personal development in teacher education programmes." Australian Educational Researcher 18, no. 1 (April 1991): 97–109. http://dx.doi.org/10.1007/bf03219486.
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Chong, Sylvia. "Academic quality management in teacher education: a Singapore perspective." Quality Assurance in Education 22, no. 1 (January 28, 2014): 53–64. http://dx.doi.org/10.1108/qae-05-2012-0023.
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Purpose – Quality assurance and management is vital for the continuous improvement of the content, delivery and development of teacher education programmes. This paper seeks to explore theoretical issues and ideas in assessing the quality preparation of teachers in the Singapore context. Design/methodology/approach – An academic quality framework provides an architectural approach to optimizing quality processes, transitioning from a disjointed set of quality processes to an integrated workflow based upon established best practices. Findings – The architectural framework provided a systematic focus to develop and sustain the academic quality of the teacher development programmes. Quality change and developments occur through collaboration and learning. The emphasis is on quality management as a process-oriented strategy. Originality/value – There is a shift in paradigm from traditional models of programme evaluation to a systems approach that incorporate multi-dimensional models to impact administration, teaching and research in a teacher education institution. Thus Singapore's teacher education quality management should be considered beyond a set of measurement tools towards a systematic, scheduled and focused examination as a whole, as a process-oriented strategy.
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Moura, André, Amândio Graça, and Paula Batista. "Understandings and uses of assessment: case study with Spanish teacher educators." Journal of Sport Pedagogy & Research 7, no. 4 (July 2021): 32–40. http://dx.doi.org/10.47863/wooh4376.
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Assessment can serve different purposes. In Spain there has been an increase of research in assessment processes that intends to enhance students’ learning. Attending to this scenario, this study intends to explore the understandings of four teachers from one Spanish university, known as one of the most active in developing formative and shared assessment processes, about i) the process of implementing formative and shared assessment processes and ii) the impact of these assessments on students and on the teaching-learning process. Four teachers were purposively selected to be interviewed, according to their availability, use of assessment to promote students’ learning, work in a teacher education programme and have more than 15 years of experience as teacher. Analysis of data collected from semi-structured individual interviews resulted in the following themes i) formative and shared assessment – advantages vs. disadvantages, ii) vision about teacher education programmes, iii) teachers’ changes throughout their career, iv) students’ participation in assessment, and v) negotiating the teaching-learning process with students. These teachers consider that formative and shared assessment can be laborious, but worth the effort, mainly in teacher education programmes, where the focus is not only on student-person, but also on future teacher-person.
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Kovács, Ivett Judit, Judit Szivák, and Erzsébet Czachesz. "How do Master Teachers plan to renew early childhood education in Hungary? – The five-year plans of the Master Programmes and their implementations." Hungarian Educational Research Journal 11, no. 1 (May 7, 2021): 43–60. http://dx.doi.org/10.1556/063.2021.00025.
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AbstractIn Hungary, the teacher qualification and promotion system was extended with the missing Master teacher grade in 2016. The analysis of the five-year plans of the Master teacher candidates provides an opportunity to get an overview of the vision of experienced and highly qualified teachers about the current situation and the potentials of the educational sector. The research explores the Master programmes of 95 Master teacher candidates from the early years sector to understand what issues they identify in their everyday work, which motivates them for professional learning and for setting innovative goals. The qualitative research uses document analysis to explore the programmes that is followed by semi-structured interviews. The Master kindergarten teachers consider teacher fluctuation and the changes in the legislation the main issues that induce extra tasks to deal with. They also plan to enrich their practice with innovative methods. Collaborative methods for professional learning and planning are frequently mentioned in the programmes, but the terrain of knowledge sharing is mainly their community of practice. Even though opposition is visible in the teachers' attitude against the qualification network, the majority of the Master teachers claim to consider their master programme as an enhancement of their professional work.
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Falkenberg, Thomas, and Gary Babiuk. "The status of education for sustainability in initial teacher education programmes: a Canadian case study." International Journal of Sustainability in Higher Education 15, no. 4 (August 26, 2014): 418–30. http://dx.doi.org/10.1108/ijshe-10-2012-0088.
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Purpose – The purpose of this paper is to establish the status of education for sustainability in the teacher education programmes in the province of Manitoba in Canada and to identify challenges and obstacles for mainstreaming education for sustainability in those programmes. Design/methodology/approach – Using a multi-unit case study design, online programme information and data from interviews with faculty administrators and a convenience sample of faculty members from all five faculties of education in Manitoba were collected and analysed. Findings – There is no systematic and focused preparation of teachers for education for sustainability in any of the Manitoba teacher education programmes. Three challenges for mainstreaming of education for sustainability are identified: lack of leadership, an unfavourable view of the role of education for sustainability and the silo-ing within faculties of education. Research limitations/implications – The research is limited by its focus on the programme-based implementation of education for sustainability in faculties of education, which did not include any course-based implementation by individual instructors. Practical implications – To address the challenges and obstacles for mainstreaming, the authors argue for joint leadership across the relevant institutional levels (government, university and faculty), and for establishing education for sustainability as a framework for responding to the purpose question of school education. Originality/value – The study provides empirical evidence for some of the major challenges for mainstreaming education for sustainability in faculties in education and, by generalisation, all university faculties.
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Gurung, Lina, and Roshani Rajbanshi. "Gender Assessment of Teacher Education Curricula: A Case Study of Kathmandu University, School of Education." Social Inquiry: Journal of Social Science Research 2, no. 2 (November 24, 2020): 38–63. http://dx.doi.org/10.3126/sijssr.v2i2.33044.
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Gender issues are prevalent in every field, and its intersection in the teacher education programme is equally important. To explore gender inclusion in teacher education, this paper analyses the curriculum and teaching/learning materials of two master’s courses, namely Sustainable Development and Mathematics Education, taught at Kathmandu University, School of Education, Nepal. The course syllabus and lecture presentations were analysed using Barbara Hey’s (2010) framework to explore the status of gender inclusion. Tutors’ interviews are also added to cross-check the content analysis of the courses. The study found out that the gender mainstreaming in the curriculum design and implementing them in the classroom from the gender-balanced teachers remained a major drawback. The university has provided training to the teachers and revised its programmes timely, but the sampled courses had less gender integration. So, realizing the teacher may treat the subject from his/her gendered position, the delivery of the content is also equally important. There are no sexist languages and images used. However, some illustrations indicated towards reinforcing gender bias. The gender assessment has been taken from a holistic perspective, so the content delivery is equally emphasised. A gender-sensitive teacher is the utmost necessary to be responsible for avoiding sexist languages, valuing the students of all gender, and bringing gender discourses wherever is relevant and possible in the subject even if it is not in the course units exclusively. Trainings are instrumental in changing teachers' gender-biased mindset, and gender-friendly provisions can be crucial to achieving gender-related outcomes through gender-inclusive educational programmes.
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Bansilal, Sarah, and Angela James. "PHYSICAL SCIENCE TEACHERS’ PERCEPTIONS OF AN ADVANCED CERTIFICATE IN EDUCATION." Problems of Education in the 21st Century 70, no. 1 (April 25, 2016): 21–33. http://dx.doi.org/10.33225/pec/16.70.21.
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Advanced Certificate in Education programmes was offered by many South African universities to provide opportunities for teachers to upgrade their positions. The purpose of the study was to explore Physical Science teachers’ perceptions of their professional development. In this study we considered three domains of professional development which are content knowledge, pedagogic content knowledge and teacher beliefs and attitudes. This study used a mixed method approach using the form of an embedded design. The study was conducted with 156 students enrolled in an ACE Physical Science programme. The teachers stated that their content knowledge and pedagogic content knowledge had not only improved, but also their engagement with actual laboratories, and conducting experiments contributed to their teaching experiences. Hence, their self-confidence of physical science teaching evolved. The authors recommend that the ACE programme should also include a mentoring system with teaching practicum via school leadership and subject advisers. Key words: content knowledge, professional development, physical science teachers, pedagogic content knowledge, teacher beliefs, teacher confidence.
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Ragpot, Lara. "Knowledge of child development in the interface of theory and practice in foundation phase teacher education." South African Journal of Childhood Education 7, no. 1 (December 12, 2017): 6. http://dx.doi.org/10.4102/sajce.v7i1.501.
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How the child develops and learns should be an integral part of pre-service teacher education programmes. This article argues that for foundation phase teachers to teach young children effectively, course content in initial teacher education (TE) should cultivate a thorough understanding of the developing child by infusing theories of childhood development into coursework and practicum. To strengthen this argument, the article gives examples of international TE programmes which recognise that child development should take preference in these programmes. However, for the future teacher to really know the developing child and how to intervene when optimal development is not in place, the theories on child development taught in coursework need to be done in tandem with practical work in a school classroom. This theory–practice interface in initial TE could be optimally supported in a foundation phase pre-service TE programme, which utilises a university-affiliated teaching school as site for practical cross articulation of coursework theory.
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KAYA, Sibel, and Doğan YÜKSEL. "Teacher Mindset and Grit: How do They Change by Teacher Training, Gender, and Subject Taught?" Participatory Educational Research 9, no. 6 (November 1, 2022): 418–35. http://dx.doi.org/10.17275/per.22.146.9.6.
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This study explored the interplay between teacher mindsets and grit levels of Turkish pre-service teachers taking their year of study into account (i.e., first-year vs the fourth year), gender, and the subject taught in a Turkish higher education setting. Student teachers from various programmes at a public university in Turkey participated in the study (N = 321). The participants completed the Teacher Mindset Scale and Grit Scale online after receiving the approval of the university’s ethics committee and signing the consent forms. The correlations between the components of teacher mindset and grit demonstrated that as growth teacher mindset scores increased, and effort scores also increased significantly. Furthermore, as fixed teacher mindset scores increased, interest scores decreased. First-year pre-service teachers had significantly higher fixed teacher mindset scores than the fourth year. In terms of grit, fourth-year pre-service teachers showed greater effort than the first year. There was no difference between female and male pre-service teachers regarding fixed teacher mindset. However, female pre-service teachers scored significantly higher on growth teacher mindset, interest, and effort scales. As for the subject taught, the Mathematics Education programme showed higher levels of fixed teacher mindset and the English Language Teaching programme showed lower levels of grit. Practical implications of our findings and limitations of the study are shared accordingly.
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Góralska, Renata, and Małgorzata Kosiorek. "Instrumentalizacja myślenia. O iluzji refleksyjności w kształceniu nauczycieli." Kwartalnik Pedagogiczny, no. 66/3 (December 13, 2021): 103–23. http://dx.doi.org/10.31338/2657-6007.kp.2021-3.6.
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Contemporary teacher education research point out that one of the most important elements of teacher professionalism is reflexivity. Teacher (self)reflection is aimed at gaining autonomy, at not succumbing to uncritical traditions or established norms, at (self-)criticism, at not agreeing to follow “top-down orders”. In this perspective, reflexivity is a priority element of teacher training, which should be reflected in the teacher education programme. The authors reflect on the category of reflexivity in the context of professional development of teachers and teacher education. We refer to the reflection theory of Donald Schön, Max van Manen, Nevill Hatton and David Smith as well as Johan Luttenberg and Theo Bergen. The adopted research perspective for collecting and interpreting empirical material is a critical discourse analysis. The subject of the analysis is Regulation of the Ministry of Science and Higher Education. The results of research and analyses indicate that the category of reflexivity is present in educational programmes only to a small extent and mainly refers to the level of technical reflexivity of a pragmatic nature. This is a consequence of the technical-scientistic, formalised approach to the construction of educational programmes in force in Poland. This programme is oriented towards instrumentally understood objectives and the usefulness of knowledge and skills on the labour market. A consequence of this is the lack of the broadly understood category of reflexivity as a deep reflection on action. In the analysed document, reflexivity is illusory and apparent in its nature, appears only to a limited extent, and is treated instrumentally.
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Karlsen, Solveig, and Magne Olufsen. "To ulike utdanninger for skolens mellomtrinn. Er det samsvar mellom planverk og praksislæreres erfaringer med studentenes kompetanser på 1-7 og 5-10 utdanningene?" Acta Didactica Norge 13, no. 1 (July 3, 2019): 11. http://dx.doi.org/10.5617/adno.6441.
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I 2010 ble det ved UiT Norges arktiske universitet startet opp et nasjonalt pilotprosjekt (Pilot i Nord) med 5-årige integrerte masterutdanninger for trinn 1-7 og 5-10. I denne kvalitative sammenligningsstudien har vi intervjuet åtte praksislærere på mellomtrinnet (trinn 5-7) med veiledningserfaring fra begge disse utdanningene og undersøkt om de opplever kompetanseforskjeller mellom studentgruppene. For å belyse eventuelle forskjeller, har vi også gjort en sammenligning av utdanningene og en dokumentanalyse av emneplanene for pedagogikkfaget i begge utdanningene. Analysene viser at utdanningene var ulike blant annet når det gjaldt antall og omfang av skolefag og størrelse på pedagogikkfaget. Utdanningen for trinn 1-7 har et sterkt fokus mot pedagogikk og elevkunnskap, mens 5-10 utdanningen fokuserer mer på fag og fagdidaktikk. Praksislærerne erfarer fra praksisopplæringen at studentene ved 5-10 utdanningen har høyere faglig kompetanse, interesse for og identitet til sine valgte fag sammenlignet studenter fra 1-7 utdanningen. Studentene ved 1-7 utdanningen derimot oppleves å ha noe bedre teoretisk grunnlag i pedagogikk og elevkunnskap, og de fokuserer mer på pedagogiske prinsipper i praksisopplæringen. Praksislærerne erfarer også at det er forskjell i holdninger mellom studentgruppene til å undervise i fag i praksisopplæringen som de ikke har fått undervisning i på campus. Studentene ved 5-10 utdanningen er mer motvillige til dette. Studien viser at det er samsvar mellom oppbygging og innhold i de to utdanningene og hvilke kompetanser praksislærerne erfarer at studentene har. Denne artikkelen er i så måte et bidrag i debatten knyttet til hvordan ulike lærerutdanningsmodeller bidrar til studentenes kompetanser.Nøkkelord: grunnskolelærerutdanning, lærerkompetanser, lærerutdanning, praksisopplæring, lærerstudenterTwo different education programs for upper primary school. Is there correspondence between the curricula and the teacher mentors' experiences with students' knowledge in the 1-7 and 5-10 programs?AbstractIn 2010 UiT The Arctic University of Norway started two new teacher education programmes as a national pilot. The programmes were five-year integrated masters for grade levels 1-7 and 5-10. In this qualitative study we interviewed eight in-service teachers with experience of mentoring pre-service teachers (PSTs) in these two programmes. We explored the differences in types of knowledge between the two groups of students. To highlight prospective differences, we also compared the two teacher programmes and performed a document analysis of the pedagogy curriculum. The educational programmes had several differences: the grade levels 1-7 programme had higher emphasis on pedagogy and included courses in one more school subject, compared to the 5-10 programme. The latter programme had more emphasis on subject matter and didactic knowledge. The in-service teachers’ mentoring experiences revealed that the PSTs in the 5-10 programme had higher subject and didactic knowledge, showed more interest in and identified with their chosen subjects. The PSTs in the 1-7 programme appeared to have a better theoretical base in pedagogy and a greater focus on pedagogical principles in their school practice. The in-service teachers also experienced attitudinal differences between the PST groups when the PSTs were teaching subjects for which they were not formally trained from the campus. The PSTs in the 5-10 programme were more reluctant to do this. This study shows that there is consistency between the structure and content of the two teacher programmes and the in-service teachers’ experience of the type of knowledge that the students possess. This article thus contributes to the debate on how different teacher education models contribute to the teacher students' knowledge.Keywords: primary-secondary teacher education, teacher knowledge, pre-service teachers, school practice.
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Opletalová, Alena. "Evaluation of Teacher Education With a Focus on Its Effectiveness." Journal of Education and Training Studies 6, no. 11a (November 29, 2018): 164. http://dx.doi.org/10.11114/jets.v6i11a.3813.
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The basis of the project is the current trend of lifelong learning and individual personality development, as well as the requirement to increase the quality of education programmes for Further Teacher Education (FTE). The research project has been carried out based on the findings of D. L. Kirkpatrick and his four-level model of training effectiveness evaluation. The main methods employed in the research are a questionnaire survey and standardized interviews with heads of schools sending their teachers to these programmes. The main objective of the research is to apply the method for FTE effectiveness evaluation at the Faculty of Education of Palacký University Olomouc and verify the method in practice. Tentative research objectives involve determining how the programme is evaluated by its graduates, analysing and interpreting the results of the research in FTE evaluation, and suggesting possible measures for further improvement and innovation regarding implementation of the particular programme.
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López-Hernández, Alfonso. "Initial Teacher Education of Primary English and CLIL Teachers: An Analysis of the Training Curricula in the Universities of the Madrid Autonomous Community (Spain)." International Journal of Learning, Teaching and Educational Research 20, no. 3 (March 30, 2021): 132–50. http://dx.doi.org/10.26803/ijlter.20.3.9.
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The Madrid Autonomous Community (Spain) offers a significant case of extensive bilingual (English) education provision in primary and secondary school, with over 50% of students following a Content and Language Integrated Learning (CLIL) programme. However, there are doubts about the ability of the current pre-service teacher education provision to meet the demands of the rapid growth of bilingual education in the region. This study analyses the initial teacher education (ITE) of English as a Foreign Language (EFL) and CLIL teachers in the Madrid community, by providing a systematic comparison of the 14 Primary Education teacher training degrees offered and, specifically, their EFL specialist itineraries. In particular, it assesses the balance between the development of linguistic and pedagogical competences, the linguistic requirements to enter the EFL track, and the inclusion of dedicated CLIL modules as part of the training curriculum. Results show that there is a great heterogeneity in the design of such programmes, especially regarding the value given to a language improvement component. Furthermore, it was found that the training in CLIL is insufficient, both in the core programmes and in the EFL itinerary. Beyond the Spanish context, the questions raised in this study can offer insight into the effective design of initial teacher education programmes for educational systems that have committed to mainstream bilingual education as a tool for enhancing foreign language competence.
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Makhananesa, Joseph Lesiba, and Mmalefikane Sylvia Sepeng. "Exploring Threats to Novice Teachers’ Development in Selected Secondary Schools in South Africa." International Journal of Learning, Teaching and Educational Research 21, no. 12 (December 30, 2022): 260–72. http://dx.doi.org/10.26803/ijlter.21.12.14.
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Newly appointed teachers in the profession encounter challenges that impact their professional development possibilities and potential. The first five years in the teaching profession are delicate and fragile. This is the era where growth and development are gathered through classroom practices. This article seeks to explore any potential threats to these teachers’ development prospects. This can be incomplete without perusing related literature and teacher development theories. This study is qualitative and interpretive in nature and involved 23 participants who were novice teachers, school management team members and school principals. The theories of teacher change and social learning theory were used as the theoretical framework. Teacher change theory argues that change can happen when teachers come across valuable experiences and knowledge in the course of life. Empirical evidence was authenticated through interviews from purposively selected schools in the Mopani district in South Africa. This paper was authored to help education authorities, teacher unions, and school management hierarchies with relevant teacher development practices that can mitigate threats to novice teacher development. One compelling finding was that most of the difficulties accompanying novice teachers’ development were beyond the novice teachers’ control while in certain instances; teachers’ attitudes need to improve. The participants affirmed the need to introduce school-based development programmes that are unique to individuals. The need to regularly monitor and support schools cannot be over-emphasised. The study recommended that the Circuits and the Districts need to take control of their responsibilities for novice teacher development programmes. They should ensure that all programmes are regularly monitored, and schools are allowed to introduce programmes that address their unique professional development needs. Recommendations for future research on the subject are made.
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Alvarez-García, Olaya, Jaume Sureda-Negre, and Rubén Comas-Forgas. "Assessing environmental competencies of primary education pre-service teachers in Spain." International Journal of Sustainability in Higher Education 19, no. 1 (January 2, 2018): 15–31. http://dx.doi.org/10.1108/ijshe-12-2016-0227.
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Purpose In this paper, the results of an investigation aimed at analysing and comparing the environmental competences of future teachers undergoing training in two universities are presented. The purpose of this paper is to analyse the difference in the acquisition of environmental competences amongst two groups of students enrolled in two universities with different levels of introduction of the environmental education (EE) and sustainability contents in their curriculums. This objective is inserted into a wider finality: to provide recommendations regarding the redesign of pre-service teacher training curricula and learning programmes. Design/methodology/approach A specifically designed questionnaire was used in this study to analyse the environmental competencies of students in the final year of their degree in primary education in two Spanish universities. One of them had a highly environmentally oriented programme, and the other had a scarcely environmentally oriented programme. Findings Results show that no significant differences were observed in the results related to the greening level of the training programmes. Pre-service teachers have insufficient environmental knowledge, but with quite positive, responsible attitudes towards environmental issues, and pro-environmental actions that could be categorised as moderate. Results point to the need for further and better pre-service teacher training in environmental issues. Originality/value One of the main factors in the appropriate treatment of EE in schools is teacher training. Despite this principle being widely recognised, not all pre-service teacher training programmes adequately address EE. The added value of this paper is the comparison established between the students that followed a degree with a high impact of the environmental competences in its curriculum and another one that has very few references to these competences in the curriculum.
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Šenjug Golub, Ana. "Effects of German Language Teacher Professional Development on Pupils’ Learning Outcomes in Intercultural Competence." Center for Educational Policy Studies Journal 4, no. 4 (December 31, 2014): 75–98. http://dx.doi.org/10.26529/cepsj.186.
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The development of intercultural competence is increasingly being perceived as a key goal in today’s education. As a result of a strong emphasis on that competence in curricular documents, teachers are faced with demanding tasks. Confirming this, recent research in the field of intercultural competence in Croatian schools indicates the numerous difficultiesteachers face in accomplishing the goal of developing their pupils’ intercultural competence. Teacher professional development can be crucial for a systematic approach to the development of learners’ intercultural competence. Therefore, the aim of this study was to determine whether teacher participation in a further professional development programme on the topic of intercultural competence can significantly affect the achievement of goals set in the current curricular documents on foreign language learning related to intercultural competence. The effects of the professionaldevelopment programme were assessed by means of analysing learner outcomes in intercultural competence prior to and after teacher participation in the programme. A quasi-experimental pre-test-post-test design was used, and the achievements of 752 primary and lower secondary level pupils attending 4th and 8th grades were evaluated. The results confirmed that foreign language teacher professional development in the field of intercultural competence had positive effects on pupils’ learning outcomes, especially in the cognitive component of intercultural competence. This leads to the conclusion that it is necessary to motivate foreign language teachers to participate in such programmes. The results also indicate the necessity of placing particular emphasis on the problem of stereotypes and prejudices when designing such programmes.
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Oduwaiye, RO, S. Oyeniran, and OO David. "Impact of Teacher Development Programmes on Teachers’ Attitudes towards MDG2: the Case of Abeokuta South Local Government." Journal of Science and Sustainable Development 4, no. 1 (June 12, 2013): 63–72. http://dx.doi.org/10.4314/jssd.v4i1.6.
Full textAbstract:
Millennium Development Goal (MDG) 2 focuses on attainment of universal primary education (UPE). Taking cognizance of the fact that attainment of the goal depends heavily on the attitudes and work of teachers involved in the delivery of primary education, this study delved into these teachers’ attitudes towards the goal as shaped by their involvement in professional development programmes, taking the case of Abeokuta South Local Government. The findings were that teacher development programmes improve teachers’ capacity and disposition towards attainment of MDG2. Pertinent recommendations for theory, policy and practice grounded on thisfinding are propounded. Keywords · Teacher development programmes · Primary education · MDGs